Helix Community Schools
OVERVIEW OF POSITION:
The job of Classroom Teacher is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.
JOB GOAL: To plan and implement a program which creates an environment where students can learn and develop optimally. Increase student achievement and establish school-community relationships. Domains and Components will be used for teacher evaluation with student growth measures.
QUALIFICATIONS/REQUIREMENTS:
A valid Louisiana Teaching Certificate (Type C or Level 1)
A bachelor's degree in field
Gifted/Talented certification
Additional criteria as established.
PERFORMANCE RESPONSIBILITIES: As part of our commitment to excellence in education, this position aligns with the Louisiana Educator Rubric (LER): Instruction, Planning, Environment, and Professionalism Domains. The domains are designed to support educators in delivering high-quality instruction, fostering professional growth, and improving student outcomes. The successful candidate will demonstrate a deep understanding of and commitment to the domains, ensuring that they contribute to a culture of continuous improvement and collaboration within our school community.
KEY RESPONSIBILITIES
Identification & Assessment: Assist in identifying gifted students through screening, testing, and data review, and serve on selection committees.
Curriculum Development: Design and implement challenging, interdisciplinary, and differentiated lessons, units, and enrichment activities (e.g., independent research, academic competitions).
Instructional Delivery: Facilitate advanced learning, encourage critical thinking, creativity, leadership, and provide social-emotional support for gifted learners.
Collaboration & Consultation: Work with general educators, coaches, specialists, and parents to adapt strategies and support student needs.
Program Management: Develop program objectives, monitor student progress (often via IEPs), maintain records, and ensure compliance with district/state guidelines.
Professional Development: Lead training for staff and stay current with gifted education best practices.
STANDARDS AND OBJECTIVES
Most learning objectives and state content standards are communicated.
Sub-objectives are mostly 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 most students demonstrate mastery of the objective
MOTIVATING STUDENTS
The teacher sometimes organizes the content so that it is personally meaningful and relevant to students.
The teacher sometimes develops learning experiences where inquiry, curiosity, and exploration are valued.
The teacher sometimes reinforces and rewards effort.
PRESENTING INSTRUCTIONAL CONTENT Presentation of content most of the time 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; and no irrelevant, confusing, or nonessential information.
LESSON STRUCTURE AND PACING
The lesson starts promptly.
The lesson's structure is coherent, with a beginning, middle, and end.
Pacing is appropriate and sometimes 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 Activities and materials include most of the following:
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 student-to-student interaction;
Induce student curiosity and suspense;
Provide students with choices; • incorporate multimedia and technology; and
Incorporate resources beyond the school curriculum texts (e.g., teacher-made materials, manipulatives, resources from museums, cultural centers, etc.)
QUESTIONING Teacher questions are varied and high quality, providing for some, but not all, question types:
knowledge and comprehension;
application and analysis; and
creation and evaluation.
Questions are usually purposeful and coherent.
A moderate frequency of questions asked.
Questions are sometimes sequenced with attention to the instructional goals.
Questions sometimes require active responses (e.g., whole class signaling, choral responses, or group and individual answers).
Wait time is sometimes provided.
The teacher calls on volunteers and non-volunteers,
ACADEMIC FEEDBACK
Oral and written feedback is mostly academically focused, frequent, and mostly high quality.
Feedback is sometimes given during guided practice and homework review.
The teacher circulates during instructional activities to support engagement and monitor student work.
Feedback from students is sometimes used to monitor and adjust instruction.
GROUPING STUDENTS
The instructional grouping arrangements (either whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
Most students in groups know their roles, responsibilities, and group work expectations.
Most students participating in groups are held accountable for group work and individual work.
Instructional group composition is varied (e.g., race, gender, ability, and age) to, most of the time, accomplish the goals of the lesson.
TEACHER CONTENT KNOWLEDGE
The teacher displays accurate content knowledge of all the subjects he or she teaches.
Teachers sometimes implement subject-specific instructional strategies to enhance student content knowledge.
Teachers sometimes highlight key concepts and ideas and uses them as bases to connect other powerful ideas.
TEACHER KNOWLEDGE OF STUDENTS
Teacher practices display understanding of some students' anticipated learning difficulties.
Teacher practices sometimes incorporate student interests and cultural heritage.
Teacher provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.
THINK The teacher thoroughly teaches one type 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;
Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. The teacher provides opportunities where students:
generate a variety of ideas and alternatives; and
analyze problems from multiple perspectives and viewpoints.
PROBLEM SOLVING The teacher implements activities that teach two of the following problem-solving types:
Abstraction
Categorization
Drawing Conclusions/Justifying Solution
Predicting Outcomes
Observing and Experimenting
Improving Solutions
Identifying Relevant/Irrelevant Information
Generating Ideas
Creating and Designing
PLANNING Instructional plans include:
Some evidence of the internalization of the plans from the high-quality curriculum;
Objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor;
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; and
• Provide appropriate time for student work and lesson closure;
Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and
Evidence that the plan provides
Assignments are:
Aligned to the rigor and depth of the standards and curriculum content.
Aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction.
Assignments require students to:
Interpret information rather than reproduce it;
draw conclusions and support them through writing; and
connect what they are learning to prior learning and life experiences.
ASSESSMENTS:
Are aligned with the depth and rigor of the state standards and content, including curriculum resources;
Are designed to provide feedback on progress against objectives;
Use a variety of question types and formats to gauge student learning and problem-solving;
Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice);
require written responses as appropriate; and
include performance checks and student reflection on performance throughout the school year.
ENVIRONMENT EXPECTATIONS:
Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access.
Teacher encourages students to learn from mistakes.
Teacher creates learning opportunities where all students can experience success.
Students complete their work according to teacher expectations.
ENGAGING STUDENTS and MANAGING BEHAVIOR
Students are mostly engaged in behaviors that optimize learning and increase time on task.
Teacher establishes rules for learning and Behavior.
Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment.
Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.
ENVIRONMENT: The classroom:
Welcomes all students and guests.
Is organized to promote learning for all students.
Has supplies, equipment, and resources accessible to provide opportunities for students.
Displays current student work.
Is arranged to promote individual and group learning.
RESPECTFUL CONDITIONS
Teacher-student interactions are generally positive and reflect awareness and consideration of all students' backgrounds.
Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
Teacher is receptive to the interests and opinions of students.
PROFESSIONALISM: Growing and Developing Professionally
The educator is prompt, prepared, and participates in professional learning and teacher collaboration meetings, bringing student artifacts (student work) when requested.
The educator appropriately attempts to implement new learning in the classroom following professional learning and teacher collaboration meetings.
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.
The educator participates in self-reflection and growth by selecting specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.
The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness, as evidenced by the self-reflection after each observation and offers specific actions to improve his/her teaching.
The educator accepts responsibilities contributing to school improvement.
The educator utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions.
SCHOOL INVOLVEMENT
The educator supports school activities and events.
SCHOOL RESPONSIBILITIES
The educator accepts responsibility and/or assists peers in contributing to a safe and orderly school environment.
The educator adheres to the system and school policies.
The educator keeps timely and professional records.
OTHER DUTIES: Other duties as assigned are related to the functions of the position.
PROFESSIONALISM: The Employees are required to maintain a high standard of professional conduct. Breach of said professional conduct includes, but is not limited to, neglect of duty, dishonesty, engagement in acts that are contrary to HCS policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system.
Exhibits regular attendance and punctuality.
Communicates effectively with students, staff, parents, and community.
Assumes outside classroom duties as related to school.
Assists in enforcing school/board rules and policies.
Ensures proper care of textbooks, teaching aids, and equipment.
Participates in professional development opportunities to further develop effectiveness.
Creates partnerships with parents/caregivers and colleagues.
Supports school programs and displays a positive attitude.
Completes reports and records as assigned.
Projects well-groomed appearance.
Meets the criteria for a Professional Growth Plan following the guidelines in the HELIX COMMUNITY SCHOOLS Personnel Evaluation Program.
Perform all other duties or responsibilities not listed as delegated by the principal of the school.
Attending back to school night events.
Participate and attend parent teacher conferences.
Attending student activities functions as directed by Principal: ie. Dances, programs, prom, sporting events, professional development meetings, in-service training and other programs as deemed an essential component of the school's programming.
TECHNOLOGICAL ABILITIES: To perform this job successfully, an individual must be proficient in widespread use of a computer, the use of email as a form of communication, and other job-specific equipment, software, and/or applications.
#J-18808-Ljbffr
JOB GOAL: To plan and implement a program which creates an environment where students can learn and develop optimally. Increase student achievement and establish school-community relationships. Domains and Components will be used for teacher evaluation with student growth measures.
QUALIFICATIONS/REQUIREMENTS:
A valid Louisiana Teaching Certificate (Type C or Level 1)
A bachelor's degree in field
Gifted/Talented certification
Additional criteria as established.
PERFORMANCE RESPONSIBILITIES: As part of our commitment to excellence in education, this position aligns with the Louisiana Educator Rubric (LER): Instruction, Planning, Environment, and Professionalism Domains. The domains are designed to support educators in delivering high-quality instruction, fostering professional growth, and improving student outcomes. The successful candidate will demonstrate a deep understanding of and commitment to the domains, ensuring that they contribute to a culture of continuous improvement and collaboration within our school community.
KEY RESPONSIBILITIES
Identification & Assessment: Assist in identifying gifted students through screening, testing, and data review, and serve on selection committees.
Curriculum Development: Design and implement challenging, interdisciplinary, and differentiated lessons, units, and enrichment activities (e.g., independent research, academic competitions).
Instructional Delivery: Facilitate advanced learning, encourage critical thinking, creativity, leadership, and provide social-emotional support for gifted learners.
Collaboration & Consultation: Work with general educators, coaches, specialists, and parents to adapt strategies and support student needs.
Program Management: Develop program objectives, monitor student progress (often via IEPs), maintain records, and ensure compliance with district/state guidelines.
Professional Development: Lead training for staff and stay current with gifted education best practices.
STANDARDS AND OBJECTIVES
Most learning objectives and state content standards are communicated.
Sub-objectives are mostly 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 most students demonstrate mastery of the objective
MOTIVATING STUDENTS
The teacher sometimes organizes the content so that it is personally meaningful and relevant to students.
The teacher sometimes develops learning experiences where inquiry, curiosity, and exploration are valued.
The teacher sometimes reinforces and rewards effort.
PRESENTING INSTRUCTIONAL CONTENT Presentation of content most of the time 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; and no irrelevant, confusing, or nonessential information.
LESSON STRUCTURE AND PACING
The lesson starts promptly.
The lesson's structure is coherent, with a beginning, middle, and end.
Pacing is appropriate and sometimes 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 Activities and materials include most of the following:
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 student-to-student interaction;
Induce student curiosity and suspense;
Provide students with choices; • incorporate multimedia and technology; and
Incorporate resources beyond the school curriculum texts (e.g., teacher-made materials, manipulatives, resources from museums, cultural centers, etc.)
QUESTIONING Teacher questions are varied and high quality, providing for some, but not all, question types:
knowledge and comprehension;
application and analysis; and
creation and evaluation.
Questions are usually purposeful and coherent.
A moderate frequency of questions asked.
Questions are sometimes sequenced with attention to the instructional goals.
Questions sometimes require active responses (e.g., whole class signaling, choral responses, or group and individual answers).
Wait time is sometimes provided.
The teacher calls on volunteers and non-volunteers,
ACADEMIC FEEDBACK
Oral and written feedback is mostly academically focused, frequent, and mostly high quality.
Feedback is sometimes given during guided practice and homework review.
The teacher circulates during instructional activities to support engagement and monitor student work.
Feedback from students is sometimes used to monitor and adjust instruction.
GROUPING STUDENTS
The instructional grouping arrangements (either whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
Most students in groups know their roles, responsibilities, and group work expectations.
Most students participating in groups are held accountable for group work and individual work.
Instructional group composition is varied (e.g., race, gender, ability, and age) to, most of the time, accomplish the goals of the lesson.
TEACHER CONTENT KNOWLEDGE
The teacher displays accurate content knowledge of all the subjects he or she teaches.
Teachers sometimes implement subject-specific instructional strategies to enhance student content knowledge.
Teachers sometimes highlight key concepts and ideas and uses them as bases to connect other powerful ideas.
TEACHER KNOWLEDGE OF STUDENTS
Teacher practices display understanding of some students' anticipated learning difficulties.
Teacher practices sometimes incorporate student interests and cultural heritage.
Teacher provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.
THINK The teacher thoroughly teaches one type 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;
Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. The teacher provides opportunities where students:
generate a variety of ideas and alternatives; and
analyze problems from multiple perspectives and viewpoints.
PROBLEM SOLVING The teacher implements activities that teach two of the following problem-solving types:
Abstraction
Categorization
Drawing Conclusions/Justifying Solution
Predicting Outcomes
Observing and Experimenting
Improving Solutions
Identifying Relevant/Irrelevant Information
Generating Ideas
Creating and Designing
PLANNING Instructional plans include:
Some evidence of the internalization of the plans from the high-quality curriculum;
Objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor;
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; and
• Provide appropriate time for student work and lesson closure;
Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and
Evidence that the plan provides
Assignments are:
Aligned to the rigor and depth of the standards and curriculum content.
Aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction.
Assignments require students to:
Interpret information rather than reproduce it;
draw conclusions and support them through writing; and
connect what they are learning to prior learning and life experiences.
ASSESSMENTS:
Are aligned with the depth and rigor of the state standards and content, including curriculum resources;
Are designed to provide feedback on progress against objectives;
Use a variety of question types and formats to gauge student learning and problem-solving;
Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice);
require written responses as appropriate; and
include performance checks and student reflection on performance throughout the school year.
ENVIRONMENT EXPECTATIONS:
Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access.
Teacher encourages students to learn from mistakes.
Teacher creates learning opportunities where all students can experience success.
Students complete their work according to teacher expectations.
ENGAGING STUDENTS and MANAGING BEHAVIOR
Students are mostly engaged in behaviors that optimize learning and increase time on task.
Teacher establishes rules for learning and Behavior.
Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment.
Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.
ENVIRONMENT: The classroom:
Welcomes all students and guests.
Is organized to promote learning for all students.
Has supplies, equipment, and resources accessible to provide opportunities for students.
Displays current student work.
Is arranged to promote individual and group learning.
RESPECTFUL CONDITIONS
Teacher-student interactions are generally positive and reflect awareness and consideration of all students' backgrounds.
Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
Teacher is receptive to the interests and opinions of students.
PROFESSIONALISM: Growing and Developing Professionally
The educator is prompt, prepared, and participates in professional learning and teacher collaboration meetings, bringing student artifacts (student work) when requested.
The educator appropriately attempts to implement new learning in the classroom following professional learning and teacher collaboration meetings.
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.
The educator participates in self-reflection and growth by selecting specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.
The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness, as evidenced by the self-reflection after each observation and offers specific actions to improve his/her teaching.
The educator accepts responsibilities contributing to school improvement.
The educator utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions.
SCHOOL INVOLVEMENT
The educator supports school activities and events.
SCHOOL RESPONSIBILITIES
The educator accepts responsibility and/or assists peers in contributing to a safe and orderly school environment.
The educator adheres to the system and school policies.
The educator keeps timely and professional records.
OTHER DUTIES: Other duties as assigned are related to the functions of the position.
PROFESSIONALISM: The Employees are required to maintain a high standard of professional conduct. Breach of said professional conduct includes, but is not limited to, neglect of duty, dishonesty, engagement in acts that are contrary to HCS policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system.
Exhibits regular attendance and punctuality.
Communicates effectively with students, staff, parents, and community.
Assumes outside classroom duties as related to school.
Assists in enforcing school/board rules and policies.
Ensures proper care of textbooks, teaching aids, and equipment.
Participates in professional development opportunities to further develop effectiveness.
Creates partnerships with parents/caregivers and colleagues.
Supports school programs and displays a positive attitude.
Completes reports and records as assigned.
Projects well-groomed appearance.
Meets the criteria for a Professional Growth Plan following the guidelines in the HELIX COMMUNITY SCHOOLS Personnel Evaluation Program.
Perform all other duties or responsibilities not listed as delegated by the principal of the school.
Attending back to school night events.
Participate and attend parent teacher conferences.
Attending student activities functions as directed by Principal: ie. Dances, programs, prom, sporting events, professional development meetings, in-service training and other programs as deemed an essential component of the school's programming.
TECHNOLOGICAL ABILITIES: To perform this job successfully, an individual must be proficient in widespread use of a computer, the use of email as a form of communication, and other job-specific equipment, software, and/or applications.
#J-18808-Ljbffr