1st Grade Teacher

Position: 1st Grade Teacher- (HIRING for 26-27)
Location: Port Allen

Job Title:

Teacher

Department:

Academics

Salary

Schedule:

Teacher

FLSA Status:

Exempt

Days/Year:

182

Reports To:

Principal

Supervises:

N/A

Essential Duties and 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 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 (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 challenges.

* Teacher practices incorporate student interests, backgrounds, and cultures.

* Teacher provides…