SECONDARY TEACHER: Biology
Young World Physical Education, Tioga, LA, United States
SECONDARY TEACHER: Biology
Rapides Parish School District Tioga High School (9-12) - Tioga, Louisiana. Open in Google Maps.
Job Details
Job ID:
5662578
Application Deadline:
Apr 28, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 22, 2026 5:00 AM (UTC)
Starting Date:
Aug 3, 2026
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
Establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan available in the classroom. Planning shall provide for systematic growth in fundamental knowledge, skills, appreciation, and attitudes.
To teach effectively using:
Class time for teaching designated subject matter as outlined by Board approved Program Structure, Curriculum Guides, and/or policies.
A variety of techniques to stimulate learning.
A variety of curriculum materials.
Differentiating assignments to meet individual needs.
Explaining assignments.
Limiting homework, making it meaningful.
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.
Make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils’ level.
Maintain an atmosphere in the class conducive to learning.
Demonstrate an understanding of child growth and development, showing respect for the individuality of every child.
Exhibit substantial knowledge of subject matter and the curriculum objectives.
Maintain control, promote self‑discipline, character and respect for others through use of positive control techniques.
Use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections, handling materials, sharpening pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time.
Administrative Responsibilities
Follow the rules and regulations of assigned school and the Rapides Parish School Board.
Follow a time and/or duty schedule authorized by the school principal for the school day and extra‑curricular activities.
Non‑duty personnel report to school ten minutes before school begins and remain ten minutes after school closes.
Sign in and out of school on appropriate forms.
Be in the assigned classroom or other area of responsibility when the class period begins. A class shall not be left unsupervised.
Remain at school during the school day unless permission is obtained from the Principal.
Be responsible for attending any administrative and/or professional meetings called by the Principal.
Notify the Principal in case of absence in sufficient time to secure a substitute; notify the Principal of advance plans to return to school.
Follow guidelines as set forth by the Rapides Parish School Board staff.
Maintain an attractive and clean classroom.
Be responsible for the care of all textbooks, pupil desks, other furniture, equipment, and instructional materials assigned to the teacher’s classroom, laboratory or other areas of responsibility.
Be neat and accurate in completing required records and reports, turning these in promptly and on time.
Be responsible for field trips, including obtaining permission of the Principal, getting parents written consent, ensuring educational value, properly preparing pupils, supervising by teacher and chaperones, ensuring vehicles have insurance, ensuring chaperones supervise, and ensuring children are picked up before the teacher leaves.
Professional Responsibilities
Exhibit enthusiasm and self‑confidence, assuming a positive attitude about the possibility for growth and development of all pupils.
Maintain good public relations, making positive contributions to parents’ understanding of pupils’ progress.
Be ethical in contacts with parents and other laymen, fellow professionals and pupils.
Participate in faculty and system‑wide in‑service programs, keeping current by taking credit or non‑credit college courses, partaking in workshops and conferences and reading professional literature.
Be loyal to the administration of the school system and the school.
Establish and execute a professional growth and self‑evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan.
Carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130.
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 state standards.
Sub‑objective/Prerequisite skills are aligned to lesson’s major objective.
Learning objectives are connected to what students have previously learned.
Expectations for student performance are clear.
Learning objectives are displayed.
Evidence that students are progressing or demonstrating mastery of the objective(s).
Motivating Students (MS):
Teacher organizes content to be meaningful and relevant to students.
Develops learning experiences where inquiry, curiosity, and exploration are valued.
Regularly reinforces and rewards effort.
Presenting Instructional Content (PIC):
Visuals establishing purpose, preview organization, and internal summaries.
Examples, illustrations, analogies, labels.
Modeling.
Criteria clarifying success.
Concise communication.
Logical sequencing.
All essential information.
No irrelevant information.
Lesson Structure and Pacing (LS):
The lesson starts promptly.
Structure is coherent, with beginning, middle, end, time for reflection.
Pacing appropriate and gives opportunity for students at different rates.
Routines for distributing materials efficient.
Activities and Materials (ACT):
Support lesson objectives.
Are challenging.
Elicit a variety of thinking.
Provide time for reflection.
Are relevant to students’ lives.
Student‑centered: sustain attention, provide interaction, evoke curiosity, provide choices.
Multiple materials: incorporate additional standards‑based resources when appropriate.
Questioning (QU):
Teacher questions varied and high‑quality; mix of types.
Questions purposeful and coherent.
Frequency engages critical thinking.
Sequencing aligns with goals.
Wait time 3‑5 seconds provided.
Active responses encouraged.
Call on variety of students.
Academic Feedback (FEED):
Oral and written feedback academically focused, frequent, high‑quality.
Given during guided practice, throughout lesson, during review of independent work.
Teacher circulates during activities to support engagement.
Feedback from students used to monitor and adjust instruction.
Grouping Students (GRP):
Instructional grouping arrangements enhance understanding and efficiency.
Teacher sets expectations understood by students.
Students in group take responsibility for roles and tasks.
Students in groups held accountable.
Instructional group composition varied to accomplish lesson goals.
Groups facilitate goal setting, reflection and evaluation.
Teacher Content Knowledge (TCK):
Displays accurate content knowledge of state standards and materials.
Implements subject‑specific strategies to enhance content knowledge.
Highlights key concepts, connects to other concepts.
Teacher Knowledge of Students (TKS):
Displays understanding of students’ anticipated learning abilities.
Incorporates student interests and backgrounds.
Provides differentiated supports and strategies for mastery of grade‑level standards.
Thinking (TH):
Engages students in multiple types of thinking: analytical, practical, creative, research‑based.
Teacher and students generate ideas, alternatives, analyze problems.
Problem Solving (PS):
Uses or engages students in problem‑solving types: abstraction, categorization, drawing conclusions, predicting outcomes, observing experiments, improving solutions, identifying relevant/irrelevant info, generating ideas, creating and designing.
Planning Domain
Instructional Plans (IP):
Internalization of plans from high‑quality curriculum.
Objectives aligned to standards and curriculum; both in content and rigor.
Activities, materials, assessment aligned to standards; sequenced; build on prior knowledge; time appropriate.
Evidence of plan appropriateness for age, knowledge, interests.
Evidence that plan provides … (text incomplete originally; omitted).
Student Work (SW):
Aligned to rigor of standards and curriculum.
Aligned to lesson objective; includes assessment results to inform instruction.
Students interpret info, draw conclusions, support with writing, connect to prior learning and life experiences.
Assessment (AS):
Aligned with depth and rigor of state standards and curriculum.
Provide feedback on progress against objectives.
Use variety of question types and formats.
Measure student performance in multiple ways (projects, experiments, presentations, essays, etc.).
Environment Domain
Expectations (ES):
Engage students with rigorous academic expectations; use aligned high‑quality materials.
Encourage learning from mistakes.
Create learning opportunities for all students to succeed.
Students complete work per expectations.
Engaging Students and Managing Behavior (ESMB):
Students engaged in behaviors optimizing learning, increasing time on task.
Teacher establishes rules for learning and behavior.
Uses techniques (rewards, approval, contingent activities, consequences) to maintain engagement and promote positive environment.
Recognizes and motivates positive behaviors; does not allow inconsequential behavior to interrupt lesson.
Addresses students causing disruptions, sometimes addresses entire class.
Environment (ENV):
Classroom welcomes all students and guests.
Organized to promote learning for all students.
Supplies, equipment, resources accessible.
Displays current student work.
Arranged to promote individual and group learning.
Respectful Conditions (RC):
Teacher‑student interactions positive and respectful.
Displays kindness; classroom free of conflict, sarcasm, put‑downs.
Teacher is receptive to students’ interests and opinions.
Personal Responsibilities
Observe standards of conduct inside and outside of school, demonstrating integrity and dependability.
Set good example by dressing appropriately and grooming per dress code.
Use language void of vulgarity or profanity.
Maintain self‑control and poise.
Maintain good general health with physical vitality to perform duties of effective teacher.
Enunciate clearly in pleasant controlled voice, expressing ideas clearly, using good English.
Demonstrate ability to adjust to new situations showing control and effectiveness under pressures.
Accept responsibility commensurate with assigned tasks, meeting obligations timely.
Be in attendance except for personal illness or emergencies defined by policies.
Perform any other duties assigned by superintendent and/or evaluator within scope of teaching and learning during contracted work hours.
Follow Federal, State, School Board and school policies.
Additional Teaching Components
Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:
Instructional Components
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 performance or conduct of students assigned to the teacher.
Participate in school committees or task forces to contribute to school improvement initiatives.
Educational or coaching best practices and techniques.
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.
Non‑Instructional Components
Attend meetings generally associated with the 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 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
Benjamin Arrington , Principal
Tioga High School (9-12)
Phone: 318 640 9661
Email: benjamin.arrington@rpsb.us
#J-18808-Ljbffr
Rapides Parish School District Tioga High School (9-12) - Tioga, Louisiana. Open in Google Maps.
Job Details
Job ID:
5662578
Application Deadline:
Apr 28, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 22, 2026 5:00 AM (UTC)
Starting Date:
Aug 3, 2026
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
Establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan available in the classroom. Planning shall provide for systematic growth in fundamental knowledge, skills, appreciation, and attitudes.
To teach effectively using:
Class time for teaching designated subject matter as outlined by Board approved Program Structure, Curriculum Guides, and/or policies.
A variety of techniques to stimulate learning.
A variety of curriculum materials.
Differentiating assignments to meet individual needs.
Explaining assignments.
Limiting homework, making it meaningful.
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.
Make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils’ level.
Maintain an atmosphere in the class conducive to learning.
Demonstrate an understanding of child growth and development, showing respect for the individuality of every child.
Exhibit substantial knowledge of subject matter and the curriculum objectives.
Maintain control, promote self‑discipline, character and respect for others through use of positive control techniques.
Use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections, handling materials, sharpening pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time.
Administrative Responsibilities
Follow the rules and regulations of assigned school and the Rapides Parish School Board.
Follow a time and/or duty schedule authorized by the school principal for the school day and extra‑curricular activities.
Non‑duty personnel report to school ten minutes before school begins and remain ten minutes after school closes.
Sign in and out of school on appropriate forms.
Be in the assigned classroom or other area of responsibility when the class period begins. A class shall not be left unsupervised.
Remain at school during the school day unless permission is obtained from the Principal.
Be responsible for attending any administrative and/or professional meetings called by the Principal.
Notify the Principal in case of absence in sufficient time to secure a substitute; notify the Principal of advance plans to return to school.
Follow guidelines as set forth by the Rapides Parish School Board staff.
Maintain an attractive and clean classroom.
Be responsible for the care of all textbooks, pupil desks, other furniture, equipment, and instructional materials assigned to the teacher’s classroom, laboratory or other areas of responsibility.
Be neat and accurate in completing required records and reports, turning these in promptly and on time.
Be responsible for field trips, including obtaining permission of the Principal, getting parents written consent, ensuring educational value, properly preparing pupils, supervising by teacher and chaperones, ensuring vehicles have insurance, ensuring chaperones supervise, and ensuring children are picked up before the teacher leaves.
Professional Responsibilities
Exhibit enthusiasm and self‑confidence, assuming a positive attitude about the possibility for growth and development of all pupils.
Maintain good public relations, making positive contributions to parents’ understanding of pupils’ progress.
Be ethical in contacts with parents and other laymen, fellow professionals and pupils.
Participate in faculty and system‑wide in‑service programs, keeping current by taking credit or non‑credit college courses, partaking in workshops and conferences and reading professional literature.
Be loyal to the administration of the school system and the school.
Establish and execute a professional growth and self‑evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan.
Carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130.
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 state standards.
Sub‑objective/Prerequisite skills are aligned to lesson’s major objective.
Learning objectives are connected to what students have previously learned.
Expectations for student performance are clear.
Learning objectives are displayed.
Evidence that students are progressing or demonstrating mastery of the objective(s).
Motivating Students (MS):
Teacher organizes content to be meaningful and relevant to students.
Develops learning experiences where inquiry, curiosity, and exploration are valued.
Regularly reinforces and rewards effort.
Presenting Instructional Content (PIC):
Visuals establishing purpose, preview organization, and internal summaries.
Examples, illustrations, analogies, labels.
Modeling.
Criteria clarifying success.
Concise communication.
Logical sequencing.
All essential information.
No irrelevant information.
Lesson Structure and Pacing (LS):
The lesson starts promptly.
Structure is coherent, with beginning, middle, end, time for reflection.
Pacing appropriate and gives opportunity for students at different rates.
Routines for distributing materials efficient.
Activities and Materials (ACT):
Support lesson objectives.
Are challenging.
Elicit a variety of thinking.
Provide time for reflection.
Are relevant to students’ lives.
Student‑centered: sustain attention, provide interaction, evoke curiosity, provide choices.
Multiple materials: incorporate additional standards‑based resources when appropriate.
Questioning (QU):
Teacher questions varied and high‑quality; mix of types.
Questions purposeful and coherent.
Frequency engages critical thinking.
Sequencing aligns with goals.
Wait time 3‑5 seconds provided.
Active responses encouraged.
Call on variety of students.
Academic Feedback (FEED):
Oral and written feedback academically focused, frequent, high‑quality.
Given during guided practice, throughout lesson, during review of independent work.
Teacher circulates during activities to support engagement.
Feedback from students used to monitor and adjust instruction.
Grouping Students (GRP):
Instructional grouping arrangements enhance understanding and efficiency.
Teacher sets expectations understood by students.
Students in group take responsibility for roles and tasks.
Students in groups held accountable.
Instructional group composition varied to accomplish lesson goals.
Groups facilitate goal setting, reflection and evaluation.
Teacher Content Knowledge (TCK):
Displays accurate content knowledge of state standards and materials.
Implements subject‑specific strategies to enhance content knowledge.
Highlights key concepts, connects to other concepts.
Teacher Knowledge of Students (TKS):
Displays understanding of students’ anticipated learning abilities.
Incorporates student interests and backgrounds.
Provides differentiated supports and strategies for mastery of grade‑level standards.
Thinking (TH):
Engages students in multiple types of thinking: analytical, practical, creative, research‑based.
Teacher and students generate ideas, alternatives, analyze problems.
Problem Solving (PS):
Uses or engages students in problem‑solving types: abstraction, categorization, drawing conclusions, predicting outcomes, observing experiments, improving solutions, identifying relevant/irrelevant info, generating ideas, creating and designing.
Planning Domain
Instructional Plans (IP):
Internalization of plans from high‑quality curriculum.
Objectives aligned to standards and curriculum; both in content and rigor.
Activities, materials, assessment aligned to standards; sequenced; build on prior knowledge; time appropriate.
Evidence of plan appropriateness for age, knowledge, interests.
Evidence that plan provides … (text incomplete originally; omitted).
Student Work (SW):
Aligned to rigor of standards and curriculum.
Aligned to lesson objective; includes assessment results to inform instruction.
Students interpret info, draw conclusions, support with writing, connect to prior learning and life experiences.
Assessment (AS):
Aligned with depth and rigor of state standards and curriculum.
Provide feedback on progress against objectives.
Use variety of question types and formats.
Measure student performance in multiple ways (projects, experiments, presentations, essays, etc.).
Environment Domain
Expectations (ES):
Engage students with rigorous academic expectations; use aligned high‑quality materials.
Encourage learning from mistakes.
Create learning opportunities for all students to succeed.
Students complete work per expectations.
Engaging Students and Managing Behavior (ESMB):
Students engaged in behaviors optimizing learning, increasing time on task.
Teacher establishes rules for learning and behavior.
Uses techniques (rewards, approval, contingent activities, consequences) to maintain engagement and promote positive environment.
Recognizes and motivates positive behaviors; does not allow inconsequential behavior to interrupt lesson.
Addresses students causing disruptions, sometimes addresses entire class.
Environment (ENV):
Classroom welcomes all students and guests.
Organized to promote learning for all students.
Supplies, equipment, resources accessible.
Displays current student work.
Arranged to promote individual and group learning.
Respectful Conditions (RC):
Teacher‑student interactions positive and respectful.
Displays kindness; classroom free of conflict, sarcasm, put‑downs.
Teacher is receptive to students’ interests and opinions.
Personal Responsibilities
Observe standards of conduct inside and outside of school, demonstrating integrity and dependability.
Set good example by dressing appropriately and grooming per dress code.
Use language void of vulgarity or profanity.
Maintain self‑control and poise.
Maintain good general health with physical vitality to perform duties of effective teacher.
Enunciate clearly in pleasant controlled voice, expressing ideas clearly, using good English.
Demonstrate ability to adjust to new situations showing control and effectiveness under pressures.
Accept responsibility commensurate with assigned tasks, meeting obligations timely.
Be in attendance except for personal illness or emergencies defined by policies.
Perform any other duties assigned by superintendent and/or evaluator within scope of teaching and learning during contracted work hours.
Follow Federal, State, School Board and school policies.
Additional Teaching Components
Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:
Instructional Components
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 performance or conduct of students assigned to the teacher.
Participate in school committees or task forces to contribute to school improvement initiatives.
Educational or coaching best practices and techniques.
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.
Non‑Instructional Components
Attend meetings generally associated with the 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 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
Benjamin Arrington , Principal
Tioga High School (9-12)
Phone: 318 640 9661
Email: benjamin.arrington@rpsb.us
#J-18808-Ljbffr