CERTIFIED TEACHER- 2026-2027 School Year

Young World Physical Education

Thibodaux (LA)

On-site

USD 50,181 - 74,631

Full time

14 days+

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Job summary

A school district in Louisiana is seeking a Certified Teacher for the 2026-2027 school year. This full-time position requires a valid Louisiana Teaching Certificate and emphasizes the ability to motivate and engage students effectively. The role includes developing and delivering high-quality instructional content, providing frequent feedback, and creating an inclusive learning environment. Ideal candidates will display strong communication skills and the ability to meet diverse learning needs.

Qualifications

Valid Louisiana Teaching Certificate.
Minimally meet requirements as outlined in state guidelines.
Ability to engage and motivate diverse learners.

Responsibilities

Communicate learning objectives effectively.
Use varied teaching strategies to engage students.
Provide high-quality feedback to students.

Skills

Hold a valid Louisiana Teaching Certificate

Ability to motivate students

Strong communication skills

Education

Baccalaureate or higher in Education

Job description

CERTIFIED TEACHER- 2026-2027 School Year

Lafourche Parish School District District Wide - Thibodaux, Louisiana

Job Details

Job ID: 5577956
Application Deadline: Mar 15, 2027 10:00 AM (Central Standard Time)
Posted: Mar 10, 2026 5:00 AM (UTC)
Starting Date: Jul 29, 2026

Job Description

Title: Teacher

Reports To: Principal
Supervises: Students
FLSA Status: Exempt
Salary Range: See Lafourche Parish School Board Salary Schedule

Qualifications

Hold a valid Louisiana Teaching Certificate meeting the requirements listed in Louisiana Standards for State certification of school personnel, Bulletin 746, Part Ill, IV, V, VI, VII, IX, and X.
Minimally meet requirements as stated in SDE Bulletin 746 (as revised).
Qualifications are for the position, not the individual.

Essential Duties and Responsibilities

Domain 1: Instruction

Standards and Objectives
- Communicate and ensure student understanding of all learning objectives and state content standards.
- Align objectives with state standard depth and rigor; lesson content follows high‑quality instructional materials.
- Sequence sub‑objectives and prerequisite skills logically to the main objective.
- Help students connect objectives to prior learning, life experience, and other disciplines.
- Set clear, demanding expectations; align student work to standards and objectives.
- Students articulate what they are learning and explain it to peers.
- Display learning objectives throughout the lesson with explanations.
- Show evidence of student progress toward mastery.
Motivating Students
- Organize content with high‑quality curriculum resources that are personally meaningful, relevant, and engaging.
- Develop learning experiences that value inquiry, curiosity, and exploration.
- Maintain continuous student engagement and reinforce initiative.
Presenting Instructional Content
- Include visuals, student work exemplars, preview, and internal summaries.
- Use examples, analogies, labels for new concepts.
- Model content accurately meeting performance expectations.
- Clarify success criteria.
- Communicate concisely.
- Sequence logically and segment appropriately.
- Include all essential information; omit irrelevant or confusing content.
Lesson Structure and Pacing
- Start promptly.
- Structure is coherent, content‑based, and meets student needs with reflection time.
- Pacing is brisk, adjusted for content rigor and individual learning expectations.
- Attend to individual needs, offering opportunities for varied learning rates.
- Students understand routines and transitions for efficient time use.
Activities and Materials
- Support objectives, be challenging, elicit varied thinking, provide reflection time, and relate to student lives.
- Maintain student attention, encourage interaction, evoke curiosity, and offer choices aligned to objectives.
- Incorporate additional standards‑based resources such as visuals, multimedia, technology, manipulatives, cultural resources when needed.
- Design game‑like, simulation, product‐creating, self‑directed activities for continuous self‑monitoring.
Questioning
- Use varied, high‑quality questions: knowledge, comprehension, application, analysis, creation, evaluation.
- Ensure purposeful and coherent question sequence.
- Engage students consistently with rigor and critical thinking.
- Allocate consistent wait time (3‑5 seconds).
- Employ diverse response modes (whole‑class, choral, written, group, individual).
- Encourage peer question generation for inquiry and self‑directed learning.
Academic Feedback
- Provide frequent, academically focused, high‑quality oral and written feedback.
- Gives feedback during guided practice, throughout the lesson, and during review of independent work.
- Circulate instruction to prompt thinking, assess progress, and deliver individual feedback.
- Use student verbal and non‑verbal feedback to adjust instruction.
- Students give specific, clear peer feedback based on teacher expectations.
Grouping Students
- Use consistent instructional grouping to maximize understanding and learning efficiency.
- Set clear, understood expectations.
- Assign individual roles and responsibilities for collaboration.
- Vary grouping composition for lesson goals.
- Students set goals, reflect, and evaluate in groups.
- When given choice, students make responsible decisions on grouping.
Teacher Content Knowledge
- Display extensive knowledge of state standards and high‑quality instructional materials for all subjects taught.
- Implement varied subject‑specific strategies to enhance content knowledge.
- Highlight key concepts and use them as foundations for other ideas.
Teacher Knowledge of Students
- Understand each student’s anticipated learning abilities and needs.
- Incorporate student interests and backgrounds consistently.
- Provide differentiated supports to master grade‑level standards.
Thinking
- Engage students in analytical, practical, creative, and research‑based thinking.
- Model metacognitive strategies.
- Provide opportunities for idea generation, perspective analysis, and thinking monitoring.
Problem‑Solving
- Use activities that reinforce abstraction, categorization, justification, prediction, observation, improvement, relevance, idea generation, and design.

Domain 2: Planning

Instructional Plans
- Show internalization of high‑quality curriculum.
- Define measurable, explicit objectives aligned to state standards and curriculum rigor.
- Include aligned activities, materials, assessments; sequence and scaffold based on student need; build on prior knowledge; integrate disciplines; allow time for work, reflection, closure.
- Fit age, knowledge, and interests of all learners.
- Provide regular accommodations for individual needs.
- Promote student autonomy and ownership.
Student Work
- Always align with standards, curriculum depth, and lesson objectives; describe assessment use for future instruction.
- Students analyze, synthesize, evaluate information; make conclusions and arguments supported by extended writing; connect learning to daily experiences.
Assessment
- Align with state standard depth and rigor; include feedback on objective progress.
- Use varied question types and formats to gauge learning.
- Measure performance through multiple methods (project, experiment, presentation, essay, short answer, multiple‑choice).

Domain 3: Environment

Expectations
- Engage students with clear, rigorous expectations; use aligned, differentiated materials for access.
- Students learn from mistakes and reflect on thinking.
- Create opportunities for consistent success.
- Students lead opportunities that support learning.
- Students meet or exceed expectations.
- Optimize instructional time for learning goals.
Engaging Students and Managing Behavior
- Students engaged in behaviors that optimize learning and maximize time on task.
- Teachers and students establish learning and behavior commitments.
- Use rewards, approval, contingent activities, and consequences to maintain engagement and a positive environment.
- Recognize positive behaviors; avoid inconsequential behavior interruptions.
- Address disruptions by individuals, not whole class.
- Attend to disruptions quickly with minimal learning interruption.
Environment
- Welcome all students and guests; provide a safe space for risk‑taking and interaction.
- Organize and design the classroom to promote learning for all.
- Keep supplies, equipment, and resources accessible for all students.
- Display current student work that promotes positivity.
- Arrange space to maximize individual and group learning; reinforce positive environment.
Respectful Conditions
- Consistently demonstrate caring, kindness, and respect; celebrate backgrounds.
- Seek out and welcome student interests and opinions.
- Establish positive relationships and interdependence.

Domain 4: Professionalism

Growing and Developing Professionally
- Be prompt, prepared, and participate in professional learning and collaboration; bring student artifacts when requested.
- Implement new learning from professional development appropriately.
- Develop and work on new learning plans based on improvement plans, self‑assessment, and feedback.
- Reflect and grow by selecting specific activities, knowledge, or skills to improve proficiency.
Reflecting on Teaching
- Make thoughtful, accurate assessments of lesson effectiveness; provide specific actions for improvement.
- Accept responsibilities contributing to school improvement.
- Use student achievement data to address strengths and weaknesses for instructional decisions.
School Involvement
- Support school activities and events.
School Responsibilities
- Assist peers in maintaining a safe and orderly environment; adhere to policies; keep timely records.

Method of Evaluation

The combination of student learning growth and qualitative assessment of performance competencies and standards will yield a composite score used to distinguish overall effectiveness.

Other Duties and Responsibilities

Other duties may be assigned.

Physical Demands

Frequent standing, walking, speaking, hearing; occasional bending or twisting; occasional lifting up to 50 lbs. Required vision: close vision for reading handwritten or typed material.

Work Environment

Moderate to loud noise; accommodations for disabilities as required. This description is for ADA compliance and is not exhaustive.

Annual Salary

Based on experience (0‑40 years) with increases for advanced degrees.

EEO Statement

Lafourche Parish School Board is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, military status, natural, protective, or cultural hairstyle, sex, age, disability, marital status, sexual orientation, religion, or veteran status.

Position Type

Full‑Time

Salary

$50,181 to $74,631 Per Year

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