Reading Interventionist

Reading Interventionist District Wide – Shreveport, Louisiana Open in Google Maps. This job is also posted in Caddo Parish School District. Job Details Job ID: 5697848 Application Deadline: Posted until filled Posted: Yesterday Starting Date: Immediately Job Description Job Title: Classroom Teacher Prepared By: Emily L. Stanford Prepared Date: June 24, 2024 Approved By: Leisa G. Woolfolk Approved Date: June 30, 2024 Area of Responsibility Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System’s accountability measures as outlined in the Louisiana Accountability System. Working under the direction of the principal or assigned evaluator, administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Classroom teachers will fulfill duties and responsibilities associated with instruction, supervision, classroom management, student assessment and evaluation, communication and collaboration, and extracurricular involvement. Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge, and Responsibilities Performance Standards, research‑based standards based on twenty‑six indicators and operationalized against a five‑point scale rubric. Teachers are also responsible for the academic growth of their students. The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains. Descriptors for each indicator may be found in the TAP Rubric. Domain 1: Instruction This domain includes 12 indicators: Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the teacher’s ability to create and communicate clearly defined learning outcomes or objectives appropriate for the students. Motivating Students: This indicator focuses on a teacher’s ability to organize and present the content in a manner that motivates students to learn. Presenting Instructional Content: This indicator deals with the method by which content is taught within a lesson. The use of visuals and a teacher’s ability to clearly communicate performance expectations in a concise and logically sequenced manner are addressed by this indicator’s descriptors. Lesson Structure and Pacing: This indicator blends time and form as it applies to instruction. It addresses the effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a teacher chooses to implement during a lesson. Questioning: Questioning is an art form that reveals a great deal about a teacher’s effectiveness. Academic Feedback: This indicator focuses on how teachers respond to students’ comments and questions. Grouping Students: This indicator deals with the instructional arrangements of the students during a given lesson. Teacher Content Knowledge: This indicator addresses the teacher’s knowledge of the content he/she is teaching. Teacher Knowledge of Students: The indicator deals with how well a teacher knows his/her students and their learning styles and interests. Thinking: Thinking is something that can and should apply to every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking including: Analytical Thinking Practical Thinking Creative Thinking Research‑based Thinking The teacher should provide opportunities where students: Generate ideas and alternatives Analyze problems from multiple perspectives and viewpoints Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why Problem Solving: Developing multiple skills in problem solving enriches the learner’s ability to manage complex tasks and higher levels of learning. Domain 2: Planning This domain includes 3 indicators: Instructional Plans: Time spent developing strong lesson plans yields many benefits. Student Work: The development and observation of student work should enhance and reinforce instruction in the classroom. Assessment: Effective assessment is a fundamental part of instruction and learning. Domain 3: Environment This domain includes 4 indicators: Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. Managing Student Behavior: Timely and effective management of student behavior is critical for effective instruction to take place within a classroom. Environment: This indicator deals with the learning environment of the classroom, including the physical arrangement of the furniture and availability of supplies. Respectful Culture: Creating a positive‑classroom climate begins with showing respect to one another. Teacher non‑verbal cues that indicate respect and interest are: Tone of voice Eye contact Affirmative head nods Wait time Proximity to student Domain 4: Professionalism This domain includes 4 indicators: Growing and Developing Professionally: The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings. 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. The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. Reflecting on Teaching: The educator makes thoughtful and accurate assessments of his/her lessons’ effectiveness as evidenced by the self‑reflection after each observation. The educator offers specific actions to improve his/ her teaching. The educator accepts responsibilities contributing to school improvement. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions. Community Involvement: The educator actively supports school activities and events. School Responsibilities: The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment. Other Performance Responsibilities: Administers classroom in accordance with Caddo Parish School Board policies and regulations: including but not limited to lesson planning, grading in a timely manner, reporting grades into the grading system, and contributing to school improvement initiatives. Accepts and exercises responsibilities for duties and assignments related to administrative/management, curricular and extra‑curricular aspects of the school: to include but not limited to supervision at all authorized school activities, concessions/gates of athletic events, sponsoring groups or clubs, supervision, and duties when students are on or off campus at a school‑related event, supervising students between classes, during recess/intermission, during lunch, assemblies, and other duty times. Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders. Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy and state law. Attends meetings generally associated with student instruction including but not limited to departmental meetings, professional training, IEP meetings, parent‑teacher conferences, back‑to‑school or open houses, observation/evaluation meetings, and student discipline hearings/meetings when applicable. Completes all mandated trainings such as Project Read, ACT 260 of 2023 Legislative Session. Attends incentivized and/or required training. Appears neat, dresses appropriately for the profession, and is well‑groomed. Maintains a high standard of professional conduct based on ethical practices. Accepts other responsibilities as required by the Principal or his/her designee as assigned. Professional Conduct Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Minimum Qualifications United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) Personal Characteristics Physical and mental stamina and ability to perform job functions, tasks and duties. Possesses physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, organize. Terms of Employment 172 days, or as stated in contract or employment agreement Reports to School Principal and/or Assistant Principal or Assigned Evaluator Position Type: Full‑Time Salary: $47,365 Per Year Job Requirements Contact Information Jenifer Guerrero, Executive Director of School Performance District Wide Phone: View phone number on click.appcast.io #J-18808-Ljbffr