Physical Education (PE) Teacher

Position Type:
Elementary School Teaching/Physical Education

Date Posted:
9/1/2026

Location:
Math, Science & Arts Academy - East

Closing Date:
09/30/2026
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/classes 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:
1. Instruction: The teacher plans and implements effective Instruction as evidenced
by meeting the below requirements:
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; and

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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;
? are challenging;
? elicit a variety of thinking;
? provide time for reflection;
? are relevant to students' lives;

1.17.2. Student-centered:

? sustain students' attention;
? provide opportunities for student-to-student interaction;
? evoke student curiosity and suspense;
? 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; and
? 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 independent work
assignments.
1.27. The teacher circulates during instructional activities to support engagement
and monitor student work.
1.28. Feedback from students is used to monitor and adjust instruction.
1.29. The instructional grouping arrangements(whole class, small groups, pairs, or
individual; heterogeneous or homogeneous ability) adequately enhance

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student understanding and learning efficiency.
1.30. Teacher sets expectations that are understood by students.
1.31. In an instructional group, students take responsibility for their roles, tasks, and
group work expectations so they can have meaningful and productive
collaboration.
1.32. Students participating in groups are held accountable for group work and
individual work.
1.33. Instructional group composition is varied (e.g., race, gender, ability, and age)
to accomplish the goals of the lesson.
1.34. Instructional groups facilitate opportunities for students to set goals, reflect
on, and evaluate their learning.
1.35. Teacher displays accurate content knowledge and understanding both of state
standards and instructional materials, including their curriculum, for all the
subjects they teach.
1.36. Teacher implements subject-specific instructional strategies to enhance
student content knowledge.
1.37. Teacher highlights key concepts and ideas and uses them as the basis to
connect other powerful ideas.
1.38. Teacher practices display understanding of students' anticipated learning
abilities and challenges.
1.39. Teacher practices incorporate student interests, backgrounds, and cultures.
1.40. Teacher provides differentiated instructional content and strategies to ensure
students have the opportunity to master what is being taught.
1.41. The teacher engages students in multiple types of thinking:

? 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.

1.42. The teacher and students:

? generate a variety of ideas and alternatives; and
? analyze problems from multiple perspectives and viewpoints.
1.43. The teacher uses and/or engages students in some the following
problem-solving types:
? Abstraction
? Categorization
? Drawing conclusions/justifying solutions
? Predicting outcomes
? Observing and experimenting
? Improving solutions
? Identifying relevant/irrelevant information
? Generating ideas
? Creating and designing

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2. Planning: The teacher develops and implements effective lesson plans,
assignments, and assessments.
2.1. Instructional plans include:
2.1.1. objectives aligned to state standards and aligned curriculum, both in
content and in rigor;
2.1.2. activities, materials, and assessments that:
? are aligned to state standards; content, including curriculum; and
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;
2.1.3. evidence that the plan is appropriate for the age, knowledge, and
interests of learners; and
2.1.4. evidence that the plan provides opportunities to accommodate individual
student needs.
2.2. Assignments are:
2.2.1. aligned to the rigor and depth of the standards and curriculum content.
2.2.2. aligned to the lesson's objective and include descriptions of how
assessment results will inform future instruction.

2.3. Assignments require students to:

? interpret information rather than reproduce it;
? draw conclusions and support them through writing; and
? connect what they are learning to prior learning and life
experiences
2.4. Assessments:

? 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 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 reflection on performance
throughout the school year.

3. Environment: The teacher establishes and maintains an effective learning
environment.
3.1. Teacher engages students in learning with clear and rigorous academic
expectations with aligned materials and resources for students to access.
3.2. Teacher encourages students to learn from mistakes.
3.3. Teacher creates learning opportunities where all students can experience
success.
3.4. Students complete their work according to teacher expectations.

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3.5. Students are mostly engaged in behaviors that optimize learning and increase
time on task.
3.6. Teacher establishes rules for learning and behavior.
3.7. Teacher uses a variety of techniques (e.g., rewards, approval, contingent
activities, consequences, etc.) that maintain student engagement and promote
a positive classroom environment.
3.8. Teacher often recognizes and motivates positive behaviors and does not allow
inconsequential behavior to interrupt the lesson.
3.9. Teacher addresses students who have caused disruptions, yet sometimes he or
she addresses the entire class.
3.10. The classroom:

? welcomes all students and guests.
? is organized to promote learning for all students.
? has supplies, equipment, and resources accessible to provide
equitable opportunities for students.
? displays current student work.
? is arranged to promote individual and group learning.

3.11. Teacher-student interactions are generally positive and reflect awareness and
consideration of all students' background and culture.
3.12. Teacher and students exhibit respect and kindness for the teacher and each
other; classroom is free of unhealthy conflict, sarcasm,
3.13. and put-downs.
3.14. Teacher is receptive to the interests and opinions of students learning.
4. Professionalism: The teacher demonstrates professionalism by growing and
developing professionally, reflecting on teaching, actively supporting school
activities/events, and accepting school responsibilities.
4.1. The educator is prompt, prepared, and participates in professional
development meetings, bringing student artifacts (student work) when
requested.
4.2. The educator appropriately attempts to implement new learning in the
classroom following presentation in professional development meetings.
4.3. The educator develops and works on a yearly plan for new learning based on
analyses of school improvement plans and new goals, self-assessment, and
input from the teacher leader and principal observations.
4.4. The educator selects specific activities, content knowledge, or pedagogical
skills to enhance and improve his/her proficiency.
4.5. The educator makes thoughtful and accurate assessments of his/her lessons'
effectiveness as evidenced by the self-reflection after each observation.
4.6. The educator offers specific actions to improve his/her teaching.
4.7. The educator accepts responsibilities contributing to school improvement.
4.8. The educator utilizes student achievement data to address strengths and
weaknesses of students and guide instructional decisions.
4.9. The educator actively supports school activities and events.
4.10. The educator accepts leadership responsibilities and/or assists peers in
contributing to a safe and orderly school environment.

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5. Other Responsibilities/Job Duties Include:
5.1. Maintain good attendance
5.2. Report to work on time and follow assigned work schedule
5.3. Display professional ethics on and off duty
5.4. Must be able to communicate in English both orally and in writing.
5.5. Effectively communicate with students, parents, school personnel, and other
stakeholders
5.6. Must be able to perform physical activities of standing, walking, reaching,
bending, and lifting 10 pounds. (Lifting is sometimes required.)
5.7. Keep accurate, up-to-date records
5.8. Complete reports, paperwork, and other assignments accurately and in a
timely manner.
5.9. Attend meetings as directed
5.10. Participate in events related to the profession including but not limited to:
faculty meetings, open house, family nights, graduation, athletic events,
awards programs, supervising co- and extracurricular events and other types
of related activities as part of job duties as assigned by his/her supervisor.
5.11. Maintains confidentiality of student information
5.12. Perform other duties as assigned by his/her supervisor.
5.13. Fulfill duties traditionally expected of those in teaching profession
5.14. Prepare lesson plans
5.15. Instruction of students
5.16. Collaboration with students, other school staff, and parents.
5.17. Grading papers
5.18. Taking attendance
5.19. Entering/Averaging Grades
5.20. Supervision of Students when students are on campus
5.21. Supervision of Students prior to school and/or drop-off, when assigned
5.22. Supervision of Students in classroom
5.23. Supervision of students between classes, during recess/intermission, during
lunch, assemblies
5.24. Supervision after school and/or pick-up, when assigned
5.25. Attend meetings generally associated with the instruction of students
5.26. Attend faculty, staff, and department meetings
5.27. Attend training sessions
5.28. Attend IEP meetings
5.29. Attend parent-teacher conferences
5.30. Attend back-to-school and open-house events
5.31. Attend graduation
5.32. Attend PPI, Evaluation, Observation, IAP, and student discipline
meetings/hearings
5.33. Attend school board/committee meetings, upon request
5.34. Attend/work concessions/gates of athletic events when requested
5.35. Attend all meetings and functions of those activities, clubs, or groups of which
the employee is a sponsor

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July 2024

TERMS OF EMPLOYMENT: As set by the Iberville Parish School Board and applicable law.
EVALUATION: Evaluation shall be conducted in accordance with the Iberville Parish School Board
Personnel Evaluation Plan

____________________________________ ____________________________________
Printed Name of Employee Printed Name of Supervisor
____________________________________ ____________________________________
Signature of Employee Signature of Supervisor
____________________________________ ____________________________________
Date Date

Signatures indicate that the