Accepting applications for certified teachers for the 2024-2025 school year in high school Biology.

 

 

TITLE:                          Teacher

 

QUALIFICATIONS:       Eligible to teach as outlined in Louisiana Bulletin 746 (Louisiana Standards for State Certification of School Personnel)

 

 

REPORTS TO:             Principal or his/her designee/Supervisor/Director

 

SUPERVISES:              Non-Applicable

 

TERMS OF

EMPLOYMENT:              9 Months

 

SALARY:                      As designated on the Teacher Salary Schedule

 

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/JOB DUTIES

 

• Instruction: The teacher plans and implements effective Instruction as evidenced by meeting the below requirements:

 

• 1.Learning objectives and state content standards are communicated.
• 2.Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
• 3.Sub-objectives are aligned to the lesson’s major objective.
• 4.Learning objectives are connected to what students have previously learned.
• 5.Expectations for student performance are clear.
• 6.State standards are displayed.
• 7.There is evidence that students are progressing or demonstrating mastery of the objective(s).
• 8.The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students.
• 9.The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
• 10.The teacher regularly reinforces and rewards effort.
• 11.Presentation of content consistently includes:
  • 11.1. visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
  • 11.2. examples, illustrations, analogies, and labels for new concepts and ideas;
  • 11.3. modeling by the teacher to demonstrate his or her performance expectations;
  • 11.4. criteria that clarifies how students can be successful;
  • 11.5. concise communication;
  • 11.6. logical sequencing and segmenting;
  • 11.7. all essential information; and
  • 11.8. no irrelevant, confusing, or nonessential information.
• 12.The lesson starts promptly.
• 13.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.
• 14.Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
• 15.Routines for distributing materials are efficient.
• 16.Little instructional time is lost during transitions
• 17.Activities and materials include a majority of the following:
  • 17.1.Content:
• support the lesson objectives;
• are challenging;
• elicit a variety of thinking;
• provide time for reflection;
• are relevant to students’ lives;
  • 17.2.Student-centered:
• sustain students’ attention;
• provide opportunities for student-to-student interaction;
• evoke student curiosity and suspense;
• provide students with choices;
  • 17.3.Multiple materials:
• incorporate multimedia and technology; and
• incorporate additional standards-based resources where appropriate (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc.)

 

• 18.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.
  • 19.Questions are purposeful and coherent.
  • 20.The frequency of questions engages students in critical thinking.
  • 21.Questions are sequenced with attention to the instructional goals.
  • 22.Wait time (3-5 seconds) is provided.
  • 23.Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
  • 24.The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
  • 25.Oral and written feedback is academically focused, frequent, and high quality.
  • 26.Feedback is given during guided practice and review of independent work assignments.
  • 27.The teacher circulates during instructional activities to support engagement and monitor student work.
  • 28.Feedback from students is used to monitor and adjust instruction.
  • 29.The instructional grouping arrangements(whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
  • 30.Teacher sets expectations that are understood by students.
  • 31.In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
  • 32.Students participating in groups are held accountable for group work and individual work.
  • 33.Instructional group composition is varied (e.g., race, gender, ability, and age) to accomplish the goals of the lesson.
  • 34.Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
  • 35.Teacher displays accurate content knowledge and understanding both of state standards and instructional materials, including their curriculum, for all the subjects they teach.
  • 36.Teacher implements subject-specific instructional strategies to enhance student content knowledge.
  • 37.Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
  • 38.Teacher practices display understanding of students’ anticipated learning abilities and challenges.
  • 39.Teacher practices incorporate student interests, backgrounds, and cultures.
  • 40.Teacher provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught.
  • 41.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.
  • 42.The teacher and students:
• generate a variety of ideas and alternatives; and
• analyze problems from multiple perspectives and viewpoints.
  • 43.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

 

2. Planning: The teacher develops and implements effective lesson plans, assignments, and assessments.
   • 1. Instructional plans include:
     • 1.1. objectives aligned to state standards and aligned curriculum, both in content and in rigor;
     • 1.2. activities, materials, and assessments that:
   • are aligned to state standards; content, including 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;
     • 1.3.evidence that the plan is appropriate for the age, knowledge, and interests of learners; and
     • 1.4.evidence that the plan provides opportunities to accommodate individual student needs.
   • 2.Assignments are:
     • 2.1. aligned to the rigor and depth of the standards and curriculum content.
     • 2.2. aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
   • 3.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
  • 4.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.
  • 1.Teacher engages students in learning with clear and rigorous academic expectations with aligned materials and resources for students to access.
  • 2.Teacher encourages students to learn from mistakes.
  • 3.Teacher creates learning opportunities where all students can experience success.
  • 4.Students complete their work according to teacher expectations.
  • 5.Students are mostly engaged in behaviors that optimize learning and increase time on task.
  • 6.Teacher establishes rules for learning and behavior.
  • 7.Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment.
  • 8.Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
  • 9.Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.
  • 10.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.
  • 11.Teacher-student interactions are generally positive and reflect awareness and consideration of all students’ background and culture.
  • 12.Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm,
  • 13.and put-downs.
  • 14.Teacher is receptive to the interests and opinions of students learning.

 

• Professionalism: The teacher demonstrates professionalism by growing and developing professionally, reflecting on teaching, actively supporting school activities/events, and accepting school responsibilities.
  • 1. The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested.
  • 2. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.
  • 3.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.
  • 4.The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.
  • 5.The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation.
  • 6.The educator offers specific actions to improve his/her teaching.
  • 7.The educator accepts responsibilities contributing to school improvement.
  • 8.The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.
  • 9.The educator actively supports school activities and events.
  • 10.The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.

 

• Other Responsibilities/Job Duties Include:
  • 1.Maintain good attendance
  • 2.Report to work on time and follow assigned work schedule
  • 3.Display professional ethics on and off duty
  • 4.Must be able to communicate in English both orally and in writing.
  • 5.Effectively communicate with students, parents, school personnel, and other stakeholders
  • 6.Must be able to perform physical activities of standing, walking, reaching, bending, and lifting 10 pounds. (Lifting is sometimes required.)
  • 7.Keep accurate, up-to-date records
  • 8.Complete reports, paperwork, and other assignments accurately and in a timely manner.
  • 9.Attend meetings as directed
  • 10.Maintains confidentiality of student information
  • 11.Perform other duties as assigned by his/her supervisor.
  • 12. Participates in events related to the profession including but not limited to: faculty meetings, open house, family nights, graduation, athletic events, awards programs, co- and extracurricular events and other types of related activities as part of job duties associated with the school building leader.
  • 13.Fulfill duties traditionally expected of those in teaching profession
  • 14.Prepare lesson plans
  • 15.Instruction of students
  • 16.Collaboration with students, other school staff, and parents.
  • 17.Grading papers
  • 18.Taking attendance
  • 19.Entering/Averaging Grades
  • 20.Supervision of Students when students are on campus
  • 21.Supervision of Students prior to school and/or drop-off, when assigned
  • 22.Supervision of Students in classroom
  • 23.Supervision of students between classes, during recess/intermission, during lunch, assemblies
  • 24.Supervision after school and/or pick-up, when assigned
  • 25.Attend meetings generally associated with the instruction of students
  • 26.Attend faculty, staff, and department meetings
  • 27.Attend training sessions
  • 28.Attend IEP meetings
  • 29.Attend parent-teacher conferences
  • 30.Attend back-to-school and open-house events
  • 31.Attend graduation
  • 32.Attend SIT, Evaluation, Observation, IAP, and student discipline meetings/hearings
  • 33.Attend school board/committee meetings, upon request
  • 34.Attend/work concessions/gates of athletic events when requested
  • 35.Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor

 

                   

TERMS OF EMPLOYMENT: As set by the Pointe Coupee Parish School Board and applicable law.

 

 

EVALUATION:  Evaluation shall be conducted in accordance with the Pointe Coupee Parish School Board Personnel Evaluation Plan