Gifted​/Teacher

OVERVIEW OF POSITION:

The job of Classroom Teacher is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues;

and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

To plan and implement a program which creates an environment where students can learn and develop optimally. Increase student achievement and establish school-community relationships. Domains and Components will be used for teacher evaluation with student growth measures.

As part of our commitment to excellence in education, this position aligns with the Louisiana Educator Rubric (LER):
Instruction, Planning, Environment, and Professionalism Domains. The domains are designed to support educators in delivering high-quality instruction, fostering professional growth, and improving student outcomes. The successful candidate will demonstrate a deep understanding of and commitment to the domains, ensuring that they contribute to a culture of continuous improvement and collaboration within our school community.

• Identification & Assessment:
  Assist in identifying gifted students through screening, testing, and data review, and serve on selection committees.
• Curriculum Development:
  Design and implement challenging, interdisciplinary, and differentiated lessons, units, and enrichment activities (e.g., independent research, academic competitions).
• Instructional Delivery:
  Facilitate advanced learning, encourage critical thinking, creativity, leadership, and provide social-emotional support for gifted learners.
• Collaboration & Consultation:
  Work with general educators, coaches, specialists, and parents to adapt strategies and support student needs.
• Program Management:
  Develop program objectives, monitor student progress (often via IEPs), maintain records, and ensure compliance with district/state guidelines.
• Professional Development:
  Lead training for staff and stay current with gifted education best practices.

• Most learning objectives and state content standards are communicated.
• Sub-objectives are mostly 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 most students demonstrate mastery of the objective

• The teacher sometimes organizes the content so that it is personally meaningful and relevant to students.
• The teacher sometimes develops learning experiences where inquiry, curiosity, and exploration are valued.
• The teacher sometimes reinforces and rewards effort.

Presentation of content most of the time 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;
• 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, with a beginning, middle, and end.
• 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…