Honors English I Teacher

Description I. Position Summary The Teacher of Honors English I delivers the first honors-level literacy experience an Easton scholar receives. Serving inside the 9th Grade Academy, the role owns rigorous, relevant, and standards-aligned English instruction for 9th grade honors students, carrying the school's founding charge: to provide rigorous and relevant instruction for all students at all academic levels to ensure each has the opportunity to achieve their maximum potential. The role holds direct accountability for student growth and performance on the LEAP 2025 English I assessment and launches the honors pipeline that leads to Advanced Placement coursework, dual enrollment, and post-secondary readiness. This is a hands‑on, classroom‑based instructional role. The position reports to the Assistant Principal of the 9th Grade Academy, who leads the freshman experience, curriculum fidelity, assessment, and professional learning. The role supervises no staff; it directs instructional processes, and it plans and supervises purposeful tasks for paraprofessionals and volunteers when assigned. II. Alignment to the Eagle Eye Priorities The role advances the two Eagle Eye Priorities as follows. Eagle Eye One, Enrich The Easton Experience: builds a structured, achievement‑oriented honors classroom where ninth graders feel the identity, belonging, and high expectations of The Easton Way from their first week. The freshman honors classroom is a front door to the Easton Experience; this role makes that first impression one of warmth, rigor, and pride. Eagle Eye Two, Elevate Academic Improvement & Performance: owns measurable literacy growth and English I LEAP performance that strengthen the school performance score and seed the honors‑to‑AP and dual enrollment pipeline that drives the Career and College Acceleration. III. Essential Functions The role carries five core functions, each stated below with its accountability, activities, and measures. A. Honors‑Level Instructional Design & Delivery Accountable for: one year of honors English I instruction that is rigorous, relevant, coherent, and aligned to Louisiana student standards and the Warren Easton Instructional Model. Design and implement rigorous units and engaging lesson plans that incorporate all components of the Warren Easton Instructional Model and reflect honors-level depth, pacing, and text complexity. Deliver instruction aligned to the Louisiana ELA student standards and the school's adopted curriculum, elevating rather than replacing its rigor for honors scholars. Meet the standards of effective teaching as defined in Louisiana's educator rubric and its effectiveness framework. Build reading, writing, speaking, and analytical habits that prepare students for Advanced Placement English, dual enrollment, and the ACT. Submit lesson plans on schedule and teach grade-level aligned curriculum according to the scope and sequence, closing any gap between the written and the taught curriculum. Measured by: walkthrough and observation evidence against the instructional model; lesson plan quality and timeliness; honors‑appropriate task rigor confirmed in curriculum reviews. B. Assessment, Data & Intervention Accountable for: a functioning classroom data cycle in which evidence of student learning visibly drives instruction, re‑teaching, and intervention. Administer interim, benchmark, and formative assessments with fidelity and analyze results promptly. Use student data to drive instruction, re‑teaching, small‑group work, and classroom interventions, with particular attention to students whose growth trails their potential. Prepare every honors scholar for success on the LEAP 2025 English I assessment, pursuing Mastery and Advanced performance rather than proficiency alone. Maintain accurate, current grades and progress records, and communicate progress to students and families early enough for the communication to change outcomes. Participate in data meetings with the 9th Grade Academy and the English department, arriving with analysis rather than impressions. Measured by: English I LEAP Mastery and growth results against school targets [ targets confirmed through the entry diagnostic ]; interim assessment growth; intervention rosters showing movement. C. Classroom Culture & the Ninth Grade Transition Accountable for: a structured, nurturing, well‑disciplined classroom in which ninth graders make a confident transition into high school honors work. Create a structured, achievement‑oriented learning environment and develop a positive rapport with students, holding warmth and high expectations as one standard rather than a trade‑off. Proactively manage student behavior and adhere to school policies for infractions and incentives, teaching the habits of scholarship alongside the content. Establish the study habits, organization, and academic self-concept that carry a freshman honors student through four years of advanced coursework. Partner with the 9th Grade Academy team and families to identify and steady students who wobble in the transition, protecting honors retention. Model The Easton Way in every interaction: Tradition, Excellence, Family, and Pride. Measured by: classroom climate and behavior evidence; honors course retention and successful course completion; student and family feedback gathered through school climate instruments. D. Portrait of a Graduate Integration Accountable for: an honors English classroom that deliberately develops the four NxtGenE graduate competencies through literature, writing, and discourse. Technological Fluency: teach students to write, research, and think critically with and about the tools of their century, including responsible and discerning use of AI, so they command the tools rather than merely consume them. Entrepreneurial Creativity: design tasks in which students build, argue, publish, and create value with language rather than only receive it. Global Competency: select and frame texts so students read across cultures, contexts, and continents, because Easton students belong everywhere. Deep Emotional Intelligence: use literature as the training ground for empathy, ethical reasoning, and human discernment, the capacities no algorithm replaces. Measured by: evidence of the four competencies in unit plans, student work products, and classroom discourse; alignment noted in observation feedback. E. Professional Learning & School Community Accountable for: the role's full contribution to a faculty culture of continuous learning and shared responsibility for the school. Attend and enthusiastically participate in professional development scheduled by the school with the mindset of a continuous learner. Participate in capacity‑building initiatives including tuning protocols, integrated and cross‑curricular study groups, department focus groups, and committee memberships. Achieve the objectives and activities in the Professional Growth Plan developed jointly with the Assistant Principal. Consult regularly with administrators, colleagues, students, and parents, including attendance at all open house and report card conferences. Adhere to school rules and expectations for dress, punctuality, attendance, and submissions, and perform other duties as assigned. Measured by: professional development participation and application; Professional Growth Plan progress; conference attendance; reliability in schoolwide duties. IV. The Easton Way & NxtGenE Stewardship Every function of this role is performed in service of The Easton Way: Tradition, Excellence, Family, and Pride. The position is a daily steward of school culture, ensuring that the work reflects the institution's legacy while preparing the school to serve a NxtGenE community. For a ninth grader, this teacher may be the first sustained experience of what Easton means; the role models discretion, integrity, and care in every interaction, recognizing that people are the school's most valuable asset. V. Confidentiality & Data Stewardship This position has access to sensitive information, which may include student education records, grades and assessment data, IEP and Section 504 documentation, family contact and household information, and health or counseling referrals. The role maintains strict confidentiality at all times, accesses and discusses such information only on a need‑to‑know basis, and safeguards it consistent with FERPA and applicable federal and Louisiana privacy and records obligations. Confidentiality and sound discretion are conditions of employment, and a breach is grounds for disciplinary action up to and including termination. VII. Required Qualifications Bachelor's degree from an accredited college or university. Holds, or is eligible for, teacher certification by the Louisiana Department of Education in secondary English Language Arts. Experience in the specified content area. Command of rigorous text selection, writing instruction, and academic discourse appropriate to an honors classroom. Demonstrated ability to use student data to drive instruction and intervention. Satisfactory completion of a criminal background check and all clearances required by Louisiana law. VIII. Preferred Qualifications 5-years or more prior teaching experience, especially with honors, gifted, pre‑AP, or accelerated learners. In-depth understanding of Louisiana's ELA tier 1 curriculum, standards, and the LEAP 2025 English I assessment. Advanced Placement, pre‑AP, or dual enrollment training or teaching experience. Advanced degree in English, education, or a related field. Experience supporting ninth grade transition programs or freshman academies. IX. Core Competencies Instructional Excellence: plans and delivers honors-level instruction that is rigorous, relevant, and coherent, and improves it continuously. Data Fluency: reads evidence of learning accurately and converts it into re‑teaching and intervention without delay. Warm Demand: pairs genuine care for students with unapologetically high expectations, treating the pair as one standard. Cultural Stewardship: carries The Easton Way into daily practice and gives ninth graders their first true experience of it. Professional Reliability: meets deadlines, keeps commitments, and strengthens colleagues through collaboration and candor. X. Physical Demands & Work Environment Work is performed primarily in a school environment with regular on‑site presence. The position requires extended periods of standing and circulating during instruction, routine use of technology, and occasional lifting of materials up to twenty‑five pounds. Periodic extended hours are expected during peak cycles such as open house, report card conferences, testing windows, and school events. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions.

XI. COMPENSATION & BENEFITS

Warren Easton offers a competitive compensation and benefits package. This is a 10‑month, exempt‑status position. Salary Placement - Offer determined by relevant experience, educational attainment, and certifications. Benefits Retirement: the school contributes 21.3% of the offered salary into the Teachers’ Retirement System of Louisiana (TRSL) on the employee’s behalf. This is the current employer contribution rate, which is set annually and subject to change. Health coverage: medical, vision, and dental insurance, with the employee paying a share of premiums based on selected plan. Leave: 10 days of combined sick and paid time off per year, plus all scheduled school holidays. Income protection: life insurance and disability insurance. XII. Evaluation & Equal Opportunity Performance is evaluated annually by the Assistant Principal of the 9th Grade Academy, consistent with Louisiana's educator evaluation framework and against the essential functions and success measures of this position and goals aligned to the Eagle Eye Priorities. Warren Easton Charter High School is an equal opportunity employer. The school does not discriminate on the basis of race, color, national origin, sex, age, disability, religion, or any other status protected by law in employment or in the administration of its programs. #J-18808-Ljbffr Warreneastoncharterhigh