SPECIAL EDUCATION TEACHER- Behav. Support
Young World Physical Education, Alexandria, LA, United States
SPECIAL EDUCATION TEACHER- Behav. Support
Rapides Parish School District L. S. Rugg Elementary (PK-5) - Alexandria, Louisiana Open in Google Maps
Job Details
Job ID:
5656397
Application Deadline:
Apr 24, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 20, 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
Main Responsibilities
Instructional Responsibilities
A. 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. Prepare and make available to the principal or designated person each child’s IEP and anticipated weekly plans
C. Prepare and devise a specific number of instructional periods for each individual child as needed and indicated in the child’s IEP
D. Attempt to remediate deficits through the teaching of needed skills as indicated in each child’s Individual Evaluation and IEP
E. Develop or update each child’s IEP annually as mandated by IDEA and Louisiana Act 754
F. 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. Maintain individual files of each student’s work and test results
Management
A. 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., as evidenced by functional learning area
B. Develop and maintain reasonable rules for the care of school properties, physical facilities and all equipment as evidenced by periodic inspections, inventories and reports submitted to the principal or designated person
C. Utilize available curriculum materials, equipment and facilities frequently in the teaching process as evidenced by the individual child’s IEP and lesson plans
D. Be responsible for maintaining student discipline and safety at all times as evidenced by the adherence to state and local regulations
E. Perform supervisory duties on a timely basis as necessitated and/or designated by the principal or designated person as evidenced by actual performance
F. Maintain accurate attendance, financial, and other records as evidenced by information in the teacher role book and other assigned reports submitted to the special education department and to the parents
G. Report to respective schools prior to the first full day of operations for the purpose of orientation and preparation of the classroom as directed by principal or designated person and evidenced by actual attendance and classroom appearance
H. Maintain current records and submit required reports, IEPs, and requests for re‑evaluations to appropriate personnel at the J. B. Lafargue Special Education Center in order to establish timelines
Professional
A. Attend inservice workshops as mandated by local policies or legislative acts as evidenced by attendance
B. Participate in self‑developmental activities, such as active membership in professional organizations, attendance at meetings, workshops, conventions, etc., whenever possible, and to continuously upgrade the position of the special education teacher as evidenced by actual participation
C. Promote the educational process as evidenced by the sharing of ideas and materials of other staff members
D. Work in professional harmony with staff members, school administrators and with IEP committees as evidenced by positive reports
E. Use available means to keep abreast of new trends, techniques and teaching strategies as evidenced by teaching methods employed (Post graduate work is encouraged)
Public Relations
A. Meet with parents, students and staff members and conduct IEP committee meetings
B. Participate in at least one school sponsored activity annually
C. Strive to uplift the image of public education on a regular basis
Additional Responsibilities (V-XIV)
Establish and execute a professional growth and self‑evaluation plan
Work effectively with school personnel and staff
Consistently demonstrate self‑direction
Submit accurate records and reports promptly
Exhibit professional ethics
Foster open communication and positive relationships with school personnel and staff
Foster open communication and positive relationships with the community
Perform all other duties or responsibilities not listed as delegated by the principal of the school 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)
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).
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.
Presenting Instructional Content (PIC)
Presentation of content consistently includes:
a. Visuals 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 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.
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.
Activities and Materials (ACT)
a. Content: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for reflection; are 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 (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high‑quality instructional materials).
Questioning (QU)
Teacher questions are varied and high‑quality, providing an appropriate mix of question types based on content: knowledge and comprehension; application and analysis; and creation and evaluation.
Questions are purposeful and coherent.
The frequency of questions engages students in critical thinking.
Questions are sequenced with attention to the instructional goals.
Wait time (3‑5 seconds) is provided.
Questions require active responses (e.g., whole‑class signaling, choral responses, or group and individual answers).
The teacher calls on a variety of students to engage different perspectives and provide opportunities for many students to respond.
Academic Feedback (FEED)
Oral and written feedback is academically focused, frequent, and high‑quality.
Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
The teacher circulates during instructional activities to support engagement and monitor student work.
Feedback from students is used to monitor and adjust instruction.
Grouping Students (GRP)
Instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency.
Teacher sets expectations that are understood by students.
In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
Students participating in groups are held accountable for group work and individual work.
Instructional group composition is varied to accomplish the goals of the lesson.
Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
Teacher Content Knowledge (TCK)
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.
Teacher implements subject‑specific instructional strategies to enhance student content knowledge.
Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
Teacher Knowledge of Students (TKS)
Teacher practices display understanding of students’ anticipated learning abilities and incorporate student interests and backgrounds.
Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade‑level standards.
Thinking (TH)
The teacher engages students in multiple types of thinking: analytical, practical, creative, and research‑based thinking.
Teacher and students generate a variety of ideas and alternatives; analyze problems from multiple perspectives and viewpoints.
Problem Solving (PS)
The teacher uses and/or engages students in abstraction, categorization, drawing conclusions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, creating and designing.
Planning Domain
Instructional Plans (IP)
Instructional plans include evidence of internalization of the plans from the high‑quality curriculum.
Objectives aligned to state standards and high‑quality curriculum.
Activities, materials, and assessments are aligned to state standards, content, and success criteria; are sequenced and scaffolded based on student need; build on prior student knowledge; provide appropriate time for student work and lesson closure; evidence that the plan is appropriate for the age, knowledge, and interests of learners.
Student Work (SW)
Assignments are aligned to the rigor and depth of the standards and curriculum content; aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
Assignments require students to interpret information, draw conclusions, support them through writing, and connect learning to prior learning and life experiences.
Assessment (AS)
Assessments are aligned with the depth and rigor of the state standards; designed to provide feedback on progress against objectives; use a variety of question types and formats; measure student performance in more than two ways (e.g., project, experiment, presentation, essay, short answer, or multiple choice).
Environment Domain
1. Expectations (ES)
Teacher engages students in learning 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.
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 (e.g., rewards, approval, contingent activities, consequences) that maintain student engagement and promote a positive classroom environment.
Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
Teacher addresses students who have caused disruptions, yet sometimes addresses the entire class.
Environment (ENV)
The classroom welcomes all students and guests; is organized to promote learning for all students; has supplies, equipment, and resources accessible to provide opportunities for students; displays current student work; is arranged to promote individual and group learning.
Respectful Conditions (RC)
Teacher‑student interactions are generally positive and reflect awareness and consideration of all students’ backgrounds.
Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put‑downs.
Teacher is receptive to the interests and opinions of students.
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.
Supervision: Supervision of students when students are on or off campus at a school related/sponsored event; prior to school and/or drop‑off; in the classroom; between classes, during recess/intermission, during lunch, assemblies; after school and/or pick‑up.
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 Hour
Job Requirements
Qualifications and requirements are as listed under the Qualifications section and Job Description.
Contact Information
Alisa Brown, Principal
L. S. Rugg Elementary (PK‑5)
Phone: 318‑442‑4536
Email: alisar.brown@rpsb.us
#J-18808-Ljbffr
Rapides Parish School District L. S. Rugg Elementary (PK-5) - Alexandria, Louisiana Open in Google Maps
Job Details
Job ID:
5656397
Application Deadline:
Apr 24, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 20, 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
Main Responsibilities
Instructional Responsibilities
A. 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. Prepare and make available to the principal or designated person each child’s IEP and anticipated weekly plans
C. Prepare and devise a specific number of instructional periods for each individual child as needed and indicated in the child’s IEP
D. Attempt to remediate deficits through the teaching of needed skills as indicated in each child’s Individual Evaluation and IEP
E. Develop or update each child’s IEP annually as mandated by IDEA and Louisiana Act 754
F. 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. Maintain individual files of each student’s work and test results
Management
A. 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., as evidenced by functional learning area
B. Develop and maintain reasonable rules for the care of school properties, physical facilities and all equipment as evidenced by periodic inspections, inventories and reports submitted to the principal or designated person
C. Utilize available curriculum materials, equipment and facilities frequently in the teaching process as evidenced by the individual child’s IEP and lesson plans
D. Be responsible for maintaining student discipline and safety at all times as evidenced by the adherence to state and local regulations
E. Perform supervisory duties on a timely basis as necessitated and/or designated by the principal or designated person as evidenced by actual performance
F. Maintain accurate attendance, financial, and other records as evidenced by information in the teacher role book and other assigned reports submitted to the special education department and to the parents
G. Report to respective schools prior to the first full day of operations for the purpose of orientation and preparation of the classroom as directed by principal or designated person and evidenced by actual attendance and classroom appearance
H. Maintain current records and submit required reports, IEPs, and requests for re‑evaluations to appropriate personnel at the J. B. Lafargue Special Education Center in order to establish timelines
Professional
A. Attend inservice workshops as mandated by local policies or legislative acts as evidenced by attendance
B. Participate in self‑developmental activities, such as active membership in professional organizations, attendance at meetings, workshops, conventions, etc., whenever possible, and to continuously upgrade the position of the special education teacher as evidenced by actual participation
C. Promote the educational process as evidenced by the sharing of ideas and materials of other staff members
D. Work in professional harmony with staff members, school administrators and with IEP committees as evidenced by positive reports
E. Use available means to keep abreast of new trends, techniques and teaching strategies as evidenced by teaching methods employed (Post graduate work is encouraged)
Public Relations
A. Meet with parents, students and staff members and conduct IEP committee meetings
B. Participate in at least one school sponsored activity annually
C. Strive to uplift the image of public education on a regular basis
Additional Responsibilities (V-XIV)
Establish and execute a professional growth and self‑evaluation plan
Work effectively with school personnel and staff
Consistently demonstrate self‑direction
Submit accurate records and reports promptly
Exhibit professional ethics
Foster open communication and positive relationships with school personnel and staff
Foster open communication and positive relationships with the community
Perform all other duties or responsibilities not listed as delegated by the principal of the school 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)
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).
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.
Presenting Instructional Content (PIC)
Presentation of content consistently includes:
a. Visuals 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 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.
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.
Activities and Materials (ACT)
a. Content: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for reflection; are 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 (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high‑quality instructional materials).
Questioning (QU)
Teacher questions are varied and high‑quality, providing an appropriate mix of question types based on content: knowledge and comprehension; application and analysis; and creation and evaluation.
Questions are purposeful and coherent.
The frequency of questions engages students in critical thinking.
Questions are sequenced with attention to the instructional goals.
Wait time (3‑5 seconds) is provided.
Questions require active responses (e.g., whole‑class signaling, choral responses, or group and individual answers).
The teacher calls on a variety of students to engage different perspectives and provide opportunities for many students to respond.
Academic Feedback (FEED)
Oral and written feedback is academically focused, frequent, and high‑quality.
Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
The teacher circulates during instructional activities to support engagement and monitor student work.
Feedback from students is used to monitor and adjust instruction.
Grouping Students (GRP)
Instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency.
Teacher sets expectations that are understood by students.
In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
Students participating in groups are held accountable for group work and individual work.
Instructional group composition is varied to accomplish the goals of the lesson.
Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
Teacher Content Knowledge (TCK)
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.
Teacher implements subject‑specific instructional strategies to enhance student content knowledge.
Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
Teacher Knowledge of Students (TKS)
Teacher practices display understanding of students’ anticipated learning abilities and incorporate student interests and backgrounds.
Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade‑level standards.
Thinking (TH)
The teacher engages students in multiple types of thinking: analytical, practical, creative, and research‑based thinking.
Teacher and students generate a variety of ideas and alternatives; analyze problems from multiple perspectives and viewpoints.
Problem Solving (PS)
The teacher uses and/or engages students in abstraction, categorization, drawing conclusions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, creating and designing.
Planning Domain
Instructional Plans (IP)
Instructional plans include evidence of internalization of the plans from the high‑quality curriculum.
Objectives aligned to state standards and high‑quality curriculum.
Activities, materials, and assessments are aligned to state standards, content, and success criteria; are sequenced and scaffolded based on student need; build on prior student knowledge; provide appropriate time for student work and lesson closure; evidence that the plan is appropriate for the age, knowledge, and interests of learners.
Student Work (SW)
Assignments are aligned to the rigor and depth of the standards and curriculum content; aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
Assignments require students to interpret information, draw conclusions, support them through writing, and connect learning to prior learning and life experiences.
Assessment (AS)
Assessments are aligned with the depth and rigor of the state standards; designed to provide feedback on progress against objectives; use a variety of question types and formats; measure student performance in more than two ways (e.g., project, experiment, presentation, essay, short answer, or multiple choice).
Environment Domain
1. Expectations (ES)
Teacher engages students in learning 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.
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 (e.g., rewards, approval, contingent activities, consequences) that maintain student engagement and promote a positive classroom environment.
Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
Teacher addresses students who have caused disruptions, yet sometimes addresses the entire class.
Environment (ENV)
The classroom welcomes all students and guests; is organized to promote learning for all students; has supplies, equipment, and resources accessible to provide opportunities for students; displays current student work; is arranged to promote individual and group learning.
Respectful Conditions (RC)
Teacher‑student interactions are generally positive and reflect awareness and consideration of all students’ backgrounds.
Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put‑downs.
Teacher is receptive to the interests and opinions of students.
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.
Supervision: Supervision of students when students are on or off campus at a school related/sponsored event; prior to school and/or drop‑off; in the classroom; between classes, during recess/intermission, during lunch, assemblies; after school and/or pick‑up.
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 Hour
Job Requirements
Qualifications and requirements are as listed under the Qualifications section and Job Description.
Contact Information
Alisa Brown, Principal
L. S. Rugg Elementary (PK‑5)
Phone: 318‑442‑4536
Email: alisar.brown@rpsb.us
#J-18808-Ljbffr