Teacher Jobs in Woodmere, LA

FirstLine's Vision Of Teaching Excellence: We develop teachers at FirstLine by focusing on excellence in teaching. To do so, we coach teachers and center professional development on our Vision of Excellence in Teaching rubric. The components include: * On Task (Maintaining high expectations and maximizing instructional time) * Essential Content (Planning effectively) * Cognitive Engagement (Maintaining High Academic Expectations and Building Thinking Skills) * Demonstration of Learning (Leading Instruction, Checking for Understanding, Responding to Student Misunderstanding) * Community of Learners (Establishing Expectations and Responding to Student Behaviors) Position Summary: FirstLine Schools is currently seeking talented, passionate teachers at our (Pre) K-8 schools. At FirstLine Schools, we know that it is the effectiveness of our teachers that matters the most when it comes to impacting the success of our students. To ensure that we are an organization of excellent teachers, we expect our teachers to demonstrate effectiveness through our Vision of Teaching Excellence. Teachers will be responsible for implementing the teaching curriculum, ensuring the success of our students, and working with a team of teachers within the school and network community. Position Responsibilities: * Designs lessons that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments * Provides feedback to scholars by asking pertinent, scaffolded follow-up questions that affirm correctly understood content, clarify misunderstood content or extend scholars' thinking * Establish effective classroom routines and manage students effectively without disruptions (redirect inappropriate behavior) * Inspires and invests students in achieving their goals and in believing that goals are achieved through effort and not innate abilities * Prepares scholars to solve complex problems with no obvious answer * Seeks out and constructively responds to feedback from and engages in problem-solving with others Requirements Education & Experience: * 2 or more years of lead teaching (as the teacher of record), Preferred * Demonstrated success working with students in an urban, open admissions school,preferred * A BA or BS * A strong background in and command of content area Desired Qualities & Characteristics: * Believe in every student's ability to achieve in a rigorous college or career prep curriculum * Achieve results based on agreed-upon expectations * Take personal responsibility * Highly detail-oriented * Collaborate effectively with a range of stakeholders * Share a commitment to creating great schools in New Orleans * Strong written and verbal communication skills Model the FirstLine Commitments: * We Keep Learning * We Work Together * We are Helpful * We are the SafeKeepers of our Community * We Share Joy * We Show Results Physical Requirements: While performing the duties of this job, the employee may be required to sit, walk, stand, talk, and hear. Light lifting of equipment may be required (up to 20 lbs.) TEACHER reports to: School Principal/Assistant Principal Salary is competitive and commensurate with experience. FirstLine Schools offers a comprehensive benefits package with a generous 403b plan. FirstLine Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws.

Title: Teacher Qualifications: * Individual must hold a valid Louisiana Teaching Certificate, meeting the requirements listed in the Louisiana Standards for State certification of school personnel, Bulletin 746, Part Ill, IV, V, VI, VII, IX, and X. * Minimum requirements as stated in SDE Bulletin 746 (as revised) * Qualifications should not be established for the individual but rather for the position Reports To: Principal Supervises: Students FLSA Status: Exempt Salary Range: See Lafourche Parish School Board Salary Schedule ESSENTIAL DUTIES AND RESPONSIBILITIES: DOMAIN 1: INSTRUCTION 1. Standards and Objectives a. All learning objectives and state content standards*, and their connection to student work expectations, are explicitly communicated and understood by students. 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-objectives/Prerequisite skills are aligned and logically sequenced to the lesson's major objective. d. Students make connections between learning objectives and (a) what they have previously learned, (b) know from life experiences, and/or (c) knowledge of other disciplines. e. Expectations for each student's performance are clear, demanding, and high, and student work is aligned to state content standards and learning objectives. f. Students are able to articulate what they are learning and why and explain those to their peers. g. Learning objectives are displayed and referenced throughout the lesson with explanations. h. Student work shows evidence that each student is progressing or demonstrating mastery of the objective(s). * National or Local Standards may be used when state standards are not available for specific courses. 2. Motivating Students a. The teacher consistently organizes the content, including high-quality curriculum resources, so that it is personally meaningful, relevant, and intellectually engaging to students. b. The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued. c. Students are consistently engaged in their own learning, and the teacher reinforces students' initiative to learn more. 3. Presenting Instructional Content Presentation of content always includes: a. visuals, including student work exemplars, 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 or student that demonstrates an accurate understanding of the content and meets performance expectations; d. criteria that clari?es how students can be successful; e. concise communication; f. logical sequencing and segmenting; g. all essential information; and h. no irrelevant, confusing, or nonessential information. 4. Lesson Structure and Pacing a. The lesson starts promptly. b. The lesson's structure is coherent, based on the content, and organized to meet students' needs, with time for re?ection to ensure student understanding. c. Pacing is brisk, adjusted for rigor of content and individual student learning expectations. d. Students' individual needs are attended to, and pacing provides many opportunities for individual students who progress at different learning rates. e. Students understand and engage in classroom routines and transitions to ensure ef?cient use of time. 5. Activities and Materials Activities and materials include all of the following: a. Content: * support the lesson objectives; * are challenging; * elicit a variety of thinking; * provide time for re?ection; and * are relevant to students' lives. b. Student-centered: * sustain students' attention; * provide opportunities for student-to-student interaction; * evoke student curiosity and suspense; and * 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). d. In addition, sometimes activities are game-like, involve simulations, require creating products, and demand self-direction and students are continuously self-monitoring as appropriate to enhance learning. 6. Questioning a. 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 b. Questions are consistently purposeful and coherent. c. The frequency of questions consistently engages students in the rigor of the content and in critical thinking. d. Questions are consistently sequenced with attention to the instructional goals. e. Wait time (3-5 seconds) is consistently provided. f. Students regularly respond to a variety of teacher questions (e.g., whole-class signaling, choral responses, written and shared responses, or group and individual answers). g. All students are actively answering questions and engaging with the teacher or each other to share their perspectives. h. Students generate questions that lead to further inquiry and self-directed learning. 7. Academic Feedback a. Oral and written feedback is consistently academically focused, frequent, and high-quality. b. Feedback is frequently given during guided practice, throughout the lesson, and during review of independent work assignments. c. The teacher circulates during instructional activities to prompt student thinking, assess each student's progress based on student work expectations, and provide individual feedback. d. Feedback, both verbal and non-verbal, from students is regularly used to monitor and adjust instruction. e. Students give speci?c and clear feedback to each other based on the teacher's expectations. 8. Grouping Students a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) consistently maximize student understanding and learning ef?ciency. b. Teacher sets clear expectations that are understood by students. c. In an instructional group, each student takes responsibility for their individual role, tasks, and group work expectations so they can have meaningful and productive collaboration. d. In an instructional group, each student assumes accountability for completing group work and individual work. e. Instructional group composition is varied to best accomplish the goals of the lesson. f. Students set goals, re?ect on, and evaluate their learning in instructional groups. g. When provided the choice or independence, students make responsible decisions about how to group themselves. 9. Teacher Content Knowledge a. Teacher displays extensive 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 consistently implements a variety of subject-speci?c instructional strategies to enhance student content knowledge. c. Teacher consistently highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. 10. Teacher Knowledge of Students a. Teacher practices display understanding of each student's anticipated learning abilities and needs. b. Teacher practices consistently incorporate student interests and backgrounds. c. Teacher consistently provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards. 11. Thinking a. Students are actively engaged in multiple types of thinking: * analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; * practical thinking, where students use, apply, and implement what they learn in real-life scenarios; * creative thinking, where students create, design, imagine, and suppose; and * research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. b. The teacher and/or students model metacognitive strategies. c. Students are provided opportunities to: * Generate a variety of ideas and alternatives; * analyze problems from multiple perspectives and viewpoints; anD * monitor their thinking to ensure they understand what they are learning, are attending to critical information, and are aware of the learning strategies they are using and why. 12. Problem-Solving a. Students engage in activities that reinforce several of the following problem-solving types: * Abstraction * Categorization * Drawing conclusions/justifying solutions * Predicting outcomes * Observing and experimenting * Improving solutions * Identifying relevant/irrelevant information * Generating ideas * Creating and designing DOMAIN 2: PLANNING 1. Instructional Plans Instructional plans include: a. evidence of the internalization of the plans from the high-quality curriculum; b. measurable and explicit objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor; c. activities, materials, and assessments that: * are aligned to state standards; content, including high-quality curriculum; and success criteria; * are sequenced and scaffolded based on student need; * build on prior student knowledge, are relevant to students' lives, and integrate other disciplines as appropriate; and * provide appropriate time for student work, student re?ection, and lesson closure; d. evidence that the plan is appropriate for the age, knowledge, and interests of all learners; e. evidence that the plan provides regular opportunities to accommodate individual student needs; and f. strategies for student autonomy and ownership. 2. Student Work Assignments are: a. always aligned to the rigor and depth of the standards and curriculum content. b. always aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction. Students: c. organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it; d. draw conclusions, make generalizations, and produce arguments that are supported through extended writing; and e. connect what they are learning to experiences, observations, feelings, or situations signi?cant in their daily lives, both inside and outside of school. 3. Assessment Assessments: a. are aligned with the depth and rigor of the state standards and content, including curriculum resources; b. are 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 three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-choice); DOMAIN 3: ENVIRONMENT 1. Expectations a. Teacher engages students in learning with clear and rigorous academic expectations and actively uses aligned and differentiated high-quality materials and resources to ensure access to learning. b. Students regularly learn from their mistakes and can describe their thinking on what they learned. c. Teacher creates learning opportunities where all students consistently experience success. d. Students lead opportunities that support learning. e. Students take initiative to meet or exceed teacher expectations. f. Teacher optimizes instructional time to ensure each student meets their learning goals. 2. Engaging Students and Managing Behavior a. Students are consistently engaged in behaviors that optimize learning and increase time on task. b. Teacher and students establish commitments for learning and behavior. c. Teacher consistently uses, and students reinforce, several techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment. d. Teacher consistently recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. e. Teacher addresses individual students who have caused disruptions rather than the entire class. f. Teacher quickly attends to disruptions with minimal interruption to learning. 3. Environment The classroom: a. welcomes all students and guests and provides a safe space for all students to take risks and interact with peers. b. is clearly organized and designed for and with students to promote learning for all. c. has supplies, equipment, and resources easily and readily accessible to provide opportunities for all students. d. displays current student work that promotes a positive classroom environment. e. is arranged to maximize individual and group learning and to reinforce a positive classroom environment. 4. Respectful Conditions a. Teacher-student and student-student interactions consistently demonstrate caring, kindness, and respect for one another and celebrate and acknowledge all students' backgrounds. b. Teacher seeks out and is receptive to the interests and opinions of all students. c. Positive relationships and interdependence characterize the classroom. DOMAIN 4: PROFESSIONALISM 1. Growing and Developing Professionally a. The educator is prompt, prepared, and participates in professional learning and teacher collaboration meetings, bringing student artifacts (student work) when requested. b. The educator appropriately attempts to implement new learning in the classroom following professional learning and teacher collaboration meetings. c. The educator develops and works on a plan for new learning based on an analysis of school improvement plans and new goals, self-assessment, and input from the teacher and school leader observations. d. The educator participates in self-re?ection and growth by selecting speci?c activities, content knowledge, or pedagogical skills to enhance and improve his/her pro?ciency. 2. Reflecting on Teaching a. The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness, as evidenced by the self-re?ection after each observation, and offers speci?c actions to improve his/her teaching. b. The educator accepts responsibilities contributing to school improvement. c. The educator utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions. 3. School Involvement a. The educator supports school activities and events. 4. School Responsibilities a. The educator accepts responsibility and/or assists peers in contributing to a safe and orderly school environment. b. The educator adheres to system and school policies. c. The educator keeps timely and professional records. METHOD OF EVALUATION The combination of the applicable measure of growth in student learning and the qualitative assessment of performance competencies and standards shall result in a composite score used to distinguish levels of overall effectiveness. OTHER DUTIES AND RESPONSIBILITIES Other duties may be assigned. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is frequently required to stand, walk, speak, hear, and sometimes sit. Occasionally, the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes of books and AV carts. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material, and the ability to adjust focus. WORK ENVIRONMENT: The work environment described here is representative of which an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is frequently exposed to a noise level in the work environment, which is moderate to loud. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position, and additional duties may be assigned. * MAX SALARY / Per Year is contingent on possessing a doctoral degree at 30 years of employment

Science/Social Studies Master Teacher- Elementary Reports to the Principal and Director of TAP About Algiers Charter Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team. What Success Means In This Position The Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year. This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners. Position Description & Expectations The primary role of the master teacher is to analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. They also spend, on average, 2 hours per day teaching students. Master teachers are partners with the principal in evaluating other teachers. Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: New Teacher Induction Opening Professional Development for Teachers Job embedded Professional Development Faculty and Grade-Level Meetings Other meetings as designated by school leaders Participate in all TAP trainings and become a Certified TAP Evaluator Leadership Team Participation Some of the responsibilities a Elementary Science/Social Studies Master Teacher will have as a member of this team are to: analyze student data to identify student learning goals; develop a school academic achievement plan; create school assessment plan; monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs); assess teacher evaluation results; and maintain inter-rater reliability. Cluster Group Planning and Implementation As a cluster group leader, the Elementary Science/Social Studies Master Teacher will be responsible for: developing the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups progress toward goals. A critical component of this role is to interact regularly with students. This is achieved through regular classroom teaching time. Manage Teacher Individual Growth Plans The Elementary Science/Social Studies Master teacher oversees groups of teachers in developing goals, provides instructional interventions with proven results, facilitates teacher proficiency with these new strategies through classroom-based follow-up, and ensures that the progression of teacher skill development as aligned with changing student learning needs. Evaluations/Conferencing The Elementary Science/Social Studies Master Teacher conducts classroom evaluations and post conferences for both formal and informal observations. Classroom Follow-up The Elementary Science/Social Studies Master Teacher is expected to work with all teachers to develop lessons for the classrooms. He/ She/ They will guide the work of the teachers and provide them with expert advice along the way. The master teacher also provides classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons" and team-teaching based on individual teacher mentoring situations). Professional Growth While the Elementary Science/Social Studies Master Teacher is expected to come to the job with a high level of educational knowledge, they will be afforded the opportunity to work with TAP director and other master teachers to enhance their skills and provide their teachers with only the best instructional interventions and strategies. In some cases, mentor teachers will also attend selected in-service training sessions. Evaluation Elementary Science/Social Studies Master Teachers are formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team: Director of Performance and Accountability Director of TAP Principal and/or Master Teacher Other Job Duties and Responsibilities As stated earlier, Elementary Science/Social Studies Master Teachers will teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability. Understand the unique AC environment and be able to uphold the mission of the school. Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards. Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines. Assist the administration in implementing all school and AC policies. Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy. Consult with administrator(s), colleagues, students and/or parents on a regular basis. Serve on and participate in professional staff committees/meetings required. Perform other related duties as required. Strive to maintain and improve personal and professional competence. Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs Stipend In return for the stipend that is paid, Elementary Science/Social Studies Master Teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/directors. In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year. All teachers are subject to re-qualification each year the Teacher Advancement Program is funded. Termination The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice. Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area. An existing career teacher cannot be moved to accommodate a former master teacher. Qualifications Bachelor Degree in Education or related area of study, required Master's Degree in Education or related area of study, highly preferred Two years of teaching experience preferred Valid Louisiana Teaching Certificate with Louisiana Certification, preferred Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred Desire and ability to succeed in a student-friendly, detail-oriented, community environment Demonstrate attributes of a growth mindset Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback View all jobs at this company

Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Co-Teacher available for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Assist in c reating a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Assist in b uilding classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to help create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required : • A Bachelor's Degree. • Certification or progress toward certification to be a highly qualified teacher in the state of Louisiana. • An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. • Ability to grow strong instructional and classroom management skills. Highly Preferred: • High level of personal organization and planning. • Experience in diverse classrooms. • Proficiency in Spanish or Vietnamese • Desire to have a long-term career in education. Additional Information Co-teachers receive weekly coaching from leadership staff, daily real-time coaching from Coach, and mentoring from Lead teacher to hone their instructional and management skills, developing as a teacher. Co-teacher should have or be working on their teaching certification and is committed to staying in the classroom, thus looking for opportunities to grow and lead their own class as the school grows.

Two Most Important Jobs of the Partner Teacher: 1. Engage in deep intellectual preparation and student work analysis through independent preparation and attending virtual professional development sessions with NSSI to drive differentiated, student-led instruction 2. Ensure every student feels connected, celebrated, and challenged to think deeply and participate during each class DUTIES AND RESPONSIBILITIES PROFESSIONAL DEVELOPMENT: -Attend mandatory Teacher Institute and complete any necessary pre-work: -ELA Teachers will read student novel prior to Teacher Institute Cohort 1 Teacher Institute May 28-May 30 (Tues-Thurs) Attend 1x a week Professional Development (PD) and be ready for class: Cohort Ongoing Weekly PD Days Time Slot A Time Slot B Cohort 1 Ongoing PD Mondays: June 3, June 10, June 17, June 23, July 1 12:30PM - 1:30PM CT 1:30PM - 2:30 PM CT -Partner teachers commit to actively modeling the following commitments and behaviors during professional development sessions, including: -Having cameras on during PD sessions. -Participating actively in ALL sessions (including break out rooms). DAILY TEACHING: -Engage in daily intellectual preparation and student work analysis to have clarity around: 1) exemplar student work & discussion, 2) potential misconceptions, and 3) questions and teacher moves to address misconceptions and push deeper thinking. -Leverage the Mentor Teachers GoogleSlide deck and Daily Overview Lessons to create and edit a daily lesson in math or ELA/humanities to meet the needs of your class. -Ensure student workbooks are prepared for students at the start of each lesson, either digitally or printed copies. Students who need scaffolded student workbooks should be provided those. -Teach strong, discourse-based lessons aligned with NSSI's curriculum and instructional overviews. -Study and give feedback on 100% of student work each day. -Complete all deliverables and tasks within whatever Learning Management Platform your school uses. Includes but not limited to posting student work, tracking grades, inputting attendance, etc. -Take Attendance daily. -Edit daily SEL morning advisory, Connection/Celebration/Challenge (C/C/C) GoogleSlide deck to be ready for C/C/C class. This includes the key question of the day and slides celebrating and challenging students -Call / text / email students & parents daily with the goal of reaching every family weekly over the summer. ADDITIONAL RESPONSIBILITIES: -Attending any school or district-led meetings -Completing 3 end-of-day Teacher Institute feedback surveys (5-10 mins), and one end-of-program feedback survey (max 15-20 mins) -Grading and inputting pre/post assessment data to NSSI -Reading weekly emails from NSSI

9 Months - 182 Days REPORTS TO: School Administrator SALARY RANGE: See Adopted Terrebonne Parish Salary Schedule OVERVIEW OF POSITION: 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. Click here for job description.

Sylvan Learning Center Making sure learning clicks for each child isn't always easy, but it's exactly what we love. If you share our passion for making learning personal and inspiring kids to thrive, we want to hear from you! As a part-time Sylvan Instructor, you will be trained on the Sylvan curriculum and given the tools to teach in a small group, 4:1 setting. We offer instruction in Reading, Writing, Math, Study Skills, SAT/ACT Prep and State exams to students of all levels. As a part-time Instructor you will need to be available 4-20 hours/week, between the hours of 3:30-7:30 Monday-Thursday and Saturdays 9:00-1:00. If you aspire to inspire, then we want you on our team. As a successful Instructor, you will: Deliver Quality Education: Teach using Sylvan based programs Supervise, interact with and motivate students during instruction hour while they work with equipment and materials Reward students for completed assignments Evaluate and document student progress Communicate student needs to the center directors Inspire Students: Develop rapport with students and establish a fun learning environment Maintain a positive attitude and demonstrate enthusiasm for teaching and Sylvan We require: Bachelor's degree Teaching or tutoring experience required State level teaching certification If you want to be a part of an inspired organization that believes in fostering knowledge and confidence in children, improving the lives of thousands of families every day - apply today, and don't let this opportunity pass you by!

Bricolage Academy is searching for temporary elementary school associate teachers for 4th grade. We anticipate needing coverage January 2023 - March 2023. At Bricolage, elementary school associate teachers initially support lead teachers in the classroom before gradually taking ownership of various aspects of the school day. DUTIES Specifically, associate teachers are responsible for: * Assisting lead teachers with lesson preparation (getting materials ready, setting up equipment, etc) * Supporting individual and small groups of students to help them better understand content and complete assignments * Monitoring students during non-instructional times (arrival, lunch, recess, dismissal, field trips, etc) * Collecting student data (attendance, grades, behavior, etc) * Covering classes when lead teachers are absent QUALIFICATIONS Required * Strong belief in Bricolage Academys mission, vision and core values * Strong belief in and commitment to diverse, equitable, and inclusive educational access and equitable outcomes * Strong belief in and commitment to the city of New Orleans * Associates degree OR 2 years of college; education courses preferred * Experience working in an elementary school setting Preferred * On the path to becoming a certified elementary school teacher * Bachelors degree OR enrolled in a degree program; education program preferred * Louisiana teaching certificate OR working towards one Some other things you should know about us our school: We're building a new kind of school that doesn't have a formula to follow. There is no 'how-to' book for our community. We're making it ourselves. That requires people who can embrace vulnerability, take initiative, learn from mistakes, and be open to giving and receiving feedback. Bricolage is a diverse community, but we are committed to being an anti-racist one. This means devoting time to understand what racism is, exploring how it manifests, and taking actions to dismantle it. Also, Bricolage's diversity is not itself an end. Rather, we believe our diversity is a means to amplifying empathy, advancing equity and facilitating creativity and innovation. We don't have all of the answers, and we're okay with that. If you're looking for certainty, we suggest you pursue a position in a factory (or a factory-like school). Bricolage is being built as we speak. It's a magical place, but an imperfect one. Everyone at Bricolage has successes and failures. You will experience both. Were looking for a special kind of teacher. If this sounds like you, please apply. We cant wait to meet you. People of color are strongly encouraged to apply, however, Bricolage does not discriminate in employment on the basis of race, religious creed, color, national origin, ancestry, physical disability, mental disability, medical condition, marital status, sex, gender or gender identity, age, sexual orientation, or any other status protected by applicable federal, state or local law.

Sylvan Learning Center Making sure learning clicks for each child isn’t always easy, but it’s exactly what we love. If you share our passion for making learning personal and inspiring kids to thrive, we want to hear from you! As a part-time Sylvan Instructor, you will be trained on the Sylvan curriculum and given the tools to teach in a small group, 4:1 setting. We offer instruction in Reading, Writing, Math, Study Skills, SAT/ACT Prep and State exams to students of all levels. As a part-time Instructor you will need to be available 4-20 hours/week, between the hours of 3:30-7:30 Monday-Thursday and Saturdays 9:00-1:00. If you aspire to inspire, then we want you on our team. As a successful Instructor, you will: Deliver Quality Education: Teach using Sylvan based programs Supervise, interact with and motivate students during instruction hour while they work with equipment and materials Reward students for completed assignments Evaluate and document student progress Communicate student needs to the center directors Inspire Students: Develop rapport with students and establish a fun learning environment Maintain a positive attitude and demonstrate enthusiasm for teaching and Sylvan We require: Bachelor's degree Teaching or tutoring experience required State level teaching certification If you want to be a part of an inspired organization that believes in fostering knowledge and confidence in children, improving the lives of thousands of families every day - apply today, and don't let this opportunity pass you by!

Full-time Description Warren Easton Charter High School is one of the highest performing open-enrollment high schools in the city of New Orleans. Our legacy of educational excellence stems back over 100 years. At Warren Easton Charter High School, academic excellence is the highest priority. Our slogan is "The Easton Way is the Only Way.” Maximum individual academic growth is stressed and good study habits are established in a nurturing and well-disciplined environment. Our school community believes that a structured environment is necessary for the assimilation of knowledge and the development of cognitive skills. Our mission is to provide rigorous and relevant instruction for all students at all academic levels to ensure each has the opportunity to achieve their maximum potential. Meet the standards of effective teaching, as outlined in the Louisiana Components of Effective Teaching Design and implement rigorous unit and engaging lesson plans that incorporate all components of the Warren Easton Instructional Model Attend and Enthusiastically participate in Professional Development sessions scheduled by the school with the mindset of being a continuous learner Participate in initiatives and activities planned to build capacity, to include but not limited to, Tuning Protocols, integrated, cross-curriculum, and department focus study groups, committee memberships, etc. Create a structured, achievement-oriented learning environment, and develop a positive rapport with students Utilize student data to drive instruction, re-teaching and classroom interventions Proactively manage student behavioral issues and adhere to school policies for infractions and incentives Achieve objectives/activities included in the professional Growth Plan developed jointly with your Assistant Principal Consult with administrators, colleagues, students, and/or parents on a regular basis. Included would be attendance at all open house and report card conferences Plan and supervise purposeful tasks for paraprofessionals and volunteers, if assigned Adhere to school rules and regulations for teacher dress code, punctuality, absences, submission of lesson plans Perform other duties as assigned Requirements Bachelor's degree from an accredited college or university is required Holds and/or Eligible for Licensure by the Louisiana Department of Education Experience in the specified content area Former teaching experience preferred Warren Easton Charter High School adheres to the equal opportunity provision of the Federal Civil Rights laws and regulations that are applicable to this agency. Therefore, no one will be discriminated against on the basis of race, color, or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Education Amendments of 1972); disability (Section 504 of the Rehabilitation Act of 1973) in attaining educational goals and objectives and in the administration of personnel policies and procedures.

Louisiana Key Academy-Northshore, a charter school for students with Dyslexia, is looking for a full-time middle school teacher for the 2025-2026 school year. Ideal candidates will hold a bachelor's degree, preferably in Education, though other relevant experience may be considered. A teaching certificate is preferred but not required. Requirements We are seeking candidates who have a passion for working with children, along with strong organizational and classroom management skills. The school will provide additional training and knowledge specific to the student population we serve.

Isidore Newman School seeks a passionate and experienced Art History educator for the 2025-2026 academic year. The ideal candidate will bring deep knowledge of major artistic movements, styles, and cultural influences spanning Ancient, Medieval, Renaissance, Baroque, Modern, and Contemporary art. They should have a proven ability to cultivate an engaging and inclusive classroom environment that encourages critical thinking, discussion, research, and visual analysis. Art History is a graduation requirement offered as both a single-semester course and a yearlong Honors survey. The ability to connect art history to broader historical and cultural contexts is essential. Candidates with experience teaching World History, U.S. History, or Global Studies are especially encouraged to apply. This position offers the opportunity to inspire students to analyze and appreciate art in meaningful ways, fostering a lifelong understanding of its role in shaping human experience. The most important qualifications include: * A bachelor's degree or higher in Art History or a closely related field; graduate work in the discipline desired. * Substantial teaching experience at the upper school level with demonstrated expertise in teaching visual Art History and other History courses and electives. * Values strong relationships with their students while maintaining high expectations in the academic program. * Strong background in historical research and writing pedagogy, including the critical analysis of a diverse range of primary and secondary resources. * Cultural competency demonstrating respect for diversity of identities and experiences and an orientation toward equity and inclusion. * Professional orientation towards collaboration and innovation including strong proficiency with technology appropriate to the History classroom. * A reflective practitioner, committed to a continuous process of self-improvement and lifelong learning. * A student-centered educator, who embodies our school philosophy "We learn to do by doing." * A positive sense of humor, self-confidence, and effective oral and written communication skills. Responsibilities include but are not limited to: * Teaching up to five sections of history, including the possibility of yearlong survey courses or semester electives. * Develop and implement engaging daily lesson plans that align with the department's curriculum and school's pedagogical ethos. * Foster a growth mindset among all students. * Provide one-on-one and small group assistance to support student learning. * Communicate with parents and advisors as needed to support student learning. * Write clear, detailed report card comments that help parents understand the progress of their child in our curriculum. * Serve as advisor to a small group of students and/or participate in extracurricular activities. * Implement classroom and communication practices that foster the growth of ethical behavior, social skills, and excellent work habits. * Participate as a positive, collaborative and innovative team member who will support the mission and culture of the division and school. How to Apply: Educators interested in applying for this position should submit a cover letter expressing interest in the role, an updated resume or CV with all relevant experience, and at least three professional references.

25-26 High School Teachers JobID: 2045 High School Teaching/High School Teacher Date Available: 2025-2026 Additional Information: Show/Hide It shall be the policy of the St. Charles Parish School board that no person shall, on the basis of race, color, national origin, sex, age, disability, religion or veteran status be denied the benefits of, or be subject to, discrimination in regard to employment, retention, promotion, transfer, or dismissal in any educational program or activity under the jurisdiction of the Board.

form action="index.cfm?fuseaction=512680.applyloginamp;CID=512680amp;jid=817190" method="post" name="applyonline" div class="row" div class="col-md-12" div class="pshare_" span class="ShareText" strong Invite a friend/strongbr/ /span a class="FacebookShare noframe" href="*************************************************************************************************************************************************************************************************** target="_blank" /a a class="linkedin Share noframe" href="****************************** Article?title=High School Spanish Teacher 2022-2023amp;mini=trueamp;url=https%3A%2F%2Fneworleanscollegeprep%2Eatsondemand%2Ecom%2Findex%2Ecfm%3Ffuseaction%3D512680%2Eviewjobdetail%26cid%3D512680%26jid%3D817190%26source%3DLinkedIn" target="_blank" /a a class="TwitterShare noframe" href="******************************************************************************************************************************************************************************************* target="_blank" /a a class="EmailShare noframe" href="mailto:?subject=You%20have%20been%20referred%20for%20employment%20to%20Our%20Companyamp;body=%0D%0AYou%20were%20referred%20for%20the%20following%20job%3A%20High%20School%20Spanish%20Teacher%202022%2D2023%20%28817190%29%0D%0A%0D%0ATo%20view%20more%20openings%20or%20submit%20your%20resume%2C%20please%20visit%20https%3A%2F%2Fneworleanscollegeprep%2Eatsondemand%2Ecom%2Findex%2Ecfm%3Ffuseaction%3D512680%2Eviewjobdetail%26cid%3D512680%26jid%3D817190%26source%3DEmail%20 " /a /div /div /div br/ br/ div class="row" div class="col-md-3 col-xs-12" br/ /div div class="col-md-4 col-lg-3 col-xs-12 pull-right" /div /div div class="row" div class="col-md-12" All applications will be reviewed and responded to as quickly as we are able. While we wish we could personally speak with each applicant, we are unable to do so due to the volume of applicants. With that in mind, please do not call in to follow up on your application /div /div div class="row" div class="col-md-12" h2Job Description:/h2 pTo apply online, visit a href="****************************** rel="nofollow" target="_blank"********************************* p br/Walter L. Cohen High School is searching for Spanish Teacher for the 2022 - 2023 school year. Under the direction of the Academy Principal, the Teacher is responsible for developing and providing specialized instruction to meet the unique needs of students at Walter L. Cohen College Prep. The Teacher evaluates and assesses student progress against instructional objectives, follows state mandated due process procedures and functions to assigned students. Helps to maintain a safe, positive and orderly learning environment for staff and students./p pEssential Functions and Responsibilities:br/? Design, plan and execute rigorous classroom instruction using research-basedbr/strategiesbr/? Maintain up-to-date lesson plans and grades in the designated studentbr/management system(s)br/? Frequently assess and analyze results from multiple sources to drive instructionbr/? Work with all students to remediate gaps by executing strong interventions andbr/by teaching to the diverse learning needs of each student, taking actionbr/regardless of incoming level or needbr/? Teach on all school days every Monday through Fridaybr/? Chaperone local and out-of-state field tripsbr/? Provide adequate supervision for the students when assigned to work with abr/child or children, including but not limited to instructional time in class, before andbr/after school, Saturdays, and when on-duty as a chaperone until parents/busesbr/have arrived to pick up studentsbr/? Distribute phone numbers to students to use for homework help andbr/emergenciesbr/? Conduct morning and/or afternoon bus or cafeteria dutiesbr/? Maintain frequent communication with student familiesbr/? Conduct home visits when necessarybr/? Attend parent meetings and conferencesbr/? Visit student homes during the spring semester to recruit the incoming classesbr/and other vacanciesbr/? Maintain compliance as per district, state and federal guidelines for all studentbr/folders and record systemsbr/? Ensure all students with Individualized Educational Plans (IEPs) or otherbr/accommodations have high quality modifications in place to meet the students'br/needs and are on track to meet their goalsbr/? Maintain school culture of high behavioral expectationsbr/? Sustain and monitor a safe, orderly, disciplined school environment with highbr/academic and behavioral standards while using restorative approaches with allbr/students when addressing corrections and/or consequencesbr/? Attend scheduled faculty meetings after school, as well as grade level,br/department, and trip meetingsbr/? Attend and participate in the school's professional development program asbr/planned and scheduledbr/? Other duties as needed and assigned by the Academy Principal or Chiefbr/Academic Officer./p /div /div div class="row" div class="col-md-12" h2Experience and Skills:/h2 pQualifications:/p pEducation and Experience:/p pBachelor's degree required; Master's Degree preferredbr/Minimum 5 years experience teaching elementary and secondary levels preferredbr/Demonstrated success in urban education br/Experience teaching underserved students (preferred)br/Desire to continue professional development br/Excellent organization skills and an ability to coordinate multiple tasks and activitiesbr/Outstanding verbal and written communication skills and an ability to keep multiple stakeholder groups, including parents, teachers, staff, volunteers and partners, informed of critical issues, activities and schedules. br/An ability and enthusiasm for promoting the school and its mission to a broad and diverse group of people. br/Excellent work ethic, positive attitude, flexibility and willingness to perform tasks assigned br/Demonstrates ethical behavior and confidentiality of information about students and teachers in school environment and community./p pComputer Skills: To perform this job successfully, an individual must be proficient with wordbr/processing, spreadsheet, database, power point, email and webinar software use./p pCommunication and Professionalism:br/Interacts in a respectful, compassionate, and professional manner, in keeping with thebr/Mission, Vision, and Values of NOCP.br/Communicates effectively and exhibits a high degree of diplomacy in dealing with allbr/employees, community members, guests, volunteers, contractors and vendors over thebr/phone or in person.br/Required Knowledge, Skills and Abilities:br/Must have detailed knowledge of daily routines of the classroom.br/Must have a desire to nurture and work with children.br/Must have an understanding of the confidential nature of working in an educational setting.br/General knowledge of student handbook.br/General knowledge of procedures to follow in the event of an emergency.br/General knowledge of the principles of organization and administration.br/Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity.br/Ability to collect and analyze data to make instructional decisions.br/Ability to motivate students.br/Ability to maintain a clean and orderly environment.br/Ability to perform general clerical duties.br/Ability to maintain order and discipline in a classroom.br/Ability to operate common office machines.br/Ability to maintain basic files and records.br/Ability to understand and follow oral and written instructions.br/Ability to establish and maintain effective working relationships as necessitated by work assignments./p p strong Attitudes:/strong/p pAccepts and practices the principles of honesty, integrity, and accuracy in all matters pertaining to Network operationsbr/Shows a positive attitude toward all aspects of workbr/Accepts direction and supervisionbr/Accepts responsibility for actionsbr/Adjusts to new conditions and situations with high flexibilitybr/Engages in a continuous professional development in support of Network mission and visionbr/Maintains confidentiality/p pPhysical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk and hear; frequently walk, sit, use hands for fine manipulation, handle or feel and reach with hands and arms, frequently required to stand and stoop, kneel, crouch or crawl; regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds; specific vision abilities required by this job include close vision; noise level in the work environment is usually low./p pWork Conditions: Indoor office and meeting rooms at administrative office and school buildings, indoor classrooms, outdoor school facilities, fields, and grounds, some local travel by car and occasional out-of-town travel. You may be asked to work from a remote location. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions./p pNote: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties,br/requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school Network may add to, modify or delete any aspect of this job (or the position itself) at any time it deems advisable./p p/p /div /div div class="row" div class="col-md-12" h2Benefits/h2 p strong Compensation:/strong/p pWe offer a competitive compensation package, including but not limited to:/p p*generous retirement contributionsbr/*relocation assistancebr/*tuition reimbursement br/*comprehensive health benefitsbr/**medical coveragebr/**prescription drug coveragebr/**vision coveragebr/**dental coveragebr/**short term/long term disability/p /div /div div class="row" div class="col-md-2" /div /div /form

Available: Full-time Position Description: This dynamic Early Learning Center teaching position is a great opportunity to engage, connect, and assist in a daycare, classroom setting with infants - four year olds by implementing Bible-based curriculum that promotes age-appropriate learning and encourages children to grow in their faith. Responsibilities include but are not limited to creating a fun and safe environment for the children, implementation of the daily curriculum, classroom management, and efficient completion of daily classroom cleaning procedures. Qualifications: Candidates must be 18 years of age and have previous experience as a teacher, substitute teacher, daycare worker, or have worked directly with children for 2 years or more. An ideal candidate would have a passion for working with children, excellent communication and instructional skills, is familiar with safety and sanitation guidelines for the classroom, and is a team-player who is eager to help meet the needs of the children and classroom. Friendliness, reliability, self-motivation, adaptability, and the ability to lift 35lbs. are required.

Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Co-Teacher available for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Assist in c reating a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Assist in b uilding classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to help create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required : • A Bachelor's Degree. • Certification or progress toward certification to be a highly qualified teacher in the state of Louisiana. • An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. • Ability to grow strong instructional and classroom management skills. Highly Preferred: • High level of personal organization and planning. • Experience in diverse classrooms. • Proficiency in Spanish or Vietnamese • Desire to have a long-term career in education. Additional Information Co-teachers receive weekly coaching from leadership staff, daily real-time coaching from Coach, and mentoring from Lead teacher to hone their instructional and management skills, developing as a teacher. Co-teacher should have or be working on their teaching certification and is committed to staying in the classroom, thus looking for opportunities to grow and lead their own class as the school grows.

What Success Means In This Position Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis. Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected. Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available. Position Description & Expectations Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: New Teacher Induction Faculty and Grade-Level Meetings Job embedded Professional Development Estimated 60-90 minutes per week Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development Attendance at cluster meetings Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year) Other meetings as designated by school leaders Performs other duties that may be required. Student Engagement All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions. All or almost all students follow behavioral expectations and/or directions. Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher. Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students' learning. Performs other duties that may be required. Essential Content Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments. The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals. All activities students engage in are aligned to the stated or implied learning goal(s) and are well sequenced and built on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals. All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school-year, based on guidance in the standards and/or students' IEP goals (ex. Lexile level and complexity of text). Performs other duties that may be required. Academic Ownership All or most all students provide meaningful oral or written evidence to support their thinking. Students complete an appropriately challenging amount of the cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem solving, given the focus of the lesson. Students respond to and build on their peers' thinking, ideas or answers. Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging. Performs other duties that may be required. Demonstration of Learning Questions, tasks or assessments yield data that allow the teacher to assess students' progress toward learning goals and help pinpoint where understanding breaks down. Students have extensive opportunities to express learning through academic writing and/or explanations using academic language. All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses. Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals. Performs other duties that may be required. Qualifications Bachelor's Degree in Education or a related area of study Valid Louisiana Teaching Certificate with Louisiana Certification Preferred Two years of teaching experience preferred Proven record of high student achievement as listed on previous evaluations, if previously taught Desire and ability to succeed in a student-friendly, detail-oriented, community environment. Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback Physical Demands: the physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk or hear. Possess the ability to fulfill any and all office activities normally expected in an office setting, to include, but not limited to: remaining seated for periods of time to perform computer entry, participating in filing activity, lifting and carrying office supplies. The employee must occasionally lift and/or move up to 15 pounds. May require more than 40 hours per week to perform the essential duties of the position. Fine hand manipulation (keyboarding). Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. May work prolonged or irregular hours Frequent district wide travel; occasional statewide or out-of-state travel The noise level in the work environment is usually moderate Internal office space within a school environment

Bricolage Academy Middle School is searching for a Middle School Math Teacher. Bricolage is a New Orleans charter school that started in 2013 with a Kindergarten and grew one year, and one grade, at a time until school year 2021-2022, during which we served Pk-8th grades. We opened our Middle School in the 2018 - 2019 school year when our founding class entered 5th grade. BRICOLAGE MIDDLE SCHOOL OVERVIEW Instructional Model The Bricolage Academy Middle School Math Teacher will deliver the Common-Core aligned Illustrative Mathematics Curriculum. Best-practice math strategies, such as those from 5 Practices for Orchestrating Productive Mathematics Discussion, will also be implemented. Additionally, the math teacher will adapt curriculum to ensure that it is culturally relevant. Students take four years of ELA and Social Studies. The ELA and Social Studies curriculum will derive from LDOE guides, Wit and Wisdom, the DBQ Project, and The Writing Revolution. Frequently, the Social Studies and ELA classes will collaborate on literacy strategies, including vocabulary and knowledge-building. Students will take four years of Science using the Amplify Curriculum (5th-6th) and IQWST (7th-8th), which invites students to explore phenomena with the purpose of solving authentic problems. Students can choose their Cocurricular classes and have options of Spanish, Music, Workshop, Physical Education, Theater, and Art. Students will specialize in specific skills, arts, and languages throughout their time at Bricolage Middle School. Personalized Learning Each day, students spend one block on an individualized schedule called Personalized Learning, or PL. During this block, they get just right instruction designed to meet their individual academic and social-emotional goals. During this time, students may be working on: * Adaptive learning programs * Enrichment projects * Small group remediation, intervention, or extension * Interventions School Culture Restorative Practices, Social Emotional Learning curriculum, and a robust PBIS system are used to proactively build a physically and emotionally safe, joyful, inclusive, and supportive school culture. We also emphasize family engagement to support and create a full school community. DUTIES Specifically, the Middle School Math Teacher is responsible for: * student outcomes. We use multiple measures to assess student learning and preparedness, but its on teachers to deliver. * creating a classroom culture where students: * share in its ownership * treat each other with empathy and act with integrity * learn how to be responsibly autonomous * delivering engaging, rigorous, and effective math instruction that includes: * math instruction built upon the Bridges in Math or Illustrative Math curriculum which prioritizes conceptual understanding and number sense over algorithmic procedures * explicit teaching of reading, writing, and discourse for math * project based instruction * actively seeking ways to supplement the dominant narrative approach to literacy with culturally responsive pedagogy * differentiating instruction to meet the needs of each individual student * integrating technology, innovation, and design thinking into instruction * being an active member of the school community including assuming before, during, and after school duty posts, advising/mentoring small groups of students and attending school activities and events * developing relationships with colleagues, students and their families Some other things you should know about us: We're building a new kind of school that doesn't have a formula to follow. There is no 'how-to' book for our community. We're making it ourselves. That requires people who can embrace vulnerability, take initiative, learn from mistakes, and be open to giving and receiving feedback. Bricolage is a diverse community, but we are committed to being an anti-racist one. This means devoting time to understand what racism is, exploring how it manifests, and taking actions to dismantle it. Also, Bricolage's diversity is not itself an end. Rather, we believe our diversity is a means to amplifying empathy, advancing equity and facilitating creativity and innovation. QUALIFICATIONS Required * Strong belief in Bricolage Academys mission, vision and core values * Strong belief in and commitment to diverse, equitable, and inclusive educational access and equitable outcomes * Strong belief in and commitment to the city of New Orleans * Bachelors degree * Demonstrated success raising student achievement * Louisiana teaching certificate or working towards it * At least 3 years of middle school (5th-8th grade) STEM (Math or Science) teaching experience Preferred * Middle school (5th-8th grade) Math teaching experience * Familiarity with/experience using the Common Core Standards * Familiarity with/experience using a scripted curriculum * Familiarity with/experience with Personalized Learning * Deep understanding of Common Core standards for Math, ACT College Readiness Benchmarks, and 21st Century Skills * Success as a teacher with a predominantly middle to high income student population and success as a classroom teacher with a predominantly low income population * Familiarity with/experience using culturally responsive teaching strategies People of color are strongly encouraged to apply. Applications will be reviewed on a rolling basis. Bricolage Academy does not discriminate in employment on the basis of race, religious creed, color, national origin, ancestry, physical disability, mental disability, medical condition, marital status, sex, gender or gender identity, age, sexual orientation, or any other status protected by applicable federal, state or local law.

Sylvan Learning Center of Metairie & New Orleans Sylvan Learning Center of Metairie & New Orleans is looking for a Part-Time Teacher's Assistant/Aide. We are seeking a motivated and energetic individual to help our teachers prepare for instruction and assist them during instruction. You will also be responsible for supervising our students between class periods. It is an excellent opportunity for job seekers who are looking to obtain anywhere from 4-20 hours a week. The position of an aide in a Sylvan classroom works with us to support learning in one of our private school contracts. It’s a great way for the students to practice instructing reading and math. We work with students in grades K-12. We teach during normal school hours and have some after-school positions as well. Teaching assistants also get feedback and professional development for their instructional skills. This job involves clerical and administrative duties and requires strong computer and organization skills. You should have excellent customer service and communication skills. Experience in a prior position working with children in an education setting is a plus. To qualify, you need a high school diploma or higher. This is a fast-paced, multi-tasking educational environment. Part-time hourly rate depends on experience. Send your resume and the hours you are available to work. Interested job seekers can reach us at ************ or at *********************************. Required education: High School Diploma or equivalent