Teacher jobs in Alexandria, LA - 51 jobs

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 Head Start Teacher develops and implements individual and group educational plans for preschool children, designed to promote social-emotional, physical and cognitive growth in a manner appropriate to their stage of development. You will be responsible for the general, day-to-day operations of a Head Start classroom and must verify legal compliance with federal, state and local regulations. You will create and nurture strong partnerships with families and ensures that the program quality remains at the highest standards. You will report directly to the Center Director or Manager of Education & Inclusion., and you may also supervise Teacher Assistants and seek support in the classroom from Program Aides and Volunteers. As a front-line 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, Collaborations, Creativity and Integrity. What You'll Be Doing (Essential Duties) * Develop and implement individualized and group lesson plans as well as educational activities that promote all developmental areas to improve the readiness of children for school. * Ensure there is a safe, healthy and developmentally-appropriate learning environment. * Build effective relationships within the organization, the children and their families. * 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. * Keep manager informed of important issues * Work with the Assistant Teacher, Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities. * Engage with children during all activities throughout the day. Provide constant supervision of children during all learning activities indoors and outdoors and ensure safe environment. * Use the playground as an extension of the classroom; ensure the playground is safe. * Provide a balanced program of child-initiated and teacher-directed activities and opportunities for individual, small group and large group learning activities. * 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 including encouraging classroom involvement and home activities. * Create an inventory of all classroom equipment and supplies annually. * Plan and conduct conferences (minimum 2) and home visits (minimum 2) or more often as needed to ensure parent/caregiver is well informed on their child's progress of development and learning, routines, activities and behavior. * 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. * Work closely with management to ensure program compliments Head Start Program Performance Standards. * This position must have the ability to work in a constant state of alertness and safe manner and protect the children's safety by implementing active supervision techniques to ensure no child is left alone or unsupervised at any time. * Ensure the mobilization and documentation of matching-in-kind activities, goods and services. * 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). 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 will 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: 11 paid holidays plus 10 days for winter break and 5 days for spring break, (with additional 5 hours PTO. * 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 *********************************.

TITLE: Classroom Teacher FLSA: Exempt QUALIFICATIONS: * Bachelor's Degree * Valid Louisiana Teaching Certificate * Any additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746 REPORTS TO: Principal/Assistant Principal/Other Assigned Evaluator JOB GOAL:To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The teacher is responsible for growth in student learning. TERM: Nine, Ten, Eleven or Twelve Months SALARY: Nine, Ten, Eleven or Twelve Month Teacher Salary Schedule PERFORMANCE RESPONSIBILITIES: I. Instructional Responsibilities A. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge,skills, appreciation, and attitudes B. To teach effectively 1. Using class time for teaching designated subject matter as outlined by"Board approved Program Structure, Curriculum Guides, and/or policies 2. Using a variety of techniques to stimulate learning 3. Using a variety of curriculum materials 4. Differentiating assignments to meet individual needs 5. Explaining assignments 6. Limiting homework, making it meaningful to what is being taught 7. Evaluating the pupil's learning frequently with a view to improvement of teaching and Learning. Frequent teacher-made tests shall be given during each grading period for proper pupil evaluation. C. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils' level D. To maintain an atmosphere in the class conducive to learning E. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child F. To exhibit substantial knowledge of subject matter and the curriculum objectives G. To maintain control, promote self-discipline, character and respect for others through use of positive" control techniques in keeping with state law, board policy, and school rules and regulations H. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, etc.), handling materials, sharpening Pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time. II. Administrative Responsibilities A. To follow the rules and regulations of assigned school and the Rapides Parish School Board B. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities C. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closes D. To sign in and out of school on appropriate forms E. To be in the assigned classroom or other area of responsibility when the class period begins. A class shall not be left unsupervised F. To remain at school during the school day unless permission is obtained from the Principal G. To be responsible for attending any administrative and/or professional meetings called by the Principal H. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal of advance plans to return to school I. To follow guidelines as set forth by the Rapides Parish School Board staff J. To maintain an attractive and clean classroom K. To account for and be responsible for the care of all textbooks, pupil desks, other furniture, equipment and instructional materials which are in or are assigned to the teachers classroom, laboratory or other areas of responsibility L. To be neat and accurate in completing required records and reports, turning these in promptly and on time M. To be responsible for field trips to: 1. Obtain permission of the Principal 2. Get parents written consent 3. Make certain the trip has educational value related to current classroom instruction 4. Properly prepare pupils for the field trip experiences and to follow-up on return 5. Be sure that all vehicles have public liability insurance and that all drivers are properly licensed 6. Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons 7. Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher leaves. No child shall be left unattended III. Professional Responsibilities A. To exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils B. To maintain good public relations, making positive contributions to parents' understanding of pupils' progress C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils D. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences and reading current professional literature E. To be loyal to the administration of the school system and the school F. To establish and execute a professional growth and self-evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan G. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130: Instructional Domain 1. Standards and Objectives (SO) a. Learning objectives and state content standards* are communicated. b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials. c. Sub-objective/Prerequisite skills are aligned to the lesson's major objective. d. Learning objectives are connected to what students have previously learned. e. Expectations for student performance are clear. f. Learning objectives are displayed. g. There is evidence that students are progressing or demonstrating mastery of the objective(s). 2. Motivating Students (MS) a. The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students. b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued. c. The teacher regularly reinforces and rewards effort. 3. Presenting Instructional Content (PIC) Presentation of content consistently includes: a. Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; b. Examples, illustrations, analogies, and labels for new concepts and ideas; c. Modeling by the teacher to demonstrate his or her performance expectations; d. Criteria that clarifies how students can be successful; e. Concise communication; f. Logical sequencing and segmenting; g. All essential information; and h. No irrelevant, confusing, or nonessential information. 4. Lesson Structure and Pacing (LS) a. The lesson starts promptly. b. The lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding. c. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates. d. Routines for distributing materials are efficient. 5. Activities and Materials (ACT) Activities and materials include a majority of the following: a. Content: i. Support the lesson objectives; ii. Are challenging; iii. Elicit a variety of thinking; iv. Provide time for reflection; and v. Are relevant to students' lives. b. Student-centered: i. Sustain students' attention; ii. Provide opportunities for student-to-student interaction; iii. Evoke student curiosity and suspense; and iv. Provide students with choices when appropriate and aligned to the learning objectives. c. Multiple materials: i. Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials). 6. Questioning (QU) a. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content: i. Knowledge and comprehension; ii. Application and analysis; and iii. Creation and evaluation. b. Questions are purposeful and coherent. c. The frequency of questions engages students in critical thinking. d. Questions are sequenced with attention to the instructional goals. e. Wait time (3-5 seconds) is provided. f. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers). g. The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond. 7. Academic Feedback (FEED) a. Oral and written feedback is academically focused, frequent, and high-quality. b. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments. c. The teacher circulates during instructional activities to support engagement and monitor student work. d. Feedback from students is used to monitor and adjust instruction. 8. Grouping Students (GRP) a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency. b. Teacher sets expectations that are understood by students. c. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration. d. Students participating in groups are held accountable for group work and individual work. e. Instructional group composition is varied to accomplish the goals of the lesson. f. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning. 9. Teacher Content Knowledge (TCK) a. Teacher displays accurate content knowledge and understanding of both state standards and high- quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach. b. Teacher implements subject-specific instructional strategies to enhance student content knowledge. c. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. 10. Teacher Knowledge of Students (TKS) a. Teacher practices display understanding of students' anticipated learning abilities and b. Teacher practices incorporate student interests and backgrounds. c. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards. 11. Thinking (TH) a. The teacher engages students in multiple b. types of thinking: i. Analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; ii. Practical thinking, where students use, apply, and implement what they learn in real-life scenarios; iii. Creative thinking, where students create, design, imagine, and suppose; and iv. Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. c. The teacher and students: i. Generate a variety of ideas and alternatives; and ii. Analyze problems from multiple perspectives and viewpoints. 12. Problem Solving (PS) a. The teacher uses and/or engages students in some of the following problem-solving types: i.Abstraction ii. Categorization iii. Drawing conclusions/justifying solutions iv. Predicting outcomes v. Observing and experimenting vi. Improving solutions vii. Identifying relevant/irrelevant information viii. Generating ideas ix. Creating and designing Planning Domain 1. Instructional Plans (IP) Instructional plans include: a. some evidence of the internalization of the plans from the high-quality curriculum; b. objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor; c. activities, materials, and assessments that: i. Are aligned to state standards; content, including high-quality curriculum; and success criteria; ii. Are sequenced and scaffolded based on student need; iii. Build on prior student knowledge; and iv. Provide appropriate time for student work and lesson closure; d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and e. Evidence that the plan provides 2. Student Work (SW) Assignments are: a. Aligned to the rigor and depth of the standards and curriculum content. b. Aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction. Assignments require students to: a. Interpret information rather than reproduce it; b. Draw conclusions and support them through writing; and c. Connect what they are learning to prior learning and life experiences. 3. Assessment (AS) Assessments: a. Are aligned with the depth and rigor of the state standards and content, including curriculum resources; b. Are designed to provide feedback on progress against objectives; c. Use a variety of question types and formats to gauge student learning and problem-solving; d. Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice); Environment Domain 1. Expectations (ES) a. Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access. b. Teacher encourages students to learn from mistakes. c. Teacher creates learning opportunities where all students can experience success. d. Students complete their work according to teacher expectations. 2. Engaging Students and Managing Behavior (ESMB) a. Students are mostly engaged in behaviors that optimize learning and increase time on task. b. Teacher establishes rules for learning and behavior. c. Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment. d. Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. e. Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class. 3. Environment (ENV) The classroom: a. Welcomes all students and guests. b. Is organized to promote learning for all students. c. Has supplies, equipment, and resources accessible to provide opportunities for students. d. Displays current student work. e. Is arranged to promote individual and group learning. 4. Respectful Conditions (RC) a. Teacher-student interactions are generally positive and reflect awareness and consideration of all students' backgrounds. b. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs. c. Teacher is receptive to the interests and opinions of students. IV. Personal Responsibilities A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board C. To use language which is void of vulgarity, lewdness, coarseness, or profanity D. To maintain self-control and poise E. To maintain good general health with the physical vitality to perform the duties of an effective teacher F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems H. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board J. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours K. To follow Federal, State, School Board and school policies Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports: 1. Instructional Components * Fulfill duties traditionally expected of those in teaching profession Lesson Plans * Instruction * Collaborate with colleagues and departments * Grade Papers * Take and record attendance * Enter/Average Grades * Maintain positive and timely interaction with parents relative to the performance or conduct of studentsassigned to the teacher * School committees or task forces to contribute to school improvement initiatives * Educational or coaching best practices and techniques 2. Supervision * Supervision of Students when students are on or off campus at a school related/sponsored event * Supervision of Students prior to school and/or drop-off, when assigned * Supervision of Students in the classroom * Supervision of students between classes, during recess/intermission, during lunch, assemblies * Supervision of Students after school and/or pick-up, when assigned 3. Non-instructional Components * Attend meetings generally associated with the instruction of students * Attend faculty, staff, and department meetings Attend training sessions * Attend IEP meetings * Attend parent-teacher conferences * Attend back-to-school and open-house events * Attend graduation * Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings * Attend school board/committee meetings, upon request 4. Extracurricular Activities * Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor

Title: Preschool Teacher Schedule: Full-time For My Child Learning Center is a skills-based and center-structured early learning environment guided by developmentally appropriate practices. The Center exists both to enrich and to expand a child's learning experience while meeting parent's needs for high-quality childcare. The Center is, in a sense, an extension of the home: teachers, children, and parents working together to provide a quality early learning environment. With this, we are searching for the perfect preschool educators! Apply now if you interested in sharing your nurturing and developmentally appropriate talents with those that matter most- our early learners. Job Description: Provide a safe, nurturing and responsive environment that stimulates the social, emotional, physical, and cognitive development of preschool-aged children. Develop individual goals for preschoolers, document ongoing assessment of progress and facilitate transition. Develop lesson plans and activities that are aligned with the Louisiana Birth-to-Five Early Learning Standards. Follow a consistent schedule, which includes small and large motor activities, skill development, meals, and effective transitions between activities. Provide high-quality interactions that maximize child development and involvement. Actively supervise preschoolers at all times and always maintain the appropriate staff -to- child ratio, whether with a 3-year old group, a 4-year-old group, or a mixed age group. Communicate daily with parents regarding the milestones and activities of their child. Detect and report signs of illness, discomfort and unusual behavior of children. Report any safety hazards observed indoors or outdoors. Use data from CLASS, Teaching Strategies GOLD, and the Louisiana Birth-to-Five Early Learning Standards to guide ongoing high-quality interactions with preschoolers. Communicate transparently with the Center Director and Assistant Director/Instructional Coach regarding parent communication, children's growth and development and updates on licensing documentation (i.e. externally approved clock hours, paperwork for physical exams, TB, etc). Participate in monthly staff meetings. Ensure that personal care needs are met for all preschoolers. Other duties, as assigned by Center Director or Assistant Director/Instructional Coach. Qualifications: High School Diploma or equivalency certificate (GED) and one of the following highly recommended combinations : At least one year experience in a part-day or full-day program for preschoolers, a minimum of 15 clock hours in approved core knowledge and a commitment to complete a Child Development Associate (CDA) certificate OR a technical diploma in an early childhood related field within 18 months of hire date. Child Development Associate (CDA) certificate in PreK and at least one year experience teaching in a part-day or full-day program for preschoolers; A technical diploma or certificate of technical studies in an early childhood related field from an accredited technical or community college and at least one year experience teaching in a part-day or full-day program for preschoolers; A career diploma that has been recognized by the Louisiana Pathways Career Development System and at least one year experience teaching in a part-day or full-day program for preschoolers; An associate degree in an early childhood related field from a regionally accredited college or university and at least one year of experience teaching in a part-day or full-day program for preschoolers; or A bachelor's degree or higher in an early childhood related field from a regionally accredited college or university. Must have excellent verbal and written communication skills. Must be a team player, have a love for children and a great personality. Must be attentive to children and parents needs at all times. Must be able to multi-task in a fast-paced child care setting. Special Considerations: Employees within this classification are required to: Meet the minimum age requirement of 18. Pass an initial Criminal Background Check and complete a State Central Registry. Maintain a current First Aid and CPR certification. Frequently stand, stoop, bend, reach and lift up to 50 pounds. Frequently kneel, stoop, bend and sit on the floor to attend to children's needs. Perform duties in an active environment with changes in climate and noise level. Position reports to: Center Director and Assistant Director of For My Child Learning Center

Who We Are Studyville is a premier academic enrichment hub, where students of all ages gain the confidence, skills, and support to thrive. With a reputation for excellence, we provide high-quality tutoring and a vibrant, welcoming environment that inspires learning and growth. Position Overview We are seeking a dedicated and professional tutor instructors to provide high-quality educational support to students in a dynamic learning environment. The ideal candidate will be passionate about education, skilled in fostering student growth, and committed to creating a positive and engaging learning experience. Work Environment This is a part-time position - hours are dependent on sessions booked Location operating hours: Monday to Thursday: 3-9PM - Friday to Saturday: Closed - Sunday: 12-7PM Must have availability during operating hours Onsite - Alexandria, LA What We Offer Competitive hourly rate: $20 - $25 per hour Flexible schedule Career advancement opportunities Responsibilities Deliver effective and tailored instructional support to students in assigned subjects or areas of focus. Prepare thoroughly for each session, including reviewing student needs, gathering materials, and customizing lessons to meet individual learning goals. Build strong, supportive relationships with students to foster a comfortable and productive learning environment, while staying attuned to their academic progress and needs. Adhere to organizational policies, including guidelines for student interactions, professional conduct, and communication standards. Maintain accurate and timely records of student progress, including evaluations and updates on academic performance. Exhibit a positive, enthusiastic, and encouraging demeanor in all interactions with students, families, and colleagues. Ensure a clean, safe, and welcoming learning environment. Qualifications Required Prior experience in teaching, tutoring, or providing educational support. Excellent verbal and written communication skills. Strong interpersonal skills with the ability to connect with students and adapt to diverse learning needs. Commitment to fostering an inclusive and supportive educational environment. Studyville LLC is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, veteran status, or any other legally protected characteristic." Pay Range USD $20.00 - USD $25.00 /Hr.

For more information, contact: Terrie Taylor - Principal Telephone number: ************** Email address: ********************** * OR- Melissa Steelman - HR Director Telephone number: ************** Email address: ****************** To apply for this job please visit grantpsb.jotform.com.

Louisiana is a State as a Model Employer for People with Disabilities. The Louisiana Special School District is looking for a PARAEDUCATOR This position is housed at the Central Louisiana Supports & Services Center, located in Alexandria, LA. 43134 The position will support the provision of Special Education Services to meet the legally mandated educational needs of the exceptional student which may impede the student's educational and/or behavioral performance. The Louisiana Special Schools do not unlawfully discriminate on the basis of race, color, national origin, sex, disability, or age in our programs and activities, and we provide equal access to the Boy Scouts and other designated youth groups. Inquiries regarding non-discrimination may be referred to Mary Gloston, Human Resources Director at ****************** . RELEASE OF ASSESSMENT AND EVALUATION INFORMATION: La. R.S. 17:3884(D) requires that any school board wishing to hire a person who has been assessed or evaluated pursuant to the Children First Act, La. R.S. 17:3871, et seq., whether that person is already employed by that school system or not, shall request such person's assessment and evaluation results as part of the application process. Please be advised that, as part of the mandated process, your previous assessment and evaluation results will be requested. You have the opportunity to apply, review the information received, and provide any response or information you deem appropriate. Physical Activity Level: The employee must be able to perform assigned duties without significant risk of substantial harm to his/her own safety/security and the safety/security of others. Some work is performed in physically comfortable positions with little or light physical effort, and some work requires moderate effort. Lifting thirty to forty pounds may be required and brief periods of heavy muscular exertion may be required. Physical requirements are subject to reasonable accommodation in accordance with ADA standards. There is no guarantee that everyone who applies to this posting will be interviewed. Specific information about this job will be provided to you in the interview process, should you be selected. No Civil Service test score is required in order to be considered for this vacancy. To apply for this vacancy, click on the "Apply" link above and complete an electronic application which can be used for this vacancy as well as future job opportunities. Applicants can check the status of their application at any time by selecting the 'Application Status' link after logging into their account. Resumes will not be accepted in lieu of a completed application. You must include all relevant education and experience on your official State application. Applicants qualifying based on college training or receipt of a baccalaureate degree will be required to submit an official college transcript to verify credentials claimed prior to appointment. Please make every effort to attach a copy of your transcript to your application. The transcripts can be added as an attachment to your online application or faxed to **************. The selected candidates will be required to submit original documentation upon hire. Human Resources, SSD ************** * Must be at least 21years of age * Must possess a high school diploma or equivalent Preferred Qualifications: * Passed the Educational testing Service (ETS) Para-Pro Assessment [ETS Para Pro Assessment (#0755) passing score: 450]; OR * Completed two years of full-time study (48 semester credit hours) from a state approved or regionally accredited institution of higher education; OR * Earned an Associate of Science, or Associate of Applied Science degree from a state-approved or regionally accredited institution of higher education. Note: Within the 48 semester hours, the paraprofessional must complete a total of 18 hours of general education requirements that include English Composition (3), English/Reading (6) and Mathematics (9). For the remaining 30 hours of coursework, acceptance of credit for a course shown on a transcript from an approved higher education institution is left to school district discretion in addressing the needs of the specific job. Discipline-specific electives may include as many as 12 hours of developmental (remedial) courses. I. General Responsibilities The job of an SSD paraeducator involves duties that may vary in methods, procedures and emphasis depending on the particular program in which the paraeducator is assigned. The paraeducator assists with the teaching, learning and training activities being provided for students and performs other duties as assigned by the teacher, principal, regional coordinator or designated central office staff. Paraeducators do not assume complete responsibilities for instruction or classroom supervision. The paraeducator must agree to adhere to all SSD policies and procedures. II. Working Conditions * Supervision during the prescribed working hours is received from the assigned SSD teacher. * The paraeducator will participate in ongoing in-service training programs and achieve a level of competence required by Special School District, the facility and BESE. III. Classroom Duties The Paraeducator will assist teachers by: * Duplicating, collecting and disseminating materials for activities; * Assisting with transportation of students to and from scheduled school activities as assigned or according to set policy. (Transportation may include pushing, loading, lifting wheelchairs, strollers, etc.); * Assisting with implementing of classroom activities at the discretion of the teacher, including computer assisted instruction and other technology-based activities. (Assistance in activities may involve lifting, pushing, supporting, etc. of students); * Maintaining classroom organization, (e.g., materials, supplies, equipment, bulletin boards); * Assisting in preparing instructional materials (e.g., cards, charts); * Working with large or small groups as the teacher designates; * Assisting the teacher with tracking students (e.g., calling the residence area if the student is not in school, walking or assisting the student to the restroom); * Maintaining the organization and the physical appearance of the room; * Assisting in the monitoring of student behavior while in school; * Providing supervision in the classroom when the teacher is out of the room for short periods of time; * Assisting with or providing personal hygiene and feeding when appropriate; and, * Responding to emergency situations such as student restraint, CPR, first aid, etc., as necessary. IV. Assigned Administrative Duties * Accurate and timely completion of district and state reporting forms with appropriate documentation attached * Enters information electronically with minimum audit findings (LaGov, JPAMS, etc.) * Maintains organized and appropriate records * Communicates effectively with staff V. Other Duties The paraeducator will: * Attend faculty, facility and other meetings as required, and * Assist in student activities, special projects and/or school events on and off campus. See job concepts.

Early Childhood Soccer Instructor Needed for Children Ages 2-8 Do you love children and want to make an impact on children's lives? Do you need professional development in early childhood education? Do you want to build relationships with the Alexandria community? Do you love letting your silly side out? Are you always on time? If you said yes to any of the questions above you might be the perfect Early Childhood Soccer Instructor! You don't need any soccer, teaching or coaching experience and you could make between $150- $600 per week! Work weekday mornings 8-11 am, weekday afternoons 2-3:30 pm, or weekday evenings 4-6 pm whatever fits your schedule giving you flexibility to do other things WHAT YOU NEED: Passion for soccer and positively impacting young children Reliable transportation and a valid Drivers License Eligible to work in the U.S. Energy and enthusiasm for kids WHAT YOU GET AS AN EARLY CHILDHOOD SOCCER INSTRUCTOR: $18-$25 per 30-45 minute session (typically 5-15 classes per week) Flexible scheduling catered to your location and availability Career opportunities Great company/family culture Thorough training in early childhood development and engagement A DAY IN THE LIFE OF A EARLY CHILDHOOD SOCCER INSTRUCTOR: Arrive on-time to your locations and provide a positive customer experience to faculty and families Safely manage a class of 4-10 children (dependent upon age) Implement our curriculum which focuses on skill and character development Maintain equipment and manage your class rosters Develop relationships with kids, schools, teachers and parents HOW TO IMPRESS US IN AN INTERVIEW: Arrive on time. Know your availability and be ready to discuss it. Be enthusiastic about impacting children's lives. Include accurate contact information in your application. Ask questions! WHO WE ARE: Soccer Shots is an engaging children's soccer program with an emphasis on character development. Our caring team positively impacts children's lives on and off the field through best-in-class coaching, curriculum and communication. Have fun, get paid and impact children! We offer classes 5 days a week Monday through Friday. Classes all year round and take place at schools, daycares, recreation centers and parks. Class start times vary depending upon location but typically fall within the following time frames and repeat each week: morning (8:30 am - 12 pm) or afternoon (2:30 pm - 6:00 pm). If you want to be to impact children's lives as an Early Childhood Soccer Instructor, we want to talk to you! *Please direct any questions to Nathan at *************************pensation: $18.00 - $25.00 per 30-45 minute session More About Us: We train the best coaches in the business. We put every Soccer Shots coach through our comprehensive training program to receive certification that includes learning the use of developmentally appropriate coaching techniques. Our coaches are routinely evaluated and undergo ongoing training. Our coach selection process evaluates not only the ability to coach soccer, but, more importantly, the ability to engage and inspire children. Our families experience exceptional customer service and ongoing communication Members of the Soccer Shots team must be excellent communicators - with children, with parents, with partners and with each other! Our team understands the importance of timely, responsive communication. We use expert-approved curriculum that aligns with early childhood education standards Our developmentally appropriate curriculum places an emphasis on character development and skill building. Our program is created under the guidance of childhood education specialists, professional soccer players and experienced and licensed soccer coaches. We constantly re-evaluate and update our curriculum to stay current with childhood education standards. if you have a passion for positively impacting children, we'd love to talk to you. Compensación: $18.00 - $25.00 per hour

Elementary School Teaching Date Available: 08/2025 Attachment(s): * Teacher - Job Description..docx

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 Head Start Teacher develops and implements individual and group educational plans for preschool children, designed to promote social-emotional, physical and cognitive growth in a manner appropriate to their stage of development. You will be responsible for the general, day-to-day operations of a Head Start classroom and must verify legal compliance with federal, state, and local regulations. You will create and nurture strong partnerships with families and ensure that the program quality remains at the highest standards. You will report directly to the Center Director or Manager of Education & Inclusion. You may also supervise Teacher Assistants and seek support in the classroom from Program Aides and Volunteers. As a front-line 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, Collaborations, Creativity and Integrity. What You'll Be Doing (Essential Duties) Develop and implement individualized and group lesson plans as well as educational activities that promote all developmental areas to improve the readiness of children for school. Ensure there is a safe, healthy, and developmentally appropriate learning environment. Build effective relationships within the organization, the children, and their families. 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. Keep manager informed of important issues Work with the Assistant Teacher, Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities. Engage with children during all activities throughout the day. Provide constant supervision of children during all learning activities indoors and outdoors and ensure a safe environment. Use the playground as an extension of the classroom; ensure the playground is safe. Provide a balanced program of child-initiated and teacher-directed activities and opportunities for individual, small group, and large group learning activities. 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, including encouraging classroom involvement and home activities. Create an inventory of all classroom equipment and supplies annually. Plan and conduct conferences (minimum 2) and home visits (minimum 2) or more often as needed to ensure parent/caregiver is well informed on their child's progress in development and learning, routines, activities and behavior. Work in cooperation with Manager of Education & Inclusion to develop and document progress on professional development plans; actively engage in professional development activities to increase qualifications. Work closely with management to ensure program compliments the Head Start Program Performance Standards. This position must have the ability to work in a constant state of alertness and safe manner and protect the children's safety by implementing active supervision techniques to ensure no child is left alone or unsupervised at any time. Ensure the mobilization and documentation of matching-in-kind activities, goods and services. 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. 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 to 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. Professional proficiency in spoken and written English 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 will 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: Paid time off: 10 days winter break and 5 days spring break, 5 personal days, 11 holidays plus 2 floating holidays per year. 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 a High-Deductible Health Plan in which the company matches a portion of the contribution. Flexible Spending Accounts (FSA): Option to enroll in 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 *********************************.

TITLE: Classroom Teacher FLSA: Exempt QUALIFICATIONS: * Bachelor's Degree * Valid Louisiana Teaching Certificate * Any additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746 REPORTS TO: Principal/Assistant Principal/Other Assigned Evaluator JOB GOAL:To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The teacher is responsible for growth in student learning. TERM: Nine, Ten, Eleven or Twelve Months SALARY: Nine, Ten, Eleven or Twelve Month Teacher Salary Schedule PERFORMANCE RESPONSIBILITIES: I. Instructional Responsibilities A. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge,skills, appreciation, and attitudes B. To teach effectively 1. Using class time for teaching designated subject matter as outlined by"Board approved Program Structure, Curriculum Guides, and/or policies 2. Using a variety of techniques to stimulate learning 3. Using a variety of curriculum materials 4. Differentiating assignments to meet individual needs 5. Explaining assignments 6. Limiting homework, making it meaningful to what is being taught 7. Evaluating the pupil's learning frequently with a view to improvement of teaching and Learning. Frequent teacher-made tests shall be given during each grading period for proper pupil evaluation. C. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils' level D. To maintain an atmosphere in the class conducive to learning E. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child F. To exhibit substantial knowledge of subject matter and the curriculum objectives G. To maintain control, promote self-discipline, character and respect for others through use of positive" control techniques in keeping with state law, board policy, and school rules and regulations H. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, etc.), handling materials, sharpening Pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time. II. Administrative Responsibilities A. To follow the rules and regulations of assigned school and the Rapides Parish School Board B. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities C. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closes D. To sign in and out of school on appropriate forms E. To be in the assigned classroom or other area of responsibility when the class period begins. A class shall not be left unsupervised F. To remain at school during the school day unless permission is obtained from the Principal G. To be responsible for attending any administrative and/or professional meetings called by the Principal H. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal of advance plans to return to school I. To follow guidelines as set forth by the Rapides Parish School Board staff J. To maintain an attractive and clean classroom K. To account for and be responsible for the care of all textbooks, pupil desks, other furniture, equipment and instructional materials which are in or are assigned to the teachers classroom, laboratory or other areas of responsibility L. To be neat and accurate in completing required records and reports, turning these in promptly and on time M. To be responsible for field trips to: 1. Obtain permission of the Principal 2. Get parents written consent 3. Make certain the trip has educational value related to current classroom instruction 4. Properly prepare pupils for the field trip experiences and to follow-up on return 5. Be sure that all vehicles have public liability insurance and that all drivers are properly licensed 6. Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons 7. Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher leaves. No child shall be left unattended III. Professional Responsibilities A. To exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils B. To maintain good public relations, making positive contributions to parents' understanding of pupils' progress C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils D. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences and reading current professional literature E. To be loyal to the administration of the school system and the school F. To establish and execute a professional growth and self-evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan G. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130: Instructional Domain 1. Standards and Objectives (SO) a. Learning objectives and state content standards* are communicated. b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials. c. Sub-objective/Prerequisite skills are aligned to the lesson's major objective. d. Learning objectives are connected to what students have previously learned. e. Expectations for student performance are clear. f. Learning objectives are displayed. g. There is evidence that students are progressing or demonstrating mastery of the objective(s). 2. Motivating Students (MS) a. The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students. b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued. c. The teacher regularly reinforces and rewards effort. 3. Presenting Instructional Content (PIC) Presentation of content consistently includes: a. Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; b. Examples, illustrations, analogies, and labels for new concepts and ideas; c. Modeling by the teacher to demonstrate his or her performance expectations; d. Criteria that clarifies how students can be successful; e. Concise communication; f. Logical sequencing and segmenting; g. All essential information; and h. No irrelevant, confusing, or nonessential information. 4. Lesson Structure and Pacing (LS) a. The lesson starts promptly. b. The lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding. c. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates. d. Routines for distributing materials are efficient. 5. Activities and Materials (ACT) Activities and materials include a majority of the following: a. Content: i. Support the lesson objectives; ii. Are challenging; iii. Elicit a variety of thinking; iv. Provide time for reflection; and v. Are relevant to students' lives. b. Student-centered: i. Sustain students' attention; ii. Provide opportunities for student-to-student interaction; iii. Evoke student curiosity and suspense; and iv. Provide students with choices when appropriate and aligned to the learning objectives. c. Multiple materials: i. Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials). 6. Questioning (QU) a. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content: i. Knowledge and comprehension; ii. Application and analysis; and iii. Creation and evaluation. b. Questions are purposeful and coherent. c. The frequency of questions engages students in critical thinking. d. Questions are sequenced with attention to the instructional goals. e. Wait time (3-5 seconds) is provided. f. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers). g. The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond. 7. Academic Feedback (FEED) a. Oral and written feedback is academically focused, frequent, and high-quality. b. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments. c. The teacher circulates during instructional activities to support engagement and monitor student work. d. Feedback from students is used to monitor and adjust instruction. 8. Grouping Students (GRP) a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency. b. Teacher sets expectations that are understood by students. c. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration. d. Students participating in groups are held accountable for group work and individual work. e. Instructional group composition is varied to accomplish the goals of the lesson. f. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning. 9. Teacher Content Knowledge (TCK) a. Teacher displays accurate content knowledge and understanding of both state standards and high- quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach. b. Teacher implements subject-specific instructional strategies to enhance student content knowledge. c. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. 10. Teacher Knowledge of Students (TKS) a. Teacher practices display understanding of students' anticipated learning abilities and b. Teacher practices incorporate student interests and backgrounds. c. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards. 11. Thinking (TH) a. The teacher engages students in multiple b. types of thinking: i. Analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; ii. Practical thinking, where students use, apply, and implement what they learn in real-life scenarios; iii. Creative thinking, where students create, design, imagine, and suppose; and iv. Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. c. The teacher and students: i. Generate a variety of ideas and alternatives; and ii. Analyze problems from multiple perspectives and viewpoints. 12. Problem Solving (PS) a. The teacher uses and/or engages students in some of the following problem-solving types: i.Abstraction ii. Categorization iii. Drawing conclusions/justifying solutions iv. Predicting outcomes v. Observing and experimenting vi. Improving solutions vii. Identifying relevant/irrelevant information viii. Generating ideas ix. Creating and designing Planning Domain 1. Instructional Plans (IP) Instructional plans include: a. some evidence of the internalization of the plans from the high-quality curriculum; b. objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor; c. activities, materials, and assessments that: i. Are aligned to state standards; content, including high-quality curriculum; and success criteria; ii. Are sequenced and scaffolded based on student need; iii. Build on prior student knowledge; and iv. Provide appropriate time for student work and lesson closure; d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and e. Evidence that the plan provides 2. Student Work (SW) Assignments are: a. Aligned to the rigor and depth of the standards and curriculum content. b. Aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction. Assignments require students to: a. Interpret information rather than reproduce it; b. Draw conclusions and support them through writing; and c. Connect what they are learning to prior learning and life experiences. 3. Assessment (AS) Assessments: a. Are aligned with the depth and rigor of the state standards and content, including curriculum resources; b. Are designed to provide feedback on progress against objectives; c. Use a variety of question types and formats to gauge student learning and problem-solving; d. Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice); Environment Domain 1. Expectations (ES) a. Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access. b. Teacher encourages students to learn from mistakes. c. Teacher creates learning opportunities where all students can experience success. d. Students complete their work according to teacher expectations. 2. Engaging Students and Managing Behavior (ESMB) a. Students are mostly engaged in behaviors that optimize learning and increase time on task. b. Teacher establishes rules for learning and behavior. c. Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment. d. Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. e. Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class. 3. Environment (ENV) The classroom: a. Welcomes all students and guests. b. Is organized to promote learning for all students. c. Has supplies, equipment, and resources accessible to provide opportunities for students. d. Displays current student work. e. Is arranged to promote individual and group learning. 4. Respectful Conditions (RC) a. Teacher-student interactions are generally positive and reflect awareness and consideration of all students' backgrounds. b. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs. c. Teacher is receptive to the interests and opinions of students. IV. Personal Responsibilities A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board C. To use language which is void of vulgarity, lewdness, coarseness, or profanity D. To maintain self-control and poise E. To maintain good general health with the physical vitality to perform the duties of an effective teacher F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems H. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board J. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours K. To follow Federal, State, School Board and school policies Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports: 1. Instructional Components * Fulfill duties traditionally expected of those in teaching profession Lesson Plans * Instruction * Collaborate with colleagues and departments * Grade Papers * Take and record attendance * Enter/Average Grades * Maintain positive and timely interaction with parents relative to the performance or conduct of studentsassigned to the teacher * School committees or task forces to contribute to school improvement initiatives * Educational or coaching best practices and techniques 2. Supervision * Supervision of Students when students are on or off campus at a school related/sponsored event * Supervision of Students prior to school and/or drop-off, when assigned * Supervision of Students in the classroom * Supervision of students between classes, during recess/intermission, during lunch, assemblies * Supervision of Students after school and/or pick-up, when assigned 3. Non-instructional Components * Attend meetings generally associated with the instruction of students * Attend faculty, staff, and department meetings Attend training sessions * Attend IEP meetings * Attend parent-teacher conferences * Attend back-to-school and open-house events * Attend graduation * Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings * Attend school board/committee meetings, upon request 4. Extracurricular Activities * Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor

Who We Are Studyville is a premier academic enrichment hub, where students of all ages gain the confidence, skills, and support to thrive. With a reputation for excellence, we provide high-quality tutoring and a vibrant, welcoming environment that inspires learning and growth. Schedule Must have daytime availability during school hours Part-time flexible schedule Ability to work with multiple schools within the assigned area for additional hours Onsite position working with students in small groups Compensation $20 - $25 per hour Responsibilities Provide competent and effective educational support for assigned students and subject matter Must be confident and capable of communicating and teaching assigned subject-matter on the spot to students in both the 1:1 and class formats Prepare for each instructional session; gather and prepare materials as appropriate including review and understanding of individual student requirements Develop relationships and take a vested interest in each student such that the student feels comfortable and the tutor is informed on the learning needs and progress of each student Comply with all Studyville objectives, guidelines and procedures regarding student interactions, dress code, and communication expectations Maintain daily student records including evaluation and tracking of progress Be positive, enthusiastic, and encouraging through all student and family interaction Qualifications Excellent verbal and written communication skills required Strong interpersonal skills including the ability to relate with students Tutoring/teaching experience preferred Ability to tutor/instruct ACT (all subjects: English, Math, English, and Reading) required Must have a reliable form of transportation to commute throughout the assigned area required Studyville LLC is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, veteran status, or any other legally protected characteristic. Pay Range USD $20.00 - USD $25.00 /Hr.

Schedule: Full-time For My Child Learning Center is a skills-based and center-structured early learning environment guided by developmentally appropriate practices. The Center exists both to enrich and to expand a child's learning experience while meeting parent's needs for high-quality childcare. The Center is, in a sense, an extension of the home: teachers, children, and parents working together to provide a quality early learning environment. With this, we are searching for the perfect infant and toddler educator! Apply now if you interested in sharing your nurturing and developmentally appropriate talents with those that matter most- our early learners. Job Description: Provide a safe, nurturing and responsive environment that stimulates the social, emotional, physical, and cognitive development of infants and toddlers. Develop individual goals for infants and toddlers, document ongoing assessment of progress and facilitate transition. Develop lesson plans and activities that are aligned with the Louisiana Birth-to-Five Early Learning Standards. Follow a consistent schedule, which includes small and large motor activities, skill development, meals, and effective transitions between activities. Provide high-quality interactions that maximize child development and involvement. Actively supervise infants and toddlers at all times and always maintain the appropriate staff -to- child ratio, whether with an infant group, toddler group, or mixed age group. Communicate daily with parents regarding the milestones and activities of their child. Detect and report signs of illness, discomfort and unusual behavior of children. Report any safety hazards observed indoors or outdoors. Use data from CLASS, Teaching Strategies GOLD, and the Louisiana Birth-to-Five Early Learning Standards to guide ongoing high-quality interactions with infants and toddlers. Communicate transparently with the Center Director and Assistant Director/Instructional Coach regarding parent communication, children's growth and development and updates on licensing documentation (i.e. externally approved clock hours, paperwork for physical exams, TB, etc). Participate in monthly staff meetings. Ensure that personal care needs are met for all infants and toddlers (i.e. feeding, diapering, toileting, rest, etc). Other duties, as assigned by Center Director or Assistant Director/Instructional Coach. Qualifications: High School Diploma or equivalency certificate (GED) and one of the following highly recommended combinations: At least one year experience in a part-day or full-day program for infants and toddlers with a minimum of 15 clock hours in approved core knowledge and a commitment to complete a Child Development Associate (CDA) certificate OR a technical diploma in an early childhood related field within 18 months of hire date. Child Development Associate (CDA) certificate in Infant/Toddler and at least one year experience teaching in a part-day or full-day program for infants and toddlers; A technical diploma or certificate of technical studies in an early childhood related field from an accredited technical or community college and at least one year experience teaching in a part-day or full-day program for infants and toddlers; A career diploma that has been recognized by the Louisiana Pathways Career Development System and at least one year experience teaching in a part-day or full-day program for infants and toddlers ; An associate degree in an early childhood related field from a regionally accredited college or university and at least one year of experience teaching in a part-day or full-day program for infants and toddlers; or A bachelor's degree or higher in an early childhood related field from a regionally accredited college or university. Must have excellent verbal and written communication skills. Must be a team player, have a love for children and a great personality. Must be attentive to children and parents needs at all times. Must be able to multi-task in a fast-paced child care setting. Special Considerations: Employees within this classification are required to: Meet the minimum age requirement of 18. Pass an initial Criminal Background Check and complete a State Central Registry. Maintain a current First Aid and CPR certification. Frequently stand, stoop, bend, reach and lift up to 50 pounds. Frequently kneel, stoop, bend and sit on the floor to attend to children's needs. Perform duties in an active environment with changes in climate and noise level. Position reports to: Center Director and Assistant Director of For My Child Learning Center

Contact Principal Michael Dubois * Phone Number: ************** * Email: *********************** or HR Director Melissa Steelman * Phone Number: ************** * Email: ****************** To apply for this job please visit grantpsb.jotform.com.

Louisiana is a State as a Model Employer for People with Disabilities. The Louisiana Special School District is looking for a PARAEDUCATOR is housed at the Pineville Supports & Services Center, located in Pineville, LA. There are 3 positions available: 50331378 42886 42711 The position will support the provision of Special Education Services to meet the legally mandated educational needs of the exceptional student which may impede the student's educational and/or behavioral performance. The Louisiana Special Schools do not unlawfully discriminate on the basis of race, color, national origin, sex, disability, or age in our programs and activities, and we provide equal access to the Boy Scouts and other designated youth groups. Inquiries regarding non-discrimination may be referred to Mary Gloston, Human Resources Director at ****************** . RELEASE OF ASSESSMENT AND EVALUATION INFORMATION: La. R.S. 17:3884(D) requires that any school board wishing to hire a person who has been assessed or evaluated pursuant to the Children First Act, La. R.S. 17:3871, et seq., whether that person is already employed by that school system or not, shall request such person's assessment and evaluation results as part of the application process. Please be advised that, as part of the mandated process, your previous assessment and evaluation results will be requested. You have the opportunity to apply, review the information received, and provide any response or information you deem appropriate. Physical Activity Level: The employee must be able to perform assigned duties without significant risk of substantial harm to his/her own safety/security and the safety/security of others. Some work is performed in physically comfortable positions with little or light physical effort, and some work requires moderate effort. Lifting thirty to forty pounds may be required and brief periods of heavy muscular exertion may be required. Physical requirements are subject to reasonable accommodation in accordance with ADA standards. There is no guarantee that everyone who applies to this posting will be interviewed. Specific information about this job will be provided to you in the interview process, should you be selected. No Civil Service test score is required in order to be considered for this vacancy. To apply for this vacancy, click on the "Apply" link above and complete an electronic application which can be used for this vacancy as well as future job opportunities. Applicants can check the status of their application at any time by selecting the 'Application Status' link after logging into their account. Resumes will not be accepted in lieu of a completed application. You must include all relevant education and experience on your official State application. Applicants qualifying based on college training or receipt of a baccalaureate degree will be required to submit an official college transcript to verify credentials claimed prior to appointment. Please make every effort to attach a copy of your transcript to your application. The transcripts can be added as an attachment to your online application or faxed to **************. The selected candidates will be required to submit original documentation upon hire. Human Resources, SSD ************** * Must be at least 21years of age * Must possess a high school diploma or equivalent Preferred Qualifications: * Passed the Educational testing Service (ETS) Para-Pro Assessment [ETS Para Pro Assessment (#0755) passing score: 450]; OR * Completed two years of full-time study (48 semester credit hours) from a state approved or regionally accredited institution of higher education; OR * Earned an Associate of Science, or Associate of Applied Science degree from a state-approved or regionally accredited institution of higher education. Note: Within the 48 semester hours, the paraprofessional must complete a total of 18 hours of general education requirements that include English Composition (3), English/Reading (6) and Mathematics (9). For the remaining 30 hours of coursework, acceptance of credit for a course shown on a transcript from an approved higher education institution is left to school district discretion in addressing the needs of the specific job. Discipline-specific electives may include as many as 12 hours of developmental (remedial) courses. I. General Responsibilities The job of an SSD paraeducator involves duties that may vary in methods, procedures and emphasis depending on the particular program in which the paraeducator is assigned. The paraeducator assists with the teaching, learning and training activities being provided for students and performs other duties as assigned by the teacher, principal, regional coordinator or designated central office staff. Paraeducators do not assume complete responsibilities for instruction or classroom supervision. The paraeducator must agree to adhere to all SSD policies and procedures. II. Working Conditions * Supervision during the prescribed working hours is received from the assigned SSD teacher. * The paraeducator will participate in ongoing in-service training programs and achieve a level of competence required by Special School District, the facility and BESE. III. Classroom Duties The Paraeducator will assist teachers by: * Duplicating, collecting and disseminating materials for activities; * Assisting with transportation of students to and from scheduled school activities as assigned or according to set policy. (Transportation may include pushing, loading, lifting wheelchairs, strollers, etc.); * Assisting with implementing of classroom activities at the discretion of the teacher, including computer assisted instruction and other technology-based activities. (Assistance in activities may involve lifting, pushing, supporting, etc. of students); * Maintaining classroom organization, (e.g., materials, supplies, equipment, bulletin boards); * Assisting in preparing instructional materials (e.g., cards, charts); * Working with large or small groups as the teacher designates; * Assisting the teacher with tracking students (e.g., calling the residence area if the student is not in school, walking or assisting the student to the restroom); * Maintaining the organization and the physical appearance of the room; * Assisting in the monitoring of student behavior while in school; * Providing supervision in the classroom when the teacher is out of the room for short periods of time; * Assisting with or providing personal hygiene and feeding when appropriate; and, * Responding to emergency situations such as student restraint, CPR, first aid, etc., as necessary. IV. Assigned Administrative Duties * Accurate and timely completion of district and state reporting forms with appropriate documentation attached * Enters information electronically with minimum audit findings (LaGov, JPAMS, etc.) * Maintains organized and appropriate records * Communicates effectively with staff V. Other Duties The paraeducator will: * Attend faculty, facility and other meetings as required, and * Assist in student activities, special projects and/or school events on and off campus. See job concepts.

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 Head Start Teacher develops and implements individual and group educational plans for preschool children, designed to promote social-emotional, physical and cognitive growth in a manner appropriate to their stage of development. You will be responsible for the general, day-to-day operations of a Head Start classroom and must verify legal compliance with federal, state and local regulations. You will create and nurture strong partnerships with families and ensures that the program quality remains at the highest standards. You will report directly to the Center Director or Manager of Education & Inclusion., and you may also supervise Teacher Assistants and seek support in the classroom from Program Aides and Volunteers. As a front-line 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, Collaborations, Creativity and Integrity. What You'll Be Doing (Essential Duties) Develop and implement individualized and group lesson plans as well as educational activities that promote all developmental areas to improve the readiness of children for school. Ensure there is a safe, healthy and developmentally-appropriate learning environment. Build effective relationships within the organization, the children and their families. 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. Keep manager informed of important issues Work with the Assistant Teacher, Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities. Engage with children during all activities throughout the day. Provide constant supervision of children during all learning activities indoors and outdoors and ensure safe environment. Use the playground as an extension of the classroom; ensure the playground is safe. Provide a balanced program of child-initiated and teacher-directed activities and opportunities for individual, small group and large group learning activities. 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 including encouraging classroom involvement and home activities. Create an inventory of all classroom equipment and supplies annually. Plan and conduct conferences (minimum 2) and home visits (minimum 2) or more often as needed to ensure parent/caregiver is well informed on their child's progress of development and learning, routines, activities and behavior. 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. Work closely with management to ensure program compliments Head Start Program Performance Standards. This position must have the ability to work in a constant state of alertness and safe manner and protect the children's safety by implementing active supervision techniques to ensure no child is left alone or unsupervised at any time. Ensure the mobilization and documentation of matching-in-kind activities, goods and services. 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). 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 will 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: 11 paid holidays plus 10 days for winter break and 5 days for spring break, (with additional 5 hours PTO. 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 *********************************.

Elementary School Teaching/Kindergarten Teacher Date Available: 08/04/2025 Additional Information: Show/Hide QUALIFICATIONS: Certification according to the Louisiana Department of Education SALARY: Based on the Natchitoches Parish School Board Salary Schedule Attachment(s): * 34053.pdf

YOU ARE RESPONSIBLE FOR MEETING WITH THE SCHOOL'S ADMINISTRATION FOR YOUR SPECIFIC DAILY JOB DUTIES. QUALIFICATIONS: As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746) REPORTS TO: School Principal SUPERVISES: Students and Teacher Aide JOB GOAL: To plan, direct and evaluate the learning experiences of each pupil through appropriate instruction TERM: Nine Months or Ten Months SALARY: Nine or Ten Month Teacher Salary Schedule PERFORMANCE RESPONSIBILITIES: I. Instructional Responsibilities A. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the Planning shall provide for systematic growth in fundamental knowledge, skills, appreciation, and attitudes B. To teach effectively Using class time for teaching designated subject matter as outlined by Board approved Program Structure, Curriculum Guides, and/or policie Using a variety of techniques to stimulate learning Using a variety of curriculum materials Differentiating assignments to meet individual needs Explaining assignments Limiting homework, making it meaningful to what is being taught Evaluating the pupil's learning frequently with a view to improvement of teaching and learning. Frequent teacher Nmade tests shall be given during each grading period for proper pupil C. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils' level D. To maintain an atmosphere in the class conducive to learning E. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child F. To exhibit substantial knowledge of subject matter and the curriculum objectives G. To maintain control, promote self Ndiscipline, character and respect for others through use of positive control techniques in keeping with state law, board policy, and school rules and regulations H. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, ), handling materials, sharpening pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time. II. Administrative Responsibilities A. To follow the rules and regulations of assigned school and the Rapides Parish School Board B. To follow a time and/or duty schedule authorized by the school principal for the school day and extraN curricular activities C. That non Nduty personnel report to school ten minutes before school begins and remain ten minutes after school closes D. To sign in and out of school on appropriate forms/computer E. To be in the assigned classroom or other area of responsibility when the class period. A class shall not be left unsupervised F. To remain at school during the school day unless permission is obtained from the Principal G. To be responsible for attending any administrative and/or professional meetings called by the Principal H. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal in advance of plans to return to school I. To follow guidelines as set for the Rapides Parish School Board staff J. To maintain an attractive and clean classroom K. To account for and be responsible for the care of all textbooks, pupil desks, other furniture, equipment and instructional materials which are in or are assigned to the teacher's classroom, laboratory or other areas of responsibility L. To be neat and accurate in completing required records and reports, turning these in promptly and on time M. To be responsible for field trips Obtain permission of the Principal Get parents written consent Make certain the trip has educational value related to current classroom instruction Properly prepare pupils for the field trip experiences and to follow Nup on return Be sure that all vehicles have public liability insurance and that all drivers are properly licensed Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperones Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher No child shall be left unattended III. Professional Responsibilities A. To exhibit enthusiasm and self Nconfidence, assuming a positive attitude about the possibility for growth and development of all pupils B. To maintain good public relations, making positive contributions to parents' understanding of pupils' progress C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils D. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences, and reading current professional literature E. To be loyal to the administration of the school system and the school F. To establish and execute a professional growth plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan G. To teach in accordance with the Compass rubric 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 Rapides Parish Personnel Evaluation Plan as outlined in the Louisiana Accountability System. Domain 1: Planning and Preparation - 1CR Setting Instructional Outcomes The teacher values, sequences and aligns curriculum enabling students to build their understanding of important ideas from concept to concept. The teacher designs and structures lessons so that learner outcomes are at an appropriate cognitive level. The teacher writes and plans multi Ndisciplinary outcomes for student learning, not student activity. The teacher differentiates outcomes and instruction for students of varied abilities. The teacher creates and/or uses a variety of assessment tools that are curriculum Naligned and challenging. Domain 2: The Classroom Environment - 2CR Managing Classroom Procedures The teacher helps students to develop skills to work purposefully and cooperatively in groups. The teacher facilitates lessons that engage students in different types of activities large groups, small groups and independent work. The teacher ensures smooth functioning of all routines and maximizes instructional time. Domain 3: Instruction - 3BR Questioning and Discussion Techniques The teacher develops and presents questions that cause students to think and reflect; resulting in a deeper understanding of the topic. The teacher promotes learning through discussion. The teacher uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome. Instruction - 3CR Engaging Students in Learning The teacher facilitates activities and assignments that promote learning and are aligned with the goals of the lesson. The teacher groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings. The teacher selects instructional materials suited to engaging students in understanding and learning at a deeper level. The teacher delivers lessons that are appropriately structured and paced. Instruction - 3DR Using Assessment in Instruction The teacher aligns assessment to the curriculum. The teacher informs students of the criteria for assessment. The teacher monitors student learning using a variety of techniques. The teacher will provide valuable feedback in a timely, constructive and substantive manner. The teacher will promote student self-assessment and student self-monitoring of their progress. IV. Personal Responsibilities A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board C. To use language which is void of vulgarity, lewdness, coarseness or profanity D. To maintain self Ncontrol and poise E. To maintain good general health with the physical vitality to perform the duties of an effective teacher F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems H. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides parish School Board

Schedule: Full-time For My Child Learning Center is a skills-based and center-structured early learning environment guided by developmentally appropriate practices. The Center exists both to enrich and to expand a child's learning experience while meeting parent's needs for high-quality childcare. The Center is, in a sense, an extension of the home: teachers, children, and parents working together to provide a quality early learning environment. With this, we are searching for the perfect infant and toddler educator! Apply now if you interested in sharing your nurturing and developmentally appropriate talents with those that matter most- our early learners. Job Description: Provide a safe, nurturing and responsive environment that stimulates the social, emotional, physical, and cognitive development of infants and toddlers. Develop individual goals for infants and toddlers, document ongoing assessment of progress and facilitate transition. Develop lesson plans and activities that are aligned with the Louisiana Birth-to-Five Early Learning Standards. Follow a consistent schedule, which includes small and large motor activities, skill development, meals, and effective transitions between activities. Provide high-quality interactions that maximize child development and involvement. Actively supervise infants and toddlers at all times and always maintain the appropriate staff -to- child ratio, whether with an infant group, toddler group, or mixed age group. Communicate daily with parents regarding the milestones and activities of their child. Detect and report signs of illness, discomfort and unusual behavior of children. Report any safety hazards observed indoors or outdoors. Use data from CLASS, Teaching Strategies GOLD, and the Louisiana Birth-to-Five Early Learning Standards to guide ongoing high-quality interactions with infants and toddlers. Communicate transparently with the Center Director and Assistant Director/Instructional Coach regarding parent communication, children's growth and development and updates on licensing documentation (i.e. externally approved clock hours, paperwork for physical exams, TB, etc). Participate in monthly staff meetings. Ensure that personal care needs are met for all infants and toddlers (i.e. feeding, diapering, toileting, rest, etc). Other duties, as assigned by Center Director or Assistant Director/Instructional Coach. Qualifications: High School Diploma or equivalency certificate (GED) and one of the following highly recommended combinations: At least one year experience in a part-day or full-day program for infants and toddlers with a minimum of 15 clock hours in approved core knowledge and a commitment to complete a Child Development Associate (CDA) certificate OR a technical diploma in an early childhood related field within 18 months of hire date. Child Development Associate (CDA) certificate in Infant/Toddler and at least one year experience teaching in a part-day or full-day program for infants and toddlers; A technical diploma or certificate of technical studies in an early childhood related field from an accredited technical or community college and at least one year experience teaching in a part-day or full-day program for infants and toddlers; A career diploma that has been recognized by the Louisiana Pathways Career Development System and at least one year experience teaching in a part-day or full-day program for infants and toddlers ; An associate degree in an early childhood related field from a regionally accredited college or university and at least one year of experience teaching in a part-day or full-day program for infants and toddlers; or A bachelor's degree or higher in an early childhood related field from a regionally accredited college or university. Must have excellent verbal and written communication skills. Must be a team player, have a love for children and a great personality. Must be attentive to children and parents needs at all times. Must be able to multi-task in a fast-paced child care setting. Special Considerations: Employees within this classification are required to: Meet the minimum age requirement of 18. Pass an initial Criminal Background Check and complete a State Central Registry. Maintain a current First Aid and CPR certification. Frequently stand, stoop, bend, reach and lift up to 50 pounds. Frequently kneel, stoop, bend and sit on the floor to attend to children's needs. Perform duties in an active environment with changes in climate and noise level. Position reports to: Center Director and Assistant Director of For My Child Learning Center

The following schools are hiring for a paraprofessional For more information, contact: HR Director Melissa Steelman Phone: ************** Email: ****************** Please note: This is a districtwide application. Applicants are encouraged to reach out to the principal of the desired school after submitting their application to express interest and learn more about potential opportunities Georgetown - Principal Amy Merrel - Phone: ************** Grant High - Principal Kathy Smith - Phone: ************** Grant Jr High - Principal Haley Poole- Phone: ************** Montgomery High - Principal - Phone: ************** Pollock Elementary - Principal Erica Firment - Phone: ************** South Grant Elementary - Principal Brandue Hicks - Phone: ************** Verda Elementary - Principal Michael Dubois - Phone: ************** To apply for this job please visit grantpsb.jotform.com.