II.         SUMMARY OF POSITION’S PURPOSE

III.       MINIMUM QUALIFICATIONS

            EDUCATION/CERTIFICATION – Bachelor’s degree. Type C, Level I or OS Louisiana teaching certificate; Additional criteria as established by the School Board.

• Measurable and explicit goals aligned to state content standards.
• Activities, materials, and assessments that are aligned to state standards.
• Logical sequencing building on student’s background knowledge and sub-objectives.
• Appropriate amount of time allotted for student work, student reflection, and lesson/unit closure.
• Regular opportunities to accommodate individual student needs.

• Student work assignments and assessments that are developed and aligned to pre-post tests, which are aligned to the high-stakes test.
• Assessments that are aligned to state content standards, have clear measurement criteria, provide students with multiple opportunities to demonstrate mastery of content and require extended written tasks.
• Description of how results will be used to inform future instruction.

• Classroom management techniques are varied and utilized to promote positive student behavior whereby teacher-student and student-student interactions demonstrate caring and respect for one another.
• High and demanding expectations are set for every student whereby all students are encouraged to learn from mistakes and given opportunities to experience success.

• Standards and objectives are aligned to state content standards, logically sequenced, and explicitly communicated. S/O are consistently referred to and connected to what students have previously learned
• Content is organized and presented in a manner that motivates students to learn where inquiry, curiosity, and exploration are valued, and learning is personally meaningful and/or relevant to students.
• Instructional content is presented with visuals with examples, illustrations, analogies, and/or labels leading to student mastery of specific skills in a more efficient manner.
• Lesson is effectively segmented so that sufficient time is allocated to all parts of the lesson to best support student learning - a clear beginning, middle, and end with time for reflection.
• Variety of materials and activities, clearly aligned to objectives, is utilized to address various learning styles and intelligences.
• Frequent, purposeful and coherent questioning is varied and high quality, providing a balanced mix of question types that require active responses from students.
• Specific and timely academic feedback supports student learning as opposed to informing students of the accurateness of their responses. Feedback is also used to make adjustments in instruction.
• Instructional grouping of students consistently maximizes student understanding and facilitates opportunities for students to set personal goals, reflect on, and evaluate their learning.
• Strong content knowledge is demonstrated by connecting the content being taught to other ideas and concepts. Utilization of subject-specific instructional strategies enhances student content knowledge.
• Teacher knowledge of students is evident and differentiated instructional methods ensure students have the opportunity to master what is being taught.
• Opportunities are provided during instruction to students to hone their research-based thinking skills and to think analytically, practically, and creatively.
• Activities are implemented to teach and reinforce problem solving skills so that students can manage complex tasks and higher levels of learning.

• Seeks out opportunity for professional development and makes a systematic effort to conduct action research through professional learning communities (PLC).
• Prompt, prepared, and participates in PLCs using student work to enhance and improve personal proficiency.
• Seeks out feedback on teaching from both supervisors and colleagues.
• Reports child abuse or suspected neglect to proper authorities.
• Challenges negative attitudes or practices to ensure that all students are honored, both emotionally and academically, in the school and throughout the district.
• Manages textbook distribution, collection and fee collection for damaged or lost books.
• Accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.
• Information is provided to families frequently on student progress with concern for professional and cultural sensitivity.
• Attends faculty meetings, parent/teacher organization meetings, and other school functions.
• Accepts responsibilities of collection and distribution of all fees collected.
• Performs assigned duties with respect to recess, lunch, planning periods, and library periods.
• Performs other duties as required.