Kindergarten/1st Grade Special Ed/Resource Teacher- - Brusly, Louisiana

Only for registered members Brusly, Louisiana, United States

1 day ago

Job Title: · Teacher · Department: · Academics · Salary Schedule: · Teacher · FLSA Status: · Exempt · Days/Year: · 182 · Reports To: · Principal · Supervises: · N/A · Essential Duties and Responsibilities: · Instruction: The teacher plans and implements effective Instruction as ...

Job description

Job Title:

Teacher

Department:

Academics

Salary Schedule:

Teacher

FLSA Status:

Exempt

Days/Year:

182

Reports To:

Principal

Supervises:

N/A

Essential Duties and 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 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 (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 challenges.

Teacher practices incorporate student interests, backgrounds, and cultures.

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 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.

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 arranged to promote individual and group learning.

Teacher-student interactions are generally positive and reflect awareness and consideration of all students' background and culture.

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 learning.

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 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.

The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation.

The educator selects 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 actively supports school activities and events.

The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.

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

Must be able to perform physical activities of standing, walking, reaching, bending, and lifting 10 pounds. (Lifting is sometimes required.)

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.

Qualifications (minimum education, skills, and/or experience):

Must hold a valid teaching certificate per Bulletin 746

Possess a minimum of a Bachelor's Degree

Adheres to all West Baton Rouge Parish School Board's Policies

TERMS OF EMPLOYMENT: As set by the West Baton Rouge Parish School Board and applicable by law.

EVALUATION: Evaluation shall be conducted in accordance with West Baton Rouge Parish School Board Personnel

Evaluation Plan.

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