State of Louisiana

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TEACHER, Special School District

at State of Louisiana

Posted: 9/13/2019
Job Reference #: 2198690
Keywords: teacher, teaching

Job Description

Overall Job Objective

Supplemental Information


located in Bridge City, Louisiana.

The Louisiana Special Schools do not unlawfully discriminate on the basis of race, color, national origin, sex, disability, or age in our programs and activities, and we provide equal access to the Boy Scouts and other designated youth groups.  Inquiries regarding non-discrimination in employment may be referred to Julie Alcorn, Human Resources Director at (225) 757-3214 or
RELEASE OF ASSESSMENT AND EVALUATION INFORMATION: La. R.S. 17:3884(D) requires that any school board wishing to hire a person who has been assessed or evaluated pursuant to the Children First Act, La. R.S. 17:3871, et seq., whether that person is already employed by that school system or not, shall request such person's assessment and evaluation results as part of the application process. Please be advised that, as part of the mandated process, your previous assessment and evaluation results will be requested. You have the opportunity to apply, review the information received, and provide any response or information you deem appropriate.

Physical Activity Level
Some work requires moderate effort, and some will require brief periods in which heavy exertion and strenuous physical exertion in climbing, lifting objects over 50 pounds, or crouching or crawling in restricted areas is required. Physical requirements are subject to reasonable accommodation in accordance with ADA standards.

There is no guarantee that everyone who applies to this posting will be interviewed.  Specific information about this job will be provided to you in the interview process, should you be selected.

No Civil Service test score is required in order to be considered for this vacancy. 

To apply for this vacancy, click on the "Apply" link above and complete an electronic application which can be used for this vacancy as well as future job opportunities..
Resumes will not be accepted in lieu of a completed application. You must include all relevant education and experience on your official State application.

Applicants can check the status of their application at any time by selecting the 'Application Status' link after logging into their account. 

Applicants qualifying based on college training or receipt of a baccalaureate degree will be required to submit an official college transcript to verify credentials claimed prior to appointment. Please make every effort to attach a copy of your transcript to your application. The transcripts can be added as an attachment to your online application or faxed to (225) 757-3206. The selected candidate will be required to submit original documentation upon hire.

For further information about this vacancy contact:
LSDVI Human Resources
(225) 757-3208


Must meet the requirements of Louisiana Standards for State Certification of School Personnel (Bulletin 746).

Some work requires moderate effort, and some will require brief periods in which heavy exertion and strenuous physical exertion in climbing, lifting objects over 50 pounds, or crouching or crawling in restricted areas is required. Physical requirements are subject to reasonable accommodation in accordance with ADA standards.

Job Concepts

I.            Setting Instructional Objectives (1c)
The teacher designs, sets, communicates, and tracks purposeful, rigorous instructional outcomes.

  1. The teacher designs instructional outcomes that represent rigorous and important learning in the discipline.
    1. Outcomes represent high expectations and rigor
    2. Outcomes are related to "big ideas" of the discipline
    3. The teacher designs instructional outcomes that are clear, written in the form of student learning (what the students will learn) and suggest viable methods of assessment
    4. The teacher designs outcomes that reflect several different types of learning
      1. Outcomes represent a range: factual, conceptual, reasoning, analytical, social, management, communication
      2. The teacher designs outcomes that take into account the varying needs of groups of students and differentiates where necessary
      3. II.           Managing Classroom Procedures (2c)
        The teacher maintains an effectively and efficiently functioning classroom, in which routines and procedures, instructional groups, and transitions flow smoothly.
        1. The teacher maximizes instructional time by managing purposeful and cooperative instructional groups that need little supervision from the teacher.
        2. The teacher manages learner behavior during transitions between different types of activities – large group, small group, independent work, etc.--to ensure no instructional time is lost.
        3. The teacher manages necessary materials and supplies seamlessly and has taught the students to implement these routines with minimum disruption.
        4. The teacher does not allow non-instructional duties--taking attendance, record keeping, passing out materials--to cause loss of instructional time.
        III.         Instruction
               III.1       Using Questioning and Discussion Techniques (3b)
                            The teacher uses questioning and discussion strategies to engage all                                          students to deepen student understanding and make connections.
        1. The teacher poses open-ended, higher order questions to students designed to promote student thinking and understanding and to test their ideas against those of their classmates.
          1. Questions are cognitively challenging.
          2. Questions are formulated by both students and teacher.
          3. Questions have multiple correct answers or multiple approaches.
          4. High levels of student participation required.
          5. The teacher creates genuine discussions among students--student to student--, providing adequate wait-time.
            1. Teacher uses adequate wait-time.
            2. Discussions and extensions and enrichments occur among students, without ongoing mediation by the teacher.
            3. Students invite responses from each other.
            4. High levels of student participation required.
            5. The teacher engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
              III.2       Engaging Students in Learning (3c)
              The teacher provides learning tasks and activities that are aligned with instructional outcomes and are designed to challenge student thinking, resulting in active, intellectual engagement by most students.
                      A.    The teacher designs and implements activities and assignments that are the center of                  student engagement and that promote learning aligned with the goals of the lesson              B.    The teacher groups students in a variety of ways--similar skill levels, different skill                        levels, student choice, random.
                      C.    The teacher selects instructional materials, activities, and tools/technologies that                          engage students in deep learning and align to the curriculum standards.
                              a.    The teacher engages virtually all students.
                              b.    Students take initiative to modify or make learning tasks or materials more                                    meaningful.
                      D.    The teacher ensures suitable pacing of the lesson with a discernible structure                              (beginning, middle and end) with time for closure and student reflection.
                      E.    The teacher allows for extensive student choice in how they complete tasks, in how                      students are grouped instructionally, and in instructional materials used.
              III.3       Using Assessment in Instruction (3d)
              The teacher uses assessment for learning to regularly monitor student understanding, modify instruction as needed, and provide feedback to students.
                       A.    The teacher makes assessment criteria clear to students, and students are allowed                     to establish that criteria.
                       B.    The teacher demonstrates expertise at monitoring student learning through a variety                   of techniques and by posing specifically-created questions.
                               a.     The teacher uses extensive use of formative assessments to adjust instruction                              in response to evidence of student understanding or lack thereof.
                       C.    The teacher provides timely, constructive, and substantive feedback to help students                   improve their performance.
                       D.    The students monitor their own learning and take appropriate action after assessing                     their work against established criteria.
                       E.    The teacher analyzes data and uses those results to make informed decisions to set                   instructional goals, write IEPs, determine and track student growth, adjust                                     instruction, provide accommodations, develop instructional groups, and make                               recommendations about students individually and collectively.
              IV.         Professional Development/Professionalism
              The teacher grows and develops professionally through professional development, both as assigned and voluntarily, to improve teaching and learning in areas of need, and the teacher shows professionalism in attitude and conduct.
              1. The teacher develops and implements a Professional Growth Plan with Regional Coordinator and/or Designated Central Office staff to target areas of improvement.
              2. The teacher attends and constructively participates in in-service workshops as mandated by local policies or legislative acts as evidenced by attendance.
              3. The teacher participates in self-developmental activities such as active membership in professional organizations, attendance at meetings, workshops, conventions, etc., whenever possible as evidenced by actual participation.
              4. The teacher accepts and uses constructive feedback.
              5. The teacher identifies problems and issues and works collaboratively to contribute ideas and find solutions.
              6. The teacher maintains communication with immediate supervisor, keeping him/her informed of problems, concerns, and significant developments.
              7. The teacher uses verbal and non-verbal communication in a manner respectful of others.
              8. The teacher develops and maintains a safe and caring environment for all of our students.
              9. The teacher dresses for success according to job responsibilities.
              10. The teacher treats all stakeholders in a respectful and helpful manner.
              11. The teacher cooperates with administration in the performance of additional duties.
              12. The teacher completes tasks, reports, and documents accurately according to specified timelines and expectations.
              13. The teacher adheres to district guidelines relative to attendance; regularly reports to work on time.
              14. The teacher adheres to ethical, legal and professional standards.
              15. The teacher refrains from revealing confidential information.
              16. The teacher uses proper administrative procedures for making requests and resolving conflicts.
              17. The teacher promotes the educational process as evidenced by sharing ideas and materials with other staff members.
              18. The teacher works in professional harmony with staff members, school administrators and with IEP committees as evidenced by positive reports.
              19. The teacher uses available means to keep abreast of new trends, techniques and teaching strategies as evidenced by teaching methods employed.
              V.           School Improvement
              The teacher takes an active role in building-level decision making.
              1. The teacher participates in grade-level and subject-area curriculum planning and evaluation.
              2. The teacher serves on task forces and decision-making committees, when appropriate.
              3. The teacher implements school improvement plan and personal and school instructional goals, including analyzing student data to inform decisions.
              The teacher creates partnerships with parents/caregivers and colleagues.
              1. The teacher provides clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress and ways they can assist learning.
              2. The teacher encourages parents/caregivers to become active partners in their student's education and to become involved in school and classroom
              3. The teacher seeks community involvement in instructional program.
              VI.         Evaluation
                      All teachers will be evaluated annually based on COMPASS, with a combination of a                  measure of growth in student learning (50%) and professional practice (50%), which shall            result in a composite score used to distinguish levels of overall effectiveness.

          Examples of Work

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