(2)-ELEMENTARY TEACHER- 2nd Grade
Young World Physical Education, Alexandria, LA, United States
(2)-ELEMENTARY TEACHER- 2nd Grade
Rapides Parish School District - L. S. Rugg Elementary (PK-5) - Alexandria, Louisiana
Job Details
Job ID:
5656333
Application Deadline:
Apr 24, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 20, 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
I. Instructional Responsibilities
A. To establish learning objectives, immediate and long-range, with written minimum, daily, weekly or unit lesson plans which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge, skills, appreciation, and attitudes.
B. To teach effectively
1. Using class time for teaching designated subject matter as outlined by "Board approved Program Structure, Curriculum Guides, and/or policies.
2. Using a variety of techniques to stimulate learning.
3. Using a variety of curriculum materials.
4. Differentiating assignments to meet individual needs.
5. Explaining assignments.
6. Limiting homework, making it meaningful to what is being taught.
7. 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.
II. 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.
F. A class shall not be left unsupervised.
G. To remain at school during the school day unless permission is obtained from the Principal.
H. To be responsible for attending any administrative and/or professional meetings called by the Principal.
I. 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.
J. To follow guidelines as set forth by the Rapides Parish School Board staff.
K. To maintain an attractive and clean classroom.
L. 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.
M. To be neat and accurate in completing required records and reports, turning these in promptly and on time.
N. 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 chaperones.
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.
III. 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:
Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
Examples, illustrations, analogies, and labels for new concepts and ideas;
Modeling by the teacher to demonstrate his or her performance expectations;
Criteria that clarifies how students can be successful;
Concise communication;
Logical sequencing and segmenting;
All essential information; and
No irrelevant, confusing, or nonessential 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)
Activities and materials include a majority of the following:
a. Content:
Support the lesson objectives;
Are challenging;
Are eliciting 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).
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 (e.g., whole‑class signaling, choral responses, or group and individual answers).
g. The teacher calls on a variety of students to engage
#J-18808-Ljbffr
Rapides Parish School District - L. S. Rugg Elementary (PK-5) - Alexandria, Louisiana
Job Details
Job ID:
5656333
Application Deadline:
Apr 24, 2026 4:00 PM (Central Standard Time)
Posted:
Apr 20, 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
I. Instructional Responsibilities
A. To establish learning objectives, immediate and long-range, with written minimum, daily, weekly or unit lesson plans which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge, skills, appreciation, and attitudes.
B. To teach effectively
1. Using class time for teaching designated subject matter as outlined by "Board approved Program Structure, Curriculum Guides, and/or policies.
2. Using a variety of techniques to stimulate learning.
3. Using a variety of curriculum materials.
4. Differentiating assignments to meet individual needs.
5. Explaining assignments.
6. Limiting homework, making it meaningful to what is being taught.
7. 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.
II. 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.
F. A class shall not be left unsupervised.
G. To remain at school during the school day unless permission is obtained from the Principal.
H. To be responsible for attending any administrative and/or professional meetings called by the Principal.
I. 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.
J. To follow guidelines as set forth by the Rapides Parish School Board staff.
K. To maintain an attractive and clean classroom.
L. 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.
M. To be neat and accurate in completing required records and reports, turning these in promptly and on time.
N. 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 chaperones.
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.
III. 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:
Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
Examples, illustrations, analogies, and labels for new concepts and ideas;
Modeling by the teacher to demonstrate his or her performance expectations;
Criteria that clarifies how students can be successful;
Concise communication;
Logical sequencing and segmenting;
All essential information; and
No irrelevant, confusing, or nonessential 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)
Activities and materials include a majority of the following:
a. Content:
Support the lesson objectives;
Are challenging;
Are eliciting 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).
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 (e.g., whole‑class signaling, choral responses, or group and individual answers).
g. The teacher calls on a variety of students to engage
#J-18808-Ljbffr