Teacher aide jobs in Shreveport, LA

Responsibilities PRN (Weekends) Qualifications Lousiana Teaching Certificate Required

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

Provide specialized instruction and develop and implement strategies and behavioral interventions to support students with emotional and behavioral challenges succeed academically and socially. Education/Certification ? Education: Bachelor's degree from an accredited college or university ? Certification: Valid Texas Teaching Certificate with Special Education (EC-12) endorsement Special Knowledge/Skills ? Provide direct instruction in behavioral regulation, social skills, and coping strategies as outlined in students' IEPs. ? Implement and monitor Behavior Intervention Plans (BIPs) using evidence-based, positive behavior supports. ? Collaborate with general education teachers, paraprofessionals, and related service providers to support inclusion and consistency of behavioral supports. ? Participate in ARD/IEP meetings to provide data-based input regarding behavioral goals, accommodations, and extended educational programming. ? Communicate regularly with parents and guardians to ensure consistency between school and home behavioral supports. ? Maintain accurate documentation and comply with all district, state, and federal special education requirements. Job Requirements ? Experience: Minimum of two years teaching experience preferred.

Job Description Responsible for teaching middle- and senior-high school classes, assists in the testing program, maintains related administrative systems and supervises institute student activities as required. In addition, as a staff member, the education instructor's primary concerns include the safety, supervision, advising, counseling and role modeling for our students. Essential Job Functions Instruct students in basic middle- and senior-high school subjects. Prepares and maintains an educational development plan for each student. Researches, selects and maintains appropriate educational materials, equipment and resources. Adheres to all contract and state educational guidelines and Quality Assurance requirements. Maintains lesson plans for area of responsibility. Coordinates all activities with the Education Coordinator or Principal. Administers pre/post academic assessment tests and pre-GED tests and manages the documentation of Carnegie Units (high school credits) for reach student. Maintains accurate and complete administrative file systems. Performs home visits as dictated by program standards and/or state contract. Serves as advisor and positive role model for assigned students. Drives institute vehicles as required in accordance with the Van Policy. Administers first aid and CPR during emergencies in accordance with Red Cross standards. Actively participates in day trips and special activities that involve recreational sports, facility and equipment cleaning, grounds maintenance and equipment relocation. Effective use of the Behavior Modification System by providing redirection and coaching to students who exhibit inappropriate behavior Prevents and intervenes in student altercations and incidents. Performs other duties as assigned by supervisors. Minimum Education, Training and Experience High school diploma or equivalent required. (College degree preferred), One to two years related experience, State Teacher Certification preferred, School district's Substitute Teacher Certification or Approval is 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

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

Responsible for teaching middle- and senior-high school classes, assists in the testing program, maintains related administrative systems and supervises institute student activities as required. In addition, as a staff member, the education instructor's primary concerns include the safety, supervision, advising, counseling and role modeling for our students. Essential Job Functions Instruct students in basic middle- and senior-high school subjects. Prepares and maintains an educational development plan for each student. Researches, selects and maintains appropriate educational materials, equipment and resources. Adheres to all contract and state educational guidelines and Quality Assurance requirements. Maintains lesson plans for area of responsibility. Coordinates all activities with the Education Coordinator or Principal. Administers pre/post academic assessment tests and pre-GED tests and manages the documentation of Carnegie Units (high school credits) for reach student. Maintains accurate and complete administrative file systems. Performs home visits as dictated by program standards and/or state contract. Serves as advisor and positive role model for assigned students. Drives institute vehicles as required in accordance with the Van Policy. Administers first aid and CPR during emergencies in accordance with Red Cross standards. Actively participates in day trips and special activities that involve recreational sports, facility and equipment cleaning, grounds maintenance and equipment relocation. Effective use of the Behavior Modification System by providing redirection and coaching to students who exhibit inappropriate behavior Prevents and intervenes in student altercations and incidents. Performs other duties as assigned by supervisors. Minimum Education, Training and Experience High school diploma or equivalent required. (College degree preferred), One to two years related experience, State Teacher Certification preferred, School district's Substitute Teacher Certification or Approval is required.

1st Grade Teacher JobID: 3014 Elementary School Teaching/Elementary Teacher Additional Information: Show/Hide TITLE: Classroom Teacher - Regular Education/Special Education Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the DeSoto Parish School System's accountability measures as outlined in the Louisiana Accountability System. QUALIFICATIONS: * United States citizen or authorized alien. * Those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) * Physical and mental stamina and ability to perform job functions, tasks and duties. REPORTS TO: School Principal SUPERVISES: Assigned Students JOB GOAL: Plan and implement a program, creating an environment where students can learn and develop optimally. PERFORMANCE RESPONSIBILITIES: * Will align classroom instruction with the components of the NIET Teaching and Learning Standards Rubric Domains, Indicators and Descriptors or the CLASS rubric. PERSONAL QUALITIES: * Possesses strong interpersonal and communication skills and the ability to work effectively with individuals and groups. * Demonstrates the ability to communicate effectively, both orally and in writing. * Possesses the knowledge to gather data, compile information and prepare reports. PROFESSIONAL GROWTH: * Growing and Developing Professionally * Reflecting on Teaching and utilizing the IGP as directed by the district PROFESSIONAL ETHICS (Does not require IAPs. The deficiency in professional responsibilities shall be addressed with a progression of documentation.): * The teacher collaborates and communicates effectively and respectfully with families, colleagues, and the community to promote students' academic achievement and to accomplish the school's mission. * The teacher maintains regular attendance and punctuality and notifies principal/designee of absences and late arrivals in a prompt manner, as per school/principal procedures. * The teacher complies with all school level and Board rules and policies. * The teacher ensures proper care of textbooks, teaching aids, electronics/computers and other equipment. * The teacher sets clear expectations for student conduct and enforces expectations in a fair, consistent manner. * The teacher timely prepares and implements plans for effective instruction, classroom management, and control. * The teacher maintains his/her assigned room and its environment in a manner conducive to learning. * The teacher participates in activities to improve professional competence, including those activities required by principal and central office personnel. * The teacher follows district grading policies and maintains current grade book, records, and reports as assigned. * The teacher prepares and maintains lesson plans in a timely manner and in the form and substance required by the principal of the assigned school and Board policy. * The teacher projects a well-groomed, professional appearance. * The teacher supervises students at all times and timely assumes assigned duty posts at classroom door, during class, at lunch, during assemblies and prior to and/or at drop-off. * The teacher meets the criteria for an Individual Growth Plan following the appropriate format and guidelines. * The teacher accepts and implements assistance and resources designed to improve or enhance performance. * The teacher contributes to achieving the school's mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues and communities. * The teacher engages in self-reflection and growth opportunities to support high levels of learning for students. * The teacher is courteous to students, faculty and staff and the public. * The teacher exhibits professional and ethical conduct. * The teacher recognizes and respects the rights and property of students, other employees and the public. * The teacher adheres to all policies relative to professional relationships and communications with students. * The teacher exercises proper judgment and refrains from conduct which reduces or causes a loss of his/her effectiveness in the classroom. * The teacher adheres to all deadlines set by board policy, school rules, and central office and/or school-based administrators. * The teacher exhibits positive personal behavior on or off campus and avoids improprieties or the appearance of improprieties. * The teacher maintains confidentiality of all matters related to student and employee matters. * The teacher shall serve as a member on or chair committees as assigned by the principal or other supervisory personnel. * The teacher shall attend student discipline, IEP, and SBLC meetings and the like as required by the principal or other supervisory personnel. * The teacher shall attend job embedded professional development as scheduled by the principal or other supervisory personnel. * The teacher shall attend followup meetings for feedback from formal and informal observations. * The teacher shall attend faculty meetings as required by the principal or other supervisory personnel. * The teacher shall attend back to school and/or open house events and student parent teacher conferences. * The teacher shall serve duties for after school events as assigned by the principal. * The teacher shall attend all meetings and functions of those activities, clubs or groups of which the employee is a sponsor. * Reports job-related injuries within 48 hours of a work accident to the immediate supervisor. * Adheres to the DeSoto Parish School Board's Sexual Harassment Policy to be found at File: GAEAA. TERM OF EMPLOYMENT: Nine months EVALUATION: All certified and other professional personnel are evaluated in writing each year. FSLA: Exempt

The Hallsville District, a four-day calendar school, is accepting applications for an Elementary Music Teacher for the 2025-2026 school year. We provide employees with paid health benefits and life insurance options. All qualified applicants can apply online at ******************* You are navigating off of REAP site to the district's posting. OK

Job Description Who Are We? Bedrock Academy is an established, state licensed center that is committed to investing in our staff and developing a caring, friendly community of educators and learners. It is our mission to grow independent and confident, compassionate individuals. Our dedication to creating a stimulating and enriching environment for students and teachers alike makes us an amazing place to work! Location: 3224 Barksdale Blvd., Bossier City Louisiana 71112 What We Offer: $11-12 Hourly 10 days of PTO Holiday Pay 50% Discounted Childcare 401K Comprehensive Medical Benefits Who Are We Looking For? We're on the lookout for devoted and collaborative educators who are deeply passionate about shaping the future through impactful early childhood education. If you're a team-oriented professional eager to invest and thrive, we're eager to connect with you! What You'll Do: Guiding Classroom Operations: Take the lead in shaping the overall learning experience. Building Meaningful Connections: Forge strong relationships with both children and their families. Fostering a Positive Environment: Create a consistently positive, clean, and nurturing space for the children under your care. What You Bring to the Table: Age: Be a minimum of 18 years old. Education: High School Diploma or GED. Experience: Any experience in a licensed childcare facility. Training Requirements: Possess CPR and First Aid certification. Pass a Background Check. Shift: Ability to work part time 3:00pm-6:00pm, Monday-Friday.

Information Listing ID: Assignment: Pay Range: Employment Type: Job Descriptions: View Application Deadline: Conditions of Employment * Are you eligible to work in the US? * Are you willing to submit for a background check? Skills Questionnaire * Rate your experience with MS Word. * Rate your experience with Excel. * Rate your experience with Skyward. * Rate your experence with a multi-line phone system. General Questions * Are you related to a Marshall ISD Board Member or a Marshall ISD Employee/Administrator? If yes, please list the individuals name below * Have you been previously employed by this district? * Have you ever been involuntarily terminated by an employer? * Have you ever been placed on administrative leave with or without pay by a school district, or investigated by another school district? * Are you currently receiving benefits from Texas Teacher Retirement System? * Are you retired with the Teacher Retirement System (TRS) of Texas? * Do you have any pending criminal charges? * Are you currently serving a probationary period (such as parole, probation or deferred adjudication probation) for a felony or misdemeanor offense other than a minor traffic violation/ticket? * Applicants are not obligated to disclose sealed or expunged records. Have you EVER been convicted, placed on deferred adjudication or community supervision, or pled guilty or no contest (nolo contendre) to a felony or misdemeanor offense other than a minor traffic violation? * Do you know any language other than English? * If yes, which language? * Are you legally authorized to work in the U.S.? (If hired, you will be required to complete an Employment Eligibility Verification Form (Form I-9) and provide documentation of eligibility) Benefits Benefits offered: Health Insurance Vision Dental Life .... Attachments Cover Letter Resume Transcripts Certification/License Letter of Reference 1 Letter of Reference 2 Letter of Reference 3 TX Pre-Employment Affidavit* References Professionals: 3 of 3 external references required. Back

SUBSTITUTE POSITIONS/Substitute Teacher SUBSTITUTES NEEDED for the 2025-26 school year at ELC - Marshall in Marshall, MN. Substitute Teachers must have MN licensure and will be paid $200 per day. If you have a four-year degree you would be eligible to apply for a MN substitute teacher license. Substitute Paraprofessionals also needed. Substitute Paraprofessionals are paid $20.00 per hour. Complete online application at ************************ and include cover letter, application form, copy of license (if applicable), resume, and two letters of reference. For questions about the positions contact Laura Jenson at ************ or *********************. EOE.

Information Listing ID: Assignment: Employment Type: Job Descriptions: View Application Deadline: Conditions of Employment * Are you eligible to work in the United States? * Have you completed the necessary requirements, or are you in the process of completing the requirements, to be fully certified in the State of Texas for the position you have applied? * I certify that I am NOT related to any present member of the Board of Trustees of the Hallsville Independent School District, #102-904, within the third degree by blood relatives or within the second degree by marriage relatives. * By completing this application you declare that the information you are about to enter is true to the best of your knowledge and belief. You understand and agree that any misrepresentation or falsification of facts may be sufficient for disqualification of this application or termination of employment. Furthermore, you understand and agree that the application and records become the property of Hallsville Schools, which reserves the right to accept or reject it. If employed, you further agree to observe all rules, regulations and policies of the district. You understand that in accordance with state law, school districts may obtain a criminal record of all applicants for employment and that the Texas Department for Public Safety and/or other law enforcement agencies may be contacted to provide records. By completing and submitting this application you give the district the permission and the right to verify references and other employment items. The Hallsville Independent School District is required by law to obtain criminal history record information on all applicants for employment with the district (Texas Education Code - Section 21.917). By selecting "Yes" you agree to the terms above required to submit this application. General Questions * I am currently a certified teacher. * If you are not currently certified, when do you anticipate receiving your certification? * Provide your total years of teaching experience. * Are you currently under a contract? * List any speciial honors or achievements obtained in the past which would relate to the position you are seeking at Hallsville ISD. * What foreign language to you speak fluently? * Do you belong to any professional organizations? If so, please list. * Why do you desire to leave your current position, or why did you leave your last position? * Have you ever been involunatarily terminated or been asked to resign by another employer or school district? * Are you aware of any present circumstances that would prevent you from performing or being eligible for the job for which you are applying, including, but not limited to, lack of certification, uncertain immigration status, lack of necessary work experience, etc? * Are you currently receiving retirement benefits from Texas Teacher Retirement System (Y/N)? If so, did you retire prior to January 1, 2001? * Are any criminal charges or proceedings pending against you (Y/N)? If yes, explain. * In the past two years, have you failed an alcohol or drug test given by an employer (Y/N)? If yes, explain. * Have you been convicted, plead guilty or no contest to a felony or misdemeanor involving moral turpitude, regardless of sentence received, including deferred adjudication (Y/N)? (Moral turpitude is anything done knowingly in contrast to justice, honesty, principles or good morals.) If yes, explain. * Please describe in essay form why you are best qualified for this position. Among points covered might be experiences in community activities, non-professional interests, hobbies, and why you desire a position in Hallsville ISD. Benefits State and Local Leave based on position and calendar days worked. Health insurance up to $300.00 paid by the district. Various health, vision, and dental benefits available. Attachments Cover Letter Resume' Unofficial copy of your Transcript Letter of Reference Pre-Employment Affidavit Unofficial copy of your Certification Criminal History Verification Form Back

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

Job Title: Aide, General Fund Grade: D DOT Code: 099327010 Prepared By: Richard Dezendorf Approved By: David A. Barr Performs general office duties and any combination of the below listed essential duties and responsibilities in the classroom to assist teaching staff. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties and responsibilities include the following. These examples are intended only as illustrations of the various type of work performed. Actual work assignments may vary from school to school depending on the directions of the school principal. Other duties may be assigned. Discusses assigned teaching area with classroom teacher to coordinate instructional efforts. Assists teacher in preparing and developing various teaching aids such as bibliographies, charts, and graphs. Assists teacher in presentation of subject matter to students, utilizing variety of methods and techniques such as lecture, discussion, and supervised role-playing. Assists teacher in preparing, administering, and grading examinations. Assists in the routine supervision of children in study areas, cafeteria, halls, playground, on field trips, and bus loading/unloading areas where applicable. Assists students, individually or in groups, with lesson assignments to present or reinforce learning concepts. Performs basic office duties. Performs other related duties as required or assigned. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE Two years college (48 hours minimum) including 9 hours of Mathematics and 9 hours of English or an Associate degree/or higher or pass the test stipulated by the Louisiana State Department of Education. Some previous experience working with children preferred. LANGUAGE SKILLS Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write routine reports and correspondence. Ability to effectively present information in one-on-one and small group situations to students. Ability to speak effectively before groups of students and/or parents. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee is occasionally required to walk; sit; reach with hands and arms; and stoop, kneel, or crouch. The employee must occasionally lift or move light weight. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. 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, engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. CHAIN OF SUPERVISION Teacher, Principal, designated certified personnel TERMS OF EMPLOYMENT 180 days Employee Name: _________________________________________ SSN: ________-____________-________ (Typed or Printed) ________________________________________________________ ___________________________________ Employee Signature Date

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

Second Grade Inclusion Teacher JobID: 3005 Elementary School Teaching/Special Education Teacher Additional Information: Show/Hide TITLE: Classroom Teacher - Regular Education/Special Education Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the DeSoto Parish School System's accountability measures as outlined in the Louisiana Accountability System. QUALIFICATIONS: * United States citizen or authorized alien. * Those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) * Physical and mental stamina and ability to perform job functions, tasks and duties. REPORTS TO: School Principal SUPERVISES: Assigned Students JOB GOAL: Plan and implement a program, creating an environment where students can learn and develop optimally. PERFORMANCE RESPONSIBILITIES: * Will align classroom instruction with the components of the NIET Teaching and Learning Standards Rubric Domains, Indicators and Descriptors or the CLASS rubric. PERSONAL QUALITIES: * Possesses strong interpersonal and communication skills and the ability to work effectively with individuals and groups. * Demonstrates the ability to communicate effectively, both orally and in writing. * Possesses the knowledge to gather data, compile information and prepare reports. PROFESSIONAL GROWTH: * Growing and Developing Professionally * Reflecting on Teaching and utilizing the IGP as directed by the district PROFESSIONAL ETHICS (Does not require IAPs. The deficiency in professional responsibilities shall be addressed with a progression of documentation.): * The teacher collaborates and communicates effectively and respectfully with families, colleagues, and the community to promote students' academic achievement and to accomplish the school's mission. * The teacher maintains regular attendance and punctuality and notifies principal/designee of absences and late arrivals in a prompt manner, as per school/principal procedures. * The teacher complies with all school level and Board rules and policies. * The teacher ensures proper care of textbooks, teaching aids, electronics/computers and other equipment. * The teacher sets clear expectations for student conduct and enforces expectations in a fair, consistent manner. * The teacher timely prepares and implements plans for effective instruction, classroom management, and control. * The teacher maintains his/her assigned room and its environment in a manner conducive to learning. * The teacher participates in activities to improve professional competence, including those activities required by principal and central office personnel. * The teacher follows district grading policies and maintains current grade book, records, and reports as assigned. * The teacher prepares and maintains lesson plans in a timely manner and in the form and substance required by the principal of the assigned school and Board policy. * The teacher projects a well-groomed, professional appearance. * The teacher supervises students at all times and timely assumes assigned duty posts at classroom door, during class, at lunch, during assemblies and prior to and/or at drop-off. * The teacher meets the criteria for an Individual Growth Plan following the appropriate format and guidelines. * The teacher accepts and implements assistance and resources designed to improve or enhance performance. * The teacher contributes to achieving the school's mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues and communities. * The teacher engages in self-reflection and growth opportunities to support high levels of learning for students. * The teacher is courteous to students, faculty and staff and the public. * The teacher exhibits professional and ethical conduct. * The teacher recognizes and respects the rights and property of students, other employees and the public. * The teacher adheres to all policies relative to professional relationships and communications with students. * The teacher exercises proper judgment and refrains from conduct which reduces or causes a loss of his/her effectiveness in the classroom. * The teacher adheres to all deadlines set by board policy, school rules, and central office and/or school-based administrators. * The teacher exhibits positive personal behavior on or off campus and avoids improprieties or the appearance of improprieties. * The teacher maintains confidentiality of all matters related to student and employee matters. * The teacher shall serve as a member on or chair committees as assigned by the principal or other supervisory personnel. * The teacher shall attend student discipline, IEP, and SBLC meetings and the like as required by the principal or other supervisory personnel. * The teacher shall attend job embedded professional development as scheduled by the principal or other supervisory personnel. * The teacher shall attend followup meetings for feedback from formal and informal observations. * The teacher shall attend faculty meetings as required by the principal or other supervisory personnel. * The teacher shall attend back to school and/or open house events and student parent teacher conferences. * The teacher shall serve duties for after school events as assigned by the principal. * The teacher shall attend all meetings and functions of those activities, clubs or groups of which the employee is a sponsor. * Reports job-related injuries within 48 hours of a work accident to the immediate supervisor. * Adheres to the DeSoto Parish School Board's Sexual Harassment Policy to be found at File: GAEAA. TERM OF EMPLOYMENT: Nine months EVALUATION: All certified and other professional personnel are evaluated in writing each year. FSLA: Exempt

Who Are We? Bedrock Academy is an established, state licensed center that is committed to investing in our staff and developing a caring, friendly community of educators and learners. It is our mission to grow independent and confident, compassionate individuals. Our dedication to creating a stimulating and enriching environment for students and teachers alike makes us an amazing place to work! Now Hiring: Infant Teacher (6 AM - 3 PM Shift) Location: 3224 Barksdale Blvd., Bossier City, LA 71112 Does making a real impact sound like your ideal start to the day? We're looking for an Infant Teacher who's ready to bring energy, heart, and a sense of purpose to our youngest learners-all before lunchtime. What You'll Get: We believe in supporting those who support our kids. That's why we offer: $10-$12 per hour 10 days of paid time off and Holiday pay Discounted childcare Medical benefits 401K plan What You'll Do: As an Infant Teacher, you'll play a big role in the small moments that matter. Your day will include: Leading and organizing a nurturing classroom experience Building trust and strong connections with families Keeping your space safe, clean, and full of warmth What We're Looking For: We're all about growth-both for our children and our team. We're searching for someone who is: At least 18 years old Holds a high school diploma or GED Has experience in a licensed childcare setting CPR & First Aid certified Able to pass a background check Ready to work Monday-Friday, 6 AM to 3 PM Why You Belong Here: We're a team of passionate educators who believe in the power of early childhood education. If you're committed, caring, and ready to be part of something meaningful, we'd love to meet you.

Primary Purpose: Help meet physical and instructional needs of students with disabilities in a self-contained classroom. Assist in implementation of classroom programs, including self-help, behavior management, and instruction programs. Work under general supervision of principal and immediate direction of certified teacher. Qualifications: Education/Certification: High school diploma or hold a General Educational Development (GED) certificate Have met formal academic assessment, associate's degree, or two years of study at an institution of higher learning* Valid Texas educational aide certificate Special Knowledge/Skills: Ability to work with children with disabilities Ability to follow verbal and written instructions Ability to communicate effectively Knowledge of general office equipment Experience: Some experience working with children Major Responsibilities and Duties: Instructional Support * Help teacher prepare instructional materials and classroom displays. * Help maintain a neat and orderly classroom. * Help with inventory, care, and maintenance of equipment. * Help teacher keep administrative records and prepare required reports. * Provide orientation and assistance to substitute teachers. Student Management * Assist students with physical disabilities according to their needs including transferring to and from wheelchairs; lifting; positioning; or assisting students with personal care such as feeding, bathroom needs, and personal hygiene. * Keep teacher informed of special needs or problems of individual students. * Help manage behavior of students. This includes intervening in crisis situations and restraining disruptive or dangerous students as needed. * Recognize differences in each student's special medical, physical, communicative, and emotional needs and adapt methods and interaction accordingly. * Work with individual students or small groups to develop motor skills and conduct instructional exercises assigned by teacher. * Help supervise students throughout the school day, inside and outside the classroom. This includes lunchroom, bus, and playground duty. Other * Maintain confidentiality. * Participate in staff development training programs, faculty meetings, and special events as assigned. * Follow district safety protocols and emergency procedures. Supervisory Responsibilities: None Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking and reaching Lifting: Frequent light lifting and carrying (less than 15 pounds); Occasional heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting nonambulatory students, and lifting and moving adaptive and other classroom equipment Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (bacteria, communicable diseases) Mental Demands: Work with frequent interruptions; maintain emotional control under stress