EAST IBERVILLE HIGH SCHOOL (7TH-12TH GRADE CAMPUS)
The school principal will interview for grade-level positions available on campus
QUALIFICATIONS: Valid Louisiana Teaching Certificate
REPORTS TO: Principal/Director
SUPERVISES: None
TERMS OF
EMPLOYMENT: 9 Months
PAY FACTOR: Non-applicable
JOB GOAL: Increase student achievement and establish school-community relationships. Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Iberville Parish School System’s accountability measures as outlined in the Louisiana Accountability System.
Performance Responsibilities
DOMAIN 1: DESIGNING & PLANNING INSTRUCTION
Instructional Plans Include
• goals, aligned to state content standards.
• activities, materials, and assessments that are aligned to state standards; sequenced from basic to complex; build on prior student knowledge; provide appropriate time for student work, and lesson and unit closure.
• evidence that the plan is appropriate for the age, knowledge, and interests of learners.
• evidence that the plan provides opportunities to accommodate individual student needs.
Assignments Require Students To
• interpret information rather than reproduce it.
• draw conclusions and support them through writing.
• connect what they are learning to prior learning and some life experiences.
Assessment Plans
• are aligned with state content standards.
• have measurement criteria.
• measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-choice test).
• require written tasks.
• include performance checks throughout the school year.
DOMAIN 2: THE LEARNING ENVIRONMENT
• Teacher sets high and demanding academic expectations for every student.
• Teacher encourages students to learn from mistakes.
• Teacher creates learning opportunities where students can experience success.
• Students complete their work according to teacher expectations.
• Students are well-behaved and on task.
• Teacher establishes rules for learning and behavior.
• The teacher uses techniques such as social approval, contingent activities, and consequences to maintain appropriate student behavior.
• The teacher deals with students who have caused disruptions, yet sometimes he or she addresses the entire class.
• The classroom welcomes members and guests; is organized and understandable to students; provides accessible supplies, equipment, and resources; displays student work; is arranged to promote individual and group learning.
• Teacher-student interactions are generally friendly.
• Students exhibit respect for the teacher and are generally polite to each other.
• Teacher is receptive to the interests and opinions of students.
DOMAIN 3: INSTRUCTION
• Most learning objectives and state content standards are communicated.
• Sub-objectives are aligned to the lesson’s major objective.
• Learning objectives are connected to what students have previously learned.
• Expectations for student performance are clear.
• State standards are displayed.
• There is evidence that students demonstrate mastery of the objective.
• The teacher organizes the content so that it is personally meaningful and relevant to students.
• The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
• The teacher reinforces and rewards effort.
• Presentation of content 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; concise communication; logical sequencing and segmenting; all essential information; no irrelevant, confusing, or non-essential information.
• Lessons start promptly.
• The lesson’s structure is coherent, with a beginning, middle, and end.
• Pacing is appropriate and provides opportunities for students who progress at different learning rates.
• Routines for distributing materials are efficient.
• Little instructional time is lost during transitions.
• Activities and materials support the lesson objectives; are challenging; sustain students’ attention; elicit a variety of thinking; provide time for reflection; are relevant to students’ lives; provide opportunities for the student to student interaction; induce student curiosity and suspense; provide students with choices; incorporate multimedia and technology; incorporate resources beyond the school curriculum texts (e.g., teacher-made materials, manipulatives, resources from museums, cultural centers, etc.)
• Teacher questions are varied and high quality providing question types knowledge and comprehension; application and analysis; creation and evaluation.
• Questions are purposeful and coherent.
• A moderate frequency of questions asked.
• Questi
Location: Plaquemine, LA
Posted: Sept. 26, 2024, 11:05 a.m.
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