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Special Education Teacher Elementary School Teacher Assistant/ Paraprofessional English Teacher / ESL TEFL

SPED Teacher

Job in Plaquemine, Iberville Parish, Louisiana, 70764, USA
Listing for: Iberville Parish School Board
Full Time position
Listed on 2026-02-03
Job specializations:
  • Education / Teaching
    Special Education Teacher, Elementary School, Teacher Assistant/ Paraprofessional, English Teacher / ESL TEFL
Job Description & How to Apply Below
Location: Plaquemine

Position Details

  • Position Type: Elementary School Teaching / Elementary Teacher
  • Date Posted: 1/5/2026
  • Location: District Wide
  • Closing Date: 04/30/2026
  • Title: Teacher/Title I/Special Education
  • Qualifications: Eligible to teach as outlined in Louisiana Bulletin 746 (Louisiana Standards for State Certification of School Personnel)
  • Reports To: Principal/Director or his/her designee
  • 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(es) 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:
    • 1.1. Learning objectives and state content standards are communicated.
    • 1.2. Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
    • 1.3. Sub-objectives are aligned to the lesson’s major objective.
    • 1.4. Learning objectives are connected to what students have previously learned.
    • 1.5. Expectations for student performance are clear.
    • 1.6. State standards are displayed.
    • 1.7. There is evidence that students are progressing or demonstrating mastery of the objective(s).
    • 1.8. The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students.
    • 1.9. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
    • 1.10. The teacher regularly reinforces and rewards effort.
    • 1.11. Presentation of content consistently includes:
      • 1.11.1. visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;1.11.2. examples, illustrations, analogies, and labels for new concepts and ideas;1.11.3. modeling by the teacher to demonstrate his or her performance expectations;1.11.4. criteria that clarifies how students can be successful;1.11.5. concise communication;1.11.6. logical sequencing and segmenting;1.11.7. all essential information;1.11.8. no irrelevant, confusing, or nonessential information.
    • 1.12. The lesson starts promptly.
    • 1.13. The lesson’s structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
    • 1.14. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
    • 1.15. Routines for distributing materials are efficient.
    • 1.16. Little instructional time is lost during transitions.
    • 1.17. Activities and materials include a majority of the following:
      • 1.17.1. Content: support the lesson objectives;
      • 1.17.1. are challenging;
      • 1.17.1. elicit a variety of thinking;
      • 1.17.1. provide time for reflection;
      • 1.17.1. are relevant to students’ lives;
      • 1.17.2. Student-centered: sustain students’ attention;
      • 1.17.2. provide opportunities for student-to-student interaction;
      • 1.17.2. evoke student curiosity and suspense;
      • 1.17.2. provide students with choices;
      • 1.17.3. Multiple 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.)
    • 1.18. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content:
      • knowledge and comprehension;
      • application and analysis;
      • creation and evaluation.
    • 1.19. Questions are purposeful and coherent.
    • 1.20. The frequency of questions engages students in critical thinking.
    • 1.21. Questions are sequenced with attention to the instructional goals.
    • 1.22. Wait time (3-5 seconds) is provided.
    • 1.23. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
    • 1.24. The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
    • 1.25. Oral and written feedback is academically focused, frequent, and high quality.
    • 1.26. Feedback is given during guided practice and review of…
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