Physical Education (PE) Teacher

Physical Education (PE) Teacher JobID: 618 Position Type: Elementary School Teaching/Physical EducationDate Posted: 9/1/2026Location: Math, Science & Arts Academy - East Closing Date: 09/30/2026 Additional Information: Show/HideTITLE: Teacher/Title I/ Special EducationQUALIFICATIONS: Eligible to teach as outlined in Louisiana Bulletin 746 (Louisiana Standards forState Certification of School Personnel)REPORTS TO: Principal/Director or his/her designeeSUPERVISES: Non-ApplicableTERMS OFEMPLOYMENT: 9 MonthsSALARY: As designated on the Teacher Salary ScheduleJOB GOAL: The teacher shall be responsible for the effective management of theclass/classes and/or programs to which he/she is assigned. The teacher shallimplement an educational program responsive to student needs according to thestate and local policy.PERFORMANCE RESPONSIBILITIES/Job Duties:1. Instruction: The teacher plans and implements effective Instruction as evidencedby 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 thestandards; 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 ofthe objective(s).1.8. The teacher organizes the content, including curriculum resources, so that it ispersonally meaningful and relevant to students.1.9. The teacher develops learning experiences where inquiry, curiosity, andexploration 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 organizationof 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 performanceexpectations;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; andRevisedJuly 20241.11.8. 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 whoprogress at different learning rates.1.15. Routines for distributing materials are efficient.1.16. Little instructional time is lost during transitions1.17. 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 frommuseums, cultural centers, etc.)1.18. Teacher questions are varied and high-quality, providing an appropriate mix ofquestion 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, choralresponses, 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 workassignments.1.27. The teacher circulates during instructional activities to support engagementand 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, orindividual; heterogeneous or homogeneous ability) adequately enhanceRevisedJuly 2024student 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, andgroup work expectations so they can have meaningful and productivecollaboration.1.32. Students participating in groups are held accountable for group work andindividual 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, reflecton, and evaluate their learning.1.35. Teacher displays accurate content knowledge and understanding both of statestandards and instructional materials, including their curriculum, for all thesubjects they teach.1.36. Teacher implements subject-specific instructional strategies to enhancestudent content knowledge.1.37. Teacher highlights key concepts and ideas and uses them as the basis toconnect other powerful ideas.1.38. Teacher practices display understanding of students' anticipated learningabilities and challenges.1.39. Teacher practices incorporate student interests, backgrounds, and cultures.1.40. Teacher provides differentiated instructional content and strategies to ensurestudents 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 whatthey learn in real-life scenarios;? creative thinking, where students create, design, imagine, andsuppose; and? research-based thinking, where students explore and review avariety 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 followingproblem-solving types:? Abstraction? Categorization? Drawing conclusions/justifying solutions? Predicting outcomes? Observing and experimenting? Improving solutions? Identifying relevant/irrelevant information? Generating ideas? Creating and designingRevisedJuly 20242. 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 incontent and in rigor;2.1.2. activities, materials, and assessments that:? are aligned to state standards; content, including curriculum; andsuccess 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, andinterests of learners; and2.1.4. evidence that the plan provides opportunities to accommodate individualstudent 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 howassessment 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 lifeexperiences2.4. Assessments:? are aligned with the depth and rigor of the state standards andcontent, including curriculum resources;? are designed to provide feedback on progress against objectives;? use a variety of question types and formats to gauge studentlearning and problem-solving;? measure student performance in more than two ways (e.g., in theform of a project, experiment, presentation, essay, short answer, ormultiple choice);? require written responses as appropriate; and? include performance checks and student reflection on performancethroughout the school year.3. Environment: The teacher establishes and maintains an effective learningenvironment.3.1. Teacher engages students in learning with clear and rigorous academicexpectations 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 experiencesuccess.3.4. Students complete their work according to teacher expectations.RevisedJuly 20243.5. Students are mostly engaged in behaviors that optimize learning and increasetime on task.3.6. Teacher establishes rules for learning and behavior.3.7. Teacher uses a variety of techniques (e.g., rewards, approval, contingentactivities, consequences, etc.) that maintain student engagement and promotea positive classroom environment.3.8. Teacher often recognizes and motivates positive behaviors and does not allowinconsequential behavior to interrupt the lesson.3.9. Teacher addresses students who have caused disruptions, yet sometimes he orshe 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 provideequitable 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 andconsideration of all students' background and culture.3.12. Teacher and students exhibit respect and kindness for the teacher and eachother; 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 anddeveloping professionally, reflecting on teaching, actively supporting schoolactivities/events, and accepting school responsibilities.4.1. The educator is prompt, prepared, and participates in professionaldevelopment meetings, bringing student artifacts (student work) whenrequested.4.2. The educator appropriately attempts to implement new learning in theclassroom following presentation in professional development meetings.4.3. The educator develops and works on a yearly plan for new learning based onanalyses of school improvement plans and new goals, self-assessment, andinput from the teacher leader and principal observations.4.4. The educator selects specific activities, content knowledge, or pedagogicalskills 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 andweaknesses 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 incontributing to a safe and orderly school environment.RevisedJuly 20245. Other Responsibilities/Job Duties Include:5.1. Maintain good attendance5.2. Report to work on time and follow assigned work schedule5.3. Display professional ethics on and off duty5.4. Must be able to communicate in English both orally and in writing.5.5. Effectively communicate with students, parents, school personnel, and otherstakeholders5.6. 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 records5.8. Complete reports, paperwork, and other assignments accurately and in atimely manner.5.9. Attend meetings as directed5.10. 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 typesof related activities as part of job duties as assigned by his/her supervisor.5.11. Maintains confidentiality of student information5.12. Perform other duties as assigned by his/her supervisor.5.13. Fulfill duties traditionally expected of those in teaching profession5.14. Prepare lesson plans5.15. Instruction of students5.16. Collaboration with students, other school staff, and parents.5.17. Grading papers5.18. Taking attendance5.19. Entering/Averaging Grades5.20. Supervision of Students when students are on campus5.21. Supervision of Students prior to school and/or drop-off, when assigned5.22. Supervision of Students in classroom5.23. Supervision of students between classes, during recess/intermission, duringlunch, assemblies5.24. Supervision after school and/or pick-up, when assigned5.25. Attend meetings generally associated with the instruction of students5.26. Attend faculty, staff, and department meetings5.27. Attend training sessions5.28. Attend IEP meetings5.29. Attend parent-teacher conferences5.30. Attend back-to-school and open-house events5.31. Attend graduation5.32. Attend PPI, Evaluation, Observation, IAP, and student disciplinemeetings/hearings5.33. Attend school board/committee meetings, upon request5.34. Attend/work concessions/gates of athletic events when requested5.35. Attend all meetings and functions of those activities, clubs, or groups of whichthe employee is a sponsorRevisedJuly 2024TERMS 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 BoardPersonnel Evaluation Plan________Printed Name of Employee Printed Name of Supervisor________Signature of Employee Signature of Supervisor________Date DateSignatures indicate that the