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Career & Technical Teacher

Summary Information:
Employer: Terrebonne Parish School Board
Position Type: Teaching
Categories: Career Development
Technology Education
Career and Life Development
School / Org: Terrebonne Career & Technical High
Location: Houma, Louisiana
FTE: 1
No. of Positions: 1
Reference #: EAN
Posting Date: Wednesday, 02 January 2019
Closing Date: Open Until Filled

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Terrebonne Parish School Board is seeking applicants for the following position(s):

Career & Technical Teacher

Location: Terrebonne Career & Technical High

Reports To: School Administrator

Overview of Position: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The Teacher is responsible for growth in student learning.

Essential Duties and Responsibilities:
1.0 Setting Instructional Outcomes
1.1 The teacher designs instructional outcomes that represent rigorous and important learning in the discipline.
• Outcomes represent high expectations and rigor.
• Outcomes are related to “big ideas” of the discipline.
1.2 The teacher designs instructional outcomes that are clear; written in the form of student learning, and suggests viable methods of assessment.
• Outcomes are written in terms of what students will learn rather than do.
1.3 The teacher designs outcomes that reflect several different types of learning and opportunities for coordination.
• Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication.
1.4 The teacher designs outcomes that take into account the varying needs of groups of students.
• Outcomes are suitable to groups of students in the class, differentiated where necessary.

2.0 Managing Classroom Procedures
2.1 The teacher maximizes instructional time.
• The students are productively engaged during small group work.
2.2 The teacher manages learner behavior in instructional groups, transitions, and/or handling of materials and supplies consistently.
• Transitions between large and small group activities are smooth.
2.3 The teacher establishes classroom routines to be followed by students with minimal guidance and prompting.
• Routines for distribution and collection of materials and supplies work efficiently.
• Classroom routines function smoothly.

3.0 Using Questioning / Prompts and Discussion
3.1 The teacher develops questioning techniques that promote student thinking and understanding.
• Teachers use open-ended questions, inviting students to think and/or have multiple possible answers.
• Discussions enable students to talk to one another, without ongoing mediation by the teacher.
3.2 The teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate.
• The teacher makes effective use of wait time.
• Discussions enable students to talk to one another, without ongoing mediation by the teacher.
3.3 The teacher engages most students in the discussions, employing a range of strategies to ensure that most students are heard.
• The teacher builds on student responses to question effectively.
• The teacher calls on most students, even those who don’t initially volunteer.
• Many students actively engage in the discussion.

4.0 Engaging Students in Learning
4.1 The teacher provides learning tasks and activities that are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement.
• Most students are intellectually engaged in the lesson.
• Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking.
• Students have some choice in how they complete learning tasks.
• There is a mix of different types of groupings, suitable to the lesson objectives.
• Materials and resources support the learning goals and require intellectual engagement, as appropriate.
4.2 The teacher provides students the time needed to be intellectually engaged.
• The pacing of the lesson provides students the time needed to be intellectually engaged.

5.0 Using Assessment in Instruction
5.1 The teacher uses formative and summative assessment regularly to guide instruction.
• The teacher makes adjustments to the lesson to enhance understanding by groups of students when necessary.
5.2 The teacher develops methods to make students aware of assessment criteria and encourages students to use self-assessment.
• Students indicate that they clearly understand the characteristics of high quality work.
• Students are invited to assess their own work and make improvements.
• The teacher attempts to engage students in self- or peer-assessment.
5.3 The teacher gives accurate and specific feedback and advances learning.
• Feedback includes specific and timely guidance for at least groups of students.
5.4 The teacher diagnoses evidence of learning by questions, prompts, and assessment.
• The teacher elicits evidence of student understanding during the lesson.

6.0 Professionalism
6.1 The teacher maintains a professional collegial relationship that encourages sharing, planning and working together toward improved instructional skills and student success.
• Attends and constructively participates in meetings and professional development activities.
• Uses active listening skills.
• Accepts and recognizes the value of the contribution of others.
6.2 The teacher contributes to and participates in a learning community that supports and respects its members’ efforts to improve practice.
• Develops leadership and responsibility in colleagues and students if applicable.
• Identifies problems and issues and works collaboratively to contribute ideas and find solutions.
• Uses verbal and non-verbal communication in a manner respectful of others.
• Demonstrates positive support through actions and words as ambassadors of the schools and districts.
6.3 The teachers’ efforts move beyond classroom duties by contributing to school initiatives and projects.
• Serves on committees and/or participates in activities such as School Improvement, RTI, Literacy/Numeracy, technology, SBLRC, SAT, Grade Level/Subject Areas PLCs/or Chairperson, School Professional Development Projects or Activities, Student/Parent/Community Activities and Involvement, PBIS, etc.
6.4 The teacher contributes to and support larger school and district projects designed to improve the professional community.
• Serves on committees and/or activities such as: District’s Leadership/Math/ELA/Content/Common Core, Technology, ELA/Common Core, Program Adoptions, District/Region/State Professional Development Activities, Student/Parent/Community Activities and Involvement, PBIS, RTI, etc.

7.0 Professional Attitude and Conduct
• Accepts and uses constructive feedback.
• Demonstrates skill in giving and receiving feedback.
• Maintains communication with immediate supervisor, keeping him/her informed of problems, concerns, and significant developments.
• Dresses for success according to job responsibilities.
• Treats all stakeholders in a respectful and helpful manner.
• Completes tasks, reports, and documents accurately according to specified timelines and expectations.
• Adheres to Board policies and procedures and administrative rules, guidelines, and regulations.
• Adheres to district guidelines relative to attendance. Regularly reports to work on time and works additional hours when deemed necessary.
• Adheres to ethical, legal and professional standards.
• Uses proper administrative procedures for making requests and resolving conflicts.

Note: Deficiencies in 6.0 and 7.0 shall not be subject to a plan of intensive assistance.

Method of Evaluation:
The combination of the applicable measure of growth in student learning (value-added score) and the qualitative assessment of performance (competencies and performance standards) shall result in a composite score used to distinguish levels of overall effectiveness.

Salary Range: $46,263 - $56,056.00 / Per Year

Shift Type: Full-Time

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The job posting above from Terrebonne Parish School Board may require certification levels, qualifications or eligibility requirements for being employed in the United States or the state of Louisiana. Please read the postings carefully! DO NOT apply or send unsolicited resumes if you do not meet the requirements listed by Terrebonne Parish School Board in their postings.

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