Gifted​/Teacher

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.

• A valid Louisiana Teaching Certificate (Type C or Level
  1)
• A bachelor s degree in field
• Gifted/Talented certification
• Additional criteria as established.

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.

• 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.

• 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

• 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.

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.

• 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.

• 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.)

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…