Math Teacher (5th, 6th, 7th grades) - Certified - Rougon Elementary School

POINTE COUPEE PARISH SCHOOL BOARD

JOB DESCRIPTION

TITLE: Teacher

QUALIFICATIONS: Meets requirements as outlined in Louisiana Bulletin 746 (Louisiana Standards of State

Certification of School Personnel)

REPORTS TO: Principal and/or his/her designee

SALARY: As designated on Teacher Salary Schedule

SUPERVISES: Non-Applicable

TERMS OF EMPLOYMENT: 9 months

JOB GOAL:

The teacher shall be responsible for the effective management of the class/classes and/or programs to which he/she is assigned. The teacher shall implement an educational program responsive to student needs according to the state and local policy.

PERFORMANCE RESPONSIBILITIES:

• Instruction: The teacher plans and implements effective Instruction as evidenced by meeting the below requirements:
• Learning objectives and state content standards are communicated.
• Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
• Sub-objectives are aligned to the lesson's major objective.
• Learning objectives are connected to what students have previously learned.
• Expectations for student performance are clear.
• State standards/lesson objectives are displayed.
• There is evidence that students are progressing or demonstrating mastery of the objective(s).
• The teacher organizes the content, including 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.
• 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 clarifies how students can be successful;
• concise communication;
• logical sequencing and segmenting;
• all essential information; and
• no irrelevant, confusing, or nonessential information.
• The lesson starts promptly.
• 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.
• Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
• Routines for distributing materials are efficient.
• Little instructional time is lost during transitions
• Activities and materials include a majority of the following:
• Content:
• support the lesson objectives;
• are challenging;
• elicit a variety of thinking;
• provide time for reflection;
• are relevant to students' lives;
• Student-centered:
• sustain students' attention;
• provide opportunities for student-to-student interaction;
• evoke student curiosity and suspense;
• provide students with choices;
• Multiple materials:
• incorporate multimedia and technology; and
• incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc.)
• 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.
• Oral and written feedback is academically focused, frequent, and high quality.
• Feedback is given during guided practice and 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.
• The instructional grouping arrangements(whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
• 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 (e.g., race, gender, ability, and age) to accomplish the goals of the lesson.
• Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
• Teacher displays accurate content knowledge and understanding both of state standards and instructional materials, including their curriculum, for all the subjects they teach.
• Teacher implements subject-specific 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 practices display understanding of students' anticipated learning abilities and needs.
• Teacher practices incorporate student interests and backgrounds.
• Teacher provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught.
• 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.
• The teacher uses and/or engages students in some 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: The teacher develops and implements effective lesson plans, assignments, and assessments.
• Instructional plans include:
• objectives aligned to state standards and aligned 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 opportunities to accommodate individual student needs.
• some evidence of the internalization of the plan from the high quality curriculum
• 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
• 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);
• require written responses as appropriate; and
• include performance checks and student reflection on performance throughout the school year.
• Environment: The teacher establishes and maintains an effective learning environment.
• Teacher engages students in learning with clear and rigorous academic expectations with aligned 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.
• 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.
• The classroom:
• welcomes all students and guests.
• is organized to promote learning for all students.
• has supplies, equipment, and resources accessible to provide equitable opportunities for students.
• displays current student work.is arranged to promote individual and group learning.
• Teacher-student interactions are generally positive and reflect awareness and consideration of all students' background.
• Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
• Teacher is receptive to the interests and opinions of students.
• Professionalism: The teacher demonstrates professionalism by growing and developing professionally, reflecting on teaching, actively supporting school activities/events, and accepting school responsibilities.
• The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested.
• The educator appropriately attempts to implement new learning in the classroom following professional learning in teacher collaboration meetings.
• The educator develops and works on a plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher and school leader observations.
• The educator participates in self-reflection and growth by selecting specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.
• The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation.
• The educator offers specific actions to improve his/her teaching.
• The educator accepts responsibilities contributing to school improvement.
• The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.
• The educator supports school activities and events.
• The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.
• The educator adheres to system and school policies.
• The educator keeps timely and professional records.
• Other Responsibilities Include:
• Maintain good attendance
• Report to work on time and follow assigned work schedule
• Display professional ethics on and off duty
• Must be able to communicate in English both orally and in writing.
• Effectively communicate with students, parents, school personnel, and other stakeholders
• Keep accurate, up-to-date records
• Complete reports, paperwork, and other assignments accurately and in a timely manner.
• Attend meetings as directed
• Maintains confidentiality of student information
• Participate in events related to the profession including but not limited to: open house, family nights, graduation, supervising co- and extracurricular events and other types of related activities as part of job duties as assigned by his/her supervisor.
• Perform other duties as assigned by his/her supervisor.

TERMS OF EMPLOYMENT: As set by the Pointe Coupee Parish School Board and applicable by law.

EVALUATION: Evaluation shall be conducted in accordance with Pointe Coupee Parish School Board Personnel

Evaluation Plan. .

Pointe Coupee Parish School Board

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
• Fulfill duties listed in job description
• Write/annotate and submit lesson plans
• Instruct students
• Collaborate with colleagues and departments
• Attend Professional Learning Communities (PLCs)
• Submit one Professional Growth Plan (PGP) and two Student Learning Targets (SLTs) annually
• Refer students as needed to School Building Level Committee (SBLC)
• Complete Individualized Education Program (IEP)/504 Paperwork according to mandatory deadline (Exceptional Student Services Teacher)
• Provide accommodations for students based on IEP/504 Plan
• Grade papers
• Record daily attendance
• Maintain OnCourse Gradebook based on district grading expectations
• Maintain positive interaction with parents relative to the performance or conduct of students assigned to the teacher
• Respond to parent inquiries/communication within 24 hours of contact
• Actively participate on school committees or task forces to contribute to school improvement initiatives
• Implement educational or coaching best practices and techniques
• Meet with school administrators and/or district personnel as needed
• Supervision
• Active supervision of students when students are on or off campus at a school related/sponsored event
• Active supervision of students during assigned duty times
• Active supervision of students in the classroom
• 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, evaluation, observation, individualized academic plan (IAP), student intervention team (SIT), SBLC and student discipline meetings/hearings
• Attend school board/committee meetings, upon request
• Attend required professional development conferences
• Complete required mandatory trainings in-person and/or online
• Prepare and maintain a classroom environment conducive to learning
• Extracurricular Activities
• Attend/Participate in four (4) extracurricular events/activities per school year as requested by the principal or designee
• Extracurricular Activities Attended by Such Employees:
• 4-H events
• Fall activities
• Spring activities
• Any sporting events gate/concessions
• Club events/activities
• Dual Enrollment/FAFSA Night
• Graduating senior meetings
• Open House
• Parent orientation
• Awards banquets
• Literacy nights
• Test Prep Night
• Attendance recovery
• Fundraising events
• School-sponsored dances (homecoming, prom)
• Grade-level ceremonies