2-SPECIAL EDUCATION TEACHERS (3RD-5TH, HIGH NEED)
Young World Physical Education, Alexandria, LA, United States
2-Special Education Teachers (3rd-5th, High Need)
Rapides Parish School District – D. F. Huddle Elementary (PK‑5) – Alexandria, Louisiana
Job Details
Job ID:
5665071
Application Deadline:
May 06, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 23, 2026 5:00 AM (UTC)
Starting Date:
Immediately
Job Description
Classification:
Exempt
Term:
Nine Months
Salary:
Nine‑Month Teacher Salary Schedule
Job Goal:
Provide experiences that remediate, rehabilitate handicaps resulting from deficits through a total approach involving teaching of educational subjects, physical and motor activities, speech and language development, and social skills to assist each child to take his place in school and life.
Qualifications
As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746).
Responsibilities
Instructional Responsibilities
Become familiar with education guides, materials, students’ individual folders or records, and equipment as evidenced by IEPs and lesson plans.
Prepare and make available to the principal or designated person each child’s IEP and anticipated weekly plans.
Prepare and devise a specific number of instructional periods for each child as needed and indicated in the IEP.
Attempt to remediate deficits through teaching of needed skills as indicated in each child’s Individual Evaluation and IEP.
Develop or update each child’s IEP annually as mandated by IDEA and Louisiana Act 754.
Review short‑term objectives on each child’s IEP and submit a report to the parent every six weeks.
Maintain individual files of each student’s work and test results.
Management Responsibilities
Create and maintain a physical environment conducive to learning, including bulletin boards, seating arrangements, ventilation, and illumination.
Develop and maintain reasonable rules for the care of school properties, physical facilities, and all equipment; submit periodic inspections, inventories, and reports.
Utilize available curriculum materials, equipment, and facilities frequently in the teaching process as evidenced by the IEP and lesson plans.
Maintain student discipline and safety at all times, adhering to state and local regulations.
Perform supervisory duties as necessary; maintain accurate attendance, financial, and other records.
Report to respective schools prior to the first full day of operations for orientation and classroom preparation.
Maintain current records and submit required reports, IEPs, and re‑evaluation requests to the J. B. Lafargue Special Education Center.
Professional Responsibilities
Attend in‑service workshops as mandated by local policies or legislative acts.
Participate in self‑developmental activities, active membership in professional organizations, meetings, workshops, and conventions. Continuously upgrade the position as evidenced by participation.
Promote the educational process by sharing ideas and materials with other staff members.
Work in professional harmony with staff members, administrators, and IEP committees as evidenced by positive reports.
Keep abreast of new trends, techniques, and teaching strategies; implement evidence‑based methods.
Public Relations Responsibilities
Meet with parents, students, and staff; conduct IEP committee meetings.
Participate in at least one school‑sponsored activity annually.
Uplift the image of public education on a regular basis.
Additional Responsibilities
Establish and execute a professional growth and self‑evaluation plan.
Work effectively with school personnel and staff.
Consistently demonstrate self‑direction and submit accurate records and reports promptly.
Exhibit professional ethics and foster open communication and positive relationships with school personnel, staff, and the community.
Perform all other duties delegated by the principal or designated person within the scope of teaching and learning during contacted hours.
Follow state, school board, and school policies.
Teach in accordance with the Louisiana Components of Effective Teaching.
Instructional Domain
Standards and Objectives (SO)
Learning objectives and state content standards are communicated.
Objectives and expectations are aligned to the depth and rigor of the state standards.
Sub‑objectives/prerequisite skills are aligned to the lesson’s major objective.
Learning objectives are connected to prior learning.
Expectations for student performance are clear.
Learning objectives are displayed.
Evidence of student progress or mastery of the objective(s) is provided.
Motivating Students (MS)
The teacher organizes content, including high‑quality curriculum resources, meaningful and relevant to students.
Learning experiences value inquiry, curiosity, and exploration.
Effort is regularly reinforced and rewarded.
Presenting Instructional Content (PIC)
Visuals establish the purpose of the lesson, preview organization, and include internal summaries.
Examples, illustrations, analogies, and labels for new concepts and ideas.
Teacher models performance expectations.
Criteria clarify how students can be successful.
Communication is concise and logical.
Lesson is logically sequenced and segmented.
All essential information is provided; irrelevant or confusing information is omitted.
Lesson Structure and Pacing (LS)
Lesson starts promptly.
Structure is coherent with a beginning, middle, and end, and allows time for reflection.
Pacing is appropriate and accommodates varying learning rates.
Routines for distributing materials are efficient.
Activities and Materials (ACT)
Activities support lesson objectives, are challenging, elicit varied thinking, allow reflection, and are relevant to students’ lives.
Activities sustain attention, promote student‑to‑student interaction, evoke curiosity, and provide choices aligned to objectives.
Materials include additional resources such as visuals, multimedia, technology, and manipulatives.
Questioning (QU)
Questions vary in type, including knowledge, application, analysis, and creation.
Questions are purposeful, coherent, and sequenced with attention to instructional goals.
Wait time is provided (3‑5 seconds). Students are called upon to respond actively.
Academic Feedback (FEED)
Feedback is academic, frequent, and high‑quality, provided during guided practice, lessons, and reviews.
Teacher circulates during activities to support engagement and monitor work.
Feedback from students is used to monitor and adjust instruction.
Grouping Students (GRP)
Instructional grouping arrangement enhances understanding and efficiency.
Teachers set clear expectations.
Students take responsibility for roles and tasks within groups.
Students are held accountable for group and individual work.
Group composition varies to accomplish lesson goals and facilitates goal setting and reflection.
Teacher Content Knowledge (TCK)
Displays accurate content knowledge and understanding of state standards and materials.
Implements subject‑specific strategies to enhance knowledge.
Highlights key concepts as foundations to connect other ideas.
Teacher Knowledge of Students (TKS)
Displays understanding of students’ learning abilities and interests.
Provides differentiated supports and strategies to ensure mastery of grade‑level standards.
Thinking (TH)
Engages students in analytical, practical, creative, and research‑based thinking.
Students and teachers generate ideas, review problems from multiple perspectives, and analyze information.
Problem Solving (PS)
Engages students in abstraction, categorization, prediction, observation, expectation justification, improvement, and design tasks.
Planning Domain
Instructional Plans (IP)
Plans incorporate evidence of internalization of curriculum, alignment to standards, and success criteria.
Activities, materials, and assessments are aligned to standards, scaffolded by student need, and build on prior knowledge.
Plans provide appropriate time for student work and closure, are age‑appropriate, and reflect learner interests.
Student Work (SW)
Assignments are aligned to standards and curriculum, describe how assessment informs future instruction, and require students to interpret, conclude, and connect learning to prior knowledge.
Assessment (AS)
Assessments align with state standards, provide feedback on progress, use varied question types, and measure performance in multiple ways.
Environment Domain
Expectations (ES)
Teacher sets rigorous academic expectations and uses high‑quality materials.
Encourages learning from mistakes and creates opportunities for success.
Students complete work according to expectations.
Engaging Students and Managing Behavior (ESMB)
Students are engaged in behaviors that optimize learning.
Teacher establishes rules and uses various techniques to maintain engagement and a positive environment.
Positive behaviors are recognized and reinforced.
Disruptions are addressed appropriately.
Environment (ENV)
The classroom welcomes all students and guests, is organized for learning, and displays current student work.
Respectful Conditions (RC)
Interactions are positive, reflective, and respectful; classroom is free of conflict or put‑down.
Teachers and students exhibit kindness and inclusion.
Additional Duties and Responsibilities
Fulfill teaching duties such as lesson planning, instruction, collaboration, grading, attendance, record‑keeping, parent interaction, and committee participation.
Supervise students during school events, drop‑off, recess, lunch, assemblies, and after school.
Attend meetings, training sessions, IEP meetings, parent‑teacher conferences, open‑house events, graduation, and school board meetings.
Attend extracurricular activities and functions as a sponsor.
Position Type
Full‑Time
Salary:
$44,522 Per Hour
Contact Information
Belonda Howard, Principal
D. F. Huddle Elementary (PK‑5)
Phone: 318-442-7921
Email: belonda.howard@rpsb.us
Map
Open in Google Maps
#J-18808-Ljbffr
Rapides Parish School District – D. F. Huddle Elementary (PK‑5) – Alexandria, Louisiana
Job Details
Job ID:
5665071
Application Deadline:
May 06, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 23, 2026 5:00 AM (UTC)
Starting Date:
Immediately
Job Description
Classification:
Exempt
Term:
Nine Months
Salary:
Nine‑Month Teacher Salary Schedule
Job Goal:
Provide experiences that remediate, rehabilitate handicaps resulting from deficits through a total approach involving teaching of educational subjects, physical and motor activities, speech and language development, and social skills to assist each child to take his place in school and life.
Qualifications
As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746).
Responsibilities
Instructional Responsibilities
Become familiar with education guides, materials, students’ individual folders or records, and equipment as evidenced by IEPs and lesson plans.
Prepare and make available to the principal or designated person each child’s IEP and anticipated weekly plans.
Prepare and devise a specific number of instructional periods for each child as needed and indicated in the IEP.
Attempt to remediate deficits through teaching of needed skills as indicated in each child’s Individual Evaluation and IEP.
Develop or update each child’s IEP annually as mandated by IDEA and Louisiana Act 754.
Review short‑term objectives on each child’s IEP and submit a report to the parent every six weeks.
Maintain individual files of each student’s work and test results.
Management Responsibilities
Create and maintain a physical environment conducive to learning, including bulletin boards, seating arrangements, ventilation, and illumination.
Develop and maintain reasonable rules for the care of school properties, physical facilities, and all equipment; submit periodic inspections, inventories, and reports.
Utilize available curriculum materials, equipment, and facilities frequently in the teaching process as evidenced by the IEP and lesson plans.
Maintain student discipline and safety at all times, adhering to state and local regulations.
Perform supervisory duties as necessary; maintain accurate attendance, financial, and other records.
Report to respective schools prior to the first full day of operations for orientation and classroom preparation.
Maintain current records and submit required reports, IEPs, and re‑evaluation requests to the J. B. Lafargue Special Education Center.
Professional Responsibilities
Attend in‑service workshops as mandated by local policies or legislative acts.
Participate in self‑developmental activities, active membership in professional organizations, meetings, workshops, and conventions. Continuously upgrade the position as evidenced by participation.
Promote the educational process by sharing ideas and materials with other staff members.
Work in professional harmony with staff members, administrators, and IEP committees as evidenced by positive reports.
Keep abreast of new trends, techniques, and teaching strategies; implement evidence‑based methods.
Public Relations Responsibilities
Meet with parents, students, and staff; conduct IEP committee meetings.
Participate in at least one school‑sponsored activity annually.
Uplift the image of public education on a regular basis.
Additional Responsibilities
Establish and execute a professional growth and self‑evaluation plan.
Work effectively with school personnel and staff.
Consistently demonstrate self‑direction and submit accurate records and reports promptly.
Exhibit professional ethics and foster open communication and positive relationships with school personnel, staff, and the community.
Perform all other duties delegated by the principal or designated person within the scope of teaching and learning during contacted hours.
Follow state, school board, and school policies.
Teach in accordance with the Louisiana Components of Effective Teaching.
Instructional Domain
Standards and Objectives (SO)
Learning objectives and state content standards are communicated.
Objectives and expectations are aligned to the depth and rigor of the state standards.
Sub‑objectives/prerequisite skills are aligned to the lesson’s major objective.
Learning objectives are connected to prior learning.
Expectations for student performance are clear.
Learning objectives are displayed.
Evidence of student progress or mastery of the objective(s) is provided.
Motivating Students (MS)
The teacher organizes content, including high‑quality curriculum resources, meaningful and relevant to students.
Learning experiences value inquiry, curiosity, and exploration.
Effort is regularly reinforced and rewarded.
Presenting Instructional Content (PIC)
Visuals establish the purpose of the lesson, preview organization, and include internal summaries.
Examples, illustrations, analogies, and labels for new concepts and ideas.
Teacher models performance expectations.
Criteria clarify how students can be successful.
Communication is concise and logical.
Lesson is logically sequenced and segmented.
All essential information is provided; irrelevant or confusing information is omitted.
Lesson Structure and Pacing (LS)
Lesson starts promptly.
Structure is coherent with a beginning, middle, and end, and allows time for reflection.
Pacing is appropriate and accommodates varying learning rates.
Routines for distributing materials are efficient.
Activities and Materials (ACT)
Activities support lesson objectives, are challenging, elicit varied thinking, allow reflection, and are relevant to students’ lives.
Activities sustain attention, promote student‑to‑student interaction, evoke curiosity, and provide choices aligned to objectives.
Materials include additional resources such as visuals, multimedia, technology, and manipulatives.
Questioning (QU)
Questions vary in type, including knowledge, application, analysis, and creation.
Questions are purposeful, coherent, and sequenced with attention to instructional goals.
Wait time is provided (3‑5 seconds). Students are called upon to respond actively.
Academic Feedback (FEED)
Feedback is academic, frequent, and high‑quality, provided during guided practice, lessons, and reviews.
Teacher circulates during activities to support engagement and monitor work.
Feedback from students is used to monitor and adjust instruction.
Grouping Students (GRP)
Instructional grouping arrangement enhances understanding and efficiency.
Teachers set clear expectations.
Students take responsibility for roles and tasks within groups.
Students are held accountable for group and individual work.
Group composition varies to accomplish lesson goals and facilitates goal setting and reflection.
Teacher Content Knowledge (TCK)
Displays accurate content knowledge and understanding of state standards and materials.
Implements subject‑specific strategies to enhance knowledge.
Highlights key concepts as foundations to connect other ideas.
Teacher Knowledge of Students (TKS)
Displays understanding of students’ learning abilities and interests.
Provides differentiated supports and strategies to ensure mastery of grade‑level standards.
Thinking (TH)
Engages students in analytical, practical, creative, and research‑based thinking.
Students and teachers generate ideas, review problems from multiple perspectives, and analyze information.
Problem Solving (PS)
Engages students in abstraction, categorization, prediction, observation, expectation justification, improvement, and design tasks.
Planning Domain
Instructional Plans (IP)
Plans incorporate evidence of internalization of curriculum, alignment to standards, and success criteria.
Activities, materials, and assessments are aligned to standards, scaffolded by student need, and build on prior knowledge.
Plans provide appropriate time for student work and closure, are age‑appropriate, and reflect learner interests.
Student Work (SW)
Assignments are aligned to standards and curriculum, describe how assessment informs future instruction, and require students to interpret, conclude, and connect learning to prior knowledge.
Assessment (AS)
Assessments align with state standards, provide feedback on progress, use varied question types, and measure performance in multiple ways.
Environment Domain
Expectations (ES)
Teacher sets rigorous academic expectations and uses high‑quality materials.
Encourages learning from mistakes and creates opportunities for success.
Students complete work according to expectations.
Engaging Students and Managing Behavior (ESMB)
Students are engaged in behaviors that optimize learning.
Teacher establishes rules and uses various techniques to maintain engagement and a positive environment.
Positive behaviors are recognized and reinforced.
Disruptions are addressed appropriately.
Environment (ENV)
The classroom welcomes all students and guests, is organized for learning, and displays current student work.
Respectful Conditions (RC)
Interactions are positive, reflective, and respectful; classroom is free of conflict or put‑down.
Teachers and students exhibit kindness and inclusion.
Additional Duties and Responsibilities
Fulfill teaching duties such as lesson planning, instruction, collaboration, grading, attendance, record‑keeping, parent interaction, and committee participation.
Supervise students during school events, drop‑off, recess, lunch, assemblies, and after school.
Attend meetings, training sessions, IEP meetings, parent‑teacher conferences, open‑house events, graduation, and school board meetings.
Attend extracurricular activities and functions as a sponsor.
Position Type
Full‑Time
Salary:
$44,522 Per Hour
Contact Information
Belonda Howard, Principal
D. F. Huddle Elementary (PK‑5)
Phone: 318-442-7921
Email: belonda.howard@rpsb.us
Map
Open in Google Maps
#J-18808-Ljbffr