SECONDARY

TEACHER- Behavior Support\nRapides Parish School District\nPineville High School (9-12) - Pineville, Louisiana This job is also posted in Rapides Parish School District\nJob Details\n

Job ID:

5848136\n

Application Deadline:

Jul 28, 2026 4:00 PM (Central Standard Time)\n

Posted:

Yesterday\n

Starting Date:

Immediately\nJob Description\n

TITLE:

Classroom Teacher FLSA:

Exempt\n

QUALIFICATIONS

\nBachelor's Degree\nValid Louisiana Teaching Certificate\nAny additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746\n

REPORTS TO:

Principal/Assistant Principal/Other Assigned Evaluator\n

JOB GOAL

To plan, organize and implement 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.\n

TERM:

Nine, Ten, Eleven or Twelve Months\n

SALARY:

Nine, Ten, Eleven or Twelve Month Teacher Salary Schedule\n

PERFORMANCE RESPONSIBILITIES

\nI. Instructional Responsibilities\nA. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge,skills, appreciation, and attitudes B. To teach effectively\n1. Using class time for teaching designated subject matter as outlined by\"Board approved\nProgram Structure, Curriculum Guides, and/or policies\n2. Using a variety of techniques to stimulate learning\n3. Using a variety of curriculum materials\n4. Differentiating assignments to meet individual needs\n5. Explaining assignments\n6. Limiting homework, making it meaningful to what is being taught\n7. Evaluating the pupil's learning frequently with a view to improvement of teaching and\nLearning. Frequent teacher-made tests shall be given during each grading period for proper pupil evaluation.\nC. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils' level\nD. To maintain an atmosphere in the class conducive to learning\nE. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child\nF. To exhibit substantial knowledge of subject matter and the curriculum objectives\nG. To 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\nH. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, etc.), handling materials, sharpening Pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time.\nII. Administrative Responsibilities\nA. To follow the rules and regulations of assigned school and the Rapides Parish School Board\nB. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities\nC. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closes\nD. To sign in and out of school on appropriate forms\nE. To be in the assigned classroom or other area of responsibility when the class period begins.\nA class shall not be left unsupervised\nF. To remain at school during the school day unless permission is obtained from the Principal\nG. To be responsible for attending any administrative and/or professional meetings called by the Principal\nH. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal of advance plans to return to school\nI. To follow guidelines as set forth by the Rapides Parish School Board staff\nJ. To maintain an attractive and clean classroom\nK. To 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\nL. To be neat and accurate in completing required records and reports, turning these in promptly and on time\nM. To be responsible for field trips to:\n1. Obtain permission of the Principal\n2. Get parents written consent\n3. Make certain the trip has educational value related to current classroom instruction\n4. Properly prepare pupils for the field trip experiences and to follow-up on return\n5. Be sure that all vehicles have public liability insurance and that all drivers are properly licensed\n6. Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons\n7. Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher leaves. No child shall be left unattended\nIII. Professional Responsibilities\nA. To exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils\nB. To maintain good public relations, making positive contributions to parents' understanding of pupils' progress\nC. To be ethical in contacts with parents and other laymen, fellow professionals and pupils\nD. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences and reading current professional literature\nE. To be loyal to the administration of the school system and the school\nF. To establish and execute a professional growth and self-evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan\nG. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130:\nInstructional Domain\n1. Standards 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).\n2. Motivating 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.\n3. Presenting 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.\n4. Lesson 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.\n5. Activities 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).\n6. Questioning (QU)\na. Teacher 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.\n7. Academic 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.\n8. Grouping 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.\n9. Teacher Content Knowledge (TCK)\na. Teacher 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.\n10. Teacher Knowledge of Students (TKS)\na. Teacher practices display understanding of students' anticipated learning abilities and\nb. Teacher practices incorporate student interests and backgrounds.\nc. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.\n11. Thinking (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.\n12. Problem 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\n1. Instructional 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\n2. Student 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.\n3. Assessment (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.\n2. Engaging 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.\n3. Environment (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.\nDisplays current student work.\ne. Is arranged to promote individual and group learning.\n4. Respectful 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.\nIV. Personal Responsibilities\nA. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils\nB. 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\nC. To use language which is void of vulgarity, lewdness, coarseness, or profanity\nD. To maintain self-control and poise\nE. To maintain good general health with the physical vitality to perform the duties of an effective teacher\nF. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage\nG. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems\nH. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time\nI. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board\nJ. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours\nK. To follow Federal, State, School Board and school policies\nTeachers shall be expected to perform the following duties, along with the completion of\ncorresponding documents, forms, and reports:\n1. Instructional 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\n2. Supervision\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\n3. Non-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\n4. Extracurricular 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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