POINTE COUPEE PARISH SCHOOL BOARD JOB DESCRIPTION TITLE: Teacher QUALIFICATIONS: Meets requirements as outlined in Louisiana Bulletin 746 (Louisiana Standards of State Certification of School Personnel) REPORTS TO: Principal and/or his/her designee SALARY: As designated on Teacher Salary Schedule SUPERVISES: Non-Applicable TERMS OF EMPLOYMENT: 9 months JOB GOAL: The teacher shall be responsible for the effective management of the class/classes and/or programs to which he/she is assigned. The teacher shall implement an educational program responsive to student needs according to the state and local policy. PERFORMANCE RESPONSIBILITIES:
  • Instruction: The teacher plans and implements effective Instruction as evidenced by meeting the below requirements:

  • Learning objectives and state content standards are communicated.
  • Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
  • Sub-objectives are aligned to the lesson’s major objective.
  • Learning objectives are connected to what students have previously learned.
  • Expectations for student performance are clear.
  • State standards/lesson objectives are displayed.
  • There is evidence that students are progressing or demonstrating mastery of the objective(s).
  • The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students.
  • The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
  • The teacher regularly reinforces and rewards effort.
  • Presentation of content consistently includes:
  • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
  • examples, illustrations, analogies, and labels for new concepts and ideas;
  • modeling by the teacher to demonstrate his or her performance expectations;
  • criteria that clarifies how students can be successful;
  • concise communication;
  • logical sequencing and segmenting;
  • all essential information; and
  • no irrelevant, confusing, or nonessential information.
  • The lesson starts promptly.
  • 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.
  • Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
  • Routines for distributing materials are efficient.
  • Little instructional time is lost during transitions
  • Activities and materials include a majority of the following:
  • Content:
  • support the lesson objectives;
  • are challenging;
  • elicit a variety of thinking;
  • provide time for reflection;
  • are relevant to students’ lives;
  • Student-centered:
  • sustain students’ attention;
  • provide opportunities for student-to-student interaction;
  • evoke student curiosity and suspense;
  • provide students with choices;
  • Multiple materials:
  • incorporate multimedia and technology; and
  • incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc.)

  • Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content:
  • knowledge and comprehension;
  • application and analysis; and
  • creation and evaluation.
  • Questions are purposeful and coherent.
  • The frequency of questions engages students in critical thinking.
  • Questions are sequenced with attention to the instructional goals.
  • Wait time (3-5 seconds) is provided.
  • Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
  • The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
  • Oral and written feedback is academically focused, frequent, and high quality.
  • Feedback is given during guided practice and review of independent work assignments.
  • The teacher circulates during instructional activities to support engagement and monitor student work.
  • Feedback from students is used to monitor and adjust instruction.
  • The instructional grouping arrangements(whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
  • Teacher sets expectations that are understood by students.
  • In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
  • Students participating in groups are held accountable for group work and individual work.
  • Instructional group composition is varied (e.g., race, gender, ability, and age) to accomplish the goals of the lesson.
  • Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
  • Teacher displays accurate content knowledge and understanding both of state standards and instructional materials, including their curriculum, for all the subjects they teach.
  • Teacher implements subject-specific instructional strategies to enhance student content knowledge.
  • Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
  • Teacher practices display understanding of students’ anticipated learning abilities and needs.
  • Teacher practices incorporate student interests and backgrounds.
  • Teacher provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught.
  • The teacher engages students in multiple types of thinking:
  • analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
  • practical thinking, where students use, apply, and implement what they learn in real-life scenarios;
  • creative thinking, where students create, design, imagine, and suppose; and
  • research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.
  • The teacher and students:
  • generate a variety of ideas and alternatives; and
  • analyze problems from multiple perspectives and viewpoints.
  • The teacher uses and/or engages students in some the following problem-solving types:
  • Abstraction
  • Categorization
  • Drawing conclusions/justifying solutions
  • Predicting outcomes
  • Observing and experimenting
  • Improving solutions
  • Identifying relevant/irrelevant information
  • Generating ideas
  • Creating and designing

  • Planning: The teacher develops and implements effective lesson plans, assignments, and assessments.
  • Instructional plans include:
  • objectives aligned to state standards and aligned curriculum, both in content and in rigor;
  • activities, materials, and assessments that:
  • are aligned to state standards; content, including high quality curriculum; and success criteria;
  • are sequenced and scaffolded based on student need;
  • build on prior student knowledge; and
  • provide appropriate time for student work and lesson closure;
  • evidence that the plan is appropriate for the age, knowledge, and interests of learners; and
  • evidence that the plan provides opportunities to accommodate individual student needs.
  • some evidence of the internalization of the plan from the high quality curriculum
  • Assignments are:
  • aligned to the rigor and depth of the standards and curriculum content.
  • aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
  • Assignments require students to:
  • interpret information rather than reproduce it;
  • draw conclusions and support them through writing; and
  • connect what they are learning to prior learning and life experiences
  • Assessments:
  • are aligned with the depth and rigor of the state standards and content, including curriculum resources;
  • are designed to provide feedback on progress against objectives;

    use a variety of question types and formats to gauge student learning and problem-solving;

  • measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice);
  • require written responses as appropriate; and
  • include performance checks and student reflection on performance throughout the school year.

  • Environment: The teacher establishes and maintains an effective learning environment.
  • Teacher engages students in learning with clear and rigorous academic expectations with aligned materials and resources for students to access.
  • Teacher encourages students to learn from mistakes.
  • Teacher creates learning opportunities where all students can experience success.
  • Students complete their work according to teacher expectations.
  • Students are mostly engaged in behaviors that optimize learning and increase time on task.
  • Teacher establishes rules for learning and behavior.
  • Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment.
  • Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
  • Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.
  • The classroom:
  • welcomes all students and guests.
  • is organized to promote learning for all students.
  • has supplies, equipment, and resources accessible to provide equitable opportunities for students.
  • displays current student work.is arranged to promote individual and group learning.
  • Teacher-student interactions are generally positive and reflect awareness and consideration of all students’ background.
  • Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
  • Teacher is receptive to the interests and opinions of students.

  • Professionalism: The teacher demonstrates professionalism by growing and developing professionally, reflecting on teaching, actively supporting school activities/events, and accepting school responsibilities.
  • 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 professional learning in teacher collaboration meetings.
  • The educator develops and works on a plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher and school leader observations.
  • The educator participates in self-reflection and growth by selecting specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.
  • 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.
  • The educator supports school activities and events.
  • The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.
  • The educator adheres to system and school policies.
  • The educator keeps timely and professional records.

  • Other Responsibilities Include:
  • Maintain good attendance
  • Report to work on time and follow assigned work schedule
  • Display professional ethics on and off duty
  • Must be able to communicate in English both orally and in writing.
  • Effectively communicate with students, parents, school personnel, and other stakeholders
  • Keep accurate, up-to-date records
  • Complete reports, paperwork, and other assignments accurately and in a timely manner.
  • Attend meetings as directed
  • Maintains confidentiality of student information
  • Participate in events related to the profession including but not limited to: open house, family nights, graduation, supervising co- and extracurricular events and other types of related activities as part of job duties as assigned by his/her supervisor.
  • Perform other duties as assigned by his/her supervisor.

    TERMS OF EMPLOYMENT: As set by the Pointe Coupee Parish School Board and applicable by law. EVALUATION: Evaluation shall be conducted in accordance with Pointe Coupee Parish School Board Personnel Evaluation Plan. . Pointe Coupee Parish School Board Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:

  • Instructional Components
  • Fulfill duties traditionally expected of those in teaching profession
  • Fulfill duties listed in job description
  • Write/annotate and submit lesson plans
  • Instruct students
  • Collaborate with colleagues and departments
  • Attend Professional Learning Communities (PLCs)
  • Submit one Professional Growth Plan (PGP) and two Student Learning Targets (SLTs) annually
  • Refer students as needed to School Building Level Committee (SBLC)
  • Complete Individualized Education Program (IEP)/504 Paperwork according to mandatory deadline (Exceptional Student Services Teacher)
  • Provide accommodations for students based on IEP/504 Plan
  • Grade papers
  • Record daily attendance
  • Maintain OnCourse Gradebook based on district grading expectations
  • Maintain positive interaction with parents relative to the performance or conduct of students assigned to the teacher
  • Respond to parent inquiries/communication within 24 hours of contact
  • Actively participate on school committees or task forces to contribute to school improvement initiatives
  • Implement educational or coaching best practices and techniques
  • Meet with school administrators and/or district personnel as needed
  • Supervision
  • Active supervision of students when students are on or off campus at a school related/sponsored event
  • Active supervision of students during assigned duty times
  • Active supervision of students in the classroom
  • 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, evaluation, observation, individualized academic plan (IAP), student intervention team (SIT), SBLC and student discipline meetings/hearings
  • Attend school board/committee meetings, upon request
  • Attend required professional development conferences
  • Complete required mandatory trainings in-person and/or online
  • Prepare and maintain a classroom environment conducive to learning
  • Extracurricular Activities
  • Attend/Participate in four (4) extracurricular events/activities per school year as requested by the principal or designee Extracurricular Activities Attended by Such Employees:
  • 4-H events
  • Fall activities
  • Spring activities
  • Any sporting events gate/concessions
  • Club events/activities
  • Dual Enrollment/FAFSA Night
  • Graduating senior meetings
  • Open House
  • Parent orientation
  • Awards banquets
  • Literacy nights
  • Test Prep Night
  • Attendance recovery
  • Fundraising events
  • School-sponsored dances (homecoming, prom)
  • Grade-level ceremonies " />
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    Applications will be accepted
    Monday, October 7, 2024 12:00 AM  -
    Tuesday, December 31, 2024 11:59 PM
    (Central Standard Time)

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    Elementary Teacher Certified (5th & 6th Grades ELA) - Rosenwald Elementary
    Job Description
    Primary Location Rosenwald Elementary School
    Salary Range $48,442.00 - $62,319.00 / Per Year
    Shift Type Full-Time
    Job Contact Information
    Name Dawn Albert
    Title Principal
    Phone 225-618-4301
    Email dawn.albert@pcpsb.net