Teacher aide jobs in Longview, TX

As assigned by campus administrator Education Required: High school diploma or GED required Prefer Associates Degree or 48 hours of college Certificates/License Required: Able to obtain Paraprofessional Certificate Experience Required: Experience working with children/youth is a must. This may include babysitting, volunteer work, church group, care of siblings/minors or educational prep-programs. Abilities Required: Good communication skills with both students and adults; Bilingual preferred (English and Spanish) Physical/Mental Demands: Withstand demands of working students Extracurricular Duties: Duties as assigned (hall or bus duties) MPISD DOES NOT SPONSOR H1-B VISAS

Primary Purpose: Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Qualifications: Education/Certification: Bachelor's degree from accredited university Valid Texas teaching certificate with required endorsements or related training and work experience for certification waivers under the District of Innovation Plan (DOI) Demonstrated competency in the core academic subject area assigned Special Knowledge/Skills: Knowledge of core academic subject assigned Knowledge of curriculum and instruction Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills Experience: Student teaching, approved internship, or related work experience

As assigned by campus administrator Education Required: High school diploma or GED Prefer Associates Degree or 48 hours of college Certificates/License Required: Able to obtain Paraprofessional Certificate Experience/Abilities Required: Good communication skills with both students and adults; Bilingual a must Physical/Mental Demands: Withstand demand & possess physical strength to work with energetically small children Extracurricular Duties: As assigned (bus or hall duties)

Role Mission: ResponsiveEd's Special Education Instructional Aide position is ideal for a candidate looking to gain valuable experience in Special Education teaching. Special EducationInstructional Aides support the Special Education teacher as they work with students who have a wide range of learning, cognitive, emotional, and physical disabilities to support their academic needs. What You'll Do: Assist in the educational and social development of students under the direction and guidance of the classroom teacher and campus administration. Assist in the implementation of Individual Education Plans for the students and monitor their progress. Provide support for individual students inside and outside of the classroom to enable them to fully participate in activities. Work with other professionals, such as speech therapists, social workers, occupational and physical therapists. Assist classroom teachers with maintaining student records. Assist in scheduling Admission, Review, and Dismissal (ARD) meetings and Individual Evaluations/Review of Existing Evaluation Data (REED) ensuring that all timeline requirements are met. Assist in acquiring contracted service providers as needed. Ensure that student progress is evaluated on a regular basis, and that the findings are used to make special education services more effective. Update and send IEP Report Cards to parents at the same time that the general report cards are sent. Plan the necessary time, resources, and materials to support general education teachers in accomplishing educational goals of students receiving special education services. Ensure compliance with all state mandated assessments and alternative assessments, including their selection and administration. Assist the campus administrator with the Response to Intervention process. Seek assistance as needed from IDEA Coordination supervisor. Demonstrate support for the campus's student management policies and assist with behavior management strategies as they relate to students with disabilities. Establish and maintain open lines of communication by conducting conferences with parents, students, teachers, and administrators. Implement ResponsiveEd's Special Education school board policies, procedures, and operational guidelines. Compile and maintain all reports, records, and other documents required by law and/or the Director of Special Education. Perform special projects, during and after normal business hours, and other duties as assigned. NOTE: After normal business hours may include, but is not limited to, Saturday Mandatory State Tutorials. What You'll Bring: A passion for students, especially students with disabilities. Ability and patience to work interactively with students, especially students with disabilities. Working knowledge of and compliance with federal and state special education law. Working knowledge of and compliance with individualized services for students with disabilities. Knowledge of and compliance with the Admission, Review, and Dismissal (ARD) Committee process. Knowledge of the development and implementation of the Individual Education Plan (IEP) process. Knowledge of and compliance with Transition. Strong organizational, communication, and interpersonal skills. Strong computer skills to implement multiple and diverse programs. Excellent verbal and written communication skills. Learn and implement teaching curriculum software programs and instruct students on utilization. Communicate effectively with all levels of students with disabilities, parents, administrative staff, and Campus Directors. Ability to effectively interpret policy, procedures, and student data such as diagnostic test results, state assessments scoring, transcripts, and grade point average. Ability to transition with district, campus, and/or department changes. Ability to communicate effectively with and receive guidance from supervisors Manage multiple priorities effectively. Education and Experience: Prior to providing services, Special Education Instructional Aides must meet the following requirements: Must be a high school graduate or hold a General Educational Development (GED) certificate; Have experience working with students or parents as approved by the employing superintendent Have satisfied ONE of the following requirements: Have three creditable years of experience as either an Educational Aide I or II Have 30 semester hours of college credit with some emphasis on child growth and development or related subject areas Completion of an Education Service Center Instructional Aide certification course

All tutoring at Kilgore College aims to help students (tutees) become more independent learners. Tutors provide individual and group tutoring to students across various courses. Tutors meet with students on a short or long-term basis to clarify and review concepts taught in class, explain processes, and help students solve specific problems. Tutoring is a "student-centered" activity, and as such, the emphasis and content of the tutoring sessions are determined by the student's needs. Tutoring is a supplement to teaching, not a replacement for class attendance and participation. Goals To help students maximize, expand, and improve their academic skills. To listen and respond to the educational needs of others with creativity, energy, sensitivity, and patience. To reinforce students' understanding of subject-specific course material. To share subject-specific study skills. To promote the services and programs of the Instructional Support Services. Position responsibilities: Provide personalized tutoring sessions to students in various undergraduate courses. Develop customized lesson plans and study strategies to address each student's unique learning needs. Foster a supportive and engaging learning environment that encourages student participation and confidence. Monitor student progress and adjust tutor methods as necessary to ensure academic improvement. Communicate with students to provide feedback on student performance and areas for growth. Stay updated on relevant curriculum changes and teaching methodologies. Assist with the retention efforts, when needed. Minimum Position Requirements: We are seeking an experienced math and science tutor to support students in higher-level courses, including but not limited to algebra, statistics, calculus, physics, and chemistry Eligible for employment in the United States Must have an AA/AS/AAS degree or higher from an accredited college/university with a (B) or above for the courses to be tutored. Attend ten (10) hours of mandatory tutor training during your first two (2) semesters of tutoring. Excellent verbal, written, and interpersonal communication skills. Salary Range & Fringe Benefits: The rate of pay $12 per hour. Up to 19 hours per week Worker's Compensation Limited Part-Time Retirement Plan Physical Demands, Work Environment, and Safety: Ability to work flexible schedules, including evenings and weekends is required. Significant travel is required for recruiting, as well as with the team for tournaments. Work is normally performed in a typical interior/office work environment. None or very limited physical effort required; however, the employee must occasionally lift and/or move up to 25 pounds. None or very limited exposure to physical risk. Provide resources and direction for safe operation of Kilgore College's Esports program, and any associated facilities or equipment. Always, create and support workplace safety. Disclaimer: The above description is an overview of the job. It is not intended to be an all-inclusive list of duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to do the job. Duties and responsibilities may change with business needs. Kilgore College reserves the right to add, change, amend, or delete portions of this at any time, with or with notice. Employees may be required to perform other duties as requested, directed, or assigned. In addition, reasonable accommodations may be made by Kilgore College at its discretion to enable individuals with disabilities to perform the essential functions. All full-time positions are located in Kilgore, TX. No fully work from home positions are available at this time. All employees must be available to physically present to work on the Kilgore, TX or Longview, TX Campus. Some Part-Time and Adjunct positions may be offsite but the candidate MUST live in the State of Texas. Kilgore College is a two-year, comprehensive public community college with a campus in Kilgore and an extension center in Longview, Texas. With approximately 7,000 students, Kilgore College is a student-centered institution characterized by excellence in teaching and quality learning opportunities. Kilgore College is focused on continually improving their students' holistic experience leading them to success in life while improving access to higher education and partnering with those who advance the vision of a stronger community culturally, socially and economically. Vision Statement: We commit to be the higher education institution of choice in Northeast Texas. Positions will remain open until filled. Some Adjunct and Part-Time teaching positions may remain open perpetually as the need for part time instructors fluctuates with student enrollment. Teaching positions will be required to submit official transcripts upon an offer of employment. An offer of employment will be contingent upon passing a background check. Federal law prohibits the employment of unauthorized aliens. All persons hired must submit satisfactory proof of employment authorization and identity within three (3) days of being hired. Failure to submit proof within the required time shall result in immediate employment termination. All position appointments are subject to approval by the college's Board of Trustees. This description is an overview of the job. It is not intended to be an all-inclusive list of duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to do the job. Duties and responsibilities may change with business needs. Kilgore College reserves the right to add, change, amend, or delete portions of this job description at any time, with or with notice. Employees may be required to perform other duties as requested, directed, or assigned. In addition, reasonable accommodations may be made by Kilgore College at its discretion to enable individuals with disabilities to perform the essential functions. Kilgore College is an equal opportunity institution and does not discriminate on the basis of sex, race, color, religion, age, national origin, disability in violation of Section 504 of the Rehabilitation Act or 34 C.F.R. Part 104, veteran's status or genetic information in its educational programs, employment policies or activities. Know Your Rights Employment Notice Employee Rights and Responsibilities Under the Family and Medical Leave Act All positions are considered security-sensitive and subject to a background check pre-employment.

Job Description Primary Location Pewitt CISD Elementary School Salary Range Per Hour Shift Type Full-Time

Role Mission: ResponsiveEd's Special Education Instructional Aide position is ideal for a candidate looking to gain valuable experience in Special Education teaching. Special EducationInstructional Aides support the Special Education teacher as they work with students who have a wide range of learning, cognitive, emotional, and physical disabilities to support their academic needs. What You'll Do: * Assist in the educational and social development of students under the direction and guidance of the classroom teacher and campus administration. * Assist in the implementation of Individual Education Plans for the students and monitor their progress. * Provide support for individual students inside and outside of the classroom to enable them to fully participate in activities. * Work with other professionals, such as speech therapists, social workers, occupational and physical therapists. * Assist classroom teachers with maintaining student records. * Assist in scheduling Admission, Review, and Dismissal (ARD) meetings and Individual Evaluations/Review of Existing Evaluation Data (REED) ensuring that all timeline requirements are met. * Assist in acquiring contracted service providers as needed. * Ensure that student progress is evaluated on a regular basis, and that the findings are used to make special education services more effective. * Update and send IEP Report Cards to parents at the same time that the general report cards are sent. * Plan the necessary time, resources, and materials to support general education teachers in accomplishing educational goals of students receiving special education services. * Ensure compliance with all state mandated assessments and alternative assessments, including their selection and administration. * Assist the campus administrator with the Response to Intervention process. * Seek assistance as needed from IDEA Coordination supervisor. * Demonstrate support for the campus's student management policies and assist with behavior management strategies as they relate to students with disabilities. * Establish and maintain open lines of communication by conducting conferences with parents, students, teachers, and administrators. * Implement ResponsiveEd's Special Education school board policies, procedures, and operational guidelines. * Compile and maintain all reports, records, and other documents required by law and/or the Director of Special Education. * Perform special projects, during and after normal business hours, and other duties as assigned. NOTE: After normal business hours may include, but is not limited to, Saturday Mandatory State Tutorials. What You'll Bring: * A passion for students, especially students with disabilities. * Ability and patience to work interactively with students, especially students with disabilities. * Working knowledge of and compliance with federal and state special education law. * Working knowledge of and compliance with individualized services for students with disabilities. * Knowledge of and compliance with the Admission, Review, and Dismissal (ARD) Committee process. * Knowledge of the development and implementation of the Individual Education Plan (IEP) process. * Knowledge of and compliance with Transition. * Strong organizational, communication, and interpersonal skills. * Strong computer skills to implement multiple and diverse programs. * Excellent verbal and written communication skills. * Learn and implement teaching curriculum software programs and instruct students on utilization. * Communicate effectively with all levels of students with disabilities, parents, administrative staff, and Campus Directors. * Ability to effectively interpret policy, procedures, and student data such as diagnostic test results, state assessments scoring, transcripts, and grade point average. * Ability to transition with district, campus, and/or department changes. * Ability to communicate effectively with and receive guidance from supervisors * Manage multiple priorities effectively. Education and Experience: Prior to providing services, Special Education Instructional Aides must meet the following requirements: * Must be a high school graduate or hold a General Educational Development (GED) certificate; * Have experience working with students or parents as approved by the employing superintendent * Have satisfied ONE of the following requirements: * Have three creditable years of experience as either an Educational Aide I or II * Have 30 semester hours of college credit with some emphasis on child growth and development or related subject areas * Completion of an Education Service Center Instructional Aide certification course

Job Posting ID: 128Location(s): ELEMENTARYEmployment Type: Full TimeJob Type: EXEMPTPosted Date: 11/17/2025Deadline: Until FilledHours per Day: 8:00:00 Teacher Primary Purpose: Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Qualifications: Education/Certification: * Bachelor's degree from accredited university * Valid Texas Teaching certificate, with required endorsements for subject/level assigned Special Knowledge/Skills: * Knowledge of subjects assigned * General knowledge of curriculum and instruction * Ability to instruct students and manage their behavior * Strong organizational, communication and interpersonal skills Experience: * Student teaching or approved internship, preferred

Primary Purpose: Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned. Qualifications: Education/Certification: Bachelor's degree from accredited university Valid Texas teaching certificate with required special education endorsements for assignments Highly Qualified as defined by NCLB guidelines Special Knowledge/Skills: Knowledge of special needs of students in assigned area Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation General knowledge of curriculum and instruction Experience: At least one year student teaching or approved internship Major Responsibilities and Duties: Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned. Implement an instructional, therapeutic, or skill development program for assigned students Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned. Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments. Participate in ARD Committee meetings for initial transition meetings as well as CRCG meetings as necessary Conduct assessment of student learning styles and use results to plan for instructional activities. Present subject matter according to guidelines established by IEP. Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. Plan and supervise assignments for teacher aide(s) and volunteer(s). Use technology in teaching/learning process. Conduct ongoing assessments in transition through formal and informal testing. Provide or supervise personal care, medical care, and feeding of students as stated in IEP. Monitor student progress, data, and IEP compliance. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal. Be a positive role model for students; support mission of school district. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior and administer discipline. This includes intervening in crisis situations and physically restraining students as necessary according to IEP. Consult with classroom teachers regarding management of student behavior according to IEP. Consult district and outside resource people regarding education, social, medical, and personal needs of students. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Assist in selection of books, equipment, and other instructional materials. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers. Maintain a professional effective relationship with supervisors, colleagues, students, parents, and community members. Use effective communication skills to present information accurately and clearly. Update student IEPs in online IEP program using various criteria based on written data collection. Participate in staff development activities to improve job-related skills. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers. Compile, maintain, and file all physical and computerized reports, records, and other documents required adhering to all ARD, local, state, and federal timelines. Attend and participate in faculty meetings and serve on staff committees as required. Ensure confidentiality regarding all personnel matters. Complies with district policies, as well as state and federal laws and regulations. Adhere to the district's safety policies and procedures. Perform other duties as assigned. Supervisory Responsibilities: Supervise assigned teacher aide(s). Working Conditions: Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards.

Join Our Compassionate Team as a Medication Aide Arabella of Longview 1155 E. Hawkins Pkwy, Longview Tx75605 We are hiring for Overnight Med Aide, but also a split shift Add Passion to Your Career! Do you have a calling to care for others and make a significant impact daily? If you take pride in making others smile and forging meaningful connections, our community is the ideal place for you. We are seeking a dedicated Medication Aide to enhance the well-being of our elderly residents. Position Highlights: Assist with the administration and management of medications under supervision. Monitor and record vital signs, contributing to our residents' health monitoring. Support residents with daily activities such as bathing, grooming, and dressing. Foster a supportive environment, encouraging resident participation in scheduled activities and social engagements. Help maintain a pleasant living environment through light housekeeping duties and meal service assistance. What We Require: Strong organizational skills and the ability to stay focused in a dynamic, fast-paced setting. A positive attitude and a genuine interest in working with elderly populations. Physical endurance to stand for the majority of the shift. Why Join Us? Stable work hours and generous Paid Time Off to promote work-life balance. Based on eligibility, some employees will qualify for a comprehensive benefits package that includes Medical, Dental, Vision, and 401(k). Employee perks like Next Day Pay, travel and retail discounts, and no late-night shifts. Opportunities for ongoing training and career advancement. Access to voluntary benefits like pet insurance, ID theft protection, and more. A recognized Great Place to Work with a strong community spirit.

Middle School Teaching Additional Information: Show/Hide For additional information please select the job description. Attachment(s): * Teacher.pdf

The School Aide position will provide support for the University Academy with students and teachers in the classroom.

SPED Behavior Teacher JobID: 682 Middle School Teaching/Special Education Teacher - Behavior Specialist

Invo Healthcare is the nation's leading provider of behavior, mental health and therapy services in schools, centers and communities. We're seeking a talented, Full-TIme Teachers of Deaf and Hard of Hearing (TODHH) to join our school-based services team in Richardson, Texas. Professional License Requirements: Applicants are required to have the following, legally mandated certifications. Applicants without these requirements will not be considered. Valid Texas teaching certificate in Deaf and Hard of Hearing EC-12. Passing score on the TExES Deaf and Hard-of-Hearing (181) exam. Proficiency in American Sign Language (ASL) or other communication modes (TASC/TASC-ASL certification). Bachelor's or Master's degree in Deaf Education or related field. Experience working with students with hearing loss preferred. What to expect from this role: Experience working in schools or with children is a plus but not required. Working directly with hearing impaired students Evaluating hearing impaired students Reviewing doctor's hearing-impaired paperwork for each student Utilizing knowledge of the theory, principles and practices of language development, auditory training, lip reading and speech training Working and building relationships with parents, teachers and school personnel Fulfilling all other teacher duties that arise How Invo Supports You We know there's more to life than a job, so we've put together a supportive package of insurances, allowances, and development tools to help you grow no matter your season of life. -- Your Basics -- Paid Time Off, with flat and accruing options so you can rest as needed Multiple medical & supplemental benefit options; from RBPs to PPOs, you're covered Professional Liability Coverage so you can focus with peace of mind Company sponsored Short-Term Disability, with additional options for long-term disability & critical illness Day-1 401(k) options with discretionary company match options -- Professional Development -- Up to $500 Professional Development allowance for items including subscriptions, education materials, classroom materials and more. Up to $225 per year Professional Membership Dues for organizations including ASHA, AOTA, NBCOT, APTA, and more. Licensure Reimbursement for qualifying licenses and expenses Unlimited access to a library of CEUs Access to Employee Assistance Programs -- Personalized Assistance -- Your dedicated Employee Relationship Manager provides tailored support for you throughout your time at Invo, becoming a one-stop-shop to help navigate your career change We offer district intervention if you're struggling to find the support you need day-to-day Who is Invo Healthcare? Invo Healthcare has been providing therapy services to children for 30 years in school-based contracts and clinics, with the mission of inspiring and nurturing growth for all learners. The Invo team is comprised of education and therapy leaders who have a keen understanding of how to meet the unique needs of school districts, children and families and help them succeed. Each of our employees are wholeheartedly committed to providing positive outcomes for children and helping them shine in their own way. Learn more about Invo at: *********************

Paraprofessional Since 2003 Trinity Charter Schools has been dedicated to Educating and Empowering Students to Transform and Reclaim Their Lives. We continuously seek to provide a welcoming, nurturing, and academically rich environment where students can build upon academic success. Our students thrive on the structured learning opportunities we provide to them. Our purpose is to empower lifelong learning to help them successfully transition into the world. Our students play an active role in planning and guiding their own academic careers through student-led credit acceleration and recovery, guided graduation planning, and career exploration. These efforts result in student-led conferences that showcase academic growth and success. We believe all students are capable of great things, and we are here to support them. Trinity Charter Schools, pursuant to Chapter 22 of the Texas Education Code, will fingerprint, and conduct a criminal background check, on applicants. Employment is contingent up successful completion of the criminal background check. The purpose of the Paraprofessional/Instructional Aide (Para) is to provide individual and/or group instructional support to students, as well as to assist classroom teachers with documentation and other duties. Under the guidance and instruction of the teacher, the Para helps implement teacher-prepared lesson plans; assists with the supervision of students; is instrumental in maintaining a positive behavioral environment for students; and assists in keeping the classroom neat, attractive and orderly. Essential Functions and Skills: * Working knowledge of federal and state laws regarding special education. * Exceptional communication (written and oral) and interpersonal skills. * Exceptional organizational skills, with the ability to prioritize and coordinate multiple tasks simultaneously. * Ability to fulfill all job responsibilities with a minimum of supervision. * Ability to use technology effectively. * Ability to maintain complete confidentiality. * Ability to work respectfully and effectively with students and staff, regardless of gender, age, disability or ethnicity. * Skill in communicating effectively with others. * Skill in working with computer tools, including but not limited to, email, Internet, word processing, and spreadsheets. * Skill in working in collaborative team-based environments. * Ability to exercise good judgment in decision-making, especially in difficult circumstances. Responsibilities and Duties: * Assist in individual and group instruction of students, as assigned by the teacher. * Assist teacher in supervising students in the classroom, to maintain a positive and effective learning environment. * Take on additional assigned responsibilities in the temporary absence of the teacher from the classroom * Assist in the implementation of Positive Behavior Intervention Plans. * Assist teacher in supervising students throughout the scheduled workday, including before and after school hours, during transitions and recreational activities, for restroom breaks, and at mealtime. * Follow all school policies, and assist with the appropriate enforcement of established rules and guidelines * Model appropriate language, dress, and behavior for students. * Communicate professionally and effectively with students, administrators, teachers, and other school staff. * Other duties as assigned. Physical Requirement: * Maintain emotional control under stress * Work with frequent interruptions * Occasional district-wide travel * Frequent prolonged and irregular hours * Sitting, standing, lifting, and carrying (up to 25 pounds with assistance), reaching, squatting, climbing stairs, and kneeling may be required. Qualifications: * Associates Degree in a related field or Completion of 48 semester hours of college coursework in a related field * Texas Paraprofessional Certification * Additional Job Description Information (not posted) The foregoing statements are intended to describe the general nature and level of work being performed by employees assigned to this job title. They are not intended to be construed as an exhaustive list of all responsibilities, duties, knowledge, skills, and abilities required. All TCS Employees are at will

EEOC DISCLAIMER International Leadership of Texas provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, International Leadership of Texas complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. International Leadership of Texas expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of International Leadership of Texas employees to perform their job duties may result in discipline up to and including discharge. Years Of Experience * Years of Experience in Related Field Conditions of Employment * I understand that I may be required to submit to a fingerprint background check at my own expense before employment or at any time during my employment. * Are you legally authorized to work in the United States? (If offered employment, you will be required to complete an Employment Eligibility Verification Form (I-9) and produce documentation of identity and authorization to work). * I understand ILTexas does not petition or sponsor an employment visa. * I authorize representatives of International Leadership of Texas to contact all persons and entities listed on this application and to make all contacts, inquiries and investigations which they deem necessary in order to verify my education, employment and criminal history. I consent to the release by third parties of information concerning my previous employment and pertinent information they may have, personal or otherwise, and release all parties from liability for any damage that may result from furnishing same to the District. * I understand that International Leadership of Texas will keep such information in a confidential file, available only to appropriate district officials. I understand this application and all supporting material submitted becomes the property of the International Leadership of Texas which reserves the right to accept or reject said application. * I understand that International Leadership of Texas is an equal opportunity employer and does not discriminate in hiring decisions based on any state or federally protected right. * I hereby affirm that all information, without exception, provided in this application is true and accurate to the best of my knowledge and understand that any deliberate falsification, misrepresentation, or omission of fact may be grounds for rejection of my application or employment or dismissal from subsequent employment by International Leadership of Texas. General Questions * Please enter your Social Security Number. * How did you hear about ILTexas? * If you were referred by an ILTexas Employee, please state the ILTexas employee's first and last name and department and/or campus. * Are you a current or former employee of the district? If yes, please list campus, position, and dates worked. * Have you retired from Teacher Retirement System(TRS)? If yes, please provide retirement date. If no, type N/A. * Are you an active member of TRS? * Are you a relative of any current ILTexas board member or a relative of any current ILTexas employee by blood or marriage? A relative shall include the following relationships: relationships established by blood, marriage or legal action. Examples include (but are not limited to) the employee: spouse, mother, father, son, daughter, sister, brother, mother-in-law, father-in-law, sister-in-law, brother-in law, daughter-in-law, stepparent, stepchild, aunt, uncle, nephew, niece, grandparent, grandchild or cousin. The term also includes domestic partners (a person with whom the employees life is interdependent and who shares a common residence) and, a daughter or son of an employee domestic partners. If yes, please state name, position held, and relationship. If no, please type N/A. * Are you aware of any reasons why you would not be able to perform the duties of the position for which you are applying? If yes, please explain. * Do you know any other language other than English? If yes, please indicate which languages and skill level. * I understand that upon employment I must provide my official transcript(s) and service record if applicable. * Have you ever been employed or currently employed by one of the following substitute staffing agencies? Benefits Leave days offered by ILTexas: * 3 Local Days- Do not rollover to the following year. * 5 State Days- Unused days will rollover. You will only receive the full amount of days if you complete the full year. Benefits: * Medical Insurance (TRS ActiveCare) Blue Cross Blue Shield & Express Scripts Pharmacy Prescription. ILTexas medical employee-only contribution is $450 for ActiveCare Primary and $462 for ActiveCare HD and Primary Plus. * Free $50,000.00 Basic Life Insurance (The Hartford) Supplemental Benefits: Available at additional cost/ILTexas does not contribute towards the plans listed below. * Dental (Cigna) * Vision (Avesis) * Cancer (CHUBB) * Accident Insurance (Pan American Life) * Identity Theft (ID Watchdog) * Disability Insurance (CHUBB) * Voluntary Group Life (The Hartford) * AD&D (The Hartford) * Section 403b & 457 Retirement Saving Plans (National Benefit Services) * HealthCare FSA (National Benefit Services) * Dependent Care FSA (National Benefit Services) * HSA (EECU) * EAP (The Hartford) * Hospital Indemnity Plan (CHUBB) * Critical Illness (CHUBB) * Telehealth (MDLive) * Pet Insurance (MetLife) For more information, please visit our ILTexas Benefits Portal at: ************************************ Attachments RESUME / CURRICULUM VITAE* TRANSCRIPT WITH DEGREE DATE* STATE ID / DRIVERS LICENSE* SOCIAL SECURITY CARD* OTHER References GENERAL: 2 of 3 external references required.

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

PRIMARY PURPOSE: Assist in the implementation of classroom programs including self-help, behavior management, and instruction programs. Work under general supervision of principal or certified teacher. Work with the special education teacher to provide for the physical and instructional needs of students with disabilities in a special education setting. QUALIFICATIONS: Education/Certification: Valid Texas educational aide certificate Preferred Associate's Degree, a minimum of 48 college hours, or pass equivalency test (Necessary for Highly Qualified Status) Certification in CPR, first aid and AED may be required (ex. PPCD) Special Knowledge/Skills: Ability to work well with children Ability to work with children of disabilities Ability to follow verbal and written instructions Patient and calm demeanor with students and others Ability to communicate effectively Basic academic skills Experience: One year experience working with children in an instructional setting preferred Schedule: 187-work day

Join Bailey Education Group, LLC, a forward-thinking organization dedicated to redefining education in Texas through innovative solutions. As a Contract English Language Arts/Literacy teacher Mentor/Consultant/Instructional Coach in the Tyler TX area, you will have the unique opportunity to make a significant impact on the lives of students with diverse learning needs. This onsite position offers the chance to collaborate with passionate educators and engage directly with the community, fostering a culture of excellence and teamwork. You will be at the forefront of transforming educational practices, supporting teachers to cultivate their skills and drive student success. Your expertise will be invaluable in creating tailored strategies that address challenges in special education. This role champions accountability and integrity, allowing you to thrive in a dynamic environment that values collaboration. Apply today to contribute to a mission that truly makes a difference in Louisiana's educational landscape! A little about Bailey Education Group, LLC Bailey Education Group is committed to partnering with all schools and districts to improve the lives of all children through customized professional development and side-by-side teacher coaching, performed by certified instructional coaches with a deep understanding of state standards for Reading, Math, Science, and Social Studies. We also offer professional development and training for both in school and district leadership, special needs services, early childhood, technology, multi-tiered systems of support and many other areas. At Bailey Education Group, we have a proven track record in professional development programs and coaching services that is quantifiable. What would you do as a ELA/Literacy Teacher Mentor/Consultant/Instructional Coach? As a Contract ELA Teacher Mentor/Consultant/Instructional Coach with Bailey Education Group, LLC in the Tyler, TX area, you will engage in a variety of dynamic daily activities. Your day-to-day responsibilities will include observing and evaluating classroom instruction, providing constructive feedback to teachers, and facilitating professional development workshops to enhance instructional practices. Active participation in team meetings will be crucial for fostering a culture of teamwork and accountability. Additionally, you will analyze student performance data to assess progress and inform instructional decisions, ensuring that all students receive the highest quality of education. Your problem-solving skills will be put to use as you address specific challenges faced by teachers and students alike, promoting a customer-centric approach to education. Are you the ELA/Literacy Teacher Mentor/Consultant/Instructional Coach in the tyler, TEXAS area we're looking for? To excel as a Contract ELA Teacher Mentor/Consultant/Instructional Coach at Bailey Education Group, LLC in the Tyler area, several key skills and competencies are essential. A deep understanding of special education laws is crucial to ensure compliance and best practices in the educational environment. Your ability to analyze data will help you assess student needs and successes, guiding instructional decisions grounded in evidence-based practices. Additionally, problem-solving skills and an innovative mindset will empower you to tackle challenges creatively, while a commitment to accountability and integrity will ensure all students receive the support they deserve. At Bailey Education Group, we are committed to ensuring the safety and well-being of the students, educators, and communities we serve. To uphold this commitment, all consultants engaged with our organization will undergo comprehensive background checks as a standard requirement of their role. Additionally, consultants must comply with any specific background screening procedures or requirements mandated by the state(s) in which they will be providing services. This may include, but is not limited to, fingerprinting, child abuse registry checks, or other state-recommended verifications. These measures are vital to maintaining the trust of our clients and partners and align with our core values of honesty, collaboration, and service. Electronic signature of receipt- date and time stamped