1st Grade Teacher - Iberville Elementary School

Job Summary

Required Qualifications

• Eligible to teach as outlined in Louisiana Bulletin 746 (Louisiana Standards for State Certification of School Personnel)
• REPORTS TO Principal/Director or his/her designee
• 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
• 1.1 Learning objectives and state content standards are communicated
• 1.2 Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives
• 1.3 Sub-objectives are aligned to the lesson's major objective
• 1.4 Learning objectives are connected to what students have previously learned
• 1.5 Expectations for student performance are clear
• 1.6 State standards are displayed
• 1.7 There is evidence that students are progressing or demonstrating mastery of the objective(s)
• 1.8 The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students
• 1.9 The teacher develops learning experiences where inquiry, curiosity, and exploration are valued
• 1.10 The teacher regularly reinforces and rewards effort
• 1.11 Presentation of content consistently includes: 1.11.1 visuals that establish the purpose of the lesson, 1.11.2 examples, 1.11.3 modeling by the teacher to demonstrate his or her performance expectations; 1.11.4 criteria that clarifies how students can be successful; 1.11.5 concise communication; 1.11.6 logical sequencing and segmenting; 1.11.7 all essential information; 1.11.8 no irrelevant, confusing, or nonessential information
• 1.12 The lesson starts promptly
• 1.13 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
• 1.14 Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates
• 1.15 Routines for distributing materials are efficient
• 1.16 Little instructional time is lost during transitions
• 1.17 Activities and materials include: 1.17.1 Content: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for reflection; are relevant to students' lives; 1.17.2 Student-centered: sustain students' attention; provide opportunities for student-to-student interaction; evoke student curiosity and suspense; provide students with choices; 1.17.3 Multiple materials: incorporate multimedia and technology; and incorporate additional standards-based resources where appropriate
• 1.18 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
• 1.19 Questions are purposeful and coherent
• 1.20 The frequency of questions engages students in critical thinking
• 1.21 Questions are sequenced with attention to the instructional goals
• 1.22 Wait time (3-5 seconds) is provided
• 1.23 Questions require active responses
• 1.24 The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond
• 1.25 Oral and written feedback is academically focused, frequent, and high quality
• 1.26 Feedback is given during guided practice and review of independent work assignments
• 1.27 The teacher circulates during instructional activities to support engagement and monitor student work
• 1.28 Feedback from students is used to monitor and adjust instruction
• 1.29 The instructional grouping arrangements adequately enhance student understanding and learning efficiency
• 1.30 Teacher sets expectations that are understood by students
• 1.31 In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration
• 1.32 Students participating in groups are held accountable for group work and individual work
• 1.33 Instructional group composition is varied to accomplish the goals of the lesson
• 1.34 Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning
• 1.35 Teacher displays accurate content knowledge and understanding both of state standards and instructional materials, including their curriculum, for all the subjects they teach
• 1.36 Teacher implements subject-specific instructional strategies to enhance student content knowledge
• 1.37 Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas
• 1.38 Teacher practices display understanding of students' anticipated learning abilities and challenges
• 1.39 Teacher practices incorporate student interests, backgrounds, and cultures
• 1.40 Teacher provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught
• 1.41 The teacher engages students in multiple types of thinking: analytical thinking; practical thinking; creative thinking; research-based thinking
• 1.42 The teacher and students generate a variety of ideas and alternatives; analyze problems from multiple perspectives
• 1.43 The teacher uses and/or engages students in some problem-solving types: Abstraction; Categorization; Drawing conclusions; 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
• 2.1 Instructional plans include objectives aligned to state standards and aligned curriculum; activities, materials, and assessments that are aligned to state standards; content; and success criteria
• 2.2 Assignments are aligned to the rigor and depth of the standards and curriculum content; 2.2.2 aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction
• 2.3 Assignments require students to interpret information rather than reproduce it; draw conclusions and support them through writing; connect what they are learning to prior learning and life experiences
• 2.4 Assessments are aligned with the depth and rigor of the state standards and content; designed to provide feedback on progress against objectives; use a variety of question types and formats; measure student performance in more than two ways; require written responses as appropriate; include performance checks and student reflection
• 3. Environment: The teacher establishes and maintains an effective learning environment
• 3.1 Teacher engages students in learning with clear and rigorous academic expectations with aligned materials and resources for students to access
• 3.2 Teacher encourages students to learn from mistakes
• 3.3 Teacher creates learning opportunities where all students can experience success
• 3.4 Students complete their work according to teacher expectations
• 3.5 Students are mostly engaged in behaviors that optimize learning and increase time on task
• 3.6 Teacher establishes rules for learning and behavior
• 3.7 Teacher uses a variety of techniques that maintain student engagement
• 3.8 Teacher often recognizes and motivates positive behaviors
• 3.9 Teacher addresses students who have caused disruptions
• 3.10 The classroom: welcomes all students and guests; is organized to promote learning; has supplies, equipment, and resources accessible; displays current student work; is arranged to promote learning
• 3.11 Teacher-student interactions are positive and reflect awareness of all students' background and culture
• 3.12 Teacher and students exhibit respect and kindness; classroom is free of unhealthy conflict
• 3.13 and put-downs; Teacher is receptive to the interests and opinions of students
• 4. Professionalism: The teacher demonstrates professionalism by growing and developing professionally, reflecting on teaching, supporting school activities, and accepting responsibilities
• 4.1 The educator is prompt, prepared, and participates in professional development meetings
• 4.2 The educator implements new learning in the classroom following professional development
• 4.3 The educator develops a yearly plan for new learning based on school improvement plans and professional input
• 4.4 The educator selects activities to enhance proficiency
• 4.5 The educator makes thoughtful assessments of lessons' effectiveness
• 4.6 The educator offers actions to improve teaching
• 4.7 The educator supports school improvement
• 4.8 The educator uses student achievement data to address strengths and weaknesses
• 4.9 The educator supports school activities and events
• 4.10 The educator accepts leadership responsibilities and assists peers for a safe environment
• 5. Other Responsibilities/Job Duties Include: 5.1 Maintain good attendance 5.2 Report to work on time 5.3 Display professional ethics 5.4 Must be able to communicate in English 5.5 Effectively communicate with students, parents, school personnel, and other stakeholders 5.6 Must be able to perform physical activities... 5.7 Keep accurate, up-to-date records 5.8 Complete reports, paperwork, and other assignments accurately and timely 5.9 Attend meetings 5.10 Participate in events related to the profession ... 5.11 Maintains confidentiality of student information 5.12 Perform other duties as assigned 5.13 Fulfill duties traditionally expected of those in teaching profession 5.14 Prepare lesson plans 5.15 Instruction of students 5.16 Collaboration with students, other school staff, and parents 5.17 Grading papers 5.18 Taking attendance 5.19 Entering/Averaging Grades 5.20 Supervision of Students on campus 5.21 Supervision before school/drop-off 5.22 Supervision in classroom 5.23 Supervision between classes/recess/lunch/assemblies 5.24 Supervision after school 5.25 Attend meetings generally associated with instruction 5.26 Attend faculty, staff, and department meetings 5.27 Attend training sessions 5.28 Attend IEP meetings 5.29 Attend parent-teacher conferences 5.30 Attend back-to-school/open-house events 5.31 Attend graduation 5.32 Attend PPI/Evaluation/IAP/student discipline meetings 5.33 Attend school board/committee meetings 5.34 Attend concessions/gates of athletic events 5.35 Attend all meetings and functions of activities groups they sponsor
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