English Teacher

Position Type:
HIGH SCHOOL TEACHING

Date Posted:
12/16/2025

Location:
Scotlandville High
(High-Needs School)
REPORTS TO
:
Principal and/or Principal Designee

PERFORMANCE STANDARDS: LOUISIANA COMPONENTS OF EFFECTIVE TEACHING
The minimal teaching performance standards, the LCET, as approved by BESE in Bulletin 130, inclusive of the responsibility for growth in student learning and/or student achievement, are as follows:

Domain 1:
Planning and Preparation, Component 1 c:
Setting Instructional Outcomes, The teacher:

• values, sequences, and aligns curriculum enabling students to build their understanding of important ideas from concept to concept
• designs and structures lesson so that learner outcomes are at an appropriate cognitive level
• writes and plans multi-disciplinary outcomes for student learning, not student activity
• differentiates outcomes and instruction for students of varied abilities
• creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging

Domain 2:
Classroom Environment, Component 2c:
Managing Classroom Procedures, The teacher:

• helps students to develop skills to work purposefully and cooperatively in groups
• facilitates lessons that engage students in different types of activities-large groups, small groups, and independent work
• ensures smooth functioning of all routines and maximizes instructional time

Domain 3:
Instruction, Component 3b:
Questioning and Discussion Techniques, The teacher:

• develops and presents questions that cause students to think and reflect; resulting in deeper understanding of the topic
• promotes learning through discussion
• uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome

Domain 3:
Instruction, Component 3c:
Engaging Students in Learning, The teacher:

• facilitates activities and assignments that promote learning and are aligned with the goals of the lesson
• groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings
• selects instructional materials suited to engaging students in understanding/learning at a deeper level
• delivers lessons that are appropriately structured and paced

Domain 3:
Instruction, Component 3d:
Using Assessment in Instruction, The teacher:

• aligns assessment to the curriculum
• informs students of the criteria for assessment
• monitors student learning using a variety of techniques
• provides valuable feedback in a timely, constructive, and substantive manner
• promotes student self-assessment and student self-monitoring of their progress

ADDENDUM
SPECIAL EDUCATION EXCEPTIONAL STUDENT SERVICES (E.S.S.) TEACHER
The E.S.S. Special Education Teacher:

• works and plans collaboratively with the regular education teacher and grade-level teams in inclusive, resource, and self-contained instructional settings
• supervises Special Education paraprofessionals in the classroom setting inclusive of establishing the paraprofessional's support role with the implementation of IEP goals/objectives, scheduling, and ensuring professional conduct
• interprets evaluation data from Initial Pupil Appraisal Evaluations and devises an Individualized Education Program (IEP) inclusive of student strengths, weaknesses, and recommendations
• ensures the provision of a Free and Appropriate Public Education (FAPE) as outlined in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004.
• maintains communication with parents regarding student achievement, i.e. progress reports disseminated each nine week grading period.
• determines the assessment status of students, for example, LAA 1 and/or LAA2
• complies with EBRPSS disciplinary procedures regarding suspensions/expulsions through the maintenance of data, for example, Behavior Tracking Forms and Behavior Intervention Plans

STANDARDS OF EFFECTIVENESS
Fifty-percent of the evaluation for teachers shall be composed of applicable measures of growth in student learning and the remaining fifty-percent shall be based upon a qualitative assessment of teacher performance. For teachers, the 50% of the evaluation based upon growth in student learning shall measure the growth of their students according to a pre-determined assessment method, using the value-added model, where available, and alternate measures of student growth according to state guidelines, where value-added data are not available.

The 50% of the evaluation that is based on a qualitative measure of teacher performance shall include a minimum of one formal observation and at least one informal observation. This portion of the evaluation may include additional evaluative evidence, such as walkthrough observation data and the evaluation of written work products. The combination of the applicable measure of growth in student learning and the qualitative assessment of performance shall result in a composite score used to distinguish if the level of effectiveness is highly effective, effective proficient, effective emerging, or…