GIFTED TEACHER Position Available In Rapides, Louisiana

GIFTED TEACHER 3.7 3.7

out of 5 stars Glenmora, LA 71433

FLSA:

Exempt

QUALIFICATIONS

As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)

REPORTS TO

School Principal or Director of Special Education or Designee

JOB GOAL

To provide!enrichment and establis a psychologically secure environment for the development of intra and inter personal relationships;to implement a differentiated educational program which will enable each student to achieve maximum intellectual potential; and to provide opportunities and resources necessary for each student to develop his/her area(s) of giftedness

TERM:

Nine Months SALARY:

Nine Month Teacher Salary Schedule

PERFORMANCE RESPONSIBILITIES

I.Instructional Responsibilities A. Preparing, implementing, and updating an annual individual educational plan for each student based on individually assessed needs as mandated by Louisiana Bulletin 1891 B. To prepare and make available to the principal and/or designated person each child’s IEP and weekly lesson plans C. To meet with parents, students and staff members, to develop student IEPs, and conduct IEP committee meetings annually as mandated by IDEA D. To help the student master above level skills in the respective subject area(s) of his/her current grade placement. E. To help the student acquire and utilize effective study skills F. To write an IEP progress report and submit a copy to the child’s parent each grading period G. To exhibit substantial knowledge of subject matter and curriculum objectives H. To demonstrate an understanding of child growth and development, showing respect for the individuality of every gifted/talented child I. To maintain an atmoshpere in the class conducive to learning J. To maintain control, promote self-discipline, character and respect for others through use of postitive control techniques in keeping with state law, board policy, and school rules and regulation II. Administrative Responsibilities A. To follow the rules and regulations of assinged school and the Rapides Parish School Board B. To sign in and out of school of appropriate forms/computer C. To be in the assisned classroom or other area of responsibility when the class period begins. A class shall not be left unsupervised D. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal in advance of plans to return to school E. To account for and be responsible for the care of all equipment, textbooks, pupil desks, and other funiture, laboratory or other areas of responsiblility F. To be neat and accurate in completing required records and reports, turning these in promptly and on time III. Professional Responsibilities A. To attend in-service workshops as mandated by local policies or legistative acts as evidenced by attendance records B. To maintain good public relations, making positive contriburtions to parents’ understanding of pupils’ progress C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils D. To participate in faculty and system-wide programs, keeping current by taking credit or non-credit college coursed applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences, and reading current professional literature E. To establish and execute a professional growth plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan F. To work effectively with school personnel and staff Instructional Domain Standards and Objectives (SO) Learning objectives and state content standards• are communicated. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials. Sub-objective/Prerequisite skills are aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear. Learning objectives are displayed. There is evidence that students are progressing or demonstrating mastery of the objective(s). Motivating Students (MS) The teacher organizes the content, including high-quality 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. Presenting Instructional Content (PIC) 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 clari?es how students can be successful; Concise communication; Logical sequencing and segmenting; All essential information; and No irrelevant, confusing, or nonessential information. Lesson Structure and Pacing (LS) The lesson starts promptly. The lesson’s structure is coherent, based on the content, and has a beginning, middle, and end, with time for re?ection to ensure student understanding. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates. Routines for distributing materials are ef?cient. Activities and Materials (ACT) Activities and materials include a majority of the following:

Content:

Support the lesson objectives; Are challenging; Elicit a variety of thinking; Provide time for re?ection; and Are relevant to students’ lives.

Student-centered:

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.

Multiple materials:

Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials). Questioning (QU) 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. Academic Feedback (FEED) 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. Grouping Students (GRP) The instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning ef?ciency. 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, re?ect on, and evaluate their learning. Teacher Content Knowledge (TCK) 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-speci?c 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 Knowledge of Students (TKS) Teacher practices display understanding of students’ anticipated learning abilities and Teacher practices incorporate student interests and backgrounds. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards. Thinking (TH) 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. Problem Solving (PS) 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 Planning Domain Instructional Plans (IP) 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 Student Work (SW) 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. Assessment (AS)

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); Environment Domain Expectations (ES) 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. Engaging Students and Managing Behavior (ESMB) 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. Environment (ENV) The classroom: Welcomes all students and guests. Is organized to promote learning for all students. Has supplies, equipment, and resources accessible to provide opportunities for students. Displays current student work. Is arranged to promote individual and group learning. Respectful Conditions (RC) Teacher-student interactions are generally positive and re?ect 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 con?ict, sarcasm, and put-downs. Teacher is receptive to the interests and opinions of students. IV. Personal Responsibilities A. To observe standards of conduct inside and outside of school, demontstrating integrity and dependability, setting a desirable example for pupils B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board C. To use language which is void of vulgarity, lewdness, coarseness or profanity D. To maintain self-control and poise E. To maintain good genderal health with the physical vitality to perform the duties of an effective teacher F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good Enlish usage G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems H. To accept reponsibility commensurate with assigned tasks, meeting obligation to pupils and staff on time I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board J. To perform all other duties or responsibilities not listed, as delegated by the Principal of the School or the Director of Special Education within the scope of teaching and learning during contracted hours. Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports: Instructional Components Fulfill duties traditionally expected of those in teaching profession Lesson Plans Instruction Collaborate with colleagues and departments Grade Papers Take and record attendance Enter/Average Grades Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher School committees or task forces to contribute to school improvement initiatives Educational or coaching best practices and techniques Supervision Supervision of Students when students are on or off campus at a school related/sponsored event Supervision of Students prior to school and/or drop-off, when assigned Supervision of Students in the classroom Supervision of students between classes, during recess/intermission, during lunch, assemblies Supervision of Students after school and/or pick-up, when assigned Non-instructional Components Attend meetings generally associated with the instruction of students Attend faculty, staff, and department meetings Attend training sessions Attend IEP meetings Attend parent-teacher conferences Attend back-to-school and open-house events Attend graduation Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings Attend school board/committee meetings, upon request Extracurricular Activities Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor