Student teacher jobs in Louisiana - 832 jobs

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: 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.

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.

High School Teaching TITLE Master Teacher QUALIFICATIONS Valid Louisiana Teaching certificate Master's Degree Preferred Minimum of 5 documented years of successful teaching Physical and mental stamina and ability to perform job functions, tasks and duties. REPORTS TO School Principal/Academy Director SUPERVISES Non-Applicable TERMS OF EMPLOYMENT 10 Month PAY FACTOR: 1.111 JOB GOAL To assist and support the school principal in providing vision, culture, and instructional leadership that efficiently and effectively results in increased student achievement. PERFORMANCE RESPONSIBILITIES/JOB DUTIES: 1. SCHOOL MISSION, VISION, & STRATEGIC GOAL SETTING 1.1. Goal-Setting and Monitoring 1.1.1. Establishes rigorous and obtainable data-driven goals and comprehensive action plans to ensure achievement. 1.1.2. Disaggregates current and relevant data in depth in order to create, support, and monitor school goals. 1.1.3. Strategically uses current and relevant student data to impact significant student achievement. 1.1.4. Plans, implements, supports, monitors and/or evaluates/refines action steps, including acceleration and interventions. 1.1.5. Systematically enlists teachers to analyze student data and student work to monitor attainment of goals, and to guide and inform instruction. 1.2. Communication of Mission, Vision, and Goals 1.2.1. Establishes and communicates a school mission and vision that drives instruction and school activities. 1.2.2. Communicates the mission, vision, and goals of the school with staff members, students, families, and other stakeholders. 1.2.3. Invests teachers, students, and stakeholders in contributing to the school vision in order to reach established goals. 1.3. Expectations 1.3.1. Advocates for the best interests and needs of all students to ensure student achievement. 1.3.2. Establishes high standards for students, teachers, and staff members. 1.3.3. Models expectations and creates opportunities for students, teachers, and staff to establish high and demanding expectations. 2. INSTRUCTIONAL LEADERSHIP 2.1. Curriculum and Assessment 2.1.1. Develops all teachers' abilities to effectively utilize established schoolwide instructional plans where high-quality instructional materials are consistent with schoolwide goals. 2.1.2. Develops teachers to set clear, measurable objectives aligned to the depth and rigor of the state standards. 2.1.3. Develops teachers to utilize systems where teachers analyze formative and summative data to monitor and systematically adjust teaching and learning as needed to meet student achievement goals and increase their proficiency. 2.1.4. Plans and monitors professional learning to ensure that teachers grow in the areas of curriculum, assessment, and instructional practices. 2.1.5. Utilizes existing structures (e.g. TC, ILT) to strategically engage in conversations about assessments and student progress. 2.2. Teacher Effectiveness 2.2.1. Develops and organizes a leadership team's (e.g. ILT) ability to utilize a schoolwide evaluation system and coaching plans to increase teacher effectiveness. 2.2.2. Develops and supports a leadership team's ability to evaluate teaching and learning through current and relevant student data. 2.2.3. Develops and supports a leadership team's ability to provide evidence from the observed lesson that connects to an overall area of strength, an area of growth, and a specific recommendation for the next steps. 2.2.4. Develops and supports a leadership team's ability to use teacher and student data gathered through observations to determine what development activities or instructional strategies will best meet the needs of each teacher to improve overall teacher effectiveness. 2.2.5. Develops, organizes, and supports a system that ensures teachers receive a differentiated targeted coaching plan based on classroom evaluations. 2.2.6. Strategically develops, organizes, and supports opportunities for teachers to implement learning in different ways and ensures teacher ownership of new learning. 2.2.7. Organizes and supports opportunities where teachers work and plan together to impact student achievement. 2.3. Meeting Student Needs 2.3.1. Develops teachers' abilities to utilize data to identify students in need of intervention, acceleration, extension, or other additional supports. 2.3.2. Creates and implements a systematic monitoring process where all educators monitor, evaluate, and review student progress to ensure the academic needs of all students are being met. 2.3.3. Develops teachers to adjust instruction by utilizing instructional supports within high-quality instructional materials, when available, to ensure that all students master the content. 2.3.4. Creates and implements systems that develop teachers in implementing instructional practices that meet the needs of all learners. 2.3.5. Develops teachers' abilities to implement systems so all students access rigorous, on-grade-level instruction. 2.4. Instructional Focus 2.4.1. Creates and implements a schoolwide schedule and routines that maximize instructional time; monitors effectiveness and makes adjustments when necessary with input from other instructional leaders or key personnel. 2.4.2. Plans and prioritizes his/her schedule in order to engage in instructional leadership activities focused on teaching and learning. 2.4.3. Ensures teachers have access to and effectively use high-quality instructional materials to instruct all students; regularly monitors teachers' use of these materials and evaluates the impact on student achievement. 2.4.4. Plans and prioritizes instructional practices based on system and school goals when making decisions. 2.4.5. Develops schoolwide systems that ensure that there are specific roles for other instructional leaders on campus in supporting and building teacher capacity in order to meet both teacher and student goals. 2.4.6. Develops instructional leaders who lead instructional staff meetings and/or ongoing applied professional learning with adult learning principles. 3. CAPACITY BUILDING 3.1. Reflective Practices 3.1.1. Openly/transparently reflects on his/her own leadership practice resulting in strategic action plans that lead to a significant increase in student achievement and teacher proficiency. 3.1.2. Self-reflects to determine areas of growth and sets rigorous goals routinely to strengthen his/her own leadership practice. 3.1.3. Implements and adjusts schoolwide action plans based on feedback and data collected in order to enhance student achievement and educator effectiveness. 3.1.4. Collaborates with colleagues at the school and system levels to implement local and schoolwide initiatives that consistently result in gains in student achievement and educator effectiveness. 3.2. Leadership Development 3.2.1. Develops school leaders to utilize teacher and student observational data to increase teacher effectiveness and ensure student growth. 3.2.2. Fosters self-reflection in teacher leaders by creating systems for strong collaboration and coaching resulting in ongoing capacity-building and student achievement. 3.2.3. Develops his/her leadership skills and those of others by establishing a career pipeline to assume additional responsibilities. 3.2.4. Provides opportunities for teachers and staff members to participate and apply new learning. 3.3. Collaborative Practices 3.3.1. Ensures collaborative opportunities/ structures for capacity-building of teachers to continuously examine evidence of student learning and make strong instructional adjustments to ensure student success. 3.3.2. Fosters a strong sense of purpose by ensuring meaningful contribution from teachers that includes analysis of significant student or teacher data to inform decisions, build teacher capacity, and increase student achievement. 3.3.3. Monitors and actively supports the quality of content within collaborative opportunities/structures (e.g., TC, ILT) to ensure it is a logical continuum that results in significant increases in student learning and teacher effectiveness. 3.4. Continuous Improvement 3.4.1. Prepares, plans, and monitors new staff by providing induction and mentoring systems and support. 3.4.2. Systematically fosters and empowers the continuous learning and improvement of teachers and staff to the highest levels of practice through job-embedded professional learning opportunities. 3.4.3. Ensures individualized professional learning, aligned to the coaching plan, is provided to support teachers' and staff members' skills, is guided by an understanding of adult learning principles, and is measured with student data. 4. SCHOOL & COMMUNITY ENVIRONMENT 4.1. School Atmosphere 4.1.1. Establishes systems that ensure a safe and positive campus atmosphere for students, staff members, families, and community stakeholders. 4.1.2. Manages conflict among stakeholders effectively. 4.1.3. Develops structures and processes that result in ongoing, positive collaboration with a school leadership team. 4.2. Community Engagement 4.2.1. Develops productive and positive relationships with stakeholders. 4.2.2. Uses communication to enhance student learning and build support for goals. 4.2.3. Provides services for students, families, and the community during and beyond school hours. 4.2.4. Creates opportunities for diverse and broad stakeholder engagement to support learning. 4.3. Discipline 4.3.1. Develops, implements, and monitors a campus-wide discipline system/plan to promote a positive learning environment for all students. 4.3.2. Addresses student misconduct in a positive, and fair manner. 4.3.3. Incorporates problem-solving skills to manage student behavioral challenges. 4.3.4. Supports and coaches teachers in resolving discipline concerns. 4.4. Access to High-Quality Education 4.4.1. Implements and monitors systems that allow all students to have access to effective teachers. 4.4.2. Develops and monitors initiatives to ensure all students have learning opportunities and academic and social supports that lead to academic success. 4.4.3. Supports and coaches teachers with identifying and utilizing resources for providing all students with educational opportunities. 4.5. Responsiveness to Stakeholders 4.5.1. Incorporates and articulates a commitment to all students in the school mission and vision. 4.5.2. Incorporates the history, values, and background of students' communities in the curriculum. 4.5.3. Creates organizational structures at the school and system levels that empower all students and parents across communities. 5. PROFESSIONALISM & INTEGRITY 5.1. Professional Norms 5.1.1. Monitors and supports an established environment that is open, productive, caring, professional, and trusting for teachers and staff. 5.1.2. Monitors and promotes accountability among teachers and staff for each student's success and the effectiveness of the school as a whole. 5.2. Professional Behavior 5.2.1. Models professional behavior by acting respectfully and responsibly in personal conduct, and in relationships with others, and monitors staff and students to do the same. 5.2.2. Demonstrates and promotes the values of integrity, trust, collaboration, perseverance, and continuous improvement. 5.2.3. Makes all decisions based on what is best for children and holds self and others responsible for the academic achievement and well-being of all students. 5.3. Policy 5.3.1. Understands, implements, and supports school personnel in following school and system expectations and policies to maintain consistency and impartiality. 5.3.2. Models and ensures that all stakeholders understand, comply, and adhere to federal, state, and local laws, rights, policies, and regulations. 6. SCHOOL OPERATIONS/MANAGEMENT 6.1. Administrative Operations 6.1.1. Models and manages the governance processes and internal and external politics toward achieving the school's mission and vision. 6.1.2. Recruits, hires, retains and builds the instructional capacity of a diverse group of highly qualified professional staff. 6.1.3. Establishes and monitors a system that ensures all staff members (including but not limited to clerical, cafeteria, custodial, and transportation) are productive and use their time effectively by focusing on student needs and student achievement. 6.2. Fiscal and Physical Management 6.2.1. Seeks, acquires, and manages fiscal, physical, and other resources to support student learning and community engagement. 6.2.2. Creates systems for all stakeholders to routinely analyze allocated resources and provides recommendations for adjustments in order to maximize student achievement. TERMS OF EMPLOYMENT: As set by the Iberville Parish School Board and applicable by law. EVALUATION: Evaluation shall be conducted in accordance with the Iberville Parish School Board Personnel Evaluation Plan. PROFESSIONAL ETHICS Maintains good attendance. Reports to work on time. Displays professional ethics on and off duty. Adheres to all Iberville Parish School Board's Policies Reports job-related injuries within 24 hours of work accident to the immediate supervisor. Assumes responsibility for the implementation of emergency procedures. Seeks and maintains a positive attitude toward promoting school and community relations. Participates in and promotes harmonious working relationships with students, colleagues, parents, and community members. Attends meetings as directed. Serves on task force and decision-making committees, when appropriate. Additional Duties Participate in events related to the profession including but not limited to: faculty meetings, open house, family nights, graduation, athletic events, awards programs, supervising co- and extracurricular events, and other types of activities as part of job duties as assigned by his/her supervisor. Fulfill duties and/or supervise activities traditionally associated with the education profession. ? Ensure submission of lesson plans and alignment to state standards. ? Supervise instruction of students, ensure timely submission and integrity of grades, and parent collaboration, when appropriate. ? Supervision of students when students are on campus and/or at all times while representing the school - including between classes, recess, breakfast/lunch, assemblies, extra-curricular activities, etc. ? Supervision of students prior to school/morning arrival process and after school/afternoon dismissal process ? Facilitate and/or attend meetings generally associated with the instruction and well-being of students. ? Facilitate faculty, staff, and department meetings. ? Facilitate training sessions. ? Attend IEP/504 meetings, upon request. ? Attend parent-teacher conferences, upon request. ? Facilitate back-to-school and open-house events. ? Communicate attendance and IPSB policies to students, staff, and parents ? Coordinates with appropriate District personnel and parents the placement of students into alternative educational programs ? ?Collaborates with school personnel in gathering and utilizing data on a case-by-case basis, and assists in planning strategies or modifying inappropriate student behavior ? Communicate with parents regarding alternative placements and discipline decisions ? Serves as mediator in conflicts between patrons and administrators, faculty and staff, when necessary ? Acts as student advocate in matters involving students in the program ? Gives notice to all sites, no later than one week prior to returning any student to the regular school setting ? Oversees and participates in the design of a strong transition plan for students ? Ensures a thorough transition process is used with every student returning to their home school so the returning student is re-acclimated to the regular school setting ? Provides individual and small group counseling to students in the program ? Coordinates school guidance services with the students in the program; ? Works with students and parents to prevent students from dropping out of school; ? Signs off on and reviews all individualized education plans for each student entering the IAAPS program ? Schedules conferences with parents as needed; ? Performs any additional duties assigned by the superintendent and/or evaluator.

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.

About Us: GEO Academy of EBR is a tuition-free, public charter school that serves students in grades K-12+. Our dedicated faculty and staff are committed to providing an outstanding education for the students each day as they transition from elementary to middle school to high school and COLLEGE. We are committed to providing our students with instruction that is standards-based and challenging, that meets the needs of each individual student enrolled. We firmly believe that “through our doors walk college graduates”. Through our partnership with local community colleges our students will be able to take dual credit courses with the opportunity to earn college credit at no cost to the student. Students who attend GEO Academy of EBR will graduate with a minimum of a Core-40 High School diploma and up to 60 college credits and their associate degree. REPORTS TO/TERM: Principal and Administrative Team This is a 10-month position. ESSENTIAL POSITION FUNCTIONS: A Middle School English Language Arts Teacher is required to perform the following duties: Monitor the implementation of the LA Standards via the ELA curriculum and interventions programs through frequent classroom visits. Assist the school with the implementation of the curriculum through planning, modeling lessons, team teaching, coaching and by providing professional development as needed. Attend leadership meetings, clusters and data meetings when the meetings have an ELA focus. Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of English Language Arts based on state standards Participation in all TAP requirements, focusing on data-driven instruction Create an inviting, exciting, innovative and engaging learning environment that develops student critical thinking and problem-solving skills Prepare students for strong academic achievement and passing of all required assessments. Communicate regularly with parents. Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent/teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom. Attend all grade level and staff meetings and attend designated school functions outside of school hours. Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible. Accept and incorporate feedback and coaching from administrative staff. Perform necessary duties including but not limited to morning, lunch, dismissal, and after-school duties. Requirements REQUIRED QUALIFICATIONS: A bachelor's degree or higher with at least 24 credit hours in content area Valid Louisiana Teaching License for Grades 6-8 preferred Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement. Demonstrated volunteer or community service.

About InspireNOLA As the one of the highest-performing open-admission charter network in the city of New Orleans, InspireNOLA is working to inspire and transform an educational movement where students can develop the academic and personal skills necessary to be prepared for college, their community, and the world. InspireNOLA currently operates seven public charter schools and educates over 5,500 students, the majority of whom are African American and qualify for free or reduced lunch. With a focus on providing outstanding instruction and differentiated support to meet the needs of all students, InspireNOLA is achieving outstanding results and is a model for excellence within the education community. The work of our team makes a profound and enduring contribution to the revitalization of New Orleans. Lead the educational revolution. Defy the Odds. Join InspireNOLA. #InspireNOLA #defytheodds #join InspireNOLA Position Summary InspireNOLA Charter Schools is seeking a passionate, talented, and dedicated Teachers. We are pursuing candidates who are committed to the intellectual, emotional, physical, and social growth of our students and who have a strong desire to continuously develop in their profession. Position Qualifications & Competencies Belief in the mission and values of InspireNOLA; Bachelor's degree (required); Two or more years of teaching experience (preferred); Louisiana Teacher Certification or in progress; (preferred); Proven success in raising the achievement levels of historically under-served students; Essential Job Duties & Responsibilities Design and implement rigorous unit and engaging lesson plans that incorporate all components of the InspireNOLA instructional model; Create a structured, achievement-oriented learning environment, and develop a positive rapport with students; Utilize student data to drive instruction, re-teaching, and classroom interventions; Exemplify InspireNOLA's core values in all interactions with students and their families to demonstrate your commitment to students' academic and behavioral success; Expertise in a content area and strong classroom management skills; Ability to work collaboratively with the school team, families, and community members; Desire to continuously improve instructional practices and willingness to engage in ongoing professional development; Strong verbal and written communication skills. Proactively manage student behavioral issues and adhere to school policies for infractions and incentives; Participate enthusiastically in structured and informal learning and development opportunities, including seeking and accepting continual feedback from staff and administration; Consistently engage in school-based professional development sessions (cluster and data review meetings) as well as additional professional development opportunities offered by the InspireNOLA Support Team office. Perform other additional duties as specified. Compensation & Benefits Salary for this position is competitive and depends on prior experience. A comprehensive benefits package, including medical, dental, and vision coverage, as well as TRSL, our employer retirement contribution, is included. InspireNOLA is an equal opportunity employer and an organization that values diversity. We do not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin. People from all backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus.

Job Description - Instructor/Teacher About CANO Community Academies of New Orleans (“CANO”) is a relatively new charter school management organization created with the ultimate goal of strengthening and growing strong leadership and strategic operational practices that will launch CANO into the future to becoming a Destination School in the metropolitan New Orleans area. CANO's vision is to build a system of exemplary schools, deeply influenced by our students, families, and communities, with graduates who are committed to being community advocates and leaders. Its mission is to cultivate schools that nurture students' character and critical thinking ability in responsive learning environments, thereby equipping them to be impactful community leaders. CANO will strive for high academic performance at all our schools while securing partnerships and programming that use community assets to support our schools and students. In doing this, CANO brings a fresh, yet grounded, vision to the New Orleans charter landscape and forges a new path ahead for students, families, and communities alike. CANO's Values are: INTEGRITY. We always do the right thing. TEAMWORK. We work and grow together. PASSION. We love our students; our community; our work. DIGNITY. We value and respect every member of our community. COURAGE. We approach challenges with optimism and confidence. About the Role The primary role of a teacher is to deliver classroom instruction that helps students learn. To accomplish this, teachers must prepare effective lessons, grade student work and offer feedback, manage classroom materials, productively navigate the curriculum, and collaborate with other staff. An Instructor reports directly to the Division Head, Assistant Principal, and Principal. THe instructor's role is to also uphold the mission and values of Community Academies of New Orleans in all student and family interactions to ensure our commitment is promoting academic excellence and success. Essential Job Duties Planning and implementing class lessons that ensure the attainment of state learning standards and the additional specific grade-by-grade learning standards. Planning and coordinating programs with the faculty and administration. Providing ongoing student evaluation through regularly scheduled grade reporting and parent conferences. Establishing and building great rapport with students to provide a great and exciting learning environment. Accept and incorporate feedback and coaching from administrative staff. Actively participate in strategic long- and short-term planning addressing individual needs of students. Prepare students adequately for all required assessments. Engage in effective and appropriate classroom management. Remain current on ongoing developments and requirements from the Louisiana Department of Education relative to school accountability, assessment, and curriculum. Update all necessary records accurately and completely as required by laws, district policies and school regulations. Prepare required reports on students and activities. · Participate in department, school, district and parent meetings. Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs. Establish and communicate clear objectives for all learning activities. Physical Demands Must be able to remain in a stationary position for 75% of the workday. Continuous walking throughout the school buildings assisting staff members and students Able to occasionally move about inside the office and school building to meetings and other assigned duties Occasionally ascend stairs to migrate throughout the workspace More about CANO CANO Schools offer competitive salaries commensurate with experience and a comprehensive benefits package. Aside from extensive professional development, all of our instructional staff members are equipped with a laptop computer, email, and all necessary supplies. We also require all employees to be fully vaccinated and provide proof of the COVID-19 vaccination within 30 days of the date of hire. EEO Statement CANO believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building a talented team that reflects the diverse backgrounds and experiences of our students. "We celebrate diversity and are committed to creating an inclusive environment for all employees. Community Academies of New Orleans is an EEO employer and prohibits discrimination, harassment or retaliation in accordance with federal, state and local laws."

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

Sylvan Learning Center Making sure learning clicks for each child isn't always easy, but it's exactly what we love. If you share our passion for making learning personal and inspiring kids to thrive, we want to hear from you! As a part-time Sylvan Instructor, you will be trained on the Sylvan curriculum and given the tools to teach in a small group, 4:1 setting. We offer instruction in Reading, Writing, Math, Study Skills, SAT/ACT Prep and State exams to students of all levels. As a part-time Instructor you will need to be available 4-20 hours/week, between the hours of 3:30-7:30 Monday-Thursday and Saturdays 9:00-1:00. If you aspire to inspire, then we want you on our team. As a successful Instructor, you will: Deliver Quality Education: Teach using Sylvan based programs Supervise, interact with and motivate students during instruction hour while they work with equipment and materials Reward students for completed assignments Evaluate and document student progress Communicate student needs to the center directors Inspire Students: Develop rapport with students and establish a fun learning environment Maintain a positive attitude and demonstrate enthusiasm for teaching and Sylvan We require: Bachelor's degree Teaching or tutoring experience required State level teaching certification If you want to be a part of an inspired organization that believes in fostering knowledge and confidence in children, improving the lives of thousands of families every day - apply today, and don't let this opportunity pass you by!

About Us: GEO Academy of EBR is a tuition-free, public charter school that serves students in grades K-12+. Our dedicated faculty and staff are committed to providing an outstanding education for the students each day as they transition from elementary to middle school to high school and COLLEGE. We are committed to providing our students with instruction that is standards-based and challenging, that meets the needs of each individual student enrolled. We firmly believe that "through our doors walk college graduates". Through our partnership with local community colleges our students will be able to take dual credit courses with the opportunity to earn college credit at no cost to the student. Students who attend GEO Academy of EBR will graduate with a minimum of a Core-40 High School diploma and up to 60 college credits and their associate degree. REPORTS TO/TERM: Principal and Administrative Team This is a 10-month position. ESSENTIAL POSITION FUNCTIONS: A Middle School English Language Arts Teacher is required to perform the following duties: * Monitor the implementation of the LA Standards via the ELA curriculum and interventions programs through frequent classroom visits. * Assist the school with the implementation of the curriculum through planning, modeling lessons, team teaching, coaching and by providing professional development as needed. * Attend leadership meetings, clusters and data meetings when the meetings have an ELA focus. * Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of English Language Arts based on state standards * Participation in all TAP requirements, focusing on data-driven instruction * Create an inviting, exciting, innovative and engaging learning environment that develops student critical thinking and problem-solving skills * Prepare students for strong academic achievement and passing of all required assessments. * Communicate regularly with parents. * Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent/teacher conferences * Work with the Special Education teachers and administration to serve special needs students in the classroom. * Attend all grade level and staff meetings and attend designated school functions outside of school hours. * Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible. * Accept and incorporate feedback and coaching from administrative staff. * Perform necessary duties including but not limited to morning, lunch, dismissal, and after-school duties. Requirements REQUIRED QUALIFICATIONS: * A bachelor's degree or higher with at least 24 credit hours in content area * Valid Louisiana Teaching License for Grades 6-8 preferred * Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement. * Demonstrated volunteer or community service.

Sylvan Learning Center Making sure learning clicks for each child isn't always easy, but it's exactly what we love. If you share our passion for making learning personal and inspiring kids to thrive, we want to hear from you! As a part-time Sylvan Instructor, you will be trained on the Sylvan curriculum and given the tools to teach in a small group, 4:1 setting. We offer instruction in Reading, Writing, Math, Study Skills, SAT/ACT Prep and State exams to students of all levels. As a part-time Instructor you will need to be available 4-20 hours/week, between the hours of 3:00-7:00 Monday-Thursday and Saturdays 9:00-1:00. If you aspire to inspire, then we want you on our team. As a successful Instructor, you will: Deliver Quality Education: Teach using Sylvan based programs Supervise, interact with and motivate students during instruction hour while they work with equipment and materials Reward students for completed assignments Evaluate and document student progress Communicate student needs to the center directors Inspire Students: Develop rapport with students and establish a fun learning environment Maintain a positive attitude and demonstrate enthusiasm for teaching and Sylvan We require: Bachelor's degree Teaching or tutoring experience required State level teaching certification If you want to be a part of an inspired organization that believes in fostering knowledge and confidence in children, improving the lives of thousands of families every day - apply today, and don't let this opportunity pass you by!

Special Education Resource Teacher TERMS OF EMPLOYMENT: 9-Month Contract SALARY: Refer to the MPSD Teacher Pay Scale APPLICATION PERIOD: 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: **************

Title: 2nd Grade Teacher Benefits: 401 K, Health and Dental insurance Requirements: Minimum: Bachelor's Degree Preferred: at least 2 year of experience in education Salary: $40k -45K depending on experience Contact Name: Mrs. Tiffanie Lewis Contact Phone: *********** Contact Fax: *********** Contact Email: ************************** Contact Address: 1517 Statesman Rd Contact City: Opelousas Contact State: LA Contact Zip: 70570

QUALIFICATION REQUIREMENTS: 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 REPORTS TO: Principal FLSA STATUS: Exempt TERMS OF EMPLOYMENT: 182 days METHOD OF EVALUATION: State level evaluation. Teacher Job Description

For description, see form: ************* google. com/document/d/1ZNHJPJ-s5k7JJqW_2Jo4o64n8xPTsfwZ/edit?usp=drive_link&ouid=1***********325625003&rtpof=true&sd=true

CERTIFIED 6TH GRADE TEACHER - GARYVILLE MAGNET Minimum Qualifications: Elementary Teacher certification in accordance with Louisiana Department of Education, Bulletin 746, Revised. Please attach a copy of your certificate and/or official transcript. Please apply online at ***************************************** ALL SJBP employees must pass a criminal records check and drug screen. Please use the link below to access the Job Description: ************************************************************************* ST. JOHN THE BAPTIST PARISH SCHOOL BOARD IS AN EQUAL OPPORTUNITY EMPLOYER AND DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, RELIGION, GENDER, AGE, HANDICAP, NATIONAL ORIGIN, VETERANS STATUS, DISABILITY, GENETIC INFORMATION OR TESTING, OR SEXUAL ORIENTATION.

Requirements REQUIRED QUALIFICATIONS: A bachelor's degree or higher with at least 24 credit hours in content area Valid Louisiana Teaching License for Grades 6-8 preferred Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement. Demonstrated volunteer or community service.

Eastside Elem. 2nd Grade ELA Teacher JobID: 1672 Elementary School Teaching/Elem Teacher Grade 2 Date Available: 01/05/2026 Description: 2nd grade ELA Teacher