1st Grade Teacher

Rapides Parish School District•Alexandria, LA

8h•Onsite

About The Position

The teacher is responsible for planning, organizing, and implementing 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. This position can be for a nine, ten, eleven, or twelve-month term, with salary based on the corresponding schedule.

Requirements

Bachelor’s Degree
Valid Louisiana Teaching Certificate
Any additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746

Nice To Haves

Teacher is responsible for growth in student learning.
Teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.
Teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
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.
Activities and materials include a majority of the following: content that supports the lesson objectives, is challenging, elicits a variety of thinking, provides time for reflection, and is relevant to students’ lives; student-centered activities that sustain students’ attention, provide opportunities for student-to-student interaction, evoke student curiosity and suspense, and provide students with choices when appropriate and aligned to the learning objectives; and multiple materials that incorporate additional standards-based resources where appropriate to support individual and whole group understanding.
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, throughout the lesson, and during 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) 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 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 of both state standards and high-quality instructional materials, including their adopted or approved 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.
Teacher practices incorporate student interests and backgrounds.
Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.
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 of 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.
Instructional plans include some evidence of the internalization of the plans from the high-quality curriculum; objectives aligned to state standards and aligned high-quality 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.
Assignments are aligned to the rigor and depth of the standards and curriculum content.
Assignments are 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.
Assessments are designed to provide feedback on progress against objectives.
Assessments use a variety of question types and formats to gauge student learning and problem-solving.
Assessments measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice).
Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality 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.
The classroom is organized to promote learning for all students.
The classroom has supplies, equipment, and resources accessible to provide opportunities for students.
The classroom displays current student work.
The classroom is arranged to promote individual and group learning.
Teacher-student interactions are generally positive and reflect awareness and consideration of all students’ backgrounds.
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.

Responsibilities

Establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plans.
Teach effectively by using class time for teaching designated subject matter, using a variety of techniques to stimulate learning, using a variety of curriculum materials, differentiating assignments to meet individual needs, explaining assignments, limiting homework to meaningful assignments, and evaluating pupil’s learning frequently with a view to improvement of teaching and learning.
Make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils’ level.
Maintain an atmosphere in the class conducive to learning.
Demonstrate an understanding of child growth and development, showing respect for the individuality of every child.
Exhibit substantial knowledge of subject matter and the curriculum objectives.
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 regulations.
Use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections, handling materials, sharpening pencils, etc.
Follow the rules and regulations of assigned school and the Rapides Parish School Board.
Follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities.
Report to school ten minutes before school begins and remain ten minutes after school closes (for non-duty personnel).
Sign in and out of school on appropriate forms.
Be in the assigned classroom or other area of responsibility when the class period begins. A class shall not be left unsupervised.
Remain at school during the school day unless permission is obtained from the Principal.
Be responsible for attending any administrative and/or professional meetings called by the Principal.
Notify the Principal in case of absence in sufficient time to secure a substitute; notify the Principal of advance plans to return to school.
Follow guidelines as set forth by the Rapides Parish School Board staff.
Maintain an attractive and clean classroom.
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 responsibility.
Be neat and accurate in completing required records and reports, turning these in promptly and on time.
Be responsible for field trips, including obtaining Principal permission, getting parents’ written consent, ensuring educational value, preparing pupils, ensuring vehicle insurance and licensed drivers, adequate chaperoning and supervision, and ensuring all children are picked up by parents/guardians before the teacher leaves.
Exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils.
Maintain good public relations, making positive contributions to parents’ understanding of pupils’ progress.
Be ethical in contacts with parents and other laymen, fellow professionals and pupils.
Participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses, taking part in appropriate workshops and conferences and reading current professional literature.
Be loyal to the administration of the school system and the school.
Establish and execute a professional growth and self-evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan.
Carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130.
Observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils.
Set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board.
Use language which is void of vulgarity, lewdness, coarseness, or profanity.
Maintain self-control and poise.
Maintain good general health with the physical vitality to perform the duties of an effective teacher.
Enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage.
Demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems.
Accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time.
Be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board.
Perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours.
Follow Federal, State, School Board and school policies.
Fulfill duties traditionally expected of those in teaching profession, including lesson plans, instruction, collaborating with colleagues, grading papers, taking and recording attendance, entering/averaging grades, maintaining positive and timely interaction with parents, serving on school committees, and utilizing educational or coaching best practices.
Supervise students when students are on or off campus at a school related/sponsored event, prior to school and/or drop-off, in the classroom, between classes, during recess/intermission, during lunch, assemblies, and after school and/or pick-up, when assigned.
Attend meetings generally associated with the instruction of students, including faculty, staff, and department meetings, training sessions, IEP meetings, parent-teacher conferences, back-to-school and open-house events, graduation, PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings, and school board/committee meetings, upon request.
Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor.