Uncertified Teacher

Position: UNCERTIFIED TEACHER- 2025-2026 School Year
Title:

Uncertified Teacher

Qualifications:

* Applicants must have a baccalaureate degree from an institution accredited in accordance with 34 CFR 602.

* Qualifications should not be established for the individual but rather for the position

Reports To:

Principal

Supervises:
Students

FLSA Status:
Exempt

Salary Range:
See Lafourche Parish School Board Salary Schedule

ESSENTIAL DUTIES AND RESPONSIBILITIES:

DOMAIN 1: INSTRUCTION

1. Standards and Objectives

a. All learning objectives and state content standards*, and their connection to student work expectations, are explicitly communicated and understood by students.

b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials.

c. Sub-objectives/Prerequisite skills are aligned and logically sequenced to the lesson's major objective.

d. Students make connections between learning objectives and (a) what they have previously learned, (b) know from life experiences, and/or (c) knowledge of other disciplines.

e. Expectations for each student's performance are clear, demanding, and high, and student work is aligned to state content standards and learning objectives.

f. Students are able to articulate what they are learning and why and explain those to their peers.

g. Learning objectives are displayed and referenced throughout the lesson with explanations.

h. Student work shows evidence that each student is progressing or demonstrating mastery of the objective(s).

* National or Local Standards may be used when state standards are not available for specific courses.

2. Motivating Students

a. The teacher consistently organizes the content, including high-quality curriculum resources, so that it is personally meaningful, relevant, and intellectually engaging to students.

b. The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued.

c. Students are consistently engaged in their own learning, and the teacher reinforces students' initiative to learn more.

3. Presenting Instructional Content

Presentation of content always includes:

a. visuals, including student work exemplars, that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;

b. examples, illustrations, analogies, and labels for new concepts and ideas;

c. modeling by the teacher or student that demonstrates an accurate understanding of the content and meets performance expectations;

d. criteria that clari?es how students can be successful;

e. concise communication;

f. logical sequencing and segmenting;

g. all essential information; and

h. no irrelevant, confusing, or nonessential information.

4. Lesson Structure and Pacing

a. The lesson starts promptly.

b. The lesson's structure is coherent, based on the content, and organized to meet students' needs, with time for re?ection to ensure student understanding.

c. Pacing is brisk, adjusted for rigor of content and individual student learning expectations.

d. Students' individual needs are attended to, and pacing provides many opportunities for individual students who progress at different learning rates.

e. Students understand and engage in classroom routines and transitions to ensure

ef?cient use of time.

5. Activities and Materials

Activities and materials include all of the following:

a. Content:

* support the lesson objectives;

* are challenging;

* elicit a variety of thinking;

* provide time for re?ection; and

* are relevant to students' lives.

b. Student-centered:

* sustain students' attention;

* provide opportunities for student-to-student interaction;

* evoke student curiosity and suspense; and

* provide students with choices when appropriate and aligned to the learning objectives.

c. Multiple materials:

* incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials).

d. In addition, sometimes activities are game-like, involve simulations, require…