SPECIAL EDUCATION

TEACHER- 3rd-5th\nRapides Parish School District\nPoland Junior High (PK-8) - Alexandria, Louisiana This job is also posted in Rapides Parish School District\nJob Details\n

Job ID:

5902975\n

Application Deadline:

Sep 01, 2026 4:00 PM (Central Standard Time)\n

Posted:

Yesterday\n

Starting Date:

Immediately\nJob Description\n

FLSA:

Exempt\n

QUALIFICATIONS

\nAs set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)\n

REPORTS TO

School Principal\n

SUPERVISES

Teacher Aide\n

JOB GOAL

To provide experiences to remediate, rehabilitate handicaps resulting\nfrom deficits through a total approach to involve teaching of educational\nsubjects, physical and motor activities, speech and language development, and social skills as an improvement that will assist each child to take his place in school and life\n

TERM:

Nine Months\n

SALARY:

Nine Month Teacher Salary Schedule\n

PERFORMANCE RESPONSIBILITIES

\nI. Instructional Responsibilities\nA. Prior to the opening of the school year, to become familiar with education guides,\nmaterials, the students' individual folders or records, and equipment as evidenced by the\nstudents' IEP's and teacher lesson plans\nB. To prepare and make available to the principal or designated person each child's IEP and\nanticipated weekly plans\nC. To prepare and devise a specific number of instructional periods for each individual child\nas needed and indicated in the child's IEP\nD. To attempt to remediate deficits through the teaching of needed skills as indicated in each\nchild's Individual Evaluation and IEP\nE. To develop or update each child's IEP annually as mandated by IDEA and Louisiana Act\n754\nF. To review short term objectives on each child's IEP and submit a copy of the report to\nthe child's parent every six weeks\nG. To maintain individual files of each student's work and test results\nII. Management\nA. To regularly create and maintain a physical environment that is conducive to learning\nincluding attractive and meaningful bulletin boards, appropriate seating arrangements,\nproper ventilation and illumination, etc., as evidenced by functional learning area\nB. To develop and maintain reasonable rules for the care of school properties, physical facilities and all equipment as evidenced by periodic inspections, inventories and reports submitted to the principal or designated person\nC. To utilize available curriculum materials, equipment and facilities frequently in the teaching process as evidenced by the individual child's IEP and lesson plans\nD. To be responsible for maintaining student discipline and safety at all times as evidenced by the adherence to state and local regulations\nE. To perform supervisory duties on a timely basis as necessitated and/or designated by the\nprincipal or designated person as evidenced by actual performance\nF. To maintain accurate attendance, financial, and other records as evidenced by information in the teacher role book and other assigned reports submitted tot he special education\ndepartment and to the parents\nG. To report to respective schools prior to the first full day of operations for the purpose of\norientation and preparation of the classroom as directed by principal or designated person and evidenced by actual attendance and classroom appearance\nH. To maintain current records and submit required reports, IEP's, and requests for re-\nevaluations to appropriate personnel at the J. B. Lafargue Special Education Center in order\nto establish timelines\nIII. Professional\nA. To attend inservice workshops as mandated by local policies or legislative acts as\nevidenced by attendance\nB. To participate in self-developmental activities, such as active membership in professional\norganizations, attendance at meetings, workshops, conventions, etc., whenever possible,\nand to continuously upgrade the position of the special education teacher as evidenced by\nactual participation\nC. To promote the educational process as evidenced by the sharing of ideas and materials of\nother staff members\nD. To work in professional harmony with staff members, school administrators and with IEP\ncommittees as evidenced by positive reports\nE. To use available means to keep abreast of new trends, techniques and teaching strategies\nas evidenced by teaching methods employed (Post graduate work is encouraged)\nIV. Public Relations\nA. To meet with parents, students and staff members and conduct IEP committee meetings\nB. To participate in at least one school sponsored activity annually\nC. To strive to uplift the image of public education on a regular basis\nV. To establish and execute a professional growth and self-evaluation plan\nVI. To work effectively with school personnel and staff\nVII. To consistently demonstrate self-direction\nVIII. To submit accurate records and reports promptly\nIX. To exhibit professional ethics\nX. To foster open communication and positive relationships with school personnel and staff\nXI. To foster open communication and positive relationships with the community\nXII. To perform all other duties or responsibilities not listed as delegated by the principal of the school or designated person within the scope of teahing and learning during contacted hours.\nXIII. To follow state, school board, and school policies\nXIV. To teach in accordance with the Louisiana Components of Effective Teaching.\nInstructional Domain\nStandards and Objectives (SO)\na. Learning objectives and state content standards• are communicated.\nb. 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.\nc. Sub-objective/Prerequisite skills are aligned to the lesson's major objective.\nd. Learning objectives are connected to what students have previously learned.\ne. Expectations for student performance are clear.\nf. Learning objectives are displayed.\ng. There is evidence that students are progressing or demonstrating mastery of the objective(s).\nMotivating Students (MS)\na. The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.\nb. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.\nc. The teacher regularly reinforces and rewards effort.\nPresenting Instructional Content (PIC)\nPresentation of content consistently includes:\na. Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;\nb. Examples, illustrations, analogies, and labels for new concepts and ideas;\nc. Modeling by the teacher to demonstrate his or her performance expectations;\nd. Criteria that clarifies how students can be successful;\ne. Concise communication;\nf. Logical sequencing and segmenting;\ng. All essential information; and\nh. No irrelevant, confusing, or nonessential information.\nLesson Structure and Pacing (LS)\na. The lesson starts promptly.\nb. 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.\nc. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.\nd. Routines for distributing materials are efficient.\nActivities and Materials (ACT)\nActivities and materials include a majority of the following:\na.

Content:

\ni. Support the lesson objectives;\nii. Are challenging;\niii. Elicit a variety of thinking; iv. Provide time for reflection; and\nv. Are relevant to students' lives.\nb.

Student-centered:

\ni. Sustain students' attention;\nii. Provide opportunities for student-to-student interaction;\niii. Evoke student curiosity and suspense; and iv. Provide students with choices when\nappropriate and aligned to the learning objectives. c.

Multiple materials:

\ni. Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural\ncenters, etc., when not available in the high-quality instructional materials).\nQuestioning (QU)\nTeacher questions are varied and high-quality, providing an appropriate mix of question types based on content:\ni. Knowledge and comprehension;\nii. Application and analysis; and\niii. Creation and evaluation.\nb. Questions are purposeful and coherent.\nc. The frequency of questions engages students in critical thinking.\nd. Questions are sequenced with attention to the instructional goals.\ne. Wait time (3-5 seconds) is provided.\nf. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).\ng. The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond.\nAcademic Feedback (FEED)\na. Oral and written feedback is academically focused, frequent, and high-quality.\nb. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.\nc. The teacher circulates during instructional activities to support engagement and monitor student work.\nd. Feedback from students is used to monitor and adjust instruction.\nGrouping Students (GRP)\na. The instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency.\nb. Teacher sets expectations that are understood by students.\nc. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.\nd. Students participating in groups are held accountable for group work and individual work.\ne. Instructional group composition is varied to accomplish the goals of the lesson.\nf. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.\nTeacher Content Knowledge (TCK)\nTeacher displays accurate content knowledge and understanding of both state standards and high-\nquality instructional materials, including their adopted or approved curriculum, for all the subjects they teach.\nb. Teacher implements subject-specific instructional strategies to enhance student content knowledge.\nc. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.\nTeacher Knowledge of Students (TKS)\na. Teacher practices display understanding of students' anticipated learning abilities and\nTeacher practices incorporate student interests and backgrounds.\nc. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.\nThinking (TH)\na. The teacher engages students in multiple\nb.

types of thinking:

\ni. Analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;\nii. Practical thinking, where students use, apply, and implement what they learn in real-life\nscenarios;\niii. Creative thinking, where students create, design, imagine, and suppose; and iv. Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.\nc.

The teacher and students:

\ni. Generate a variety of ideas and alternatives; and\nii. Analyze problems from multiple perspectives and viewpoints.\nProblem Solving (PS)\na. The teacher uses and/or engages students in some of the following problem-solving types: i.

Abstraction\nii. Categorization\niii. Drawing conclusions/justifying solutions\niv. Predicting outcomes\nv. Observing and experimenting\nvi. Improving solutions\nvii. Identifying relevant/irrelevant information\nviii. Generating ideas\nix. Creating and designing\nPlanning Domain\nInstructional Plans (IP)\nInstructional plans include:\na. some evidence of the internalization of the plans from the high-quality curriculum;\nb. objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor;\nc. activities, materials, and assessments that:\ni. Are aligned to state standards; content, including high-quality curriculum; and success criteria;\nii. Are sequenced and scaffolded based on student need;\niii. Build on prior student knowledge; and\niv. Provide appropriate time for student work and lesson closure;\nd. Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and\ne. Evidence that the plan provides\nStudent Work (SW)\nAssignments are:\na. Aligned to the rigor and depth of the standards and curriculum content.\nb. Aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction.\nAssignments require students to:\na. Interpret information rather than reproduce it;\nb. Draw conclusions and support them through writing; and\nc. Connect what they are learning to prior learning and life experiences.\nAssessment (AS)

Assessments:

\na. Are aligned with the depth and rigor of the state standards and content, including curriculum resources;\nb. Are designed to provide feedback on progress against objectives;\nc. Use a variety of question types and formats to gauge student learning and problem-solving;\nd. Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice);\nEnvironment Domain\n1. Expectations (ES)\na. Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access.\nb. Teacher encourages students to learn from mistakes.\nc. Teacher creates learning opportunities where all students can experience success.\nd. Students complete their work according to teacher expectations.\nEngaging Students and Managing Behavior (ESMB)\na. Students are mostly engaged in behaviors that optimize learning and increase time on task.\nb. Teacher establishes rules for learning and behavior.\nc. Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.)\nthat maintain student engagement and promote a positive classroom environment.\nd. Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.\ne. Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.\nEnvironment (ENV)\nThe classroom:\na. Welcomes all students and guests.\nb. Is organized to promote learning for all students.\nc. Has supplies, equipment, and resources accessible to provide opportunities for students. d.

Displays current student work.\nIs arranged to promote individual and group learning.\nRespectful Conditions (RC)\na. Teacher-student interactions are generally positive and reflect awareness and consideration of all students' backgrounds.\nb. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.\nc. Teacher is receptive to the interests and opinions of students.\nTeachers shall be expected to perform the following duties, along with the completion of\ncorresponding documents, forms, and reports:\nInstructional Components\nFulfill duties traditionally expected of those in teaching profession Lesson Plans\nInstruction\nCollaborate with colleagues and departments\nGrade Papers\nTake and record attendance\nEnter/Average Grades\nMaintain positive and timely interaction with parents relative to the performance or conduct of studentsassigned to the teacher\nSchool committees or task forces to contribute to school improvement initiatives\nEducational or coaching best practices and techniques\nSupervision\nSupervision of Students when students are on or off campus at a school related/sponsored event\nSupervision of Students prior to school and/or drop-off, when assigned\nSupervision of Students in the classroom\nSupervision of students between classes, during recess/intermission, during lunch, assemblies\nSupervision of Students after school and/or pick-up, when assigned\nNon-instructional Components\nAttend meetings generally associated with the instruction of students\nAttend faculty, staff, and department meetingsAttend training sessions\nAttend IEP meetings\nAttend parent-teacher conferences\nAttend back-to-school and open-house events\nAttend graduation\nAttend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings\nAttend school board/committee meetings, upon request\nExtracurricular Activities\nAttend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor\n

Position Type:

Full-Time\n

Salary:

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