SPED Teacher - Plaquemine High School

• Position Type:
  Student Support Services / SPED Teacher
• Date Posted: 7/9/2026
• Location:
  
  Plaquemine High School
• Closing Date: 07/23/2026

Teacher / Title I / Special Education

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

Principal/Director or his/her designee

9 Months

Salary:
As designated on the Teacher Salary Schedule

The teacher shall be responsible for the effective management of the class(es) 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.

• 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.
  • 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:
    • 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.
    • 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 adjust instruction.
• Instructional grouping arrangements (whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning…