ELEMENTARY TEACHER 3rd grade ELASS-CRITICAL SHORTAGE at Rapides Parish School District

TITLE: Classroom Teacher FLSA: ExemptQUALIFICATIONS:Bachelors DegreeValid Louisiana Teaching CertificateAny additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746REPORTS TO: Principal/Assistant Principal/Other Assigned EvaluatorJOB 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 MonthsSALARY: Nine Ten Eleven or Twelve Month Teacher Salary SchedulePERFORMANCE RESPONSIBILITIES:I. Instructional ResponsibilitiesA. 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 knowledgeskills appreciation and attitudesB. To teach effectively1. Using class time for teaching designated subject matter as outlined byBoard approvedProgram Structure Curriculum Guides and/or policies2. Using a variety of techniques to stimulate learning3. Using a variety of curriculum materials4. Differentiating assignments to meet individual needs5. Explaining assignments6. Limiting homework making it meaningful to what is being taught7. Evaluating the pupils learning frequently with a view to improvement of teaching andLearning. 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 levelD. To maintain an atmosphere in the class conducive to learningE. To demonstrate an understanding of child growth and development showing respect for the individuality of every childF. To exhibit substantial knowledge of subject matter and the curriculum objectivesG. 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 regulationsH. 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 ResponsibilitiesA. To follow the rules and regulations of assigned school and the Rapides Parish School BoardB. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activitiesC. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closesD. To sign in and out of school on appropriate formsE. To be in the assigned classroom or other area of responsibility when the class period begins.A class shall not be left unsupervisedF. To remain at school during the school day unless permission is obtained from the PrincipalG. To be responsible for attending any administrative and/or professional meetings called by the PrincipalH. 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 schoolI. To follow guidelines as set forth by the Rapides Parish School Board staffJ. To maintain an attractive and clean classroomK. 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 responsibilityL. To be neat and accurate in completing required records and reports turning these in promptly and on timeM. To be responsible for field trips to:1. Obtain permission of the Principal2. Get parents written consent3. Make certain the trip has educational value related to current classroom instruction4. Properly prepare pupils for the field trip experiences and to follow-up on return5. Be sure that all vehicles have public liability insurance and that all drivers are properly licensed6. Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons7. Assure that all children are picked up upon return by parents guardian or authorized person before the teacher leaves. No child shall be left unattendedIII. Professional ResponsibilitiesA. To exhibit enthusiasm and self-confidence assuming a positive attitude about the possibility for growth and development of all pupilsB. To maintain good public relations making positive contributions to parents understanding of pupils progressC. To be ethical in contacts with parents and other laymen fellow professionals and pupilsD. 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 literatureE. To be loyal to the administration of the school system and the schoolF. To establish and execute a professional growth and self-evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation PlanG. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130:Instructional Domain1. 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 lessons 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; andh. No irrelevant confusing or nonessential information.4. Lesson Structure and Pacing (LS)a. The lesson starts promptly.b. The lessons 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; andv. 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 whenappropriate 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 culturalcenters 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; andiii. 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 andb. 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 multipleb. 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-lifescenarios;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; andii. 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: ii. Categorizationiii. Drawing conclusions/justifying solutionsiv. Predicting outcomesv. Observing and experimentingvi. Improving solutionsvii. Identifying relevant/irrelevant informationviii. Generating ideasix. Creating and designingPlanning Domain1. 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; andiv. Provide appropriate time for student work and lesson closure;d. Evidence that the plan is appropriate for the age knowledge and interests of learners; ande. Evidence that the plan provides2. Student Work (SW)Assignments are:a. Aligned to the rigor and depth of the standards and curriculum content.b. Aligned to the lessons 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; andc. 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 Domain1. 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 ResponsibilitiesA. To observe standards of conduct inside and outside of school demonstrating integrity and dependability setting a desirable example for pupilsB. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the BoardC. To use language which is void of vulgarity lewdness coarseness or profanityD. To maintain self-control and poiseE. To maintain good general health with the physical vitality to perform the duties of an effective teacherF. To enunciate clearly in a pleasant controlled voice expressing ideas clearly employing good English usageG. To demonstrate ability to adjust to new situations showing control and effectiveness under pressures demonstrating a mature understanding of problemsH. To accept responsibility commensurate with assigned tasks meeting obligations to pupils and staff on timeI. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School BoardJ. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hoursK. To follow Federal State School Board and school policiesTeachers shall be expected to perform the following duties along with the completion ofcorresponding documents forms and reports:1. Instructional ComponentsFulfill duties traditionally expected of those in teaching profession Lesson PlansInstructionCollaborate with colleagues and departmentsGrade PapersTake and record attendanceEnter/Average GradesMaintain positive and timely interaction with parents relative to the performance or conduct of studentsassigned to the teacherSchool committees or task forces to contribute to school improvement initiativesEducational or coaching best practices and techniques2. SupervisionSupervision of Students when students are on or off campus at a school related/sponsored eventSupervision of Students prior to school and/or drop-off when assignedSupervision of Students in the classroomSupervision of students between classes during recess/intermission during lunch assembliesSupervision of Students after school and/or pick-up when assigned3. Non-instructional ComponentsAttend meetings generally associated with the instruction of studentsAttend faculty staff and department meetingsAttend training sessionsAttend IEP meetingsAttend parent-teacher conferencesAttend back-to-school and open-house eventsAttend graduationAttend PGP PIP Evaluation Observation IAP and student discipline meetings/hearingsAttend school board/committee meetings upon request4. Extracurricular ActivitiesAttend all meetings and functions of those activities clubs or groups of which the employee is a sponsor Key Skills Experience Working With Students,Classroom Management,Algebra,Behavior Management,Classroom Experience,Computer Operation,EDI,Lesson Planning,Special Education,Teaching,Cordova,Writing Skills Employment Type : Full-Time Experience: years Vacancy: 1