Elementary Classroom Teacher (1st Grade)

Job Type: Full-time, Nine (9) months (182 days) per year according to PPSB

School Year: 2026-2027

Grade Level: 1st Grade

Salary Range: $61,667 - $90,223 for Certified Teachers and $54,560 - $57,970 for Uncertified Teachers (Teachers with Temporary Authorities to Teache - TAT)

Ad Valorem - 2.40 parish property (ad valorem) tax mills are dedicated to employee salaries. The annual receipts from this tax are distributed to employees twice a year, one-half in January and one-half in June. The amount of each employee's supplement is the employee's salary multiplied by the annual percentage (computed each year based on actual tax revenues)

Job Goal

To foster a positive and engaging learning environment that supports the academic, social and emotional development of all students. The Teacher will implement effective instructional strategies, utilize data-driven decision-making and collaborate with colleagues, parents and the community to enhance student achievement and personal growth. Additionally, the Teacher will commit to continuous professional development and uphold high standards of educational excellence.

Qualifications (minimum education, licensure, skills and/or experience)

Required

Bachelor's degree from an accredited institution.

Louisiana Teaching Certificate, Type A, B, C, Level 1, 2, 3, Temporary, Practitioner, Career & Technical Trade & Industrial Education (CTTIE) or Ancillary.

Knowledge of subject matter and instructional strategies.

Effective classroom management skills.

Strong communication and interpersonal skills.

Commitment to student learning and success.

This position requires the demonstration of professional behaviors in accordance with Louisiana Act 311, including respectful conduct, classroom management and adherence to district policies. These expectations are part of performance valuations under Bulletin 130.

Preferred

Master's degree in Education, or a related field, from an accredited institution.

Additional certifications (e.g., Special Education, English as a Second Language [ESL], National Board Certification).

Previous teaching experience.

Experience working with diverse student populations.

Exposure to technology integration in the classroom.

Familiarity with Louisiana Student Standards and state assessments.

Working knowledge of Google Workspace.

Essential Duties and Responsibilities

1.0 Instruction

1.1 Standards and Objectives (SO)

Communicates learning objectives and state content standards.

Aligns objectives and expectations to the depth and rigor of the state standards.

Synchronizes lesson content to the objectives of the high-quality instructional materials.

Coordinates sub-objective / prerequisite skills to the lesson's major objective.

Connects learning objectives to what students have previously learned.

Clearly articulates expectations for student performance.

Displays learning objectives.

Produces evidence that students are progressing or demonstrating mastery of the objective(s).

1.2 Motivating Students (MS)

Organizes content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.

Develops learning experiences where inquiry, curiosity and exploration are valued.

Reinforces and rewards effort regularly.

1.3 Presenting Instructional Content (PIC)

Consistently presents instructional content that includes:

Visuals that establish the purpose of the lesson, previews the organization of the lesson and includes internal summaries of the lesson.

Provides examples, illustrations, analogies and labels for new concepts and ideas.

Demonstrates performance expectations.

Clari?es criteria on how students can be successful.

Communicates concisely.

Sequences and segments logically.

Presents essential information.

Presents no irrelevant, confusing, or nonessential information.

1.4 Lesson Structure and Pacing (LS)

Begins lessons promptly.

Structures lessons structure coherently, based on the content and has a beginning, middle and end, with time for re?ection to ensure student understanding.

Paces appropriately and sometimes provides opportunities for students who progress at different learning rates.

Establishes and/or demonstrates routines for distributing materials are ef?cient.

Maximizes instructional time where there is minimal loss during transitions.

1.5 Activates and Materials (ACT)

Incorporates activities and materials to include a majority of the following:

Furnishes activities and materials that support the lesson objectives, are challenging, elicit a variety of thinking, provides time for re?ection; and provides content that is relevant to students' lives.

Provides activities and materials that are student centered, sustains students' attention, provides opportunities for student-to-student interaction, evokes student curiosity and suspense and provides students with choices when appropriate and aligned to the learning objectives.

Furnishes multiple materials that 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).

1.6 Questioning (QU)

Questions students in a varied and high-quality manner, providing an appropriate mix of question types based on content knowledge and comprehension, application and analysis and creation and evaluation.

Inquires students in a purposeful and coherent way.

Queries students with the appropriate frequency to engage students in critical thinking.

Asks questions to students that are sequenced with attention to the instructional goals.

Provides appropriate wait time (three to five [3-5] seconds).

Probes students in a manner that requires active responses (e.g., whole-class signaling, choral responses or group and individual answers).

Calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond.

1.7 Academic Feedback (FEED)

Provides oral and written feedback is academically focused, frequent and high-quality.

Gives feedback during guided practice, throughout the lesson and during review of independent work assignments.

Circulates during instructional activities to support engagement and monitor student work.

Uses feedback from students to monitor and adjust instruction

1.8 Grouping Students (GRP)

Arranges varied instructional grouping (whole class, small groups, pairs or individual) to adequately enhance student understanding and learning ef?ciency.

Sets expectations that are understood by students.

Facilitates instructional groups where students take responsibility for their roles, tasks and group work expectations so they can have meaningful and productive collaboration.

Holds students participating in groups accountable for group work and individual work.

Arranges instructional group composition, varying as necessary, to accomplish the goals of the lesson.

Organizes instructional groups to facilitate opportunities for students to set goals, re?ect on and evaluate their learning.

1.9 Teacher Content Knowledge (TCK)

Displays accurate 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.

Implements subject-speci?c instructional strategies to enhance student content knowledge.

Highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.

1.10 Teacher Knowledge of Students

Practices display understanding of students' anticipated learning abilities and needs.

Exercises incorporating student interests and backgrounds.

Provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.

1.11 Thinking (TH)

Engages students in multiple types of thinking, including: 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.

Enables students to generate a variety of ideas and alternatives, and analyze problems from multiple perspectives and viewpoints.

1.12 Problem-Solving (PS)

Uses and/or engages students in multiple problem-solving techniques including abstraction, categorization, drawing conclusions / justifying solutions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant / irrelevant information, generating ideas and creating and designing.

2.0 PLANNING

2.1 Instructional Plans

Provides some evidence of the internalization of the instructional plans from the high-quality curriculum.

Aligns objectives to state standards and aligned high-quality curriculum, both in content and in rigor.

Facilitates activities, materials and assessments that:

Are aligned to state standards, content includes high-quality curriculum and states 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.

Supplies evidence that the plan is appropriate for the age, knowledge and interests of learners.

Furnishes confirmation that the plan provides opportunities to accommodate individual student needs.

2.2 Student Work

Facilitates assignments that:

Are aligned to the rigor and depth of the standards and curriculum content;

Are aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction;

Compel students to interpret information rather than reproduce it;

Asks students to draw conclusions and support them through writing; and

Require students to connect what they are learning to prior learning and life experiences.

2.3 Assessment

Utilizes (develops) assessments that:

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 (2) 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 re?ection on performance throughout the school year.

3.0 ENVIRONMENT

3.1 Expectations

Engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access.

Encourages students to learn from mistakes.

Creates learning opportunities where all students can experience success.

Completes their work according to teacher expectations.

3.2 Engaging Student and Managing Behavior

Engages students 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.

Recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.

Addresses students who have caused disruptions, yet sometimes he/she addresses the entire class.

3.3 Environment

Fosters a classroom that:

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; and

Organized to promote individual and group learning.

3.4 Respectful Conditions

Promotes teacher-student interactions that are generally positive and re?ect awareness and consideration of all students' backgrounds.

Cultivates an environment where teacher and students exhibit respect and kindness for each other, where the classroom is free of unhealthy con?ict, sarcasm and put-downs.

Exhibits a receptive attitude to the interests and opinions of students.

4.0 PROFESSIONALISM

4.1 Growing and Developing Professionally

Prepares and participates in professional learning and teacher collaboration meetings, bringing student artifacts (student work) when requested.

Attempts to implement new learning in the classroom following professional learning and teacher collaboration meetings.

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.

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.

Reflecting on Teaching

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.

Accepts responsibilities contributing to school improvement.

Utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions.

Supports school activities and events.

4.3 School Involvement

Supports school activities and events (e.g., parent / teacher conferences, orientations / back-to-school nights, graduations, etc.).

4.4 School Responsibilities

Accepts responsibility and/or assists peers in contributing to a safe and orderly school environment.

Adheres to system and school policies.

Keeps timely and professional records.

Additional Responsibilities

As required for special-education or gifted / talented assignments, the teacher:

Develops measurable Individualized Education Program (IEP) goals and short-term objectives in collaboration with the IEP team.

Aligns daily lesson plans, materials and assessments with each student's IEP accommodations, modifications and present levels of performance.

Differentiates instructional methods (e.g., multisensory techniques, scaffolded tasks, alternative formats) to address diverse learning profiles and disability-specific needs.

Implements evidence-based interventions and specialized curricula (e.g., Direct Instruction, Structured Literacy, Life-Skills programming) with fidelity.

Collects and analyzes progress-monitoring data at the frequency required by the IEP, documenting growth and adjusting instruction accordingly.

Maintains accurate compliance records including IEP paperwork, service logs, accommodation checklists and parent communication notes within mandated timelines.

Coordinates and facilitates annual and interim IEP meetings, ensuring parent / guardian participation and incorporation of related-services input.

Collaborates with general-education teachers to embed accommodations, co-teach lessons and support inclusive practices across settings.

Manages classroom environments that promote positive behavior by applying individualized Behavior Intervention Plans (BIPs) and proactive strategies (e.g., Positive Behavior Interventions and Supports [PBIS], Crisis Prevention & Intervention [CPI]).

Utilizes assistive technology and adaptive equipment (e.g., augmentative and alternative communication [AAC] devices, switch interfaces, specialized seating) to maximize access to the curriculum.

Guides Teachers Aides and related-service providers by modeling instructional supports, delegating tasks and monitoring implementation fidelity.

Communicates regularly with families regarding student progress, upcoming IEP milestones and strategies for reinforcement at home.