Gifted Teacher - District

Location: New Roads

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…