SPECIAL EDUCATION TEACHER for Behavior Support Class
Young World Physical Education, Pineville, LA, United States
SPECIAL EDUCATION TEACHER for Behavior Support Class
Rapides Parish School District Lessie Moore Elementary (PK-3) - Pineville, Louisiana Open in Google Maps
Job Details
Job ID:
5664576
Application Deadline:
May 13, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 23, 2026 5:00 AM (UTC)
Starting Date:
Immediately
Job Description
FLSA: Exempt
Qualifications
As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)
Reports To:
School Principal
Supervises:
Teacher Aide
Job Goal:
To provide experiences to remediate, rehabilitate handicaps resulting from deficits through a total approach to involve teaching of educational subjects, physical and motor activities, speech and language development, and social skills as an improvement that will assist each child to take his place in school and life
Term:
Nine Months
Salary:
Nine Month Teacher Salary Schedule
Performance Responsibilities
Instructional Responsibilities
A. To become familiar with education guides, materials, the students’ individual folders or records, and equipment as evidenced by the students’ IEPs and teacher lesson plans
B. To prepare and make available to the principal or designated person each child’s IEP and anticipated weekly plans
C. To prepare and devise a specific number of instructional periods for each individual child as needed and indicated in the child’s IEP
D. To attempt to remediate deficits through the teaching of needed skills as indicated in each child’s Individual Evaluation and IEP
E. To develop or update each child’s IEP annually as mandated by IDEA and Louisiana Act 754
F. To review short‑term objectives on each child’s IEP and submit a copy of the report to the child’s parent every six weeks
G. To maintain individual files of each student’s work and test results
Management
A. To regularly create and maintain a physical environment that is conducive to learning including attractive and meaningful bulletin boards, appropriate seating arrangements, proper ventilation and illumination, etc.
B. To develop and maintain reasonable rules for the care of school properties, physical facilities and all equipment and to perform periodic inspections, inventories and reports to the principal
C. To utilize available curriculum materials, equipment and facilities frequently in the teaching process as evidenced by the individual child’s IEP and lesson plans
D. To be responsible for maintaining student discipline and safety at all times and to adhere to state and local regulations
E. To perform supervisory duties as necessitated by the principal
F. To maintain accurate attendance, financial, and other records
G. To report to respective schools prior to the first full day of operations for orientation and preparation of the classroom
H. To maintain current records and submit required reports, IEPs, and requests for re‑evaluations to appropriate personnel at the J. B. Lafargue Special Education Center
Professional
A. To attend in‑service workshops as mandated by local policies or legislative acts
B. To participate in self‑development activities such as membership in professional organizations, workshops, conventions, etc.
C. To promote the educational process by sharing ideas and materials with other staff members
D. To work in professional harmony with staff members, school administrators and with IEP committees
E. To use available means to keep abreast of new trends, techniques and teaching strategies
Public Relations
A. To meet with parents, students and staff members and conduct IEP committee meetings
B. To participate in at least one school sponsored activity annually
C. To strive to uplift the image of public education on a regular basis
Other Responsibilities
To establish and execute a professional growth and self‑evaluation plan
To work effectively with school personnel and staff
To consistently demonstrate self‑direction, accurate record‑keeping, professional ethics, and open communication
To foster positive relationships with school personnel, staff and community
To perform all other duties delegated by the principal within the scope of teaching and learning
To follow state, school board, and school policies and to teach in accordance with Louisiana Components of Effective Teaching
Instructional Domain
Standards and Objectives (SO)
a. Learning objectives and state content standards are communicated
b. Objectives and expectations are aligned to the depth and rigor of the state standards
c. Sub‑objective/Prerequisite skills are aligned to the lesson’s major objective
d. Learning objectives are connected to what students have previously learned
e. Expectations for student performance are clear
f. Learning objectives are displayed
g. There is evidence that students are progressing or demonstrating mastery of the objective(s)
Motivating Students (MS)
a. The teacher organizes the content to be personally meaningful and relevant
b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued
c. The teacher regularly reinforces and rewards effort
Presenting Instructional Content (PIC)
a. Visuals that establish the purpose of the lesson, preview organization, and include internal summaries
b. Examples, illustrations, analogies, and labels for new concepts and ideas
c. Modeling by the teacher to demonstrate performance expectations
d. Criteria that clarify how students can be successful
e. Concise communication
f. Logical sequencing and segmenting
g. All essential information
h. No irrelevant, confusing, or nonessential information
Lesson Structure and Pacing (LS)
a. The lesson starts promptly
b. The lesson’s structure is coherent with a beginning, middle, and end, with time for reflection
c. Pacing is appropriate and provides opportunities for students who progress at different rates
d. Routines for distributing materials are efficient
Activities and Materials (ACT)
a. Content: support the lesson objectives; challenging; elicit a variety of thinking; provide time for reflection; relevant to students’ lives
b. Student‑centered: sustain attention; provide opportunities for interaction; evoke curiosity and suspense; provide choices when appropriate
c. Multiple materials: incorporate additional standards‑based resources where appropriate
Questioning (QU)
A. Teacher questions are varied and high‑quality, with an appropriate mix of question types based on content
B. Questions are purposeful and coherent
C. Frequency of questions engages students in critical thinking
D. Questions are sequenced with attention to instructional goals
E. Wait time (3‑5 seconds) is provided
F. Questions require active responses
G. The teacher calls on a variety of students to engage different perspectives
Academic Feedback (FEED)
a. Oral and written feedback is academically focused, frequent, high‑quality
b. Feedback is given during guided practice, throughout the lesson, and during review
c. Teacher circulates during instructional activities to support engagement and monitor work
d. Feedback from students is used to adjust instruction
Grouping Students (GRP)
a. Instructional grouping arrangements enhance student understanding and efficiency
b. Teacher sets expectations understood by students
c. Students in a group take responsibility for their roles
d. Students are held accountable for group and individual work
e. Group composition is varied to accomplish lesson goals
f. Groups facilitate goals, reflection, and evaluation
Teacher Content Knowledge (TCK)
a. Teacher displays accurate content knowledge and understanding of state standards and high‑quality materials
b. Teacher implements subject‑specific strategies to enhance content knowledge
c. Teacher highlights key concepts and connects them to broader ideas
Teacher Knowledge of Students (TKS)
a. Teacher demonstrates understanding of students’ anticipated learning abilities
b. Teacher incorporates student interests and backgrounds
c. Teacher provides differentiated supports and strategies
Thinking (TH)
a. Teacher engages students in multiple types of thinking: analytical, practical, creative, research‑based
b. Teacher and students generate ideas, analyze problems from multiple perspectives
Problem Solving (PS)
a. Teacher uses and/or engages students in problem‑solving types: abstraction, categorization, drawing conclusions, predicting outcomes, observing, improving, identifying information, generating ideas, creating
Planning Domain
Instructional Plans (IP)
a. Evidence of internalization of plans from high‑quality curriculum
b. Objectives aligned to state standards and curriculum
c. Activities, materials, and assessments aligned and sequenced based on student need
d. Plan appropriate for age and interests
e. Evidence that the plan provides...
Student Work (SW)
a. Aligned to rigor and depth of standards
b. Aligns to lesson objective and uses assessment results to inform instruction
c. Assignments require interpretation, conclusions, and connection to prior learning
Assessment (AS)
a. Aligned with depth and rigor of state standards
b. Designed to provide feedback on progress
c. Uses variety of question types and formats
d. Measures performance in multiple ways
Environment Domain
Expectations (ES)
a. Teacher engages students with clear academic expectations
b. Encourages learning from mistakes
c. Creates learning opportunities for all to succeed
d. Students complete work according to expectations
Engaging Students and Managing Behavior (ESMB)
a. Students engaged in behaviors that optimize learning
b. Teacher establishes rules for behavior
c. Uses techniques to promote engagement
d. Recognizes positive behaviors and maintains lesson flow
e. Addresses disruptions appropriately
Environment (ENV)
a. Classroom welcomes all students and guests
b. Organized to promote learning
c. Supplies and resources are accessible
d. Displays current student work
e. Arranged to promote individual and group learning
Respectful Conditions (RC)
a. Teacher‑student interactions positive and respectful
b. Classroom free of conflict, sarcasm, and put‑downs
c. Teacher receptive to student interests and opinions
Required Duties
Instructional Components
Fulfill duties traditionally expected of those in teaching profession: Lesson Plans
Instruction
Collaborate with colleagues and departments
Grade Papers
Take and record attendance
Enter/Average Grades
Maintain positive and timely interaction with parents regarding students’ performance or conduct
Participate in school committees or task forces to contribute to school improvement initiatives
Share educational or coaching best practices and techniques
Supervision
Supervision of students when on or off campus at school‑related events
Supervision of students prior to school and/or drop‑off, when assigned
Supervision in the classroom
Supervision between classes, during recess, lunch, assemblies
Supervision after school and/or pick‑up, when assigned
Non‑instructional Components
Attend meetings generally associated with instruction of students
Attend faculty, staff, and department meetings
Attend training sessions
Attend IEP meetings
Attend parent‑teacher conferences
Attend back‑to‑school and open‑house events
Attend graduation
Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
Attend school board/committee meetings, upon request
Extracurricular Activities
Attend all meetings and functions of activities, clubs, or groups of which the employee is a sponsor
Position Type
Full‑Time
Salary:
$44,522 Per Hour
Contact Information
Pamela Walker , PRINCIPAL
Lessie Moore Elementary (PK-3)
Phone: 318-445-7151
Email: pamelaa.walker@rpsb.us
#J-18808-Ljbffr
Rapides Parish School District Lessie Moore Elementary (PK-3) - Pineville, Louisiana Open in Google Maps
Job Details
Job ID:
5664576
Application Deadline:
May 13, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 23, 2026 5:00 AM (UTC)
Starting Date:
Immediately
Job Description
FLSA: Exempt
Qualifications
As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)
Reports To:
School Principal
Supervises:
Teacher Aide
Job Goal:
To provide experiences to remediate, rehabilitate handicaps resulting from deficits through a total approach to involve teaching of educational subjects, physical and motor activities, speech and language development, and social skills as an improvement that will assist each child to take his place in school and life
Term:
Nine Months
Salary:
Nine Month Teacher Salary Schedule
Performance Responsibilities
Instructional Responsibilities
A. To become familiar with education guides, materials, the students’ individual folders or records, and equipment as evidenced by the students’ IEPs and teacher lesson plans
B. To prepare and make available to the principal or designated person each child’s IEP and anticipated weekly plans
C. To prepare and devise a specific number of instructional periods for each individual child as needed and indicated in the child’s IEP
D. To attempt to remediate deficits through the teaching of needed skills as indicated in each child’s Individual Evaluation and IEP
E. To develop or update each child’s IEP annually as mandated by IDEA and Louisiana Act 754
F. To review short‑term objectives on each child’s IEP and submit a copy of the report to the child’s parent every six weeks
G. To maintain individual files of each student’s work and test results
Management
A. To regularly create and maintain a physical environment that is conducive to learning including attractive and meaningful bulletin boards, appropriate seating arrangements, proper ventilation and illumination, etc.
B. To develop and maintain reasonable rules for the care of school properties, physical facilities and all equipment and to perform periodic inspections, inventories and reports to the principal
C. To utilize available curriculum materials, equipment and facilities frequently in the teaching process as evidenced by the individual child’s IEP and lesson plans
D. To be responsible for maintaining student discipline and safety at all times and to adhere to state and local regulations
E. To perform supervisory duties as necessitated by the principal
F. To maintain accurate attendance, financial, and other records
G. To report to respective schools prior to the first full day of operations for orientation and preparation of the classroom
H. To maintain current records and submit required reports, IEPs, and requests for re‑evaluations to appropriate personnel at the J. B. Lafargue Special Education Center
Professional
A. To attend in‑service workshops as mandated by local policies or legislative acts
B. To participate in self‑development activities such as membership in professional organizations, workshops, conventions, etc.
C. To promote the educational process by sharing ideas and materials with other staff members
D. To work in professional harmony with staff members, school administrators and with IEP committees
E. To use available means to keep abreast of new trends, techniques and teaching strategies
Public Relations
A. To meet with parents, students and staff members and conduct IEP committee meetings
B. To participate in at least one school sponsored activity annually
C. To strive to uplift the image of public education on a regular basis
Other Responsibilities
To establish and execute a professional growth and self‑evaluation plan
To work effectively with school personnel and staff
To consistently demonstrate self‑direction, accurate record‑keeping, professional ethics, and open communication
To foster positive relationships with school personnel, staff and community
To perform all other duties delegated by the principal within the scope of teaching and learning
To follow state, school board, and school policies and to teach in accordance with Louisiana Components of Effective Teaching
Instructional Domain
Standards and Objectives (SO)
a. Learning objectives and state content standards are communicated
b. Objectives and expectations are aligned to the depth and rigor of the state standards
c. Sub‑objective/Prerequisite skills are aligned to the lesson’s major objective
d. Learning objectives are connected to what students have previously learned
e. Expectations for student performance are clear
f. Learning objectives are displayed
g. There is evidence that students are progressing or demonstrating mastery of the objective(s)
Motivating Students (MS)
a. The teacher organizes the content to be personally meaningful and relevant
b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued
c. The teacher regularly reinforces and rewards effort
Presenting Instructional Content (PIC)
a. Visuals that establish the purpose of the lesson, preview organization, and include internal summaries
b. Examples, illustrations, analogies, and labels for new concepts and ideas
c. Modeling by the teacher to demonstrate performance expectations
d. Criteria that clarify how students can be successful
e. Concise communication
f. Logical sequencing and segmenting
g. All essential information
h. No irrelevant, confusing, or nonessential information
Lesson Structure and Pacing (LS)
a. The lesson starts promptly
b. The lesson’s structure is coherent with a beginning, middle, and end, with time for reflection
c. Pacing is appropriate and provides opportunities for students who progress at different rates
d. Routines for distributing materials are efficient
Activities and Materials (ACT)
a. Content: support the lesson objectives; challenging; elicit a variety of thinking; provide time for reflection; relevant to students’ lives
b. Student‑centered: sustain attention; provide opportunities for interaction; evoke curiosity and suspense; provide choices when appropriate
c. Multiple materials: incorporate additional standards‑based resources where appropriate
Questioning (QU)
A. Teacher questions are varied and high‑quality, with an appropriate mix of question types based on content
B. Questions are purposeful and coherent
C. Frequency of questions engages students in critical thinking
D. Questions are sequenced with attention to instructional goals
E. Wait time (3‑5 seconds) is provided
F. Questions require active responses
G. The teacher calls on a variety of students to engage different perspectives
Academic Feedback (FEED)
a. Oral and written feedback is academically focused, frequent, high‑quality
b. Feedback is given during guided practice, throughout the lesson, and during review
c. Teacher circulates during instructional activities to support engagement and monitor work
d. Feedback from students is used to adjust instruction
Grouping Students (GRP)
a. Instructional grouping arrangements enhance student understanding and efficiency
b. Teacher sets expectations understood by students
c. Students in a group take responsibility for their roles
d. Students are held accountable for group and individual work
e. Group composition is varied to accomplish lesson goals
f. Groups facilitate goals, reflection, and evaluation
Teacher Content Knowledge (TCK)
a. Teacher displays accurate content knowledge and understanding of state standards and high‑quality materials
b. Teacher implements subject‑specific strategies to enhance content knowledge
c. Teacher highlights key concepts and connects them to broader ideas
Teacher Knowledge of Students (TKS)
a. Teacher demonstrates understanding of students’ anticipated learning abilities
b. Teacher incorporates student interests and backgrounds
c. Teacher provides differentiated supports and strategies
Thinking (TH)
a. Teacher engages students in multiple types of thinking: analytical, practical, creative, research‑based
b. Teacher and students generate ideas, analyze problems from multiple perspectives
Problem Solving (PS)
a. Teacher uses and/or engages students in problem‑solving types: abstraction, categorization, drawing conclusions, predicting outcomes, observing, improving, identifying information, generating ideas, creating
Planning Domain
Instructional Plans (IP)
a. Evidence of internalization of plans from high‑quality curriculum
b. Objectives aligned to state standards and curriculum
c. Activities, materials, and assessments aligned and sequenced based on student need
d. Plan appropriate for age and interests
e. Evidence that the plan provides...
Student Work (SW)
a. Aligned to rigor and depth of standards
b. Aligns to lesson objective and uses assessment results to inform instruction
c. Assignments require interpretation, conclusions, and connection to prior learning
Assessment (AS)
a. Aligned with depth and rigor of state standards
b. Designed to provide feedback on progress
c. Uses variety of question types and formats
d. Measures performance in multiple ways
Environment Domain
Expectations (ES)
a. Teacher engages students with clear academic expectations
b. Encourages learning from mistakes
c. Creates learning opportunities for all to succeed
d. Students complete work according to expectations
Engaging Students and Managing Behavior (ESMB)
a. Students engaged in behaviors that optimize learning
b. Teacher establishes rules for behavior
c. Uses techniques to promote engagement
d. Recognizes positive behaviors and maintains lesson flow
e. Addresses disruptions appropriately
Environment (ENV)
a. Classroom welcomes all students and guests
b. Organized to promote learning
c. Supplies and resources are accessible
d. Displays current student work
e. Arranged to promote individual and group learning
Respectful Conditions (RC)
a. Teacher‑student interactions positive and respectful
b. Classroom free of conflict, sarcasm, and put‑downs
c. Teacher receptive to student interests and opinions
Required Duties
Instructional Components
Fulfill duties traditionally expected of those in teaching profession: Lesson Plans
Instruction
Collaborate with colleagues and departments
Grade Papers
Take and record attendance
Enter/Average Grades
Maintain positive and timely interaction with parents regarding students’ performance or conduct
Participate in school committees or task forces to contribute to school improvement initiatives
Share educational or coaching best practices and techniques
Supervision
Supervision of students when on or off campus at school‑related events
Supervision of students prior to school and/or drop‑off, when assigned
Supervision in the classroom
Supervision between classes, during recess, lunch, assemblies
Supervision after school and/or pick‑up, when assigned
Non‑instructional Components
Attend meetings generally associated with instruction of students
Attend faculty, staff, and department meetings
Attend training sessions
Attend IEP meetings
Attend parent‑teacher conferences
Attend back‑to‑school and open‑house events
Attend graduation
Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
Attend school board/committee meetings, upon request
Extracurricular Activities
Attend all meetings and functions of activities, clubs, or groups of which the employee is a sponsor
Position Type
Full‑Time
Salary:
$44,522 Per Hour
Contact Information
Pamela Walker , PRINCIPAL
Lessie Moore Elementary (PK-3)
Phone: 318-445-7151
Email: pamelaa.walker@rpsb.us
#J-18808-Ljbffr