Teacher assistant jobs in Laurel, MS

TNWJBES is seeking applicants for teacher assistants Applicants will be required to: Assist in developing lesson plans based on state requirements and the specific needs of each child Collaborate with teachers to monitor the development of each child Understand the teacher's routine when it comes to delivering a lesson plan and running the class in the event that the teacher is absent on a particular day Work with children in the classroom to promote their learning and development Perform any additional asigned duties deemed necessary by the building principal and district superintendent

Employment Type: Full-Time School Year: 2025-2026 About Helix Mentorship & Maritime Academy: Helix Mentorship and Maritime Academy (HMMA) is a public charter high school within the Helix Community Schools network. Located in the heart of downtown Baton Rouge, HMMA is transitioning into a maritime-focused academy that merges rigorous academics with hands-on, real-world learning. We are committed to preparing students for success in college, careers, and citizenship through relevant, innovative, and culturally responsive instruction. Position Overview: HMMA is seeking a knowledgeable, student-focused Algebra I Teacher to deliver engaging and rigorous science instruction. The ideal candidate will have a strong background in biological sciences, a passion for inquiry-based learning, and a commitment to using technology to enhance student engagement and understanding. Key Responsibilities: Plan and deliver high-quality, standards-aligned Algebra 1 instruction. Use data to inform instruction and improve student learning outcomes. Integrate technology consistently into classroom instruction in support of our mission as a Verizon Innovative Learning School. Develop engaging lesson plans that support diverse learning styles. Collaborate with colleagues in professional learning communities to share strategies and monitor student progress. Maintain clear and consistent communication with students and families. Uphold school policies and contribute to a positive school culture. Use assessments to monitor and evaluate student progress. Maintain a positive and respectful classroom environment. Additional Expectations: All staff are expected to sponsor one club or Enrichment during school hours when scheduled. Additional pay is not provided as this is a part of every teacher's job role. All teachers who teach at Helix Community Schools will be expected to constantly grow in the use of technology to enhance student learning because we are a part of Verizon Innovative Learning Schools and genuinely believe in digital equity for our students. Qualifications: Bachelor's degree in Education or a related field (required) Valid Louisiana teaching certification in Mathematics or eligibility to obtain one Previous experience teaching Algebra 1 or middle/high school math (preferred) Strong commitment to equity, high expectations for all learners, and continuous professional growth Experience or willingness to integrate digital tools into instruction Why Join Helix Mentorship & Maritime Academy? Opportunity to be part of an innovative, mission-driven school Collaborative and supportive team culture Access to ongoing professional development focused on instructional technology and best practices A chance to make a lasting impact on students' lives and future opportunities

Job Description Primary Location Lake Area New Tech Early College High School Salary Range Per Year Shift Type Full-Time

High School/Geometry/Algebra II Teacher ');

High School Teaching/Mathematics Attachment(s): * Teacher Job Description

Support Staff/Teacher Assistant District: Hattiesburg Public School District

Work collaboratively and harmoniously with Lead Classroom Teacher Accept and incorporate feedback and coaching from Lead Teacher and Administrative Team Support established classroom rules and protocol Fill in as Teacher when Lead Teacher is absent when asked Motivate and support students in reaching high levels of academic success Create a positive student culture around online learning and small group tutoring Maintain high behavioral expectations for all students Interpret, manage, and utilize multiple sets of data in order to best support student progress Perform targeted individual assistance and small group tutoring Assist with the creation of individual learning plans for each student enrolled Maintain frequent communication with students and their support network regarding academic progress Communicate and collaborate with teachers and school administrators Participate in staff development opportunities Participate in all required staff meetings Ensure the security of computer equipment and accessories Perform other duties, as deemed appropriate, by Lead Classroom Teacher and Principal REPORTS TO/TERM: Principal Full Time 10-month position Requirements REQUIRED QUALIFICATIONS: Associate or higher with a minimum GPA of 3.0 Desire to grow professionally Commitment to the mission and organizational goals of GEO Academies PREFERRED QUALIFICATIONS: 3 years' experience working with children in an urban setting At least 9 hours concentrated in Math, ELA or Reading Experience or familiarity in one of the following areas: Blended Learning Online learning / coursework

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

PARAPROFESSIONAL/Paraprofessional- Special Education (High-Needs School) Additional Information: Show/Hide Job Title: Paraprofessional Reports To: Immediate Supervisor Prepared By: The Office of Human Resources Board Approved Date: Salary Range: CLH03 $14.92 to $24.92 hrly Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment. Summary: Assist teachers to provide for the physical and instructional needs of students with disabilities in a special education setting. Assist in implementation of classroom programs, including self-help, behavior management, and instruction programs. Work under general supervision of the principal and immediate direction of the certified teacher. Essential Duties and Responsibilities: * Assists teachers in preparing instructional materials and classroom displays. * Help maintain a neat and orderly classroom. * Help with inventory, care, and maintenance of classroom equipment. * Assists teachers in maintaining administrative records and preparing required reports. * Provides orientation and assistance to substitute teachers. * Assists students with physical disabilities according to their needs, including transferring to and from wheelchairs, lifting, or positioning. * Assists students with physical needs and personal care, including feeding, bathroom needs, and personal hygiene; including catheterization, after proper training is provided * Helps manage the behavior of students. This includes intervening in crisis situations and restraining disruptive or dangerous student behavior as needed. * Assumes responsibility for learning and adapting to each student's special medical, physical, communicative need. * Works with individual students or small groups to develop motor skills and conduct instructional exercises assigned by the teacher. * Helps supervise students throughout the school day, inside and outside the classroom. This includes lunchroom, bus, and playground duty. * Keeps teachers informed of special needs or problems of individual students. * Participates in staff development training programs, faculty meetings, and special events as assigned. * Maintains a professional level of confidentiality concerning personnel and students. * Upholds and adheres to safety rules and policies. * Supports the goals and objectives of the school district and follows all district policies. * Demonstrates the ability to attend work on a regular and routine basis to avoid disruption to district operations. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Education and Experience: High school diploma or high school equivalent. Completed two (2) years of study at an institution of higher education (48 college credit hours with required courses); or received an Associate's degree (or higher) from an accredited institution of higher learning; or a minimum score of 450 on the ETS Parapro Exam. Work Environment Conditions: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Professional Conduct: The Employees are required to maintain a high standard of professional conduct. Breach of said professional conduct includes, but is not limited to, neglect of duty, dishonesty, engagement in acts that are contrary to East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. The East Baton Rouge Parish School System and all of its entities (including Career and Technical Education Programs) do not discriminate on the basis of age, race, religion, national origin, disability, or gender in its educational programs and activities (including employment and application for employment), and it is prohibited from discriminating on the basis of gender by Title IX (20 USC 168) and on the basis of disability by Section 504 (42 USC 794). The Title IX Coordinator is Andrew Davis, Director of Risk Management - **********************, **************. The Section 504 Coordinator is Danielle Staten-Ojo - **********************, **************

Requirements REQUIRED QUALIFICATIONS: Associate or higher with a minimum GPA of 3.0 Desire to grow professionally Commitment to the mission and organizational goals of GEO Academies PREFERRED QUALIFICATIONS: 3 years' experience working with children in an urban setting At least 9 hours concentrated in Math, ELA or Reading Experience or familiarity in one of the following areas: Blended Learning Online learning / coursework

Paraprofessionals/Aides/551A Paraprofesional ages 6-21 yrs Additional Information: Show/Hide Ascension Parish School Board I. JOB TITLE: Paraprofessional 6 - 21 yrs JOB TYPE: 551A 551B POSITION REPORTS TO: Principal, Teacher or Designated Program Personnel PAY GRADE: PARA 4 or PARA 6 FLSA STATUS: Non-Exempt ASSIGNMENT PERIOD 180 days II. SUMMARY OF POSITION'S PURPOSE Assists the Special Education Teacher in meeting the goals set forth for students in their Individualized Education Programs. III. QUALIFICATIONS * Miniumum of twenty (20) years old * Highly Qualified Requirements: 1. Pass the ETS Para-Pro Assessment - Score 450; or 2. Completed two (2) years (48 semester credit hours) from state-approved or regionally accredited institution of higher education; *Within the forty-eight semester hours, the paraprofessional must complete a total of 15 hours of general education requirements that include English Composition (3), English/Reading (6), and Mathematics (6). For the remaining 33 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) course; or 3. Earned an Associate's Degree from a state-approved or regionally accredited institution of higher education. IV. REQUIREMENTS * Physically able to perform Essential Job Duties. * Computer literate. * Must pass physical exam prior to employment. * Mandatory training is required in specific areas. These areas may include, but shall not be limited to: * Instructional Strategies/Techniques * CPR/Non-Complex Health Procedures * CPI * Ethics * ADA Requirements * Child Specific Medical Needs V. ESSENTIAL JOB DUTIES * Performs duties under the direct supervision of the assigned teacher(s). Duties may include, but shall not be limited to, implementing tutorial activities (small group and/or individual), toileting/hygiene procedures, medical record keeping and preparation of class work. * Performs physical demands requiring regular and frequent lifting, carrying, transferring, or pushing of objects or wheelchairs weighing at least fifty (50) pounds. Physical demands may also include walking and standing to a significant degree, kneeling, stooping, squatting, crawling, bending, balancing, crouching, reaching, grasping, head and neck movement, and movement across mid-line. The paraprofessional must possess motor coordination, manual dexterity, finger dexterity, alertness, precision, speaking ability, auditory discrimination, and tactile discrimination. Paraprofessional must have accurate hearing and visual acuity including close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus. * Performs duties that relate to and support the educational process of the students. These duties may include medical and hygiene procedures, i.e., tube feeding, oral suctioning, trachea suctioning, catheterization, medication administration, glucose checks, ostomy bag care/changes, diapering and other noncomplex medical procedures deemed necessary by the nurse and IEP Committee. These procedures are determined by student need, not by program area. The paraprofessional may be required to move from one program area to another within the day. VI. GENERAL JOB DUTIES * Assists the students with activities as directed by the teacher(s). The paraprofessional may assist individual students or groups of students in any setting inside/outside the classroom environment as determined by IEP and supervising teacher. * Assists and supports the students' instructional process as planned by the teacher(s), including, score objective tests, do progress monitoring, tally student responses/activities and gather and record data. * Assists in classroom routine (i.e., taking daily attendance, the collection and recording of monies received from students in the class.) * Supports and implements PBIS school-wide as well as disciplinary procedures designed for individual students. * Adheres to policy and procedures set forth by each individual school for schedules, break time, lunch time, and duty. * Attends meetings as requested by teacher or administrative personnel. * Performs all other duties as assigned by immediate supervisor or by Superintendent. VII. PROFESSIONAL ATTITUDE AND CONDUCT * Establishes and maintains appropriate respectful, harmonious relationship with administration, school faculty, other employees, students, and community. * Observes professional ethics as prescribed by the employee's profession and in accordance with state law and Board policy. * Adheres to Board policy, administrative rules and regulations. * Maintains confidentiality regarding all personal information and educational records concerning children, youth, and their families. Paraprofessionals must refrain from accessing, discussing, or disclosing anything outside the scope of employment unless authorized by immediate supervisor. * Participates in professional growth activities such as Professional Development Day(s), seminars, conferences, workshops for the improvement of knowledge and skills relating to best practices. VIII. COMMUNICATION * Understands and interprets written and verbal instructions from immediate supervisor and gives clear written and oral instruction to others as required. * Communicates clearly and effectively with students. * Follows the chain of command for various administrative procedures. (Directs all parental concerns through assigned teacher, principal, or other appropriate personnel. IX. ATTENDANCE AND PUNCTUALITY * Reports to work at the assigned time. * Attends work consistently. * Contacts administrator when absent and records/reports absence according to district policy. * Scans in or out using the employee scan system or signs in/out as appropriate. X. SAFETY * Completes task in a safe manner as prescribed by school/district policy. * Maintains a neat and orderly work environment. * Dresses appropriately for the job assigned and in compliance with district/school Employee Dress Code. * Displays employee ID tag at all times while on duty. * Reports any unsafe conditions or any incidents of injury or damage immediately to the appropriate official. * Complies with policies regarding Tobacco Use and Drug-Free Workplace. TERMS OF EMPLOYMENT 7.5 hours per day - 180 days There shall be a probationary period of 6 months from date of employment for new employees. Successful completion of the probationary period shall in no way convey any expectation of continued employment. School employees shall be hired on an at-will employment basis and subject to dismissal by the School Board upon the written recommendation of the Superintendent. Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of non-instructional personnel. The Superintendent reserves the right to change the job and any other duties, as required, with advance written notification. NOTE: This is a summary of the primary duties and responsibilities of the position. It is not intended to be a comprehensive listing of all duties and responsibilities. All certified and other professional personnel are annually evaluated in writing. .The Ascension Parish School Board reserves the right to change this description at its discretion. XI. SIGNATURES: Supervisor Date Employee Date This job description was approved by the Ascension Parish School Board on: February 19, 2013.

FLSA:Non-Exempt QUALIFICATIONS: High school diploma or equivalent Meet one of the following eligibility requirements Associate degree; At least 48 college credit hours; OR Pass the Para-Pro Assessment REPORTS TO: Principal of School SUPERVISES: Students JOB GOAL: To assist teachers with both teaching-related activities and non-teaching assignments TERM: Nine (9) months or Ten (10) months SALARY: Paraprofessional Salary Schedule PERFORMANCE RESPONSIBILITIES: The assignment of duties of teacher aides is the responsibility of the principal of the school; consistent with Title I, Special Education, and parish guidelines. The paraprofessional's schedule MUST be written, definite, and flexible Aides are to report to work as assigned by the principal The school day is consistent with that of the They take the same breaks as the teachers Any scheduled in-service training activities which concern aides are to be considered a part of the work day Aides are to work with assigned teachers according to their plans and under direct supervision of the teacher(s) Assist with classroom management such as: Reading instructions to pupils Supervising lessons Reading stories Listening to oral reading Checking seat work Relieving teachers for conferences or emergencies Assist with the classroom instructions such as: Helping children who have been absent Supervising individualized programs Dictating directions such as spelling Only the teacher diagnoses and prescribes-the aides assist in the treatment prescribed by: Working on a one to one basis with children Working with groups of children Assisting teachers with responsibilities as they work with activities Teachers Aides are to be involved in activities such as: Checking objective tests Studying and becoming familiar with all materials to be used in activities to insure their effective use Learning use and care of audio-visual equipment and materials Reproducing materials provided by teacher coordinators and supervisors for the use of activities Organizing and filing all pertinent materials according to skills Aides are to assist with routine classroom behavior but are not to be responsible for discipline of students If duties are assigned for the supervision of children outside the classroom, these must be under the direction of a teacher or professional staff member. Examples: hall, breakfast, bus, etc. Understands the principles of child growth and development Perform any other duties assigned by evaluator

Support Staff/Paraprofessional TITLE: Paraprofessional Pre Kindergarten QUALIFICATIONS: High School Diploma Must have a Child Development Associate Credential; or be enrolled in a CDA credential program (Must be completed within 2 years) Must have good health - willing to supply Certificate of Health on request; and Must have physical stamina and ability to lift, carry, and/or position students and perform other required procedures needed by students served. REPORTS TO: Principal SUPERVISES: Non-Applicable TERMS OF EMPLOYMENT: 9 months PAY FACTOR: Non-Applicable JOB GOAL: To effectively and efficiently provide instructional assistance to students based on school goals. PERFORMANCE RESPONSIBILITIES: Assist with monitoring student progress in the regular instructional setting and sharing progress with the teacher. Study, review, and become familiar with lessons and concepts in all curriculum areas and the CLASS observation tool. Assist in the preparation, distribution, and collection of instructional materials. Assist in the arrangement and maintenance of an orderly classroom that is age appropriate and reflects a culturally-sensitive environment. This includes the cleanliness, care, and organization of all classroom supplies and equipment, and preparation of bulletin boards and learning displays. Participate in planning sessions with early childhood teacher at least one time per week. Assist in classroom routines (i.e., taking daily attendance, daily health check, setting up centers, putting cots out for naps, tooth brushing, bathroom needs, etc.) Never leave a child alone or unsupervised while under my care. Teach small group and individual lessons in all assigned curriculum areas that follow individual education programs and use lesson plans developed by the teacher or self. Implement the individual behavioral management plan using the same strategies, emphasis, and techniques as the teacher, including assisting the teacher with crisis intervention and discipline; assist with collecting and maintaining data about student behavior. Set-up, maintain, and operate technology equipment and adaptive devices used for instruction; assist in the instruction of assigned students to use special adaptive and assistive technology equipment for which the paraprofessional has been trained and monitored by specialists identified by the Iberville Parish School Board. Assist students with toileting, diaper changing, personal care/hygiene needs, and hygiene instruction; maintain and care for hygiene supplies and equipment. Assist assigned students by performing non-complex health procedures (i.e., CPR, administering medications, any other health-care procedures needed in the educational setting). Assist in the supervision of assigned students at school arrival and departure, recess, field trips, or other assigned duty. Assist students with breakfast, lunch, and snacks. Escort students between sites within the school. Assist with the collection and compiling of student data including assessments, observations, charting, etc. Assist in the preparation and presentation of transition programs, plays, and other school-wide programs as requested. Participate on committees that engage in special school-wide projects as requested at times other than class time with students. Read and research information, attend professional development days, cluster meetings, and conferences for professional growth as requested by principal. Attend home visits, parent meetings, PIE nights, and school functions as required by the principal. Take on a leadership role, in the event the lead teacher is absent. Maintain confidentiality of students and student data at all times. Performs any additional duties assigned by the superintendent and/or evaluator. PROFESSIONAL ETHICS: Maintains good attendance. Reports to work on time. Displays professional ethics on and off duty. Adheres to all Iberville Parish School Board's Policies Reports job-related injuries within 24 hours of work accident to the immediate supervisor. Assumes responsibility for implementation of emergency procedures. Seeks and maintains a positive attitude of promoting school and community relations. Participates in and promotes harmonious working relationships with students, colleagues, parents and community members. Attends meetings as directed. Serves on task force and decision-making committees, when appropriate.

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Job Description Are you passionate about ensuring the well-being and nutrition of children? Do you have a strong commitment to providing healthy and balanced meals? Spur Staffing is seeking a dedicated and compassionate Child Nutrition Worker to join our team within the Rankin County Mississippi School District. As a Child Nutrition Worker, you will play a vital role in preparing and serving nutritious meals to children in our organization. Responsibilities: Food Preparation: Prepare and cook meals according to established recipes and portion sizes, ensuring the use of fresh ingredients and safe food handling practices. Meal Service: Serve meals to children, maintaining a welcoming and friendly environment while adhering to proper hygiene and safety guidelines. Dietary Needs: Accommodate special dietary requirements, such as allergies, intolerances, and cultural preferences, while ensuring a nutritious and appetising meal for each child. Inventory Management: Assist in monitoring and maintaining inventory levels of food supplies, ensuring proper storage and rotation of perishable items. Cleaning and Sanitation: Maintain cleanliness and organization in the kitchen and dining areas, including washing dishes, sanitising surfaces, and following sanitation procedures. Record Keeping: Maintain accurate records of meals served, food temperatures, and other relevant documentation required for compliance with regulations and standards. Requirements: High School Diploma or equivalent. Previous experience in food service, particularly in a school or childcare setting, is highly desirable. Knowledge of child nutrition guidelines, food safety regulations, and proper food handling techniques. Ability to work in a fast-paced environment, juggling multiple tasks while maintaining attention to detail. Strong communication and interpersonal skills, with the ability to work collaboratively with a diverse team and interact with children and their families. Physical stamina and ability to stand for extended periods, lift heavy objects, and work in a hot kitchen environment. Flexibility in work hours to accommodate early mornings, occasional evening events, and occasional weekends as required. A genuine passion for promoting child health and nutrition, coupled with a positive and nurturing attitude. Note: Successful candidates will be subject to a comprehensive background check Pay Rate: $10.99/hour What are the benefits of joining Spur? Use the app to complete your new hire paperwork Work up to 40 hours/week by picking up shifts in the app Get paid weekly via direct deposit or pay card What is Spur, and how does it work? Spur Staffing provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Employment Type: Full-Time School Year: 2025-2026 About Helix Aviation Academy: Helix Aviation Academy is a STEM-focused, public charter school within the Helix Community Schools network, dedicated to empowering students through rigorous academics, real-world learning, and innovative technology integration. Position Overview: We are seeking a passionate, skilled Algebra 1 Teacher who believes all students can achieve at high levels and is committed to creating dynamic, technology-enhanced learning experiences. The ideal candidate will possess strong content knowledge, a commitment to equity, and the ability to foster positive relationships with students and families. Key Responsibilities: Plan and deliver high-quality, standards-aligned Algebra 1 instruction. Use data to inform instruction and improve student learning outcomes. Integrate technology consistently into classroom instruction in support of our mission as a Verizon Innovative Learning School. Collaborate with colleagues in professional learning communities to share strategies and monitor student progress. Maintain clear and consistent communication with students and families. Uphold school policies and contribute to a positive school culture. Additional Expectations: All staff are expected to sponsor one club or Enrichment during school hours when scheduled. Additional pay is not provided as this is a part of every teacher's job role. All teachers who teach at Helix Community Schools will be expected to constantly grow in the use of technology to enhance student learning because we are a part of Verizon Innovative Learning Schools and genuinely believe in digital equity for our students. Qualifications: Bachelor's degree in Education or a related field (required) Valid Louisiana teaching certification in Mathematics or eligibility to obtain one Previous experience teaching Algebra 1 or middle/high school math (preferred) Strong commitment to equity, high expectations for all learners, and continuous professional growth Experience or willingness to integrate digital tools into instruction Why Join Helix Aviation Academy? Opportunity to be part of an innovative, mission-driven school Collaborative and supportive team culture Access to ongoing professional development focused on instructional technology and best practices A chance to make a lasting impact on students' lives and future opportunities

FLSA:Non-Exempt QUALIFICATIONS: * High school diploma or equivalent * Meet one of the following eligibility requirements * Associate degree; * At least 48 college credit hours; OR * Pass the Para-Pro Assessment REPORTS TO: Principal of School SUPERVISES: Students JOB GOAL: To assist teachers with both teaching-related activities and non-teaching assignments TERM: Nine (9) months or Ten (10) months SALARY: Paraprofessional Salary Schedule PERFORMANCE RESPONSIBILITIES: The assignment of duties of teacher aides is the responsibility of the principal of the school; consistent with Title I, Special Education, and parish guidelines. The paraprofessional's schedule MUST be written, definite, and flexible * Aides are to report to work as assigned by the principal * The school day is consistent with that of the They take the same breaks as the teachers * Any scheduled in-service training activities which concern aides are to be considered a part of the work day * Aides are to work with assigned teachers according to their plans and under direct supervision of the teacher(s) * Assist with classroom management such as: * Reading instructions to pupils * Supervising lessons * Reading stories * Listening to oral reading * Checking seat work * Relieving teachers for conferences or emergencies * Assist with the classroom instructions such as: * Helping children who have been absent * Supervising individualized programs * Dictating directions such as spelling Only the teacher diagnoses and prescribes-the aides assist in the treatment prescribed by: * Working on a one to one basis with children * Working with groups of children * Assisting teachers with responsibilities as they work with activities * Teachers Aides are to be involved in activities such as: * Checking objective tests * Studying and becoming familiar with all materials to be used in activities to insure their effective use * Learning use and care of audio-visual equipment and materials * Reproducing materials provided by teacher coordinators and supervisors for the use of activities * Organizing and filing all pertinent materials according to skills * Aides are to assist with routine classroom behavior but are not to be responsible for discipline of students * If duties are assigned for the supervision of children outside the classroom, these must be under the direction of a teacher or professional staff member. Examples: hall, breakfast, bus, etc. * Understands the principles of child growth and development * Perform any other duties assigned by evaluator

Algebra II Teacher JobID: 1418 High School/Geometry/Algebra II Teacher

PARAPROFESSIONAL/Paraprofessional- Special Education