High School Science​/Chemistry Teacher - Plaquemine High School

Teacher/Title I/Special Education

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/

Job Duties:

• Instruction:
  The teacher plans and implements effective instruction as evidenced by meeting the below requirements:
• The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
• The teacher regularly reinforces and rewards effort.
• 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 that 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; multiple materials: incorporate multimedia and technology; incorporate additional standards-based resources where appropriate.
• 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.
• 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.
• 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 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 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 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, practical thinking, creative thinking, and research-based thinking.
• 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.
• Assignments are aligned to the rigor and depth of the standards and curriculum content.
• 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; require written responses as appropriate; and include performance checks…