High School Certified Teacher - Biology & Physics (Livonia High School)

Accepting applications for certified teachers for the2025-2026 school year in high school Biology.

TITLE: Teacher

QUALIFICATIONS: Eligible to teach as outlined in Louisiana Bulletin 746 (Louisiana Standards for State Certification of School Personnel)

REPORTS TO: Principal or his/her designee/Supervisor/Director

SUPERVISES: Non-Applicable

TERMS OF

EMPLOYMENT: 9 Months

SALARY: As designated on the Teacher Salary Schedule

JOB GOAL: The teacher shall be responsible for the effective management of the class/classes and/or programs to which he/she is assigned. The teacher shall implement an educational program responsive to student needs according to the state and local policy.

PERFORMANCE RESPONSIBILITIES/JOB DUTIES

• Instruction: The teacher plans and implements effective Instruction as evidenced by meeting the below requirements:

• objectives and state content standards are communicated.
• and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
• -objectives are aligned to the lessons major objective.
• objectives are connected to what students have previously learned.
• for student performance are clear.
• standards are displayed.
• is evidence that students are progressing or demonstrating mastery of the objective(s).
• teacher organizes the content including curriculum resources so that it is personally meaningful and relevant to students.
• teacher develops learning experiences where inquiry curiosity and exploration are valued.
• teacher regularly reinforces and rewards effort.
• of content consistently includes:
  • 11.1. visuals that establish the purpose of the lesson preview the organization of the lesson and include internal summaries of the lesson;
  • 11.2. examples illustrations analogies and labels for new concepts and ideas;
  • 11.3. modeling by the teacher to demonstrate his or her performance expectations;
  • 11.4. criteria that clarifies how students can be successful;
  • 11.5. concise communication;
  • 11.6. logical sequencing and segmenting;
  • 11.7. all essential information; and
  • 11.8. no irrelevant confusing or nonessential information.
• lesson starts promptly.
• lessons structure is coherent based on the content and has a beginning middle and end with time for reflection to ensure student understanding.
• is appropriate and sometimes provides opportunities for students who progress at different learning rates.
• for distributing materials are efficient.
• instructional time is lost during transitions
• and materials include a majority of the following:
  • :
• support the lesson objectives;
• are challenging;
• elicit a variety of thinking;
• provide time for reflection;
• are relevant to students lives;
  • -centered:
• sustain students attention;
• provide opportunities for student-to-student interaction;
• evoke student curiosity and suspense;
• provide students with choices;
  • materials:
• incorporate multimedia and technology; and
• incorporate additional standards-based resources where appropriate (e.g. teacher made materials manipulatives resources from museums cultural centers etc.)

• 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.
  • are purposeful and coherent.
  • frequency of questions engages students in critical thinking.
  • are sequenced with attention to the instructional goals.
  • time (3-5 seconds) is provided.
  • require active responses (e.g. whole-class signaling choral responses or group and individual answers).
  • teacher calls on a variety of students to engage different students perspectives and provide opportunities for many students to respond.
  • and written feedback is academically focused frequent and high quality.
  • is given during guided practice and review of independent work assignments.
  • teacher circulates during instructional activities to support engagement and monitor student work.
  • from students is used to monitor and adjust instruction.
  • instructional grouping arrangements(whole class small groups pairs or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
  • sets expectations that are understood by students.
  • an instructional group students take responsibility for their roles tasks and group work expectations so they can have meaningful and productive collaboration.
  • participating in groups are held accountable for group work and individual work.
  • group composition is varied (e.g. race gender ability and age) to accomplish the goals of the lesson.
  • groups facilitate opportunities for students to set goals reflect on and evaluate their learning.
  • displays accurate content knowledge and understanding both of state standards and instructional materials including their curriculum for all the subjects they teach.
  • implements subject-specific instructional strategies to enhance student content knowledge.
  • highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
  • practices display understanding of students anticipated learning abilities and challenges.
  • practices incorporate student interests backgrounds and cultures.
  • provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught.
  • teacher engages students 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.
  • teacher and students:
• generate a variety of ideas and alternatives; and
• analyze problems from multiple perspectives and viewpoints.
  • teacher uses and/or engages students in some 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

1. Planning: The teacher develops and implements effective lesson plans assignments and assessments.
   • 1. Instructional plans include:
     • 1.1. objectives aligned to state standards and aligned curriculum both in content and in rigor;
     • 1.2. activities materials and assessments that:
   • are aligned to state standards; content including 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;
     • that the plan is appropriate for the age knowledge and interests of learners; and
     • that the plan provides opportunities to accommodate individual student needs.
   • are:
     • 2.1. aligned to the rigor and depth of the standards and curriculum content.
     • 2.2. aligned to the lessons objective and include descriptions of how assessment results will inform future instruction.
   • 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
  • :
• 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: The teacher establishes and maintains an effective learning environment.
  • engages students in learning with clear and rigorous academic expectations with aligned materials and resources for students to access.
  • encourages students to learn from mistakes.
  • creates learning opportunities where all students can experience success.
  • complete their work according to teacher expectations.
  • are mostly engaged in behaviors that optimize learning and increase time on task.
  • establishes rules for learning and behavior.
  • uses a variety of techniques (e.g. rewards approval contingent activities consequences etc.) that maintain student engagement and promote a positive classroom environment.
  • often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
  • addresses students who have caused disruptions yet sometimes he or she addresses the entire class.
  • classroom:
• welcomes all students and guests.
• is organized to promote learning for all students.
• has supplies equipment and resources accessible to provide equitable opportunities for students.
• displays current student work.
• is arranged to promote individual and group learning.
  • -student interactions are generally positive and reflect awareness and consideration of all students background and culture.
  • and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict sarcasm
  • put-downs.
  • is receptive to the interests and opinions of students learning.

• Professionalism: The teacher demonstrates professionalism by growing and developing professionally reflecting on teaching actively supporting school activities/events and accepting school responsibilities.
  • 1. The educator is prompt prepared and participates in professional development meetings bringing student artifacts (student work) when requested.
  • 2. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.
  • educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals self-assessment and input from the teacher leader and principal observations.
  • educator selects specific activities content knowledge or pedagogical skills to enhance and improve his/her proficiency.
  • educator makes thoughtful and accurate assessments of his/her lessons effectiveness as evidenced by the self-reflection after each observation.
  • educator offers specific actions to improve his/her teaching.
  • educator accepts responsibilities contributing to school improvement.
  • educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.
  • educator actively supports school activities and events.
  • educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.

• Other Responsibilities/Job Duties Include:
  • good attendance
  • to work on time and follow assigned work schedule
  • professional ethics on and off duty
  • be able to communicate in English both orally and in writing.
  • communicate with students parents school personnel and other stakeholders
  • be able to perform physical activities of standing walking reaching bending and lifting 10 pounds. (Lifting is sometimes required.)
  • accurate up-to-date records
  • reports paperwork and other assignments accurately and in a timely manner.
  • meetings as directed
  • confidentiality of student information
  • other duties as assigned by his/her supervisor.
  • 12. Participates in events related to the profession including but not limited to: faculty meetings open house family nights graduation athletic events awards programs co- and extracurricular events and other types of related activities as part of job duties associated with the school building leader.
  • duties traditionally expected of those in teaching profession
  • lesson plans
  • of students
  • with students other school staff and parents.
  • papers
  • attendance
  • Grades
  • of Students when students are on campus
  • of Students prior to school and/or drop-off when assigned
  • of Students in classroom
  • of students between classes during recess/intermission during lunch assemblies
  • after school and/or pick-up when assigned
  • meetings generally associated with the instruction of students
  • faculty staff and department meetings
  • training sessions
  • IEP meetings
  • parent-teacher conferences
  • back-to-school and open-house events
  • graduation
  • SIT Evaluation Observation IAP and student discipline meetings/hearings
  • school board/committee meetings upon request
  • concessions/gates of athletic events when requested
  • all meetings and functions of those activities clubs or groups of which the employee is a sponsor

TERMS OF EMPLOYMENT: As set by the Pointe Coupee Parish School Board and applicable law.

EVALUATION: Evaluation shall be conducted in accordance with the Pointe Coupee Parish School Board Personnel Evaluation Plan