Pre-K Teacher - Iberville Elementary School

Pre‑K Teacher - Iberville Elementary School  

• Position Type:
  Elementary School Teaching/ Pre Kindergarten/Kindergarten Teacher
• Date Posted: 5/6/2026
• Location:
  
  Iberville Elementary School
• Closing Date: 06/30/2026

TITLE:
Teacher/Title I/ Special Education

QUALIFICATIONS: Eligible to teach as outlined in Louisiana Bulletin 746 (Louisiana Standards for State Certification of School Personnel)

REPORTS TO: Principal/Director or his/her designee

SUPERVISES: Non‑Applicable

TERMS OF EMPLOYMENT: 9 Months

SALARY: As designated on the Teacher Salary Schedule

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.

• Instruction: The teacher plans and implements effective instruction as evidenced by meeting the following:
  • 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.
  • The 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;
    • criteria that clarifies how students can be successful;
    • concise communication;
    • logical sequencing and segmenting;
    • all essential information;
    • 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:
    • supports 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;
    • incorporate multimedia and technology;
    • 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;
    • 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…