Special education teacher jobs in Louisiana

Job Description Opportunity: Walter L Cohen College Prep is searching for a Special Education Teacher for the 2022-2022 school year. If you are relentless about seeing disadvantaged students achieve at high levels, this is a chance to work at a school that does whatever it takes to ensure college success for all children. Moreover, your work would make a profound and lasting contribution to the revitalization of New Orleans. Background: New Orleans College Prep's mission is to prepare students with academic and life skills for success in college, career, and beyond. Detailed information about our academic performance can be found on our website by visiting *********************** and clicking 'Our Results.' We are very proud of our school staff, parents, and scholars for these achievements, but we have much more to accomplish in order to realize our mission of 100% of our students prepared for success in a rigorous 4-year college. Goals: Special Education teachers are expected to enable students to achieve IEP goals, and attain significant growth in student scores in various assessments. Responsibilities: Design classroom instruction using research-based strategies Develop curriculum using principles of backwards design Execute research-based programs according to best practices Frequently analyze results from multiple sources to drive instruction Maintain school culture of high behavioral expectations Maintain frequent communication with student families Qualifications: Constant learner: Solicits feedback and implements new ideas in instruction, stays abreast of current research on teaching and learning, enhances professional skills Solutions-Oriented: concentrates on finding ways to solve problems and improve systems Enthusiasm: exhibits passion and excitement over work High Expectations: An unwavering belief that all students can achieve at high levels Results Oriented: Proven track record of producing dramatic, demonstrable student achievement gains as a teacher Work ethic: possesses a strong willingness to work hard and long hours to get the job done Intelligence: learns quickly, demonstrates ability to quickly and proficiently absorb new information Experienced: Successful manager of a classroom who emulates the belief that structure and clear expectations are drivers of student success Teamwork: Demonstrated ability to work well in a team Benefits: Compensation: We offer a competitive compensation package, including generous retirement contributions and comprehensive health benefits.

High School Teaching/Special Education Teacher Description: Applicant must hold a valid and current Louisiana teaching certificate with Special Education certification

Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Lead Teacher available immediately and for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Create a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. Each teacher is responsible for lesson planning and teaching, allowing you to use your skills and passion from the very beginning! You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Build classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required: At least 3 years teaching experience and certification. A Bachelor's Degree. An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. Ability to grow strong instructional and classroom management skills. Highly Preferred: High level of personal organization and planning. More than 3 years experience in diverse classrooms. Certification or progress toward certification in Special Education, English Language Learners, and/or Gifted and Talented. Desire to have a long-term career in education. Additional Information At Foundation Preparatory, we place a tremendous value on the importance of exceptional teachers. Excellent teachers drive student success, thus classroom teachers are the number one predictor of student achievement. As such, at Foundation Preparatory, we value and place a tremendous amount of emphasis on recruiting excellent teachers and professionally developing them into exceptional teachers!

Title: Teacher Qualifications: Individual must hold a valid Louisiana Teaching Certificate, meeting the requirements listed in the Louisiana Standards for State certification of school personnel, Bulletin 746, Part Ill, IV, V, VI, VII, IX, and X. Minimum requirements as stated in SDE Bulletin 746 (as revised) Qualifications should not be established for the individual but rather for the position Reports To: Principal Supervises: Students FLSA Status: Exempt Salary Range: See Lafourche Parish School Board Salary Schedule ESSENTIAL DUTIES AND RESPONSIBILITIES: DOMAIN 1: INSTRUCTION 1. Standards and Objectives a. All learning objectives and state content standards*, and their connection to student work expectations, are explicitly communicated and understood by students. b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials. c. Sub-objectives/Prerequisite skills are aligned and logically sequenced to the lesson's major objective. d. Students make connections between learning objectives and (a) what they have previously learned, (b) know from life experiences, and/or (c) knowledge of other disciplines. e. Expectations for each student's performance are clear, demanding, and high, and student work is aligned to state content standards and learning objectives. f. Students are able to articulate what they are learning and why and explain those to their peers. g. Learning objectives are displayed and referenced throughout the lesson with explanations. h. Student work shows evidence that each student is progressing or demonstrating mastery of the objective(s). *National or Local Standards may be used when state standards are not available for specific courses. 2. Motivating Students a. The teacher consistently organizes the content, including high-quality curriculum resources, so that it is personally meaningful, relevant, and intellectually engaging to students. b. The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued. c. Students are consistently engaged in their own learning, and the teacher reinforces students' initiative to learn more. 3. Presenting Instructional Content Presentation of content always includes: a. visuals, including student work exemplars, that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; b. examples, illustrations, analogies, and labels for new concepts and ideas; c. modeling by the teacher or student that demonstrates an accurate understanding of the content and meets performance expectations; d. criteria that clari?es how students can be successful; e. concise communication; f. logical sequencing and segmenting; g. all essential information; and h. no irrelevant, confusing, or nonessential information. 4. Lesson Structure and Pacing a. The lesson starts promptly. b. The lesson's structure is coherent, based on the content, and organized to meet students' needs, with time for re?ection to ensure student understanding. c. Pacing is brisk, adjusted for rigor of content and individual student learning expectations. d. Students' individual needs are attended to, and pacing provides many opportunities for individual students who progress at different learning rates. e. Students understand and engage in classroom routines and transitions to ensure ef?cient use of time. 5. Activities and Materials Activities and materials include all of the following: a. Content: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for re?ection; and are relevant to students' lives. b. Student-centered: sustain students' attention; provide opportunities for student-to-student interaction; evoke student curiosity and suspense; and provide students with choices when appropriate and aligned to the learning objectives. c. Multiple materials: incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials). d. In addition, sometimes activities are game-like, involve simulations, require creating products, and demand self-direction and students are continuously self-monitoring as appropriate to enhance learning. 6. Questioning a. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content: knowledge and comprehension; application and analysis; and creation and evaluation b. Questions are consistently purposeful and coherent. c. The frequency of questions consistently engages students in the rigor of the content and in critical thinking. d. Questions are consistently sequenced with attention to the instructional goals. e. Wait time (3-5 seconds) is consistently provided. f. Students regularly respond to a variety of teacher questions (e.g., whole-class signaling, choral responses, written and shared responses, or group and individual answers). g. All students are actively answering questions and engaging with the teacher or each other to share their perspectives. h. Students generate questions that lead to further inquiry and self-directed learning. 7. Academic Feedback a. Oral and written feedback is consistently academically focused, frequent, and high-quality. b. Feedback is frequently given during guided practice, throughout the lesson, and during review of independent work assignments. c. The teacher circulates during instructional activities to prompt student thinking, assess each student's progress based on student work expectations, and provide individual feedback. d. Feedback, both verbal and non-verbal, from students is regularly used to monitor and adjust instruction. e. Students give speci?c and clear feedback to each other based on the teacher's expectations. 8. Grouping Students a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) consistently maximize student understanding and learning ef?ciency. b. Teacher sets clear expectations that are understood by students. c. In an instructional group, each student takes responsibility for their individual role, tasks, and group work expectations so they can have meaningful and productive collaboration. d. In an instructional group, each student assumes accountability for completing group work and individual work. e. Instructional group composition is varied to best accomplish the goals of the lesson. f. Students set goals, re?ect on, and evaluate their learning in instructional groups. g. When provided the choice or independence, students make responsible decisions about how to group themselves. 9. Teacher Content Knowledge a. Teacher displays extensive content knowledge and understanding of both state standards and high-quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach. b. Teacher consistently implements a variety of subject-speci?c instructional strategies to enhance student content knowledge. c. Teacher consistently highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. 10. Teacher Knowledge of Students a. Teacher practices display understanding of each student's anticipated learning abilities and needs. b. Teacher practices consistently incorporate student interests and backgrounds. c. Teacher consistently provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards. 11. Thinking a. Students are actively engaged in multiple types of thinking: analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; practical thinking, where students use, apply, and implement what they learn in real-life scenarios; creative thinking, where students create, design, imagine, and suppose; and research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. b. The teacher and/or students model metacognitive strategies. c. Students are provided opportunities to: Generate a variety of ideas and alternatives; analyze problems from multiple perspectives and viewpoints; anD monitor their thinking to ensure they understand what they are learning, are attending to critical information, and are aware of the learning strategies they are using and why. 12. Problem-Solving a. Students engage in activities that reinforce several of the following problem-solving types: Abstraction Categorization Drawing conclusions/justifying solutions Predicting outcomes Observing and experimenting Improving solutions Identifying relevant/irrelevant information Generating ideas Creating and designing DOMAIN 2: PLANNING 1. Instructional Plans Instructional plans include: a. evidence of the internalization of the plans from the high-quality curriculum; b. measurable and explicit objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor; c. activities, materials, and assessments that: are aligned to state standards; content, including high-quality curriculum; and success criteria; are sequenced and scaffolded based on student need; build on prior student knowledge, are relevant to students' lives, and integrate other disciplines as appropriate; and provide appropriate time for student work, student re?ection, and lesson closure; d. evidence that the plan is appropriate for the age, knowledge, and interests of all learners; e. evidence that the plan provides regular opportunities to accommodate individual student needs; and f. strategies for student autonomy and ownership. 2. Student Work Assignments are: a. always aligned to the rigor and depth of the standards and curriculum content. b. always aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction. Students: c. organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it; d. draw conclusions, make generalizations, and produce arguments that are supported through extended writing; and e. connect what they are learning to experiences, observations, feelings, or situations signi?cant in their daily lives, both inside and outside of school. 3. Assessment Assessments: a. are aligned with the depth and rigor of the state standards and content, including curriculum resources; b. are designed to provide feedback on progress against objectives; c. use a variety of question types and formats to gauge student learning and problem-solving; d. measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-choice); DOMAIN 3: ENVIRONMENT 1. Expectations a. Teacher engages students in learning with clear and rigorous academic expectations and actively uses aligned and differentiated high-quality materials and resources to ensure access to learning. b. Students regularly learn from their mistakes and can describe their thinking on what they learned. c. Teacher creates learning opportunities where all students consistently experience success. d. Students lead opportunities that support learning. e. Students take initiative to meet or exceed teacher expectations. f. Teacher optimizes instructional time to ensure each student meets their learning goals. 2. Engaging Students and Managing Behavior a. Students are consistently engaged in behaviors that optimize learning and increase time on task. b. Teacher and students establish commitments for learning and behavior. c. Teacher consistently uses, and students reinforce, several techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment. d. Teacher consistently recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. e. Teacher addresses individual students who have caused disruptions rather than the entire class. f. Teacher quickly attends to disruptions with minimal interruption to learning. 3. Environment The classroom: a. welcomes all students and guests and provides a safe space for all students to take risks and interact with peers. b. is clearly organized and designed for and with students to promote learning for all. c. has supplies, equipment, and resources easily and readily accessible to provide opportunities for all students. d. displays current student work that promotes a positive classroom environment. e. is arranged to maximize individual and group learning and to reinforce a positive classroom environment. 4. Respectful Conditions a. Teacher-student and student-student interactions consistently demonstrate caring, kindness, and respect for one another and celebrate and acknowledge all students' backgrounds. b. Teacher seeks out and is receptive to the interests and opinions of all students. c. Positive relationships and interdependence characterize the classroom. DOMAIN 4: PROFESSIONALISM 1. Growing and Developing Professionally a. The educator is prompt, prepared, and participates in professional learning and teacher collaboration meetings, bringing student artifacts (student work) when requested. b. The educator appropriately attempts to implement new learning in the classroom following professional learning and teacher collaboration meetings. c. The educator develops and works on a plan for new learning based on an analysis of school improvement plans and new goals, self-assessment, and input from the teacher and school leader observations. d. The educator participates in self-re?ection and growth by selecting speci?c activities, content knowledge, or pedagogical skills to enhance and improve his/her pro?ciency. 2. Reflecting on Teaching a. The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness, as evidenced by the self-re?ection after each observation, and offers speci?c actions to improve his/her teaching. b. The educator accepts responsibilities contributing to school improvement. c. The educator utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions. 3. School Involvement a. The educator supports school activities and events. 4. School Responsibilities a. The educator accepts responsibility and/or assists peers in contributing to a safe and orderly school environment. b. The educator adheres to system and school policies. c. The educator keeps timely and professional records. METHOD OF EVALUATION The combination of the applicable measure of growth in student learning and the qualitative assessment of performance competencies and standards shall result in a composite score used to distinguish levels of overall effectiveness. OTHER DUTIES AND RESPONSIBILITIES Other duties may be assigned. 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 disabilities to perform essential functions. While performing the duties of this job, the employee is frequently required to stand, walk, speak, hear, and sometimes sit. Occasionally, the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes of books and AV carts. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material, and the ability to adjust focus. WORK ENVIRONMENT: The work environment described here is representative of which an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is frequently exposed to a noise level in the work environment, which is moderate to loud. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position, and additional duties may be assigned. *Annual Salary is based on years of experience (0-40), with increases for advanced degrees.

Elementary School Teaching/Kindergarten Attachment(s): * Teacher Job Description

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 Sabine Parish Schools System's Accountability System. OVERVIEW OF THE POSITION: To plan and implement a program which creates an environment where students can learn and develop optimally. Domain 1: Planning and Preparation - 1C Setting Instructional Outcomes · The teacher values, sequences, and aligns curriculum-enabling students to build their understanding of important ideas from concept to concept. · The teacher designs and structures lessons so that learner outcomes are at an appropriate cognitive level. · The teacher writes and plans multi-disciplinary outcomes for student learning. · The teacher creates and /or uses a variety of assessment tools that are curriculum-aligned and challenging. Doman 2: The Classroom Environment- 2C- Managing Classroom Procedures · The teacher helps students to develop skills to work purposefully and cooperatively in groups. · The teacher facilitates lessons that engage students in different types of activities-large groups, small groups, and independent work. · The teacher ensures smooth functioning of all routines and maximizes instructional time. Domain 3: Instruction-3B-Questioning and Discussion Techniques · The teacher develops and presents questions that cause students to think and reflect; resulting in a deeper understanding of the topic. · The teacher promotes learning through discussion. · The teacher uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure the outcome. Domain 3: Instruction-3C-Engaging Students in Learning · The teacher facilitates activities and assignments that promote learning and are aligned with the goals of the lesson. · The teacher groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings. · The teacher selects instructional materials suited to engaging students in understanding and learning at a deeper level. · The teacher delivers lessons that are appropriately structured and paced. Domain 3: Instruction-3D- Using Assessment in Instruction · The teacher aligns assessment to the curriculum. · The teacher informs students of the criteria for assessment. · The teacher monitors student learning using a variety of techniques. · The teacher provides valuable feedback in a timely, constructive and substantive manner. · The teacher promotes student self-assessment and student self-monitoring of their progress. Professionalism Competency - 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 all students. · The teacher collaborates and communicates effectively with families, colleagues, and the community to promote students' academic achievement and to accomplish the school's mission. Any and all duties as assigned by the School Principal, Administration, and/or Superintendent.

Who we are Collegiate Academies is the first charter management organization in New Orleans to focus solely on high schools. Collegiate Academies believes that, even as late as high school, traditionally underserved students can achieve college success and pursue the lives and dreams of their choosing. To see us in action, watch this video. Sci Academy, our founding high school, opened its doors in 2008 with just a 9th grade. This past year, that founding class graduated from Sci. When they entered, they performed on average at a 4.5 grade level in both reading and math. Upon graduation, 94% of them were accepted into a 4-year college or university. That is our goal: to make college success a reality for scholars, no matter how old they are or what their levels are. There are many high school programs around the country working to close the gap that have feeder middle schools. But there are virtually no examples of schools that are closing the gap starting in the 9th grade. We believe in a growth mindset - that it is never too late to start the path to college success. This year, we opened two new schools, Carver Prep and Carver Collegiate, each with a 9th grade, with the same goal in mind for all scholars: college success. Positions available For this coming school year, positions are available in English, Mathematics, Science, Social Studies, Foreign Language, and Special Education / Intervention, across grades nine through 12. We will be hiring for Sci Academy as well as for the 10th grades we will add at our two new schools, Carver Collegiate Academy and Carver Preparatory Academy. What we value To learn more about the things that we value, click on the links below. They will take you to our website where you can read more! Teacher Development Leadership Development Teamwork Quotes from our community "Here all the barriers and frustrations you feel in a traditional school are removed by the phenomenal leadership, the teamwork of the staff, and the hard work of the students. Here you can focus on true achievement." - Margo Bouchie, Sci Academy Team Member "I like Sci Academy because it prepares you more than enough to go to any college you want." - Rinata Williams, Sci Academy 10th grade scholar, future NYU graduate- Class of 2016 Accolades The biggest reward we could ask for is our scholars being successful in college. Our first graduating class is attending college all over the state of Louisiana and the country. Examples include Grambling State University, University of New Orleans, Louisiana State University, Tulane University, Amherst College, Wesleyan University, Smith College, and Middlebury College. In addition, we have been named one of six groundbreaking American schools by the Oprah Winfrey Show and have been featured in The Times-Picayune, Dallas Morning News, Good Morning America, GOOD Magazine, and Teach Like A Champion, by Doug Lemov. Responsibilities Hold high expectations for each student. Demonstrate strong teaching skills. Collaboratively develop and institute universal student policies within classrooms and throughout the school campus. Foster positive rapport and relationships with students. Create an enthusiastic and optimistic learning environment. Communicate frequently with parents. Set and meet measurable goals for students. Demonstrate flexibility and creatively embrace the ambiguities of building an organization focused on constant improvement Serve on school committees as needed. Perform clerical duties, as required, relating to textbooks, instructional supplies, student reports and records, attendance reports, etc. Remain on call in the evenings to provide student support. Qualifications Desire to work at a college-prep high school rebuilding urban education in the city of New Orleans. Desire to grow as a teacher and person. Positive attitude and strong work ethic. Deep belief that all students, regardless of their backgrounds and educational pasts, have the potential to succeed in college and beyond, and that it is the responsibility of schools to help students realize that potential. Strong knowledge in content area of choice. To Apply Send your resume and a cover letter to the Director of Human Capital, Soraya Verjee, at ************************************.

TITLE: TEACHER REPORTS TO: Principal FLSA STATUS: Exempt TERMS of EMPLOYMENT: 9 month/182 Days OVERVIEW OF POSITION: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The Teacher is responsible for growth in student learning. ESSENTIAL DUTIES AND RESPONSIBILITIES: 1.0 SETTING INSTRUCTIONAL OUTCOMES The teacher designs instructional outcomes that represent rigorous and important learning in the discipline. Attributes: Outcomes represent high expectations and rigor. Outcomes are related to “big ideas” of the discipline. The teacher designs instructional outcomes that are clear, written in the form of student learning, and suggest viable methods of assessment. Attribute: Outcomes are written in terms of what students will learn rather than do. The teacher designs outcomes that reflect several different types of learning an opportunities for coordination. Attribute: Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication. 1.4 The teacher designs outcomes that take into account the varying needs of groups of students. Attribute: Outcomes are suitable to groups of students in the class, differentiated where necessary. 2.0 MANAGING CLASSROOM PROCEDURES The teacher maximizes instructional time. Attribute: The students are productively engaged during small group work. The teacher manages learner behavior in instructional groups, transitions, and/or handling of materials and supplies consistently. Attribute: Transitions between large and small group activities are smooth. The teacher establishes classroom routines to be followed by students with minimal guidance and prompting. Attributes: Routines for distribution and collection of materials and supplies work efficiently. Classroom routines function smoothly. 3.0 USING QUESTIONING /PROMPTS AND DISCUSSION The teacher poses questions to students designed to promote student thinking and understanding. Attribute: Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers. The teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate. Attributes: The teacher makes effective use of wait time. Discussions enable students to talk to one another, without ongoing mediation by the teacher. The teacher engages most students in the discussion, employing a range of strategies to ensure that most students are heard. Attributes: The teacher builds on student responses to question effectively. The teacher calls on most students, even those who don't initially volunteer. Many students actively engage in the discussion. 4.0 ENGAGING STUDENTS IN LEARNING The teacher provides learning tasks and activities that are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement. Attributes: Most students are intellectually engaged in the lesson. Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking. Students have some choice in how they complete learning tasks. There is a mix of different types of groupings, suitable to the lesson objectives. Materials and resources support the learning goals and require intellectual engagement, as appropriate. The teacher provides students the time needed to be intellectually engaged. Attribute: The pacing of the lesson provides students the time needed to be intellectually engaged. 5.0 USING ASSESSMENT IN INSTRUCTION 5.1 The teacher uses formative and summative assessment regularly to guide instruction. Attribute: The teacher makes adjustments to the lesson to enhance understanding by groups of students when necessary. 5.2 The teacher makes students aware of assessment criteria and encourages students to use self-assessment. Attributes: Students indicate that they clearly understand the characteristics of high quality work. Students are invited to assess their own work and make improvements. The teacher attempts to engage students in self- or peer assessment. 5.3 The teacher gives accurate and specific feedback and advances learning. Attribute: Feedback includes specific and timely guidance for at least groups of students. 5.4 The teacher diagnoses evidence of learning by questions, prompts, and assessment. Attribute: The teacher elicits evidence of student understanding during the lesson. 6.0 PROFESSIONALISM 6.1 The teacher grows and develops professionally through professional development as assigned and voluntarily to improve teaching and learning. Attends and constructively participates in meetings and professional development activities. Uses active listening skills. Accepts and recognizes the value of the contribution of others. Satisfactorily complete 32 hour INTEL Essential training within 3 years of initial employment. Satisfactorily complete 9 hours of Promethean training within the first year of employment. 6.2 The teacher shows professionalism in attitude and conduct Accepts and uses constructive feedback. Identifies problems and issues and works collaboratively to contribute ideas and find solutions. Maintains communication with immediate supervisor, keeping him/her informed of problems, concerns, and significant developments. Uses verbal and non-verbal communication in a manner respectful of others. Writes and speaks clearly and concisely so that the message is understood. Develops and maintains a safe and caring environment for all of our students. Demonstrates positive support through actions and words as ambassadors of the schools and districts. Dresses for success according to job responsibilities. Treats all stakeholders in a respectful and helpful manner. Cooperates with administration in the performance of additional duties. Completes tasks, reports, and documents accurately according to specified timelines and expectations. Maintains self-control. Adheres to Board policies and procedures and administrative rules, guidelines, and regulations. Adheres to district guidelines relative to attendance. Regularly reports to work on time and works additional hours when deemed necessary. Adheres to ethical, legal and professional standards. Applies laws, policies, regulations, and procedures fairly, consistently, wisely, and compassionately. Follows directives as assigned by supervisor. Refrains from revealing confidential information. Uses proper administrative procedures for making requests and resolving conflicts. 6.0 denotes non-instructional indicators. Deficiencies in these areas shall not be subject to a plan of intensive assistance. METHOD OF EVALUATION The combination of the applicable measure of growth in student learning (value-added score) and the qualitative assessment of performance (competencies and performance standards) shall result in a composite score used to distinguish levels of overall effectiveness. OTHER DUTIES AND RESPONSIBILITIES Other duties may be assigned QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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 CERTIFICATION B.A. or B.S. Degree, Louisiana Teaching Certificate, Type A, B, C, Level 1, 2, 3, Temporary, CTTIE, or Ancillary 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 disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, walk, speak, hear and sometimes sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. WORK ENVIRONMENT: The work environment described here is representative of which 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. While performing the duties of this job the employee is frequently exposed to a noise level in the work environment which is moderate to loud. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned . My signature indicates that I have been informed that the evaluation of my job performance is controlled by the St. James Parish Personnel Evaluation Plan and that a copy has been made available for my signature.

Function: To assist the School Readiness Coordinator in ensuring that all areas of the Head Start Performance Standards in the area of Education are implemented effectively and compliant in the Child Care Center Programs. The teacher mentor works under the supervision of the School Readiness Coordinator, Center Director and Director of Early Childhood Education. He/she will coach teachers to improve instructional outcomes as measured by CLASS scores and The Head Start Child Outcomes Framework. To perform other job-related tasks as requested by the School Readiness Coordinator and Center Director. This position directly relates to staff training, data collection, classroom practices and adherence to regulatory policies and procedures as it relates to the Head Start Performance Standard and State licensing requirements. Minimum Qualifications: BA in Early Childhood Education with 2 years of teaching experience or BA in Elementary Education and/or a related field with a 18 hours in early childhood education and 2 years teaching experience. Required Knowledge & Abilities: Knowledge of Early Childhood Education and best practices; Ability to communicate effectively with children, families, staff and community agencies and partners; Ability to understand and follow oral and written instruction and make mathematical computations and tabulations; Knowledge of special needs of families and aware of ways to effectively communicate and assist them; Ability to travel extensively within area as assigned; Ability to be a mandated reporter for suspected child abuse or neglect; Ability to work in another position when needed; While performing the duties of this job, he/she is frequently required to sit; stand; stoop; bend; walk; talk; hear; use hands to grip, type; reach with hands and arms, occasionally required to stand or walk on uneven surfaces; climb stairs. Computer literacy/proficiency The ability to communicate effectively with staff, parents, children, volunteers and visitors. Ability to work harmoniously with others. Must possess a demonstrated understanding of the dynamics of poverty, oppression, sexism, racism and ageism and other forms of societal and individual prejudice that confront our staff, volunteers, program participants and community at-large. Must have a proven ability to work effectively and respectfully with a broad range of people from diverse cultural, ethnic and socio-economic backgrounds. Must have skills in engaging and motivating program participants and staff to increase. Must possess the ability to work holistically, as part of a team, with professionals, para-professionals, program participants and their families, volunteers and the community at-large toward successful outcomes for program participants. Must respect the integrity of each program participant, their right to privacy and confidentiality and their right to participate in our programs. Essential Functions: Conduct CLASS observations and follow up with teaching staff using mentoring strategies; Ensure program Education policies, procedures, performance standards and licensing requirements are met through on-site monitoring of center activities; Monitors curriculum implementation; Is well abreast of the Head Start Performance Standards, Head Start Monitoring Protocol in the area of Education and the Head Start Act; Provides ongoing technical assistance to the partner programs as needed; Develops a rapport with the staff and Directors in the partner programs; Ensures that staff have the appropriate credentials per the Head Start Act upon hire and are up dated as needed; Ensures that the 45 day requirements are completed with accuracy and in a timely fashion (developmental assessment); Uses the CLASS instrument to monitor classrooms; Assist in the compilation and completion of Self-Assessment and Community Assessment and participate in the analysis of data for training and planning purposes; Compile report and analyze School Readiness Goals and Child Outcomes; Assists staff with the interpretation and implementation of the curriculum; Assists in training new personnel and ongoing training for staff; Ensures that professional development opportunities are developed based on observations of classrooms, staff surveys and assessment data; Ensures that professional development opportunities are job embedded, sustained, intense with follow up and timely, specific feedback; Monitors and is aware of each programs 'outcome data; Assists the School Readiness Coordinator in planning and implementing annual events around literacy, multicultural events around literacy, multicultural events, etc.; Conducts daily observations of staff interaction with the children and makes recommendations for identified areas of improvement with specificity; Conducts Monthly classroom observations to ensure that the classroom environment is safe and conducive to learning; Provides timely feedback on observations; Models and/or demonstrates lessons as needed for teaching staff; Assists the Early Head Start/Head Start Teachers in maintaining an environment conducive to learning Provides feedback in a supportive, instructive and non-judgmental way; enhancing the ability of teaching staff to observe children's activities and experiences as part of the ongoing assessment process and to use this information to individualize the curriculum; Conducts conferences with individual protégé teachers; provides opportunities for participants to reflect on and apply theory and learning to everyday practice; Meet regularly with the Center Directors, School Readiness Coordinator, and Content Area Coordinators to help identify ongoing professional development for staff; Monitor the staff's progress and child outcomes based on the goals of the project; Assist with the program planning and evaluation by measuring and reporting positive outcomes for children; Assumes total responsibility for the care and safety of children and the planning and implementation of daily activities in the absence of the lead teacher; Attends Screenings, Evaluations, and IEP Meetings as requested by the School Readiness Coordinator or Mental Health and Disabilities Coordinator. Attends parent meetings Support Assistance Team (SAT) meetings and other conferences as requested by any Service Area Coordinator or Center Director. Maintains contact and communication with parents of children in assigned classrooms as appropriate. Conducts monthly staff meetings with Teachers and Teacher Assistant; Reviews various learning materials, videos, curriculums, etc. for possible program use in the classrooms Assists in the quarterly in-service training for all teaching staff, including Foster Grandparents; Participates and makes recommendations for annual performance evaluation of teaching staff; and Ability to pass a physical exam and TB (Tuberculosis test) yearly. Performs other duties as required. All candidates for employment with CCANO must submit to a criminal records check as a condition of employment. New employees will be required to complete a criminal background check prior to employment. Compliance with the State of LA Child Protection Act and Archdiocese Policy on Abuse and Neglect, to provide for the safety and security of all clients served by CCANO programs. Certain programs require additional background checks in addition to the Archdiocesan check. These may include the "State Police Check " and " The Department of Education".

Job Type: Full-Time About Us: At Helix Community Schools, we are dedicated to fostering a nurturing and engaging learning environment that empowers students to reach their fullest potential. Our dedicated staff strives to create an atmosphere of respect, creativity, and academic excellence. We are currently seeking an enthusiastic and compassionate 2nd Grade Teacher to join our team and help shape the future of our young learners. Position Overview: The 2nd Grade Teacher will be responsible for creating and implementing engaging and effective lessons for our second-grade students. This individual will provide a positive and supportive classroom atmosphere that promotes both academic growth and social-emotional development. The teacher will work closely with students, parents, and colleagues to ensure each child's success and well-being. Responsibilities: Develop and deliver engaging, age-appropriate lesson plans aligned with curriculum standards. Foster a positive, inclusive classroom culture that encourages curiosity, respect, and collaboration. Assess and track student progress through regular evaluations, assignments, and observations. Provide individualized support for students who need additional assistance. Communicate effectively with parents and guardians regarding student progress and classroom activities. Collaborate with fellow teachers and staff to enhance student learning and school initiatives. Participate in school events, meetings, and professional development opportunities. Maintain a safe and organized classroom environment that promotes learning and creativity. Qualifications: Bachelor's degree in Elementary Education or related field (required). Valid teaching certification (specific to LA preferred). Strong understanding of child development and effective teaching strategies. Excellent communication, organizational, and interpersonal skills. Experience working with young children, preferably in a classroom setting. Passionate about working with diverse groups of students and promoting their academic, social, and emotional development. Preferred Qualifications: Master's degree in Education (preferred). Experience teaching 2nd grade or similar age group. Knowledge of current teaching technologies and classroom management strategies. Compensation: Competitive salary based on experience and qualifications. Benefits package including health insurance, retirement plan, and professional development opportunities.

ELEMENTARY SCHOOL TEACHING/Kindergarten Job Title: Teacher- Reg Ed./ESS Reports To: Immediate Supervisor Prepared By: The Division of Human Resources Board Approved Date: Pay Grade Range: TE308 to TI112 Summary: The job of Classroom Teacher is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress. Essential Duties and Responsibilities: Collaborates with all stakeholders (e.g. students, parents, colleagues, etc.) for the purpose of establishing and maintaining leadership and positive relationships while focusing on high expectations and continuous improvement for student learning. Designs instruction (e.g. lesson plans; individualized instruction; diverse learning styles/needs; etc.) for the purpose of ensuring all students are engaged and participating in individual and classroom learning objectives. Develops and guides learning in partnership with students (e.g. classroom mission and learning goals; strategies and processes; student recognition and celebrations; etc.) for the purpose of ensuring continuous improvement for student learning in alignment with state and district standards. Evaluates individual student and class performance (e.g. analyzes assessment data; other comparative data; etc.) for the purpose of gauging and subsequently adjusting instruction to improve individual and class performance. Implements current best practice instruction and resources (e.g. focus on student needs/goals, classroom priorities, etc.) for the purpose of improving and enhancing student learning in alignment with state and district standards. Maintains documentation and required reports (e.g. student data and reports; personal teaching certification; etc.) for the purpose of complying with site, district, policy, administrative, state and/or federal statutes and regulations. Manages classroom structure and procedures (e.g. activities; behavioral expectations; positive classroom culture; etc.) for the purpose of establishing a positive, safe and orderly optimal learning environment to support students in achieving classroom and individual goals. Models positive behaviors (e.g. professional/ethical public image; relational skills, including appropriate verbal and written communications; manners; honors diversity and mutual respect, etc.) for the purpose of promoting appropriate social and interpersonal behavior in alignment with district goals. Oversees assistant teachers, student teachers, instructional assistants, volunteers and/or student workers for the purpose of ensuring the operation of an effective and efficient classroom structure that supports the teacher and students in achieving classroom and individual goals. Participates in a variety of meetings (e.g. team and/or building meetings; professional growth opportunities; parent/teacher conferences; etc.) for the purpose of conveying and/or gathering information to perform functions. Responds to emergency situations (e.g. building emergency protocol; fights, suspected child abuse and/or substance abuse, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Education and Experience: Bachelor's degree required. Current Louisiana teacher certification. Work Environment Conditions: 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. Professional Conduct: The Employees are required to maintain a high standard of professional conduct. Breach of said professional conduct includes, but is not limited to, neglect of duty, dishonesty, engagement in acts that are contrary to East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment.

Science/Social Studies Master Teacher- Elementary Reports to the Principal and Director of TAP About Algiers Charter Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team. What Success Means In This Position The Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year. This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners. Position Description & Expectations The primary role of the master teacher is to analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. They also spend, on average, 2 hours per day teaching students. Master teachers are partners with the principal in evaluating other teachers. Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: New Teacher Induction Opening Professional Development for Teachers Job embedded Professional Development Faculty and Grade-Level Meetings Other meetings as designated by school leaders Participate in all TAP trainings and become a Certified TAP Evaluator Leadership Team Participation Some of the responsibilities a Elementary Science/Social Studies Master Teacher will have as a member of this team are to: analyze student data to identify student learning goals; develop a school academic achievement plan; create school assessment plan; monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs); assess teacher evaluation results; and maintain inter-rater reliability. Cluster Group Planning and Implementation As a cluster group leader, the Elementary Science/Social Studies Master Teacher will be responsible for: developing the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups progress toward goals. A critical component of this role is to interact regularly with students. This is achieved through regular classroom teaching time. Manage Teacher Individual Growth Plans The Elementary Science/Social Studies Master teacher oversees groups of teachers in developing goals, provides instructional interventions with proven results, facilitates teacher proficiency with these new strategies through classroom-based follow-up, and ensures that the progression of teacher skill development as aligned with changing student learning needs. Evaluations/Conferencing The Elementary Science/Social Studies Master Teacher conducts classroom evaluations and post conferences for both formal and informal observations. Classroom Follow-up The Elementary Science/Social Studies Master Teacher is expected to work with all teachers to develop lessons for the classrooms. He/ She/ They will guide the work of the teachers and provide them with expert advice along the way. The master teacher also provides classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons" and team-teaching based on individual teacher mentoring situations). Professional Growth While the Elementary Science/Social Studies Master Teacher is expected to come to the job with a high level of educational knowledge, they will be afforded the opportunity to work with TAP director and other master teachers to enhance their skills and provide their teachers with only the best instructional interventions and strategies. In some cases, mentor teachers will also attend selected in-service training sessions. Evaluation Elementary Science/Social Studies Master Teachers are formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team: Director of Performance and Accountability Director of TAP Principal and/or Master Teacher Other Job Duties and Responsibilities As stated earlier, Elementary Science/Social Studies Master Teachers will teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability. Understand the unique AC environment and be able to uphold the mission of the school. Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards. Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines. Assist the administration in implementing all school and AC policies. Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy. Consult with administrator(s), colleagues, students and/or parents on a regular basis. Serve on and participate in professional staff committees/meetings required. Perform other related duties as required. Strive to maintain and improve personal and professional competence. Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs Stipend In return for the stipend that is paid, Elementary Science/Social Studies Master Teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/directors. In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year. All teachers are subject to re-qualification each year the Teacher Advancement Program is funded. Termination The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice. Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area. An existing career teacher cannot be moved to accommodate a former master teacher. Qualifications Bachelor Degree in Education or related area of study, required Master's Degree in Education or related area of study, highly preferred Two years of teaching experience preferred Valid Louisiana Teaching Certificate with Louisiana Certification, preferred Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred Desire and ability to succeed in a student-friendly, detail-oriented, community environment Demonstrate attributes of a growth mindset Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback View all jobs at this company

Benefits: * 401(k) * Free uniforms * Training & development * Tuition assistance Role: Pre-Kindergarten Teacher at Primrose School of South Baton Rouge Calling All Passionate Individuals: Become an Early Childhood Pre-Kindergarten Teacher! Are you eager to make a difference in the lives of young children? Do you have a natural passion for nurturing and a love for learning? Account Name wants YOU to join our team as a Pre-Kindergarten Teacher- no nights, no weekends! Position: Daycare Pre-Kindergarten Teacher As a Pre-Kindergarten Teacher, you'll embark on an exciting journey of discovery alongside our little learners. You'll build trusted relationships with families as you provide nurturing care and help children develop their foundation. Our exclusive digital learning platform provides everything you need to create joyful learning experiences for the students in your care. Welcome to... The Beginning of Something Big! At Primrose School, you'll find: * Exclusive and time-tested Balanced Learning curriculum, delivered in a digital platform for easier delivery and mastery * Competitive pay and benefits * A joyful and welcoming childcare environment * An on-site school leadership team invested in your growth * Engaged, caring franchise owners * High-quality facilities focused on health and safety Responsibilities * Create a nurturing and stimulating classroom environment for preschool-aged children * Implement age-appropriate lesson plans that are created for you * Manage classroom behavior and ensure a safe learning space * Communicate effectively with children, parents, and staff to foster a supportive community * Participate in ongoing professional development to enhance teaching skills and knowledge * Support children's individual learning needs and encourage their social and emotional growth Qualifications * Strong classroom management and communication skills * Passion for nurturing and educating young children * Experience in early childhood education and preschool settings preferred If you're looking for more than a daycare and you're passionate about providing the highest quality education and care to help children develop and learn during their first five years, consider a career with us! Salary Range: Shift Schedule: Ready to Make a Difference? If you're excited to embark on an exciting adventure of bringing wonder to little learners, we want to hear from you!

Job DescriptionBenefits: 401(k) Free uniforms Training & development Tuition assistance Role: Pre-Kindergarten Teacher at Primrose School of South Baton Rouge Calling All Passionate Individuals: Become an Early Childhood Pre-Kindergarten Teacher! Are you eager to make a difference in the lives of young children? Do you have a natural passion for nurturing and a love for learning? Account Name wants YOU to join our team as a Pre-Kindergarten Teacher- no nights, no weekends! Position: Daycare Pre-Kindergarten Teacher As a Pre-Kindergarten Teacher, you'll embark on an exciting journey of discovery alongside our little learners. You'll build trusted relationships with families as you provide nurturing care and help children develop their foundation. Our exclusive digital learning platform provides everything you need to create joyful learning experiences for the students in your care. Welcome to... The Beginning of Something Big! At Primrose School, youll find: Exclusive and time-tested Balanced Learning curriculum, delivered in a digital platform for easier delivery and mastery Competitive pay and benefits A joyful and welcoming childcare environment An on-site school leadership team invested in your growth Engaged, caring franchise owners High-quality facilities focused on health and safety Responsibilities Create a nurturing and stimulating classroom environment for preschool-aged children Implement age-appropriate lesson plans that are created for you Manage classroom behavior and ensure a safe learning space Communicate effectively with children, parents, and staff to foster a supportive community Participate in ongoing professional development to enhance teaching skills and knowledge Support childrens individual learning needs and encourage their social and emotional growth Qualifications Strong classroom management and communication skills Passion for nurturing and educating young children Experience in early childhood education and preschool settings preferred If youre looking for more than a daycare and you're passionate about providing the highest quality education and care to help children develop and learn during their first five years, consider a career with us! Salary Range: Shift Schedule: Ready to Make a Difference? If you're excited to embark on an exciting adventure of bringing wonder to little learners, we want to hear from you!

Special Education Resource Teacher TERMS OF EMPLOYMENT: 9-Month Contract SALARY: Refer to the MPSD Teacher Pay Scale APPLICATION PERIOD: May 5, 2025 - June 14, 2025 is filled) Qualified applicants who submit a complete application packet will be contacted by the school principal regarding the interview process. Job Summary The teacher is responsible for delivering high-quality instruction and engaging learning experiences in assigned subject area(s) based on an approved curriculum. The role supports students' academic, social-emotional, psychological, and physical development in a safe, inclusive, and structured learning environment. Teachers will prepare students to become independent, responsible, and productive members of society. Morehouse Elementary School is seeking a dedicated and compassionate Special Education Teacher to serve students in grades K-6 with mild to moderate disabilities. The ideal candidate will be passionate about inclusive education and able to collaborate with general education teachers, support staff, and families. Responsibilities: Develop and implement IEPs in accordance with federal and state regulations Modify curriculum and instruction to meet students' individual needs Work closely with paraprofessionals and related service providers Maintain communication with parents and staff regarding student progress Minimum Qualifications Certification: Must meet the certification requirements set forth by the Louisiana Department of Education and/or the Louisiana Board of Elementary & Secondary Education at the time of employment. (See Bulletin 746) Education: Bachelor's degree in Special Education or related field (Master's preferred) Valid state certification in Special Education Strong understanding of IDEA and current best practices Excellent communication and organizational skills Experience and Skills: Knowledge of curriculum and core academic subjects Ability to manage student behavior constructively and effectively Proficiency in integrating digital tools into teaching and learning Completion of one year of student teaching or an approved internship Prior successful teaching experience is highly desirable For Applicants Without a Teaching License or Certification Minimum requirements: Bachelor's degree from an accredited college/university in a related field Proof of enrollment in an approved Louisiana Teacher Preparation Program Official transcript or documentation listing completed and current coursework Additional Support: Contact us to learn more about: TAT (Temporary Authority to Teach) eligibility Enrollment options for approved teacher preparation programs Opportunities for tuition or Praxis exam reimbursement Contact Information For additional details, please contact: MPSB Personnel Department Teresa Merritt, Personnel Director Phone: ************** Email: ***************** Vashon Hobbs, School Principal Phone: ************** Email: **************

Master, Mentor, Instructional Coach/298 - Mentor Teacher (High-Needs School) Ascension Parish School Board I. JOB TITLE: Mentor Teacher JOB TYPE: 298 POSITION REPORTS TO: Principal PAY GRADE: T-1 + Stipend FLSA STATUS: Exempt ASSIGNMENT PERIOD 260 days II. SUMMARY OF POSITION'S PURPOSE Plans and implements a program of study which allows the student to participate and learn in a productive environment. III. MINIMUM QUALIFICATIONS EDUCATION/CERTIFICATION - Bachelor's Degree. Practitioner's License (PL), Type B or Level II Louisiana teaching certificate. Additional criteria as the Board may require. IV. DUTIES AND RESPONSIBILITIES Provides instruction to students by planning effectively for instruction, providing written lesson plans in prescribed form, delivering instruction effectively, presenting the appropriate content, providing opportunities for student involvement in the learning process and assessing student progress effectively. Examples of this accountability include, but are not limited to, the following: Plans a daily program of instruction based on curriculum guides. Sends interim reports at mid-report periods. Prepares laboratory experiences. Develops and implements curriculum objectives based on pupil assessments. Assigns homework in keeping with student and curriculum needs. Constructs and administers tests and other diagnostic material to identify individual levels of attainment. Implements the Louisiana Components of Effective Teaching in all teaching-learning situations. Participates in the referral process for 504 and IDEA services promptly and completely. Implements all 504 and IDEA modifications as required. Plans instructional program with other faculty as appropriate. Performs management accountabilities by maintaining an environment which is conducive to learning, maximizing the amount of time available for instruction, managing learner behavior to provide productive learning opportunities and demonstrating efficiency in meeting obligations. Examples of this accountability include, but are not limited to, the following: Submits grades for students each nine weeks. Requests and schedules parent conferences. Confers with students regarding strengths and weaknesses. Complies with all school rules and school board policies. Assumes responsibility for the implementation of emergency procedures when such action is required. Completes paperwork and reports accurately and on a timely basis. Manages textbook distribution, collection and fee collection for damaged or lost textbooks. Establishes classroom management routines. Provides and endorses standards for the treatment of school property. Reports child abuse or suspected neglect to the proper authorities. Maintains a professional demeanor by performing non-instructional duties, assuming responsibility for meaningful professional growth, sharing responsibility for school improvement and demonstrating proficiency in oral and written communications. Examples of this accountability include, but are not limited to, the following: Cooperates with principals and supervisors during supervisory visits. Participates in parish wide in-service training. Participates in professional organizations. Supports PTA and other school functions. Attends faculty meetings, parent/teacher organization meetings and other school functions. Performs assigned duties with respect to recess and library periods. Works with the Master Teacher to lead professional development activities. Helps to lead cluster groups. Assists the master teacher in conducting peer observations, modeling lessons, team teaching, and coaching teachers. Provides courteous and prompt service to all internal and external customers including students, parents, co-workers, etc. Schedules and/or attends conferences with parents. Prioritizes and addresses requests and assignments in a professional manner to develop cooperative relationships and to ensure that student and employee records confidentiality is assured. Identifies opportunities and recommends methods to improve service, work processes and financial performance, e.g. expense management. Assists in the implementation of quality improvement initiatives. Assists co-workers in the completion of tasks and assignments to ensure continuity of service. Orients new co-workers and actively supports teamwork throughout the school system. Performs other duties as required. NOTE: This job description is a summary of the primary duties and responsibilities of the position. It is not intended to be a comprehensive listing of all duties and responsibilities. The Ascension Parish School Board reserves the right to change this description at its discretion.

Elementary School Teaching/Elem Teacher Grade 2 Date Available: 01/05/2026 Closing Date: 05/22/2026 Description:

9 Months - 182 Days REPORTS TO: School Administrator **SALARY RANGE: See Adopted Terrebonne Parish Salary Schedule OVERVIEW OF POSITION: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The Teacher is responsible for growth in student learning. Click here for job description.

Jefferson RISE Charter School, founded by seven community members in 2014, will serve just under 800 students in grades 6-12 for the 2025-2026 school year. Located in Harvey, Louisiana, the school caters to a diverse student body from the Westbank of Jefferson Parish, consisting of 59% Black/African American, 24% White, 15% Hispanic, and 2% Asian students, with 87% qualifying as economically disadvantaged. Remarkable achievements for Jefferson RISE Charter School include: State recognized our school as Top Gains Badge Recipient (23-24 SY) Graduation Rate A (22-23 SY, 23-24 SY) Strength of Diploma A (23-24 SY) Progress Rating A (23-24 SY) #6 for SPS Growth in Louisiana (22-23 SY) Achieved a School Performance Score (SPS) increase of over 17 points, resulting in a “B” rating for the high school and a “C” rating for the middle school (22-23 SY) Position Overview At Jefferson RISE Charter School, we are seeking a dynamic and mission-driven PE & Health Teacher to join our 6-12 public charter school in Jefferson Parish. At RISE, we believe Physical Education and Health are essential components of a well-rounded education-helping students build not only physical strength, but also confidence, resilience, and lifelong habits for wellness. The ideal candidate sees PE and Health as powerful tools for supporting the whole child-integrating physical fitness, mental health, and social-emotional growth. This teacher will lead inclusive, high-engagement classes where all students, regardless of athletic ability, feel seen, supported, and challenged. We are looking for educators who are reflective, collaborative, and passionate about student success-teachers who not only teach content but also model curiosity, critical thinking, and a growth mindset. Instruction & Curriculum Design Plan and deliver high-quality PE and Health lessons that promote physical fitness, mental health, and lifelong wellness Develop a curriculum that is inclusive, engaging, and developmentally appropriate for grades 6-12 Incorporate a variety of physical activities, skill-building exercises, and health topics to meet diverse student needs Classroom Culture & Student Engagement Create a positive, inclusive environment where all students feel safe participating, regardless of athletic ability Promote teamwork, perseverance, sportsmanship, and personal goal setting Maintain high expectations for behavior and effort while fostering joy in movement and wellness Collaboration & School Culture Collaborate with colleagues to support school-wide wellness initiatives Participate actively in professional development, staff meetings, and school events Support school culture and routines, modeling professionalism and a growth mindset Contribute to extracurricular programming, such as clubs, fitness challenges, or wellness activities, as applicable Data & Communication Track student progress in both skill development and health understanding Use formative assessment and observation to adjust instruction and support student growth Communicate regularly with families about student strengths and areas for growth Maintain accurate records of attendance, grades, and student performance CANDIDATE PROFILE Education and Certification: Bachelor's degree required Degree in content area (preferred) Content area certification (preferred) Experience and Skills: Technological proficiency in Google Drive (Gmail, Google Docs, Google Sheets, Google Slides) Excellent communication skills High level of personal organization and planning Proven track record of student achievement and/or growth Culture and Fit: Believes deeply in the mission and students of Jefferson RISE Eager to learn, grow, and improve their craft Open to feedback and takes ownership for their impact on students and the school community Willing to take initiative and find solutions when challenges arise Acts with integrity and puts students first Collaborative and flexible - ready to pitch in and support teammates BENEFITS RISE employees are paid twice a month on the 15th and last day of each month. Jefferson RISE pays the following employee-only benefit costs for all full-time employees: coverage 85% of medical premiums and 100% of dental, vision, short and long term disability premiums. The Employee covers the remaining costs, including 15% employee medical and all spouse/dependent costs. RISE provides a 401(k) retirement plan to all W-2 employees, including a match of up to 100% of contributions on the first 3% deferred, then 50% of contributions from 3% to 5%. There is no vesting period. Jefferson RISE reserves the right to offer different or additional benefits to the Employee at any time.