CERTIFIED TEACHER- 2026-2027 School Year

Teacher Qualifications

Individual must hold a valid Louisiana Teaching Certificate meeting the requirements listed in the Louisiana Standards for State certification of school personnel Bulletin 746 Part Ill IV V VI VII IX and X.

Minimum requirements as stated in SDE Bulletin 746 as revised.

Qualifications should not be established for the individual but rather for the position.

Reports To

Principal

Supervises

Students

FLSA Status

Exempt

Salary Range

See Lafourche Parish School Board Salary Schedule

ESSENTIAL DUTIES AND RESPONSIBILITIES

DOMAIN 1: INSTRUCTION

1. Standards and Objectives

   • All learning objectives and state content standards and their connection to student work expectations are explicitly communicated and understood by students.
   • Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials.
   • Sub-objectives: Prerequisite skills are aligned and logically sequenced to the lessons major objective.
   • Students make connections between learning objectives and a) what they have previously learned, b) know from life experiences, and/or c) knowledge of other disciplines.
   • Expectations for each students performance are clear, demanding, and high, and student work is aligned to state content standards and learning objectives.
   • Students are able to articulate what they are learning and why and explain those to their peers.
   • Learning objectives are displayed and referenced throughout the lesson with explanations.
   • Student work shows evidence that each student is progressing or demonstrating mastery of the objectives.
   • National or Local Standards may be used when state standards are not available for specific courses.

2. Motivating Students

   • The teacher consistently organizes the content, including high-quality curriculum resources, so that it is personally meaningful, relevant, and intellectually engaging to students.
   • The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued.
   • Students are consistently engaged in their own learning, and the teacher reinforces students initiative to learn more.

3. Presenting Instructional Content

   • Presentation of content always includes:
   • Visuals, including student work exemplars, that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson.
   • Examples, illustrations, analogies, and labels for new concepts and ideas.
   • Modeling by the teacher or student that demonstrates an accurate understanding of the content and meets performance expectations.
   • Criteria that clarifies how students can be successful.
   • Concise communication.
   • Logical sequencing and segmenting.
   • All essential information.
   • No irrelevant, confusing, or nonessential information.

4. Lesson Structure and Pacing

   • The lesson starts promptly.
   • The lessons structure is coherent based on the content and organized to meet students needs, with time for reflection to ensure student understanding.
   • Pacing is brisk, adjusted for the rigor of content and individual student learning expectations.
   • Students individual needs are attended to, and pacing provides many opportunities for individual students who progress at different learning rates.
   • Students understand and engage in classroom routines and transitions to ensure efficient use of time.

5. Activities and Materials

   • Activities and materials include:
   • Content that supports the lesson objectives, are challenging, elicit a variety of thinking, provide time for reflection, and are relevant to students lives.
   • Student-centered activities that sustain students attention, provide opportunities for student-to-student interaction, evoke student curiosity and suspense, and provide students with choices when appropriate and aligned to the learning objectives.
   • Multiple materials that incorporate additional standards-based resources, where appropriate, to support individual and whole group understanding (e.g., visuals, multimedia technology, manipulatives, resources from museums, cultural centers, etc.).

6. Questioning

   • Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content, knowledge, and comprehension, application, analysis, creation, and evaluation.
   • Questions are consistently purposeful and coherent.
   • The frequency of questions consistently engages students in the rigor of the content and in critical thinking.
   • Questions are consistently sequenced with attention to the instructional goals.
   • Wait time (3-5 seconds) is consistently provided.
   • Students regularly respond to a variety of teacher questions (e.g., whole-class signaling, choral responses, written and shared responses, or group and individual answers).
   • All students are actively answering questions and engaging with the teacher or each other to share their perspectives.
   • Students generate questions that lead to further inquiry and self-directed learning.

7. Academic Feedback

   • Oral and written feedback is consistently academically focused, frequent, and high-quality.
   • Feedback is frequently given during guided practice throughout the lesson and during review of independent work assignments.
   • The teacher circulates during instructional activities to prompt student thinking, assess each students progress based on student work expectations, and provide individual feedback.
   • Feedback, both verbal and non-verbal, from students is regularly used to monitor and adjust instruction.
   • Students give specific and clear feedback to each other based on the teachers expectations.

8. Grouping Students

   • The instructional grouping arrangements (whole class, small groups, pairs, or individual) consistently maximize student understanding and learning efficiency.
   • The teacher sets clear expectations that are understood by students.
   • In an instructional group, each student takes responsibility for their individual role, tasks, and group work expectations, so they can have meaningful and productive collaboration.
   • In an instructional group, each student assumes accountability for completing group work and individual work.
   • Instructional group composition is varied to best accomplish the goals of the lesson.
   • Students set goals, reflect on, and evaluate their learning in instructional groups.
   • When provided the choice or independence, students make responsible decisions about how to group themselves.

9. Teacher Content Knowledge

   • The teacher displays extensive content knowledge and understanding of both state standards and high-quality instructional materials, including their adopted or approved curriculum for all the subjects they teach.
   • The teacher consistently implements a variety of subject-specific instructional strategies to enhance student content knowledge.
   • The teacher consistently highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.

10. Teacher Knowledge of Students

    • The teacher practices display understanding of each students anticipated learning abilities and needs.
    • The teacher practices consistently incorporate student interests and backgrounds.
    • The teacher consistently provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.

11. Thinking

    • Students are actively engaged in multiple types of thinking:
    • Analytical thinking: where students analyze, compare, 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.
    • Research-based thinking: where students explore and review a variety of ideas, models, and solutions to problems.
    • The teacher and/or students model metacognitive strategies.
    • Students are provided opportunities to:
    • Generate a variety of ideas and alternatives.
    • Analyze problems from multiple perspectives and viewpoints.
    • Monitor their thinking to ensure they understand what they are learning, are attending to critical information, and are aware of the learning strategies they are using and why.

12. Problem-Solving

    • Students engage in activities that reinforce several of the following problem-solving types:
    • Abstraction.
    • Categorization.
    • Drawing conclusions.
    • Justifying solutions.
    • Predicting outcomes.
    • Observing and experimenting.
    • Improving solutions.
    • Identifying relevant and irrelevant information.
    • Generating ideas.
    • Creating and designing.

DOMAIN 2: PLANNING

1. Instructional Plans

   • Instructional plans include:
   • Evidence of the internalization of the plans from the high-quality curriculum.
   • Measurable and explicit objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor.
   • Activities, materials, and assessments that are aligned to state standards, content, including high-quality curriculum, and success criteria, are sequenced and scaffolded based on student need.
   • Build on prior student knowledge, are relevant to students lives, and integrate other disciplines as appropriate, and provide appropriate time for student work, student reflection, and lesson closure.
   • Evidence that the plan is appropriate for the age, knowledge, and interests of all learners.
   • Evidence that the plan provides regular opportunities to accommodate individual student needs.
   • Strategies for student autonomy and ownership.

2. Student Work

   • Assignments are:
   • Always aligned to the rigor and depth of the standards and curriculum content.
   • Always aligned to the lessons objective and include descriptions of how assessment results will inform future instruction.
   • Students:
   • Organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it.
   • Draw conclusions, make generalizations, and produce arguments that are supported through extended writing.
   • Connect what they are learning to experiences, observations, feelings, or situations significant in their daily lives, both inside and outside of school.

3. Assessment

   • Assessments are:
   • Aligned with the depth and rigor of the state standards and content, including curriculum resources.
   • 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 three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-choice).

DOMAIN 3: ENVIRONMENT

1. Expectations
   • The teacher engages students in learning with clear and rigorous academic expectations and
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