1st grade teacher
Young World Physical Education, Alexandria, LA, United States
1st grade teacher
Rapides Parish School District J. B. Nachman Elementary (PK-5) - Alexandria, Louisiana
This job is also posted in Rapides Parish School District
Job Details
Job ID:
5660869
Application Deadline:
May 04, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 21, 2026 5:00 AM (UTC)
Starting Date:
Immediately
Job Description
TITLE:
Classroom Teacher
FLSA:
Exempt
Qualifications
Bachelor’s Degree
Valid Louisiana Teaching Certificate
Any additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746
REPORTS TO : Principal/Assistant Principal/Other Assigned Evaluator
JOB GOAL :
To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The teacher is responsible for growth in student learning.
TERM : Nine, Ten, Eleven or Twelve Months
SALARY : Nine, Ten, Eleven or Twelve Month Teacher Salary Schedule
PERFORMANCE RESPONSIBILITIES :
Instructional Responsibilities
A. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge, skills, appreciation, and attitudes
B. To teach effectively
Using class time for teaching designated subject matter as outlined by Board approved Program Structure, Curriculum Guides, and/or policies
Using a variety of techniques to stimulate learning
Using a variety of curriculum materials
Differentiating assignments to meet individual needs
Explaining assignments
Limiting homework, making it meaningful to what is being taught
Evaluating the pupil’s learning frequently with a view to improvement of teaching and learning. Frequent teacher-made tests shall be given during each grading period for proper pupil evaluation.
C. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils’ level
D. To maintain an atmosphere in the class conducive to learning
E. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child
F. To exhibit substantial knowledge of subject matter and the curriculum objectives
G. To maintain control, promote self-discipline, character and respect for others through use of positive control techniques in keeping with state law, board policy, and school rules and regulations
H. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, etc.), handling materials, sharpening pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time.
Administrative Responsibilities
A. To follow the rules and regulations of assigned school and the Rapides Parish School Board
B. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities
C. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closes
D. To sign in and out of school on appropriate forms
E. To be in the assigned classroom or other area of responsibility when the class period begins.
A class shall not be left unsupervised
F. To remain at school during the school day unless permission is obtained from the Principal
G. To be responsible for attending any administrative and/or professional meetings called by the Principal
H. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal of advance plans to return to school
I. To follow guidelines as set forth by the Rapides Parish School Board staff
J. To maintain an attractive and clean classroom
K. To account for and be responsible for the care of all textbooks, pupil desks, other furniture, equipment and instructional materials which are in or are assigned to the teacher’s classroom, laboratory or other areas of responsibility
L. To be neat and accurate in completing required records and reports, turning these in promptly and on time
M. To be responsible for field trips to:
Obtain permission of the Principal
Get parents written consent
Make certain the trip has educational value related to current classroom instruction
Properly prepare pupils for the field trip experiences and to follow-up on return
Be sure that all vehicles have public liability insurance and that all drivers are properly licensed
Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons
Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher leaves. No child shall be left unattended
Professional Responsibilities
A. To exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils
B. To maintain good public relations, making positive contributions to parents’ understanding of pupils’ progress
C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils
D. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences and reading current professional literature
E. To be loyal to the administration of the school system and the school
F. To establish and execute a professional growth and self‑evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan
G. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130
Instructional Domain
1. 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; lesson content is aligned to the objectives of the high‑quality instructional materials.
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).
2. Motivating Students (MS)
a. The teacher organizes the content, including high‑quality curriculum resources, so that it is personally meaningful and relevant to students.
b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
c. The teacher regularly reinforces and rewards effort.
3. Presenting Instructional Content (PIC)
a. Presentation of content consistently includes visual cues 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 to demonstrate his or her performance expectations.
d. Criteria that clarifies how students can be successful.
e. Concise communication.
f. Logical sequencing and segmenting.
g. All essential information.
h. No irrelevant, confusing, or non‑essential information.
4. Lesson Structure and Pacing (LS)
a. The lesson starts promptly.
b. 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.
c. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
d. Routines for distributing materials are efficient.
5. Activities and Materials (ACT)
a. Content: support the lesson objectives; challenging; elicit a variety of thinking; provide time for reflection; and relevant to students’ lives.
b. Student‑centered: sustain students’ attention; provide opportunities for student‑to‑student interaction; evoke student curiosity and suspense; 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 (visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high‑quality instructional materials).
6. Questioning (QU)
a. Teacher questions are varied and high‑quality, providing an appropriate mix of question types based on content: knowledge and comprehension; application and analysis; creation and evaluation.
b. Questions are purposeful and coherent.
c. The frequency of questions engages students in critical thinking.
d. Questions are sequenced with attention to the instructional goals.
e. Wait time (3‑5 seconds) is provided.
f. Questions require active responses (whole‑class signaling, choral responses, group and individual answers).
g. The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
7. Academic Feedback (FEED)
a. Oral and written feedback is academically focused, frequent, and high‑quality.
b. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
c. The teacher circulates during instructional activities to support engagement and monitor student work.
d. Feedback from students is used to monitor and adjust instruction.
8. Grouping Students (GRP)
a. The instructional grouping arrangements adequately enhance student understanding and learning efficiency.
b. Teacher sets expectations that are understood by students.
c. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
d. Students participating in groups are held accountable for group work and individual work.
e. Instructional group composition is varied to accomplish the goals of the lesson.
f. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
9. Teacher Content Knowledge (TCK)
a. Teacher displays accurate content knowledge and understanding of both state standards and high‑quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach.
b. Teacher implements subject‑specific instructional strategies to enhance student content knowledge.
c. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
10. Teacher Knowledge of Students (TKS)
a. Teacher practices display understanding of students’ anticipated learning abilities and practices incorporate student interests and backgrounds.
b. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade‑level standards.
11. Thinking (TH)
a. The teacher engages students in multiple types of thinking: analytical, practical, creative, and research‑based thinking.
b. The teacher and students generate a variety of ideas and alternatives; analyze problems from multiple perspectives and viewpoints.
12. Problem Solving (PS)
a. The teacher uses and/or engages students in some of the following problem‑solving types: abstraction, categorization, drawing conclusions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, creating and designing.
Planning Domain
1. Instructional Plans (IP)
a. Some evidence of the internalization of the plans from the high‑quality curriculum.
b. Objectives aligned to state standards and aligned high‑quality curriculum, both in content and rigor.
c. Activities, materials, and assessments: aligned to state standards; content, including high‑quality curriculum; success criteria; sequenced and scaffolded based on student need; build on prior student knowledge; provide appropriate time for student work and lesson closure.
d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners.
e. Evidence that the plan provides…
2. Student Work (SW)
a. Aligned to the rigor and depth of the standards and curriculum content.
b. Aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
c. Assignments require students to interpret information, draw conclusions and support them through writing, connect what they are learning to prior learning and life experiences.
3. Assessment (AS)
a. Aligned with depth and rigor of the state standards and content, including curriculum resources.
b. Designed to provide feedback on progress against objectives.
c. Use a variety of question types and formats to gauge student learning and problem‑solving.
d. Measure student performance in more than two ways: projects, experiments, presentations, essays, short answer, multiple choice.
Environment Domain
1. Expectations (ES)
Teacher engages students with clear and rigorous academic expectations and uses aligned high‑quality materials and resources for students to access.
Teacher encourages students to learn from mistakes.
Teacher creates learning opportunities where all students can experience success.
Students complete their work according to teacher expectations.
2. Engaging Students and Managing Behavior (ESMB)
Students are mostly engaged in behaviors that optimize learning and increase time on task.
Teacher establishes rules for learning and behavior.
Teacher uses a variety of techniques (rewards, approval, contingent activities, consequences) to maintain student engagement and promote a positive classroom environment.
Teacher often recognizes and motivates positive behaviors; does not allow inconsequential behavior to interrupt the lesson.
Teacher addresses students who have caused disruptions and sometimes addresses the entire class.
3. Environment (ENV)
a. The classroom welcomes all students and guests.
b. Is organized to promote learning for all students.
c. Has supplies, equipment, and resources accessible to provide opportunities for students.
d. Displays current student work.
e. Is arranged to promote individual and group learning.
4. Respectful Conditions (RC)
a. Teacher‑student interactions are generally positive and reflect awareness and consideration of all students’ backgrounds.
b. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put‑downs.
c. Teacher is receptive to the interests and opinions of students.
Personal Responsibilities
A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils
B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board
C. To use language which is void of vulgarity, lewdness, coarseness, or profanity
D. To maintain self‑control and poise
E. To maintain good general health with the physical vitality to perform the duties of an effective teacher
F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage
G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems
H. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time
I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board
J. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours
K. To follow Federal, State, School Board and school policies
Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:
1. 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 relative to the performance or conduct of students assigned to the teacher
School committees or task forces to contribute to school improvement initiatives
Educational or coaching best practices and techniques
2. Supervision
Supervision of Students when students are on or off campus at a school related/sponsored event
Supervision of Students prior to school and/or drop‑off, when assigned
Supervision of Students in the classroom
Supervision of Students between classes, during recess/intermission, during lunch, assemblies
Supervision of Students after school and/or pick‑up, when assigned
3. Non‑instructional Components
Attend meetings generally associated with the instruction of students
Attend faculty, staff, and department meetingsAttend 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
4. Extracurricular Activities
Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor
Position Type:
Full‑Time
Salary:
$44,522 Per Year
Job Requirements
Contact Information
Rebecca Warren , Principal
J. B. Nachman Elementary (PK-5)
Phone: 3184457725
Email: rebeccal.warren@rpsb.us
#J-18808-Ljbffr
Rapides Parish School District J. B. Nachman Elementary (PK-5) - Alexandria, Louisiana
This job is also posted in Rapides Parish School District
Job Details
Job ID:
5660869
Application Deadline:
May 04, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 21, 2026 5:00 AM (UTC)
Starting Date:
Immediately
Job Description
TITLE:
Classroom Teacher
FLSA:
Exempt
Qualifications
Bachelor’s Degree
Valid Louisiana Teaching Certificate
Any additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746
REPORTS TO : Principal/Assistant Principal/Other Assigned Evaluator
JOB GOAL :
To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The teacher is responsible for growth in student learning.
TERM : Nine, Ten, Eleven or Twelve Months
SALARY : Nine, Ten, Eleven or Twelve Month Teacher Salary Schedule
PERFORMANCE RESPONSIBILITIES :
Instructional Responsibilities
A. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge, skills, appreciation, and attitudes
B. To teach effectively
Using class time for teaching designated subject matter as outlined by Board approved Program Structure, Curriculum Guides, and/or policies
Using a variety of techniques to stimulate learning
Using a variety of curriculum materials
Differentiating assignments to meet individual needs
Explaining assignments
Limiting homework, making it meaningful to what is being taught
Evaluating the pupil’s learning frequently with a view to improvement of teaching and learning. Frequent teacher-made tests shall be given during each grading period for proper pupil evaluation.
C. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils’ level
D. To maintain an atmosphere in the class conducive to learning
E. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child
F. To exhibit substantial knowledge of subject matter and the curriculum objectives
G. To maintain control, promote self-discipline, character and respect for others through use of positive control techniques in keeping with state law, board policy, and school rules and regulations
H. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, etc.), handling materials, sharpening pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time.
Administrative Responsibilities
A. To follow the rules and regulations of assigned school and the Rapides Parish School Board
B. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities
C. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closes
D. To sign in and out of school on appropriate forms
E. To be in the assigned classroom or other area of responsibility when the class period begins.
A class shall not be left unsupervised
F. To remain at school during the school day unless permission is obtained from the Principal
G. To be responsible for attending any administrative and/or professional meetings called by the Principal
H. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal of advance plans to return to school
I. To follow guidelines as set forth by the Rapides Parish School Board staff
J. To maintain an attractive and clean classroom
K. To account for and be responsible for the care of all textbooks, pupil desks, other furniture, equipment and instructional materials which are in or are assigned to the teacher’s classroom, laboratory or other areas of responsibility
L. To be neat and accurate in completing required records and reports, turning these in promptly and on time
M. To be responsible for field trips to:
Obtain permission of the Principal
Get parents written consent
Make certain the trip has educational value related to current classroom instruction
Properly prepare pupils for the field trip experiences and to follow-up on return
Be sure that all vehicles have public liability insurance and that all drivers are properly licensed
Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons
Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher leaves. No child shall be left unattended
Professional Responsibilities
A. To exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils
B. To maintain good public relations, making positive contributions to parents’ understanding of pupils’ progress
C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils
D. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences and reading current professional literature
E. To be loyal to the administration of the school system and the school
F. To establish and execute a professional growth and self‑evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan
G. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130
Instructional Domain
1. 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; lesson content is aligned to the objectives of the high‑quality instructional materials.
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).
2. Motivating Students (MS)
a. The teacher organizes the content, including high‑quality curriculum resources, so that it is personally meaningful and relevant to students.
b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
c. The teacher regularly reinforces and rewards effort.
3. Presenting Instructional Content (PIC)
a. Presentation of content consistently includes visual cues 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 to demonstrate his or her performance expectations.
d. Criteria that clarifies how students can be successful.
e. Concise communication.
f. Logical sequencing and segmenting.
g. All essential information.
h. No irrelevant, confusing, or non‑essential information.
4. Lesson Structure and Pacing (LS)
a. The lesson starts promptly.
b. 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.
c. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
d. Routines for distributing materials are efficient.
5. Activities and Materials (ACT)
a. Content: support the lesson objectives; challenging; elicit a variety of thinking; provide time for reflection; and relevant to students’ lives.
b. Student‑centered: sustain students’ attention; provide opportunities for student‑to‑student interaction; evoke student curiosity and suspense; 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 (visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high‑quality instructional materials).
6. Questioning (QU)
a. Teacher questions are varied and high‑quality, providing an appropriate mix of question types based on content: knowledge and comprehension; application and analysis; creation and evaluation.
b. Questions are purposeful and coherent.
c. The frequency of questions engages students in critical thinking.
d. Questions are sequenced with attention to the instructional goals.
e. Wait time (3‑5 seconds) is provided.
f. Questions require active responses (whole‑class signaling, choral responses, group and individual answers).
g. The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
7. Academic Feedback (FEED)
a. Oral and written feedback is academically focused, frequent, and high‑quality.
b. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
c. The teacher circulates during instructional activities to support engagement and monitor student work.
d. Feedback from students is used to monitor and adjust instruction.
8. Grouping Students (GRP)
a. The instructional grouping arrangements adequately enhance student understanding and learning efficiency.
b. Teacher sets expectations that are understood by students.
c. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
d. Students participating in groups are held accountable for group work and individual work.
e. Instructional group composition is varied to accomplish the goals of the lesson.
f. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
9. Teacher Content Knowledge (TCK)
a. Teacher displays accurate content knowledge and understanding of both state standards and high‑quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach.
b. Teacher implements subject‑specific instructional strategies to enhance student content knowledge.
c. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
10. Teacher Knowledge of Students (TKS)
a. Teacher practices display understanding of students’ anticipated learning abilities and practices incorporate student interests and backgrounds.
b. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade‑level standards.
11. Thinking (TH)
a. The teacher engages students in multiple types of thinking: analytical, practical, creative, and research‑based thinking.
b. The teacher and students generate a variety of ideas and alternatives; analyze problems from multiple perspectives and viewpoints.
12. Problem Solving (PS)
a. The teacher uses and/or engages students in some of the following problem‑solving types: abstraction, categorization, drawing conclusions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, creating and designing.
Planning Domain
1. Instructional Plans (IP)
a. Some evidence of the internalization of the plans from the high‑quality curriculum.
b. Objectives aligned to state standards and aligned high‑quality curriculum, both in content and rigor.
c. Activities, materials, and assessments: aligned to state standards; content, including high‑quality curriculum; success criteria; sequenced and scaffolded based on student need; build on prior student knowledge; provide appropriate time for student work and lesson closure.
d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners.
e. Evidence that the plan provides…
2. Student Work (SW)
a. Aligned to the rigor and depth of the standards and curriculum content.
b. Aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
c. Assignments require students to interpret information, draw conclusions and support them through writing, connect what they are learning to prior learning and life experiences.
3. Assessment (AS)
a. Aligned with depth and rigor of the state standards and content, including curriculum resources.
b. Designed to provide feedback on progress against objectives.
c. Use a variety of question types and formats to gauge student learning and problem‑solving.
d. Measure student performance in more than two ways: projects, experiments, presentations, essays, short answer, multiple choice.
Environment Domain
1. Expectations (ES)
Teacher engages students with clear and rigorous academic expectations and uses aligned high‑quality materials and resources for students to access.
Teacher encourages students to learn from mistakes.
Teacher creates learning opportunities where all students can experience success.
Students complete their work according to teacher expectations.
2. Engaging Students and Managing Behavior (ESMB)
Students are mostly engaged in behaviors that optimize learning and increase time on task.
Teacher establishes rules for learning and behavior.
Teacher uses a variety of techniques (rewards, approval, contingent activities, consequences) to maintain student engagement and promote a positive classroom environment.
Teacher often recognizes and motivates positive behaviors; does not allow inconsequential behavior to interrupt the lesson.
Teacher addresses students who have caused disruptions and sometimes addresses the entire class.
3. Environment (ENV)
a. The classroom welcomes all students and guests.
b. Is organized to promote learning for all students.
c. Has supplies, equipment, and resources accessible to provide opportunities for students.
d. Displays current student work.
e. Is arranged to promote individual and group learning.
4. Respectful Conditions (RC)
a. Teacher‑student interactions are generally positive and reflect awareness and consideration of all students’ backgrounds.
b. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put‑downs.
c. Teacher is receptive to the interests and opinions of students.
Personal Responsibilities
A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils
B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board
C. To use language which is void of vulgarity, lewdness, coarseness, or profanity
D. To maintain self‑control and poise
E. To maintain good general health with the physical vitality to perform the duties of an effective teacher
F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage
G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems
H. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time
I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board
J. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours
K. To follow Federal, State, School Board and school policies
Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:
1. 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 relative to the performance or conduct of students assigned to the teacher
School committees or task forces to contribute to school improvement initiatives
Educational or coaching best practices and techniques
2. Supervision
Supervision of Students when students are on or off campus at a school related/sponsored event
Supervision of Students prior to school and/or drop‑off, when assigned
Supervision of Students in the classroom
Supervision of Students between classes, during recess/intermission, during lunch, assemblies
Supervision of Students after school and/or pick‑up, when assigned
3. Non‑instructional Components
Attend meetings generally associated with the instruction of students
Attend faculty, staff, and department meetingsAttend 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
4. Extracurricular Activities
Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor
Position Type:
Full‑Time
Salary:
$44,522 Per Year
Job Requirements
Contact Information
Rebecca Warren , Principal
J. B. Nachman Elementary (PK-5)
Phone: 3184457725
Email: rebeccal.warren@rpsb.us
#J-18808-Ljbffr