The school principal will interview for grade-level positions available on campus
until filled
QUALIFICATIONS: Valid Louisiana Teaching Certificate
REPORTS TO: Principal/Director
SUPERVISES: None
TERMS OF
EMPLOYMENT: 9 Months
PAY FACTOR: Non-applicable
JOB GOAL: Increase student achievement and establish school-community relationships. Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Iberville Parish School System’s accountability measures as outlined in the Louisiana Accountability System.
PERFORMANCE RESPONSIBILITIES:
DOMAIN 1: DESIGNING & PLANNING INSTRUCTION
Instructional plans include:
goals, aligned to state content standards.
activities, materials, and assessments that are aligned to state standards; sequenced from basic to complex; build on prior student knowledge; provide appropriate time for student work, and lesson and unit closure.
evidence that the plan is appropriate for the age, knowledge, and interests of learners.
evidence that the plan provides opportunities to accommodate individual student needs.
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 some life experiences.
Assessment Plans:
are aligned with state content standards.
have measurement criteria.
measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-choice test).
require written tasks.
include performance checks throughout the school year.
DOMAIN 2: THE LEARNING ENVIRONMENT
Teacher sets high and demanding academic expectations for every student.
Teacher encourages students to learn from mistakes.
Teacher creates learning opportunities where students can experience success.
Students complete their work according to teacher expectations.
Students are well-behaved and on task.
Teacher establishes rules for learning and behavior.
The teacher uses techniques such as social approval, contingent activities, and consequences to maintain appropriate student behavior.
The teacher deals with students who have caused disruptions, yet sometimes he or she addresses the entire class.
The classroom welcomes members and guests; is organized and understandable to students; provides accessible supplies, equipment, and resources; displays student work; is arranged to promote individual and group learning.
Teacher-student interactions are generally friendly.
Students exhibit respect for the teacher and are generally polite to each other.
Teacher is receptive to the interests and opinions of students.
DOMAIN 3: INSTRUCTION
Most learning objectives and state content standards are communicated.
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 demonstrate mastery of the objective.
The teacher organizes the content so that it is personally meaningful and relevant to students.
The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
The teacher reinforces and rewards effort.
Presentation of content 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; concise communication; logical sequencing and segmenting; all essential information; no irrelevant, confusing, or non-essential information.
Lessons start promptly.
The lesson’s structure is coherent, with a beginning, middle, and end.
Pacing is appropriate and 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 support the lesson objectives; are challenging; sustain students’ attention; elicit a variety of thinking; provide time for reflection; are relevant to students’ lives; provide opportunities for the student to student interaction; induce student curiosity and suspense; provide students with choices; incorporate multimedia and technology; incorporate resources beyond the school curriculum texts (e.g., teacher-made materials, manipulatives, resources from museums, cultural centers, etc.)
Teacher questions are varied and high quality providing question types knowledge and comprehension; application and analysis; creation and evaluation.
Questions are purposeful and coherent.
A moderate frequency of questions asked.
Questions are sequenced with attention to the instructional goals.
Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
Wait time is provided.
The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and sex.
Oral and written feedback is academically focused frequent, and high quality.
Feedback is given during guided practice and homework review.
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 (either whole class, small groups, pairs, individual; hetero-or homogenous ability) adequately enhance student understanding and learning efficiency.
Students in groups know their roles, responsibilities, and group work expectations.
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.
Teacher displays accurate content knowledge of all the subjects he or she teaches.
Teacher implements subject-specific instructional strategies to enhance student content knowledge.
The teacher highlights key concepts and ideas and uses them as bases to connect other powerful ideas.
Teacher provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.
Over the course of multiple observations, the teacher consistently and thoroughly teaches:
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.
research-based thinking where students explore and review a variety of ideas, models, and solutions to problems.
The teacher provides opportunities where students generate a variety of ideas and alternatives; analyze problems from multiple perspectives and viewpoints.
Over the course of multiple observations, the teacher implements activities that teach and reinforce 4 or more of the following problem-solving types.
Abstraction
Categorization
Drawing Conclusions/Justifying Solution
Predicting Outcomes
Observing and Experimenting
Improving Solutions
Identifying Relevant/Irrelevant Information
Generating Ideas
Creating and Designing
Performs any additional duties assigned by the superintendent and/or evaluator.
PROFESSIONAL ETHICS:
Maintains good attendance.
Reports to work on time.
Displays professional ethics on and off duty.
Adheres to all Iberville Parish School Board’s Policies
Reports to job-related injuries within 48 hours of work accident to the immediate supervisor.
Assumes responsibility for the implementation of emergency procedures.
Seeks and maintains a positive attitude of promoting school and community relations.
Participates in and promotes harmonious working relationships with students, colleagues, parents and community members.
Attends meetings as directed.
Serves on task force and decision-making committees, when appropriate.
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