Special education teacher jobs in Bossier City, LA - 45 jobs

Elementary, Middle, and High School | Full-Time and Part-Time BrightSpire Talent is seeking qualified Special Education Teachers for current and upcoming roles in a local school. These positions support students with diverse learning needs in inclusive, resource, and self-contained settings. We are hiring for: Elementary, Middle, and High School levels Full-time and part-time positions A variety of placements, including inclusion, resource room, and self-contained classrooms Responsibilities: Develop and implement IEPs in collaboration with team members Adapt lessons to meet individual student needs Provide academic, behavioral, and emotional support Track and document student progress Communicate regularly with parents, staff, and support teams Qualifications: Valid teaching certification in Special Education (or eligibility for licensure) Experience working with students with disabilities preferred Strong communication and collaboration skills Passion for supporting student growth and success Pay & Benefits: Competitive pay rates typically range from $32-$56/hour, depending on role, location, and experience Employees may be eligible for health benefits, 401(k) plans, and professional development support Opportunities for long-term, short-term, and temp-to-hire placements Apply today to be considered for multiple openings. BrightSpire works directly with schools and districts to match qualified teachers with roles that best fit their skills and availability.

Special Education Teacher (Grades 8-12) JobID: 2997 High School Teaching/Special Education Teacher Additional Information: Show/Hide TITLE: Classroom Teacher - Regular Education/Special Education Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the DeSoto Parish School System's accountability measures as outlined in the Louisiana Accountability System. QUALIFICATIONS: * United States citizen or authorized alien. * Those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) * Physical and mental stamina and ability to perform job functions, tasks and duties. REPORTS TO: School Principal SUPERVISES: Assigned Students JOB GOAL: Plan and implement a program, creating an environment where students can learn and develop optimally. PERFORMANCE RESPONSIBILITIES: * Will align classroom instruction with the components of the NIET Teaching and Learning Standards Rubric Domains, Indicators and Descriptors or the CLASS rubric. PERSONAL QUALITIES: * Possesses strong interpersonal and communication skills and the ability to work effectively with individuals and groups. * Demonstrates the ability to communicate effectively, both orally and in writing. * Possesses the knowledge to gather data, compile information and prepare reports. PROFESSIONAL GROWTH: * Growing and Developing Professionally * Reflecting on Teaching and utilizing the IGP as directed by the district PROFESSIONAL ETHICS (Does not require IAPs. The deficiency in professional responsibilities shall be addressed with a progression of documentation.): * The teacher collaborates and communicates effectively and respectfully with families, colleagues, and the community to promote students' academic achievement and to accomplish the school's mission. * The teacher maintains regular attendance and punctuality and notifies principal/designee of absences and late arrivals in a prompt manner, as per school/principal procedures. * The teacher complies with all school level and Board rules and policies. * The teacher ensures proper care of textbooks, teaching aids, electronics/computers and other equipment. * The teacher sets clear expectations for student conduct and enforces expectations in a fair, consistent manner. * The teacher timely prepares and implements plans for effective instruction, classroom management, and control. * The teacher maintains his/her assigned room and its environment in a manner conducive to learning. * The teacher participates in activities to improve professional competence, including those activities required by principal and central office personnel. * The teacher follows district grading policies and maintains current grade book, records, and reports as assigned. * The teacher prepares and maintains lesson plans in a timely manner and in the form and substance required by the principal of the assigned school and Board policy. * The teacher projects a well-groomed, professional appearance. * The teacher supervises students at all times and timely assumes assigned duty posts at classroom door, during class, at lunch, during assemblies and prior to and/or at drop-off. * The teacher meets the criteria for an Individual Growth Plan following the appropriate format and guidelines. * The teacher accepts and implements assistance and resources designed to improve or enhance performance. * The teacher contributes to achieving the school's mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues and communities. * The teacher engages in self-reflection and growth opportunities to support high levels of learning for students. * The teacher is courteous to students, faculty and staff and the public. * The teacher exhibits professional and ethical conduct. * The teacher recognizes and respects the rights and property of students, other employees and the public. * The teacher adheres to all policies relative to professional relationships and communications with students. * The teacher exercises proper judgment and refrains from conduct which reduces or causes a loss of his/her effectiveness in the classroom. * The teacher adheres to all deadlines set by board policy, school rules, and central office and/or school-based administrators. * The teacher exhibits positive personal behavior on or off campus and avoids improprieties or the appearance of improprieties. * The teacher maintains confidentiality of all matters related to student and employee matters. * The teacher shall serve as a member on or chair committees as assigned by the principal or other supervisory personnel. * The teacher shall attend student discipline, IEP, and SBLC meetings and the like as required by the principal or other supervisory personnel. * The teacher shall attend job embedded professional development as scheduled by the principal or other supervisory personnel. * The teacher shall attend followup meetings for feedback from formal and informal observations. * The teacher shall attend faculty meetings as required by the principal or other supervisory personnel. * The teacher shall attend back to school and/or open house events and student parent teacher conferences. * The teacher shall serve duties for after school events as assigned by the principal. * The teacher shall attend all meetings and functions of those activities, clubs or groups of which the employee is a sponsor. * Reports job-related injuries within 48 hours of a work accident to the immediate supervisor. * Adheres to the DeSoto Parish School Board's Sexual Harassment Policy to be found at File: GAEAA. TERM OF EMPLOYMENT: Nine months FLSA Status: Exempt

A teacher in the School District of Philadelphia plans and teaches their subject area, following the scope and sequence for all courses; provides instruction to students in a variety of planned courses; provides the use of real life applications and simulations to instruct students in the analysis and interpretation of material being presented; instructs the use of tools, materials, processes, and applications of technology, including pertinent software applications, in the development of lessons, and uses formal and informal classroom and district assessments. Essential Functions Assesses the skill level of students and aligns classroom goals and activities to established state and local standards; Provides instruction in respective subject area(s); Provides students with instruction emphasizing real life applications and simulations; Teaches inquiry techniques that encourage experimentation and alternative approaches to problem solving; Provides technical expertise in the use of tools, materials, processes and applications of technology, including pertinent software applications; Provides students with learning experiences requiring them to demonstrate comprehension of concepts and the ability to use technological resources in developing solutions to problems; Provides instruction that encourages students to use learned skills as tools for inquiry-based learning; Creates a classroom environment in which students have access to subject-related materials that address their needs and interests; Collaborates with staff members within and across disciplines to integrate subject-specific skills across the curriculum; Keeps abreast of the latest developments and improvements in education as it affects the instructional program; Attends faculty meetings to discuss school problems and teaching methods; Maintains classroom discipline; Maintains attendance, grade(s), and other required records. PLEASE NOTE\: Salary is commensurate with experience in education and educational attainment. Both prior experience and educational degree must go through the District's verification process in order for final salary to be confirmed. Please click this link to read through the process and download the verification forms for your previous employer(s) to complete. Disclaimer\: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Nondiscrimination\: The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices. Minimum Requirements Bachelor's degree from an accredited college or university Certificates/Licenses Valid Commonwealth of Pennsylvania Instructional Certificate in respective grade level, and endorsements in respective subject area, OR Presentation of an original, signed letter from the Certification Officer of an accredited college or university verifying current enrollment in an approved certification program in order to be eligible for an Emergency Permit. PLEASE NOTE\: Certain subjects/roles require a second step in order to determine eligibility. This includes art, dance, theater, music, world languages, and any role that is vocational/CTE, itinerant, and/or bilingual. The Recruiter who supports that subject will reach out with next steps should you meet minimum eligibility requirements. Knowledge, Skills, and Abilities Demonstrated knowledge of: the principles, practices, and methods of grade level education; subject specific expertise; the contents, materials, methodologies, and practices utilized within education at the respective grade level; critical thinking methodologies and problem-solving techniques; the theories and principles of child growth and development; state standards and performance levels; the use and application of technological innovations, including pertinent software, in the development of solutions to learning problems; authentic performance assessment principles. Demonstrated ability to: assess students' needs and learning styles and to design appropriate differentiated instruction to meet their needs; use and apply simulations and technological innovations in the classroom in pursuit of instructional strategies; facilitate inquiry-based learning as well as whole class, small group, and individual instruction driven by student needs; communicate effectively, both orally and in writing; establish and maintain effective working relationships with faculty, administrators, supportive staff, parents, and students. PLEASE NOTE\: Salary is commensurate with experience in education and educational attainment. Both prior experience and educational degree must go through the District's verification process in order for final salary to be confirmed. Please click this link to read through the process and download the verification forms for your previous employer(s) to complete. Disclaimer\: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Nondiscrimination\: The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

Caddo Parish Schools Job Description Job Title: Paraprofessional-Behavior/Autism Classroom and/or Additional Support/Child Specific for Behavioral Needs Grade: D DOT Code: 099327010 Department: Department of Exceptional Children Prepared By: Dr. Shelia Lockett Prepared Date: December 11, 2018 Approved By: Keith Burton Approved Date: February 12, 2019 Revised Date: Summary Performs the following tasks in classrooms to assist teaching staff of elementary or secondary schools by performing the following duties: Essential Duties and Responsibilities Essential duties and responsibilities include the following. Implements strategies that reinforce positive student behavior. Works closely with the classroom teacher to implement positive behavior supports monitoring the safety of students in various educational settings. Implements strategies provided by the Behavior Intervention Plan and/or Crisis Plan while keeping all students safe and secure. Collects data and maintains a behavior log as determined by the Behavior Intervention Plan. Provides intensive behavior intervention using Handle with Care training as required annually provided by CPSB to designated students with exceptional needs in a variety of settings, including but not limited to the educational, classroom and community settings. Interacts with students appropriately and respectfully while inappropriate behaviors occur. Behaviors may include verbal and physical aggression. Implements the instructional plan as developed with the classroom teacher as it pertains to the core curriculum. Monitors and adjusts the instructional plan based on student needs. Conveys knowledge that is accurate and current. Implements strategies and accommodations as developed with the classroom teacher as it pertains to the student's Individual Education Program, emergency health plans and classroom/individual behavior plans. Maintains a log recording student progress as documentation of supporting students with challenging behavior within the inclusive, resource and self-contained classrooms as well as the emotional disturbance and autism self-contained classrooms. Implements evidenced-based applied behavior analysis strategies as determined by the student's Individual Education Program. Follows a set daily schedule of providing assistance for the preparation of charts, records, graphs or other display of student performance data of students with disabilities within the inclusive, resource and self-contained classrooms. Provides assistance to the students in proper usage of computer applications and related assistive technology. Assists in the routine supervision of study areas, cafeterias, halls, playgrounds, instructional field trips and bus loading areas when applicable for students with disabilities. Performs non-complex health procedures, implements Individual Health Plans as applicable, attends necessary non-complex health training as prescribed by board policy and state law. Lifting and positioning of students as applicable. Attends trainings, workshops, and staff development meetings as required. Maintains confidentially of student information and progress as it relates the Family Educational Rights and Privacy Act. Performs other related duties as required or assigned as it relates to supporting students with disabilities, teachers/administrative staff. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactory. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience Must have earned a high school diploma or its equivalent and must meet one of the additional requirements below: * Pass the teacher/paraprofessional assessment test with a score of 450 or higher * Associate degree or higher (official transcripts are required) * 48 hours of college with six hours of Math and nine hours of English (official transcripts are required) Language Skills Ability to read and interpret documents such as safety rules and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students and parents. Ability to effectively present information in one-on-one and small group situations to students. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with a disability to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk. The employee is required to walk, sit, reach with hands and arms, stoop, kneel and crouch. The employee must assist in lifting students and positioning students. The employee must be able to physically implement Handle with Care techniques. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud. Collaboration with instructional staff is required to implement effective instructional programs. Professional Conduct Employee acknowledges that he/she is required to maintain high standards of professional conduct. Breach of said professional conduct includes, but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary of CPSB policy, unlawful activities or any other conduct which is seriously prejudicial to the school system. The employee acknowledges that confidentially is required as it relates to the Family Educational Rights and Privacy Act. Chain of Supervision Principal, teacher, designated certified personnel Terms of Employment 170 days Employee Name: __________________________________________ EIN: _____-_____-_____ Employee Signature: _______________________________________ Date: _________________

Caddo Parish Schools Job Description Job Title: Paraprofessional-Behavior/Autism Classroom and/or Additional Support/Child Specific for Behavioral Needs Grade: D DOT Code: 099327010 Department: Department of Exceptional Children Prepared By: Dr. Shelia Lockett Prepared Date: December 11, 2018 Approved By: Keith Burton Approved Date: February 12, 2019 Revised Date: Summary Performs the following tasks in classrooms to assist teaching staff of elementary or secondary schools by performing the following duties: Essential Duties and Responsibilities Essential duties and responsibilities include the following. Implements strategies that reinforce positive student behavior. Works closely with the classroom teacher to implement positive behavior supports monitoring the safety of students in various educational settings. Implements strategies provided by the Behavior Intervention Plan and/or Crisis Plan while keeping all students safe and secure. Collects data and maintains a behavior log as determined by the Behavior Intervention Plan. Provides intensive behavior intervention using Handle with Care training as required annually provided by CPSB to designated students with exceptional needs in a variety of settings, including but not limited to the educational, classroom and community settings. Interacts with students appropriately and respectfully while inappropriate behaviors occur. Behaviors may include verbal and physical aggression. Implements the instructional plan as developed with the classroom teacher as it pertains to the core curriculum. Monitors and adjusts the instructional plan based on student needs. Conveys knowledge that is accurate and current. Implements strategies and accommodations as developed with the classroom teacher as it pertains to the student's Individual Education Program, emergency health plans and classroom/individual behavior plans. Maintains a log recording student progress as documentation of supporting students with challenging behavior within the inclusive, resource and self-contained classrooms as well as the emotional disturbance and autism self-contained classrooms. Implements evidenced-based applied behavior analysis strategies as determined by the student's Individual Education Program. Follows a set daily schedule of providing assistance for the preparation of charts, records, graphs or other display of student performance data of students with disabilities within the inclusive, resource and self-contained classrooms. Provides assistance to the students in proper usage of computer applications and related assistive technology. Assists in the routine supervision of study areas, cafeterias, halls, playgrounds, instructional field trips and bus loading areas when applicable for students with disabilities. Performs non-complex health procedures, implements Individual Health Plans as applicable, attends necessary non-complex health training as prescribed by board policy and state law. Lifting and positioning of students as applicable. Attends trainings, workshops, and staff development meetings as required. Maintains confidentially of student information and progress as it relates the Family Educational Rights and Privacy Act. Performs other related duties as required or assigned as it relates to supporting students with disabilities, teachers/administrative staff. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactory. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience Must have earned a high school diploma or its equivalent and must meet one of the additional requirements below: Pass the teacher/paraprofessional assessment test with a score of 450 or higher Associate degree or higher (official transcripts are required) 48 hours of college with six hours of Math and nine hours of English (official transcripts are required) Language Skills Ability to read and interpret documents such as safety rules and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students and parents. Ability to effectively present information in one-on-one and small group situations to students. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with a disability to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk. The employee is required to walk, sit, reach with hands and arms, stoop, kneel and crouch. The employee must assist in lifting students and positioning students. The employee must be able to physically implement Handle with Care techniques. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud. Collaboration with instructional staff is required to implement effective instructional programs. Professional Conduct Employee acknowledges that he/she is required to maintain high standards of professional conduct. Breach of said professional conduct includes, but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary of CPSB policy, unlawful activities or any other conduct which is seriously prejudicial to the school system. The employee acknowledges that confidentially is required as it relates to the Family Educational Rights and Privacy Act. Chain of Supervision Principal, teacher, designated certified personnel Terms of Employment 170 days Employee Name: __________________________________________ EIN: _____-_____-_____ Employee Signature: _______________________________________ Date: _________________

Job DescriptionDo you want to work for an organization that Makes a Lasting Impact on Kids? AMIkids has served over 160,000+ kids and their families since 1969. Being part of the AMIkids team means that you are helping youth to realize their full potential and become a valuable part of their community. Position Summary The role of Instructor is to assist with program academic learning and testing functions and various classroom activities as assigned. The education instructor's primary objectives include facilitating lesson plans and ensuring student's success in earning credits or GED. Essential Job Duties Assess and evaluate academic needs of youth; provide professional instruction and teaching to a diverse population as appropriate, Provide instruction related to core subject areas and electives according to lesson plans, IEPs and AMIkids Blended Learning Model incorporating other instructional strategies, Motivate and guide youth toward the successful accomplishment of established educational goals and objectives, Effective use of the Behavior Modification System by providing redirection and coaching to youth, Provide instruction in life skills and other career readiness curriculum as needed, Supervise classroom activities and computer based assignments, Maintain appropriate educational materials, equipment and resources, Maintain timely accurate and complete youth records (includes but not limited to lesson plans and grades), Serve as advisor and positive role model for youth at all times, Exhibit patience and empathy in appropriate situations, Maintain appropriate work habits, including regular and punctual attendance, Ensure compliance with applicable industry recognized policies/procedures/regulations, Actively supervise and/or coordinate day trips and special activities that involve recreational sports, facility and equipment cleaning, grounds maintenance and equipment relocation, Attend and maintain appropriate crisis intervention and physical restraint training and certification as defined by state and contract requirements, Attend and maintain CPR and First Aid certification by nationally recognized organization, Maintain cleanliness of classrooms and education facility, Assist with special projects and other duties as assigned. Minimum Education, Training and Experience High school diploma or equivalent required; college degree preferred, Two (2) years of experience working with youth, What's in it for you? As well as gain an opportunity to make an exceptional difference in kids' lives, AMIkids offers a comprehensive benefits package including: Growth opportunities - we pride ourselves on developing our leaders from within Health Benefits - Medical, Dental, Vision, & Prescription Drug plan options; Health Spending Account, Company paid Life Insurance and AD&D PTO & Paid Holidays Wellness Benefits - EAP, Health Coaching, Stress Management Programs, etc. Employer Funded Pension Plan, Voluntary 403(B) Retirement Plan, Student Loan Forgiveness Program Pet Insurance, World Travel Assistance, Car Rental discounts, Gym Membership discounts, and more

Academic Instructor The Academic Instructor position provides support for a U.S Department of Labor Job Corps contractor. The Job Corps program is a federally-funded residential training program. The mission of Job Corps is to provide career-based technical and academic training and job placement assistance to low-income youth ages 16-24. Summary of Duties: Plan and prepare instructional tasks that are meaningful and related to learning goals and provide instruction to students. Academic Instructors Must: Demonstrate the ability to establish and maintain positive relationships with colleagues Demonstrate knowledge and experience implementing best practices in instruction Have knowledge and experience using a variety of assessment tools and analyzing student data. Have the Ability to collaborate with teacher teams, co-teach lessons, and do demonstration teaching Think flexibly and to adapt work to the needs of teachers. Possess knowledge and demonstration of using 21st Century skills in instruction (analytical thinking, problem solving, communicating, collaborating, and finding and evaluating information) Demonstrate strong skills in oral and written communication and the ability to utilize technology for communication and instruction. Demonstrate organizational skills and initiative for working with minimal direct or supervision. Display Evidence of ongoing professional learning and reflective practice to continuously improve adult learning and student learning. Have Knowledge and experience using technology for communication Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning Promote an atmosphere within the classroom/training environment that is positive, safe and conducive to learning, ensuring maximum student motivation and outcomes Maintain a high degree of effective behavior management within the training area. Integrates math, reading, and writing concepts with employability, and Career Success Standards skills with lesson planning Continues to stay current on new teaching, instruction and facilitation techniques. Maintains a clean and clutter-free work environment Develops and implements curriculum and TARs necessary to attain student, Center, HLS and DOL goals: Utilizes Job Corps guidelines and subject course guide. Has an accurate syllabus for the course and completes lesson plans as required. Creates and maintains TAR for subject area. Conducts classes that explain test preparation and study skills. Conducts assessments to diagnose areas of difficulty; prescribes individual plans. Identifies appropriate materials. Designs instruction to meet individual student needs. Curriculum developed is sufficient for student to pass all tests and certifications. Develops and implements CSS projects. Designs curriculum to ensure students meet their academic and career technical training needs Identifies and prepares potential students for the ACT and AT programs: Assists students in the Center's ACT process. Assists all students in the college enrollment and financial aid process. Has scholarship information available to all potential candidates. Prepares students for AT opportunities. Refers students to the ACT/AT coordinator for enrollment. Conducts Pre ACT courses as required. Implements an Applied Academics program: Meets with Career Technical Training instructors to identify required skills that can be taught and enforced with applying technical skills in an academic setting and in technical instruction. Develops and implements applied academic projects. Determines student accommodations required: Meets with student and CTT instructor to identify and create required accommodations for student's capabilities. Meets with student and health and wellness staff to ensure medical needs are coordinated. Meets with student and residential living staff to identify and recommend accommodations. Meets with disability accommodations team to make recommendations. Ensures all information is input into CIS. Obtains outside resources as needed for accommodations for students. Maintains accurate record keeping: Submits ESPs in a timely manner, documents student progress for inclusion on the ETA 640 profile. Records daily attendance. Administers accurate completion of the Training Achievement Records (TAR) precisely and in a timely manner. Documents student's progress in case notes at least monthly. Maintains curriculum necessary to attain goals. Maintains lesson plan binder and prepares lesson plans at least two weeks in advance. Submits necessary schedule change information. Documents and distributes PCDPs as necessary. Ensures documented contact with the parents of minors at least every other month. Education/Experience: Bachelor's degree required. Certifications/Licenses: Valid State Driver's License CPR/First Aid Certifications Valid Teacher Certification, in state of employment Equal Opportunity Statement Human Learning Systems provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal state or local laws.

Job Description Love & Blessings Academy in Shreveport, LA is looking for one Pre-K childcare Co-Teacher to join our strong team. We are located on 4016 Greenwood Rd. Our ideal candidate is self-driven, motivated, and engaged. We are looking for an experienced childcare assistant to be responsible for providing assistance to the childcare teacher at a school. The childcare assistant will work closely with the childcare teacher in conducting daily duties such as preparing and serving meals, changing diapers, writing daily reports, recording attendance, engaging in play, assisting to put children to sleep, and creating a safe environment. To be successful as a childcare co teacher, you must possess a passion for children and exercise patience with them. You should display a friendly and positive attitude and greet parents and children by their name. Ultimately, you should constantly monitor and supervise the children in your care to ensure their safety. Responsibilities Providing support for the childcare teacher. Monitoring and supervising the children constantly. Assisting the childcare teacher in maintaining a safe and positive environment. Cultivating relationships with children, parents, and guardians. Alerting the childcare teacher to emergencies. Preparing and serving meals and snacks. Making sure children healthcare needs are met Doing children daily attendance and observation Trade out teaching days Greeting parents and addressing children by their name. Adhering to procedures in preparing a bottle or changing a diaper. Assisting with sand, water, or playground activities. Assisting in putting children to sleep. Qualifications High School Diploma or equivalent. Certificate in early childhood education or CDA is a plus but not Mandatory. Childcare experience in a class III setting On-the-job training provided Basic computer literacy. Excellent communication skills. Clean Background We are looking forward to reading your application. By applying to this job, you agree to receive periodic text messages from this employer and Homebase about your pending job application. Opt out anytime. Msg & data rates may apply. Powered by Homebase. Free employee scheduling, time clock and hiring tools.

Do you want to work for an organization that Makes a Lasting Impact on Kids? AMIkids has served over 160,000+ kids and their families since 1969. Being part of the AMIkids team means that you are helping youth to realize their full potential and become a valuable part of their community. Position Summary The role of Instructor is to assist with program academic learning and testing functions and various classroom activities as assigned. The education instructor's primary objectives include facilitating lesson plans and ensuring student's success in earning credits or GED.

Job Description Primary Location Price T Young Elementary Salary Range $44,291.52 - $75,132.82 / Per Year Shift Type Full-Time

Early Head Start Teacher Employee Type: Full-Time Regular Supervisor Title: Center Director or Manager, Education & Inclusion Division: Head Start, U.S. Programs Save the Children For over 100 years, Save the Children has been fighting for the rights of children. The right to a healthy start in life. To have access to education. To be in a safe environment, protected from harm. We work in some of the world's hardest-to-reach places - over 100 countries, including the U.S. No matter what your role is, when you join Save the Children, you're creating positive, irreversible change for children, and the future we all share. The Role The Early Head Start Teacher develops and implements individual and group educational plans for infants and toddlers, designed to promote social-emotional, physical and cognitive growth in a manner appropriate to their stage of development. In each Early Head Start classroom, two Early Head Start Teachers work together to lead child development activities with support from Program Aides and Volunteers. In collaboration with a Co-Teacher, you will be responsible for the general, day-to-day operations of the Early Head Start classroom, verifying legal compliance with federal, state and local regulations. You will create and nurture strong partnerships with families and ensures that program quality is of the highest standards. You will report directly to the Center Director or Manager of Education & Inclusion. As a frontline representative of Save the Children, you are required to ensure the safety and security of children and families that you come in contact with, adhering to the agency's values of Accountability, Ambition, Collaboration, Creativity and Integrity. What You'll Be Doing (Essential Duties) * not inclusive of all role responsibilities. May be subject to change * In collaboration with a Co-Teacher, develop and implement individualized and group lesson plans and educational activities that promote all developmental areas to improve the readiness of children for preschool. * Guide and facilitate activities of the children including daily classroom activities and field trips. * Select and set up equipment and materials in the classroom and ensure a safe and developmentally appropriate learning environment. * Practice responsive caregiving to promote relational learning and include individualized and small group activities that integrate appropriate routines into a flexible schedule of learning experiences. * Plan and conduct conferences (minimum 2) and home visits (minimum of 2) or more often as needed to ensure parents/caregiver is well informed on their child's progress of development and learning, routines, activities and behavior and assist parents in developing observational skills. * Maintain accurate records, both on paper and in designated online systems. * Maintain confidentiality regarding children and families. * Plan, conduct and document observations, assessments and screenings; maintain a comprehensive and ongoing portfolio assessment for each child including weekly observations, examples of the child's work and developmental assessments. * Work with Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities. * Protect the safety of children by implementing active supervision techniques to ensure no child is left alone or unsupervised at any time. * Use the playground as an extension of the classroom; ensure that the playground is safe. * Eat with and assist children in eating during mealtime to teach social and self-help skills and sound nutritional practices. * Ensure that the physical needs of children are met, assisting children in health and personal habits, such as resting, brushing teeth, diapering and toilet habits. * Create ways to engage parents in the education of their children such as encouraging classroom involvement and home activities. * Create an inventory of all classroom equipment and supplies annually. * Work in cooperation with Manager of Education & Inclusion to develop and document progress on professional development plan; actively engage in professional development activities to increase qualifications. * Keep classroom clean and organized. * Ensure the mobilization and documentation of matching-in-kind activities, goods and services. * Work may require the flexibility to stay until all children have been pick up by parent/legal guardian. * Perform other related duties as assigned. Required Qualifications * Minimum of an associate degree in child development, early childhood education or a related degree with early childhood equivalent coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children. * Professional proficiency in spoken and written English. * Demonstrated ability to successfully communicate and collaborate with individuals and teams at all levels-whether internal or external-in the provision of high quality services to children and families. * Demonstrated successful interpersonal, communication and organizational skills; great problem solving and time management skills. * Demonstrated ability to follow established and communicated directions and take initiative. * Demonstrated knowledge of the purpose of the Head Start/Early Head Start program. * Proven ability to relate sensitively with children. * Proven ability to keep all required information strictly confidential. * Must participate in professional development training including basic first aid and pediatric CPR certification as required by state licensing and HSPPS. Preferred Qualifications * Bilingual preferred (English/Spanish or English and other languages used by children and families). * If in North Carolina, holding a Birth-Kindergarten (B-K) Licensure preferred. Additional Qualifications * Physical Requirements related to essential functions: Ability to perform medium to heavy physical work exerting up to 50 pounds of force occasionally, up to 20 pounds frequently and up to 5-10 pounds constantly, performing such activities as sitting, crawling, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting and grasping. This also includes some duties that require repetitive action and motion skills, keyboarding and computer use. * Clear pre-employment background check requirements, including local, state, and national criminal records check, sex offender registries, employment, and education verifications (including child abuse registry check if required by state regulations) and pass all state and local health requirements required post job offer and prior to employment. * This position may require the incumbent to operate a motor vehicle to fulfill certain essential functions of the job. The incumbent should maintain a valid driver's license and remain in compliance with any Save the Children policies pertaining to the safe operation of motor vehicles. * Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified. About Us We are looking to build an inclusive team at Save the Children. We offer a range of outstanding benefits to support this goal: * Time off: 10 days winter break and 5 days spring break, with additional 5 hours PTO, and 11 paid holidays. * Health: Competitive health care, dental and vision coverage for you and your family. Employer paid short term disability and long-term disability benefits. * Health Savings Accounts (HSA): Option to select HSA if enrolled into High-Deductible Health Plan in which company matches a portion of contribution. * Flexible Spending Accounts (FSA): Option to enroll into health care and dependent care options. * Life: Agency paid life and accidental death and dismemberment benefits (AD&D). * Family: Parental/adoption, fertility benefits * Employee Rewards Program: Annual merit increases and/or additional incentives for eligible employees * Retirement: Retirement savings plan with employer contributions (after one year) * Wellness: Health benefits and support through Calm and company-hosted events * Employee Assistance Program: Free and confidential assessments, short-term counseling, referrals, and follow-up services * Learning & Growth: Access to internal and external learning & development opportunities and mentorships. Certification and tuition assistance. Click here to learn more about how Save the Children US will invest in you. Save the Children is committed to conducting its programs and operations in a manner that is safe for the children it serves and helping protect the children with whom we are in contact. All Save the Children representatives are explicitly prohibited from engaging in any activity that may result in any kind of child abuse. Save the Children is committed to minimizing safety and security risks for our valued employees, ensuring all are given training, support and information to reduce their risk exposure while maximizing the impact of our programs for children and families. Our shared duty, both agency and individual, is to seek and maintain safe working conditions for all. If you require disability assistance with the application or recruitment process, please submit a request to *********************************.

In order to apply for Marshall ISD positions, you will need to go to www. marshallisd. com and fill out an application on the districts career page. Region 7 does not link applications from the Region 7 career page to Marshall ISD application system. Once you complete your application at Marshall ISD it will be submitted to the Director or Principal in charge of the campus for the position you are applying for. Thank you for your time.

We are a Private Outpatient Practice that is looking for a caring and compassionate Bilingual Medical Assistant. We have a warm and friendly environment in our office. We treat Adult patients! Our position is Full Time! We are open: Monday - Friday: 8am - 5pm Closed on the weekends! Pay: $15 per hour + Benefit Package! Requirements: Certified or Registered Medical Assistant Bilingual in English & Spanish New Grads are encouraged to apply, we will train you! Please apply with a copy of your resume or CV for more information

SPECIAL EDUCATION TEACHER HIGH SCHOOL /DOVE JobID: 2989 High School Teaching/Special Education Teacher Additional Information: Show/Hide TITLE: Classroom Teacher - Regular Education/Special Education Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the DeSoto Parish School System's accountability measures as outlined in the Louisiana Accountability System. QUALIFICATIONS: * United States citizen or authorized alien. * Those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) * Physical and mental stamina and ability to perform job functions, tasks and duties. REPORTS TO: School Principal SUPERVISES: Assigned Students JOB GOAL: Plan and implement a program, creating an environment where students can learn and develop optimally. PERFORMANCE RESPONSIBILITIES: * Will align classroom instruction with the components of the NIET Teaching and Learning Standards Rubric Domains, Indicators and Descriptors or the CLASS rubric. PERSONAL QUALITIES: * Possesses strong interpersonal and communication skills and the ability to work effectively with individuals and groups. * Demonstrates the ability to communicate effectively, both orally and in writing. * Possesses the knowledge to gather data, compile information and prepare reports. PROFESSIONAL GROWTH: * Growing and Developing Professionally * Reflecting on Teaching and utilizing the IGP as directed by the district PROFESSIONAL ETHICS (Does not require IAPs. The deficiency in professional responsibilities shall be addressed with a progression of documentation.): * The teacher collaborates and communicates effectively and respectfully with families, colleagues, and the community to promote students' academic achievement and to accomplish the school's mission. * The teacher maintains regular attendance and punctuality and notifies principal/designee of absences and late arrivals in a prompt manner, as per school/principal procedures. * The teacher complies with all school level and Board rules and policies. * The teacher ensures proper care of textbooks, teaching aids, electronics/computers and other equipment. * The teacher sets clear expectations for student conduct and enforces expectations in a fair, consistent manner. * The teacher timely prepares and implements plans for effective instruction, classroom management, and control. * The teacher maintains his/her assigned room and its environment in a manner conducive to learning. * The teacher participates in activities to improve professional competence, including those activities required by principal and central office personnel. * The teacher follows district grading policies and maintains current grade book, records, and reports as assigned. * The teacher prepares and maintains lesson plans in a timely manner and in the form and substance required by the principal of the assigned school and Board policy. * The teacher projects a well-groomed, professional appearance. * The teacher supervises students at all times and timely assumes assigned duty posts at classroom door, during class, at lunch, during assemblies and prior to and/or at drop-off. * The teacher meets the criteria for an Individual Growth Plan following the appropriate format and guidelines. * The teacher accepts and implements assistance and resources designed to improve or enhance performance. * The teacher contributes to achieving the school's mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues and communities. * The teacher engages in self-reflection and growth opportunities to support high levels of learning for students. * The teacher is courteous to students, faculty and staff and the public. * The teacher exhibits professional and ethical conduct. * The teacher recognizes and respects the rights and property of students, other employees and the public. * The teacher adheres to all policies relative to professional relationships and communications with students. * The teacher exercises proper judgment and refrains from conduct which reduces or causes a loss of his/her effectiveness in the classroom. * The teacher adheres to all deadlines set by board policy, school rules, and central office and/or school-based administrators. * The teacher exhibits positive personal behavior on or off campus and avoids improprieties or the appearance of improprieties. * The teacher maintains confidentiality of all matters related to student and employee matters. * The teacher shall serve as a member on or chair committees as assigned by the principal or other supervisory personnel. * The teacher shall attend student discipline, IEP, and SBLC meetings and the like as required by the principal or other supervisory personnel. * The teacher shall attend job embedded professional development as scheduled by the principal or other supervisory personnel. * The teacher shall attend followup meetings for feedback from formal and informal observations. * The teacher shall attend faculty meetings as required by the principal or other supervisory personnel. * The teacher shall attend back to school and/or open house events and student parent teacher conferences. * The teacher shall serve duties for after school events as assigned by the principal. * The teacher shall attend all meetings and functions of those activities, clubs or groups of which the employee is a sponsor. * Reports job-related injuries within 48 hours of a work accident to the immediate supervisor. * Adheres to the DeSoto Parish School Board's Sexual Harassment Policy to be found at File: GAEAA. TERM OF EMPLOYMENT: Nine months EVALUATION: All certified and other professional personnel are evaluated in writing each year. FSLA: Exempt

Step Into a Rewarding Career with The Stepping Stones Group! Are you a compassionate educator with a big heart and a passion for making a difference? Are you ready to change the lives of students with special needs and build a brighter future - one step at a time? We are looking for full-time Special Education Teachers to join our dynamic team in Bradley, AR - open to onsite, hybrid or teletherapy services, and we want YOU to be part of this exciting journey! Qualifications: * Master's degree in Special Education from an accredited institution * Valid state license or certification for Special Education Teaching * Demonstrated experience working with children in a school setting, with a strong emphasis on supporting those with special needs Why Choose Us? * Empowering Students - Help kids shine with your innovative teaching techniques and a whole lot of heart. You will make every step count! * Support & Growth - Be part of a team that values YOU. From professional development to a caring network of colleagues, we are with you every step of the way. What We Offer: * Competitive pay, Benefits, and Health and Wellness stipends that let you enjoy life inside and outside of school * Relocation assistance (for those looking for new adventures)! * Spread Pay Plan: Enjoy a consistent income throughout the year. * Professional Development Stipends: Invest in your growth with our financial support. * 401(k) Plan: Secure your future with our retirement savings plan. * Online Resources: Access approved webinars, therapy ideas, and free CEUs. * Travel Positions: Explore new locations with our travel and relocation assistance. * Referral Program: Share the opportunity! Refer your friends and help them join our amazing team today! * A workplace where you are supported, respected, and encouraged to do your best work every day. Are You Ready to Make an Impact? Join The Stepping Stones Group today, and help us build brighter futures, one student at a time. Every step you take creates a ripple effect in their world.

Caddo Parish Schools Job Description Job Title: Paraprofessional-Behavior/Autism Classroom and/or Additional Support/Child Specific for Behavioral Needs Grade: D DOT Code: 099327010 Department: Department of Exceptional Children Prepared By: Dr. Shelia Lockett Prepared Date: December 11, 2018 Approved By: Keith Burton Approved Date: February 12, 2019 Revised Date: Summary Performs the following tasks in classrooms to assist teaching staff of elementary or secondary schools by performing the following duties: Essential Duties and Responsibilities Essential duties and responsibilities include the following. Implements strategies that reinforce positive student behavior. Works closely with the classroom teacher to implement positive behavior supports monitoring the safety of students in various educational settings. Implements strategies provided by the Behavior Intervention Plan and/or Crisis Plan while keeping all students safe and secure. Collects data and maintains a behavior log as determined by the Behavior Intervention Plan. Provides intensive behavior intervention using Handle with Care training as required annually provided by CPSB to designated students with exceptional needs in a variety of settings, including but not limited to the educational, classroom and community settings. Interacts with students appropriately and respectfully while inappropriate behaviors occur. Behaviors may include verbal and physical aggression. Implements the instructional plan as developed with the classroom teacher as it pertains to the core curriculum. Monitors and adjusts the instructional plan based on student needs. Conveys knowledge that is accurate and current. Implements strategies and accommodations as developed with the classroom teacher as it pertains to the student's Individual Education Program, emergency health plans and classroom/individual behavior plans. Maintains a log recording student progress as documentation of supporting students with challenging behavior within the inclusive, resource and self-contained classrooms as well as the emotional disturbance and autism self-contained classrooms. Implements evidenced-based applied behavior analysis strategies as determined by the student's Individual Education Program. Follows a set daily schedule of providing assistance for the preparation of charts, records, graphs or other display of student performance data of students with disabilities within the inclusive, resource and self-contained classrooms. Provides assistance to the students in proper usage of computer applications and related assistive technology. Assists in the routine supervision of study areas, cafeterias, halls, playgrounds, instructional field trips and bus loading areas when applicable for students with disabilities. Performs non-complex health procedures, implements Individual Health Plans as applicable, attends necessary non-complex health training as prescribed by board policy and state law. Lifting and positioning of students as applicable. Attends trainings, workshops, and staff development meetings as required. Maintains confidentially of student information and progress as it relates the Family Educational Rights and Privacy Act. Performs other related duties as required or assigned as it relates to supporting students with disabilities, teachers/administrative staff. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactory. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience Must have earned a high school diploma or its equivalent and must meet one of the additional requirements below: * Pass the teacher/paraprofessional assessment test with a score of 450 or higher * Associate degree or higher (official transcripts are required) * 48 hours of college with six hours of Math and nine hours of English (official transcripts are required) Language Skills Ability to read and interpret documents such as safety rules and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students and parents. Ability to effectively present information in one-on-one and small group situations to students. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with a disability to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk. The employee is required to walk, sit, reach with hands and arms, stoop, kneel and crouch. The employee must assist in lifting students and positioning students. The employee must be able to physically implement Handle with Care techniques. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud. Collaboration with instructional staff is required to implement effective instructional programs. Professional Conduct Employee acknowledges that he/she is required to maintain high standards of professional conduct. Breach of said professional conduct includes, but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary of CPSB policy, unlawful activities or any other conduct which is seriously prejudicial to the school system. The employee acknowledges that confidentially is required as it relates to the Family Educational Rights and Privacy Act. Chain of Supervision Principal, teacher, designated certified personnel Terms of Employment 170 days Employee Name: __________________________________________ EIN: _____-_____-_____ Employee Signature: _______________________________________ Date: _________________

CADDO PARISH SCHOOL JOB DESCRIPTION Job Title: Classroom Teacher Prepared By: Emily L. Stanford Approved By: Leisa G. Woolfolk AREA OF RESPONSIBILITY Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System's accountability measures as outlined in the Louisiana Accountability System. Working under the direction of the principal or assigned evaluator, administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Classroom teachers will fulfill duties and responsibilities associated with instruction, supervision, classroom management, student assessment and evaluation, communication and collaboration, and extracurricular involvement. Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge, and Responsibilities Performance Standards , research-based standards based on twenty-six indicators and operationalized against a five-point scale rubric. Teachers are also responsible for the academic growth of their students. The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains. Descriptors for each indicator may be found in the TAP Rubric. Domain 1: Instruction This domain includes 12 indicators: Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the teacher's ability to create and communicate clearly defined learning outcomes or objectives appropriate for the students. In many ways, this indicator is the foundation for all other indicators because if the teacher is not clear about what he or she wants students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or implemented. Both the students and the teacher should understand what is to be accomplished during each lesson. Motivating Students: This indicator focuses on a teacher's ability to organize and present the content in a manner that motivates students to learn. For a teacher to be able to develop these types of learning experiences, a teacher must have in-depth knowledge of the students he/she teaches. This indicator connects strongly to Teacher Knowledge of Students . Presenting Instructional Content: This indicator deals with the method by which content is taught within a lesson. The use of visuals and a teacher's ability to clearly communicate performance expectations in a concise and logically sequenced manner are addressed by this indicator's descriptors. The use of visuals with examples, illustrations, analogies, and/or labels are important tools to use when introducing new concepts and can lead students to mastery of specific skills in a more efficient manner. All of these may not be included in one lesson, but it is important that they are used effectively and appropriately for the content and students taught. Components of this standard will include effective lesson planning, educational best practices, and results-oriented delivery of instructional techniques. Lesson Structure and Pacing: This indicator blends time and form as it applies to instruction. It addresses the effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. Therefore, this indicator connects closely to the descriptor “logical sequencing and segmenting” under Presenting Instructional Content . Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a teacher chooses to implement during a lesson. By using a variety of materials and activities, teachers are able to address various learning styles and intelligences. Therefore; the criteria used by teachers in choosing materials and activities should be those that clearly support the lesson objectives and that are related to the needs of students, making this indicator closely related to Teacher Knowledge of Students . In order to plan appropriate activities and materials, a teacher must have knowledge of the needs and interests of the students. Questioning: Questioning is an art form that reveals a great deal about a teacher's effectiveness. The rubric descriptors provide a basic framework for the types of questions to ask within a lesson and how teachers should lead students in responding to questions. Academic Feedback: This indicator focuses on how teachers respond to students' comments and questions. The descriptors address the quality of the feedback in supporting student learning as opposed to feedback that only informs students of the accuracy of their responses. Additionally, these descriptors address how a teacher uses student feedback to make adjustments in instruction. Grouping Students: This indicator deals with the instructional arrangements of the students during a given lesson. It focuses on how the students will be grouped for the instruction and activities of the lesson and how they will be held accountable for the work they are expected to complete. Teacher Content Knowledge: This indicator addresses the teacher's knowledge of the content he/she is teaching, as well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the teacher's ability to connect the content being taught to other ideas and concepts. Teacher Knowledge of Students: The indicator deals with how well a teacher knows his/her students and their learning styles and interests. Therefore, it is closely connected to the indicator, Motivating Students . Thinking: Thinking is something that can and should apply to every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking including: Analytical Thinking, Practical Thinking, Creative Thinking, Research-based Thinking. The teacher should provide opportunities where students: Generated ideas and alternatives, Analyze problems from multiple perspectives and viewpoints, Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why. Problem Solving: Developing multiple skills in problem solving enriches the learner's ability to manage complex tasks and higher levels of learning. By providing opportunities for students to practice many different approaches to solving problems, the teacher empowers the student with an important life skill. Domain 2: Planning This domain includes 3 indicators: Instructional Plans: Time spent developing strong lesson plans yields many benefits. Lesson plans contribute to better-managed classrooms and more effective and efficient learning experiences for students. Student Work: The development and observation of student work should enhance and reinforce instruction in the classroom. Student work and/or assignments should be developed so that they are aligned to pre-tests and post-tests, which should be aligned to state standards. Assessment: Effective assessment is a fundamental part of instruction and learning. The goal of this section is to provide information and examples of assessment. An effective assessment plan answers the questions, “What do I want my students to be able to do as a result of my teaching?” and “How do I know the students learned what I taught?” When these questions are asked and answered regularly, the teacher can effectively plan, diagnose, and intervene on a continual basis to raise student achievement. Domain 3: Environment This domain includes 4 indicators: Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. For a teacher to include the descriptors under Expectations , he/she must have knowledge of the students he/she is teaching. Differentiated instruction methods that are demanding for every student and created opportunities for all students to experience success can only be implemented when a teacher's knowledge of students is developed and utilized during instruction. When a teacher sets high and demanding expectations for every student, he/she is also able to develop and/or select activities and materials that are challenging. The second descriptor connects to Motivating Students . When a teacher regularly reinforces and rewards efforts, students will be encouraged to learn from their mistakes and take risks. A teacher must be able to create a safe learning environment in which students' efforts are reinforced and valued in order for students to experience success. For a teacher to optimize instructional time, he/she must be able to implement lessons that include appropriate lesson structure and pacing for students who progress at different learning rates. Managing Student Behavior: Timely and effective management of student behavior is critical for effective instruction to take place within a classroom. Descriptors under Standards and Objectives and Presenting Instructional Content both address a teacher's modeling of clear expectations for students. While these indicators focus on instruction, expectations must also be clearly modeled for student behavior for effective instruction to occur that increases student achievement. For a teacher to manage student behavior efficiently, he/she must not only model the expectations but have knowledge of the students he/she is teaching. Teachers must be aware of and practice a variety of techniques to maintain appropriate behavior that are dependent upon having knowledge of individual student's needs. Teachers must also know students' interests in order to motivate them to change inappropriate behaviors. Therefore, this indicator is also connected to Motivating Students . Environment: This indicator deals with the learning environment of the classroom, including the physical arrangement of the furniture availability of supplies for students to utilize. When supplies, equipment, and resources are easily and ready accessible, then the descriptor, “routines for distributing materials are efficient”, under Lesson Structure and Pacing , can be met. Respectful Culture: Creating a positive-classroom climate begins with showing respect to one another. Teachers most often set this in motion when they develop a set of collaborative ground rules for their classrooms and then model these for students on a regular basis. Teacher non-verbal cues that indicate respect and interest are: Tone of voice Eye contact Affirmative head nods Wait time Proximity to student Domain 4: Professionalism This domain includes 4 indicators: Growing and Developing Professionally: The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings. The educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher leader and principal observations. The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. Reflecting on Teaching: The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation. The educator offers specific actions to improve his/ her teaching. The educator accepts responsibilities contributing to school improvement. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions Community Involvement: The educator actively supports school activities and events. School Responsibilities: The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment. OTHER PERFORMANCE RESPONSIBILITIES Administers classroom in accordance with Caddo Parish School Board policies and regulations: including but not limited to lesson planning, grading in a timely manner, reporting grades into the grading system, and contributing to school improvement initiatives Accepts and exercises responsibilities for duties and assignments related to administrative/management, curricular and extra-curricular aspects of the school: to include but not limited to supervision at all authorized school activities, concessions/ gates of athletic events, sponsoring groups or clubs, supervision, and duties when students are on or off campus at a school-related event, supervising students between classes, during recess/intermission, during lunch, assemblies, and other duty times. Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy and state law Attends meetings generally associated with student instruction including but not limited to departmental meetings, professional training, IEP meetings, parent-teacher conferences, back-to-school or open houses, observation/evaluation meetings, and student discipline hearings/meetings when applicable Completes all mandates trainings such as Project Read, ACT 260 of 2023 Legislative Session Attends incentivized and or required training Appears neat, dresses appropriately for the profession, and is well-groomed Maintains a high standard of professional conduct based on ethical practices Accepts other responsibilities as required by the Principal or his/her designee as assigned PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Minimum Qualifications: United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) Personal Characteristics: Physical and mental stamina and ability to perform job functions, tasks and duties. Possesses physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, organize. Terms of Employment: 172 days, or as stated in contract or employment agreement Reports to: School Principal and/or Assistant Principal or Assigned Evaluator

Love & Blessings Academy in Shreveport, LA is looking for one Pre-K childcare Co-Teacher to join our strong team. We are located on 4016 Greenwood Rd. Our ideal candidate is self-driven, motivated, and engaged. We are looking for an experienced childcare assistant to be responsible for providing assistance to the childcare teacher at a school. The childcare assistant will work closely with the childcare teacher in conducting daily duties such as preparing and serving meals, changing diapers, writing daily reports, recording attendance, engaging in play, assisting to put children to sleep, and creating a safe environment. To be successful as a childcare co teacher, you must possess a passion for children and exercise patience with them. You should display a friendly and positive attitude and greet parents and children by their name. Ultimately, you should constantly monitor and supervise the children in your care to ensure their safety. Responsibilities Providing support for the childcare teacher. Monitoring and supervising the children constantly. Assisting the childcare teacher in maintaining a safe and positive environment. Cultivating relationships with children, parents, and guardians. Alerting the childcare teacher to emergencies. Preparing and serving meals and snacks. Making sure children healthcare needs are met Doing children daily attendance and observation Trade out teaching days Greeting parents and addressing children by their name. Adhering to procedures in preparing a bottle or changing a diaper. Assisting with sand, water, or playground activities. Assisting in putting children to sleep. Qualifications High School Diploma or equivalent. Certificate in early childhood education or CDA is a plus but not Mandatory. Childcare experience in a class III setting On-the-job training provided Basic computer literacy. Excellent communication skills. Clean Background We are looking forward to reading your application.

Do you want to work for an organization that Makes a Lasting Impact on Kids? AMIkids has served over 160,000+ kids and their families since 1969. Being part of the AMIkids team means that you are helping youth to realize their full potential and become a valuable part of their community. Position Summary The role of Instructor is to assist with program academic learning and testing functions and various classroom activities as assigned. The education instructor's primary objectives include facilitating lesson plans and ensuring student's success in earning credits or GED. Essential Job Duties Assess and evaluate academic needs of youth; provide professional instruction and teaching to a diverse population as appropriate, Provide instruction related to core subject areas and electives according to lesson plans, IEPs and AMIkids Blended Learning Model incorporating other instructional strategies, Motivate and guide youth toward the successful accomplishment of established educational goals and objectives, Effective use of the Behavior Modification System by providing redirection and coaching to youth, Provide instruction in life skills and other career readiness curriculum as needed, Supervise classroom activities and computer based assignments, Maintain appropriate educational materials, equipment and resources, Maintain timely accurate and complete youth records (includes but not limited to lesson plans and grades), Serve as advisor and positive role model for youth at all times, Exhibit patience and empathy in appropriate situations, Maintain appropriate work habits, including regular and punctual attendance, Ensure compliance with applicable industry recognized policies/procedures/regulations, Actively supervise and/or coordinate day trips and special activities that involve recreational sports, facility and equipment cleaning, grounds maintenance and equipment relocation, Attend and maintain appropriate crisis intervention and physical restraint training and certification as defined by state and contract requirements, Attend and maintain CPR and First Aid certification by nationally recognized organization, Maintain cleanliness of classrooms and education facility, Assist with special projects and other duties as assigned. Minimum Education, Training and Experience High school diploma or equivalent required; college degree preferred, Two (2) years of experience working with youth, What's in it for you? As well as gain an opportunity to make an exceptional difference in kids' lives, AMIkids offers a comprehensive benefits package including: Growth opportunities - we pride ourselves on developing our leaders from within Health Benefits - Medical, Dental, Vision, & Prescription Drug plan options; Health Spending Account, Company paid Life Insurance and AD&D PTO & Paid Holidays Wellness Benefits - EAP, Health Coaching, Stress Management Programs, etc. Employer Funded Pension Plan, Voluntary 403(B) Retirement Plan, Student Loan Forgiveness Program Pet Insurance, World Travel Assistance, Car Rental discounts, Gym Membership discounts, and more