SPECIAL EDUCATION TEACHER

Rapides Parish School District Glenmora High School PK-12 – Glenmora, Louisiana Special Education Teacher Job Details Job ID: 5809939 Application Deadline: Jul 06, 2026 4:00 PM (Central Standard Time) Posted: Jun 30, 2026 5:00 AM (UTC) Starting Date: Immediately Job Description FLSA: Exempt QUALIFICATIONS: As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746) REPORTS TO: School Principal SUPERVISES: Teacher Aide JOB GOAL: To provide experiences to remediate, rehabilitate handicaps resulting from deficits through a total approach to involve teaching of educational subjects, physical and motor activities, speech and language development, and social skills as an improvement that will assist each child to take his place in school and life TERM: Nine Months SALARY: Nine Month Teacher Salary Schedule Performance Responsibilities I. Instructional Responsibilities A. Prior to the opening of the school year, become familiar with education guides, materials, the students’ individual folders or records, and equipment as evidenced by the students’ IEP’s and teacher lesson plans. B. Prepare and make available to the principal or designated person each child’s IEP and anticipated weekly plans. C. Prepare and devise a specific number of instructional periods for each individual child as needed and indicated in the child’s IEP. D. Attempt to remediate deficits through the teaching of needed skills as indicated in each child’s Individual Evaluation and IEP. E. Develop or update each child’s IEP annually as mandated by IDEA and Louisiana Act 754. F. Review short term objectives on each child’s IEP and submit a copy of the report to the child’s parent every six weeks. G. Maintain individual files of each student’s work and test results. II. Management A. Regularly create and maintain a physical environment that is conducive to learning, including attractive and meaningful bulletin boards, appropriate seating arrangements, proper ventilation and illumination. B. Develop and maintain reasonable rules for the care of school properties, physical facilities and all equipment, as evidenced by periodic inspections, inventories and reports submitted to the principal or designated person. C. Utilize available curriculum materials, equipment and facilities frequently in the teaching process, as evidenced by the individual child’s IEP and lesson plans. D. Be responsible for maintaining student discipline and safety at all times, as evidenced by adherence to state and local regulations. E. Perform supervisory duties on a timely basis as necessitated by the principal or designated person. F. Maintain accurate attendance, financial, and other records, as evidenced by the teacher role book and other assigned reports submitted to the special education department and to the parents. G. Report to respective schools prior to the first full day of operations for orientation and preparation of the classroom, as directed by the principal or designated person. H. Maintain current records and submit required reports, IEP’s, and requests for re‑evaluations to appropriate personnel at the J. B. Lafargue Special Education Center to establish timelines. III. Professional A. Attend in‑service workshops as mandated by local policies or legislative acts. B. Participate in self‑developmental activities, such as active membership in professional organizations, attendance at meetings, workshops, conventions, etc., whenever possible. C. Promote the educational process by sharing ideas and materials with other staff members. D. Work in professional harmony with staff, administrators and IEP committees. E. Keep abreast of new trends, techniques and teaching strategies. IV. Public Relations A. Meet with parents, students and staff members and conduct IEP committee meetings. B. Participate in at least one school‑sponsored activity annually. C. Strive to uplift the image of public education on a regular basis. V. To establish and execute a professional growth and self‑evaluation plan. VI. To work effectively with school personnel and staff. VII. To consistently demonstrate self‑direction. VIII. To submit accurate records and reports promptly. IX. To exhibit professional ethics. X. To foster open communication and positive relationships with school personnel and staff. XI. To foster open communication and positive relationships with the community. XII. To perform all other duties or responsibilities not listed as delegated by the principal or designated person. XIII. To follow state, school board, and school policies. XIV. To teach in accordance with the Louisiana Components of Effective Teaching. Instructional Domain Standards and Objectives (SO) a. Learning objectives and state content standards are communicated. b. Objectives and expectations are aligned to the depth and rigor of the state standards. c. Sub‑objective/Prerequisite skills are aligned to the lesson’s major objective. d. Learning objectives are connected to what students have previously learned. e. Expectations for student performance are clear. f. Learning objectives are displayed. g. There is evidence that students are progressing or demonstrating mastery of the objective(s). Motivating Students (MS) a. The teacher organizes content that is personally meaningful and relevant to students. b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued. c. The teacher regularly reinforces and rewards effort. Presenting Instructional Content (PIC) a. Visuals establish the purpose of the lesson. b. Examples, illustrations, analogies, and labels for new concepts and ideas. c. Modeling by the teacher to demonstrate performance expectations. d. Criteria clarify how students can be successful. e. Concise communication. f. Logical sequencing and segmenting. g. All essential information. h. No irrelevant, confusing, or nonessential information. Lesson Structure and Pacing (LS) a. Lesson starts promptly. b. Lesson structure is coherent, with a beginning, middle, and end. c. Pacing is appropriate, with opportunities for students who progress at different rates. d. Routines for distributing materials are efficient. Activities and Materials (ACT) a. Content: support objectives, challenging, elicit a variety of thinking, provide time for reflection, relevant to students’ lives. b. Student‑centered: sustain attention, opportunities for interaction, evoke curiosity, provide choices aligned to objectives. c. Multiple materials: incorporate additional standards‑based resources (visuals, multimedia, technology, manipulatives, museum resources, cultural centers when not available in the core materials). Questioning (QU) a. Knowledge and comprehension questions. b. Application and analysis questions. c. Creation and evaluation questions. d. Purposeful and coherent sequencing. e. Wait time (3‑5 seconds) provided. f. Active responses (whole‑class signaling, choral responses, group, and individual answers). g. Calls on a variety of students to engage different perspectives. Academic Feedback (FEED) a. Oral and written feedback is academically focused, frequent, and high‑quality. b. Feedback given during guided practice, throughout the lesson, and during review of independent work. c. The teacher circulates during instructional activities to support engagement and monitor student work. d. Feedback from students is used to monitor and adjust instruction. Grouping Students (GRP) a. Instructional grouping arrangements enhance student understanding and learning efficiency. b. Teacher sets expectations that are understood by students. c. Students take responsibility for roles, tasks, and group work expectations. d. Students in groups are held accountable for group and individual work. e. Instructional group composition varies to accomplish lesson goals. f. Instructional groups facilitate opportunities for goal setting, reflection, and evaluation. Teacher Content Knowledge (TCK) a. Teacher displays accurate content knowledge of state standards and instructional materials. b. Teacher implements subject‑specific instructional strategies to enhance content knowledge. c. Teacher highlights key concepts and uses them to connect other powerful ideas. Teacher Knowledge of Students (TKS) a. Teacher displays understanding of students’ anticipated learning abilities and interests. b. Teacher provides differentiated supports and strategies to ensure mastery of grade‑level standards. Thinking (TH) a. The teacher engages students in analytical, practical, creative, and research‑based thinking. b. The teacher and students generate a variety of ideas and analyze problems from multiple perspectives. Problem Solving (PS) a. Techniques include abstraction, categorization, drawing conclusions, predicting outcomes, observing, experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, creating and designing. Planning Domain Instructional Plans (IP) a. Evidence of internalization of the plans from high‑quality curriculum. b. Objectives aligned to state standards and high‑quality curriculum, in content and rigor. c. Activities, materials, and assessments aligned to standards, sequenced and scaffolded based on student need, building on prior knowledge, and providing appropriate time for student work and lesson closure. d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners. e. Evidence that the plan provides alignment across all instructional components. Student Work (SW) a. Aligned to rigor and depth of standards and curriculum content. b. Aligned to lesson objectives with descriptions of how assessment results will inform future instruction. c. Assignments require interpretation, drawing conclusions, supporting them through writing, and connecting to prior learning and life experiences. Assessment (AS) a. Aligned with depth and rigor of state standards and content. b. Designed to provide feedback on progress against objectives. c. Use a variety of question types and formats to gauge student learning and problem solving. d. Measure student performance in more than two ways (project, experiment, presentation, essay, short answer, multiple choice). Environment Domain Expectations (ES) a. Teacher engages students with clear and rigorous academic expectations and uses aligned high‑quality materials. b. Teacher encourages students to learn from mistakes. c. Teacher creates opportunities where all students can experience success. d. Students complete work according to teacher expectations. Engaging Students and Managing Behavior (ESMB) a. Students are engaged in behaviors that optimize learning and increase time on task. b. Teacher establishes rules for learning and behavior. c. Teacher uses varied techniques (rewards, approval, contingent activities, consequences) to maintain engagement and a positive environment. d. Teacher recognizes and motivates positive behaviors, not allowing inconsequential behavior to interrupt lessons. e. Teacher addresses disruptions with clarity. Environment (ENV) a. Classroom welcomes all students and guests. b. Classroom is organized to promote learning for all students. c. Supplies, equipment, and resources are accessible to provide opportunities for learning. d. Displays current student work. e. Arranged to promote individual and group learning. Respectful Conditions (RC) a. Teacher‑student interactions are generally positive and considerate of all backgrounds. b. Teacher and students exhibit respect and kindness, avoiding unhealthy conflict, sarcasm, and put‑downs. c. Teacher is receptive to students’ interests and opinions. Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports: Instructional Components Fulfill duties traditionally expected of teachers: Lesson Plans, Instruction, Collaboration with colleagues and departments, Grading Papers, Attendance, Enter/Average Grades, Positive and timely interaction with parents, School committees or task forces, Educational or coaching best practices. Supervision Supervision of Students during school related events, drop‑off, class, recess, lunch, assemblies, after school, and pickups as assigned. Non‑instructional Components Attend meetings, training sessions, IEP meetings, parent‑teacher conferences, back‑to‑school events, graduation, school board meetings, and other required meetings. Extracurricular Activities Attend all meetings and functions of activities, clubs, or groups of which the employee is a sponsor. Position Type: Full‑Time Salary: $44,522 Per Hour Job Requirements Contact Information Richard Dewees, Principal Glenmora High School PK‑12 Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr