ECSE TEACHER - ATKINS

Young World Physical Education; Shreveport (LA); On-site; USD 40,000 - 60,000; Full time

Job summary

Young World Physical Education is seeking a full-time Classroom Teacher for Atkins Technology Elementary in Shreveport, Louisiana. The successful candidate will promote the educational development of students, meet performance standards, and engage in instructional and administrative duties. Applicants should possess a teaching certification and a relevant Bachelor's degree, alongside strong classroom management and communication skills. The role requires accountability for student growth and active participation in academic planning activities.

Qualifications

• Must be a United States citizen or authorized alien.
• Experience in a classroom setting is preferred.
• Strong instructional and administrative skills required.

Responsibilities

• Administer the classroom in accordance with school policies.
• Plan and implement effective lessons.
• Assess and evaluate student performance.

Skills

Classroom management

Student assessment

Effective communication

Lesson planning

Education

Teaching Certification

Bachelor's Degree in Education

Job description

Caddo Parish School District Atkins Technology Elementary – Shreveport, Louisiana

Job Details

Job ID: 5680323

Application Deadline: Posted until filled

Re-Posted: May 01, 2026 5:00 AM (UTC)

Starting Date: Aug 6, 2026

Job Description

Job Title: Classroom Teacher

AREA OF RESPONSIBILITY

Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System’s accountability measures as outlined in the Louisiana Accountability System.

Working under the direction of the principal or assigned evaluator, the teacher administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Teachers fulfill duties and responsibilities associated with instruction, supervision, classroom management, student assessment and evaluation, communication and collaboration, and extracurricular involvement.

Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge, and Responsibilities Performance Standards, research‑based standards based on twenty‑six indicators and operationalized against a five‑point scale rubric. They are also responsible for the academic growth of their students.

The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains. Descriptors for each indicator may be found in the TAP Rubric.

Domain 1: Instruction

This domain includes 12 indicators.

Standards and Objectives
Planning effective lessons aligned to the standards is dependent upon the teacher’s ability to create and communicate clearly defined learning outcomes or objectives appropriate for the students. If the teacher is not clear about what he or she wants students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or implemented. Both the students and the teacher should understand what is to be accomplished during each lesson.

Motivating Students
This indicator focuses on a teacher’s ability to organize and present the content in a manner that motivates students to learn. A teacher must have in‑depth knowledge of the students he/she teaches. This indicator connects strongly to Teacher Knowledge of Students.

Presenting Instructional Content
The method by which content is taught within a lesson is addressed. The use of visuals and a teacher’s ability to clearly communicate performance expectations in a concise and logically sequenced manner are emphasized. The use of visuals with examples, illustrations, analogies, and/or labels are important tools to use when introducing new concepts and can lead students to mastery of specific skills in a more efficient manner. All of these may not be included in one lesson, but they are used effectively and appropriately for the content and students taught. Components of this standard include effective lesson planning, educational best practices, and results‑oriented delivery of instructional techniques.

Lesson Structure and Pacing
This indicator blends time and form as it applies to instruction. It addresses effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. It also connects to logical sequencing and segmenting under Presenting Instructional Content.

Activities and Materials
This indicator addresses the variety and appropriateness of activities and materials that a teacher chooses to implement during a lesson. By using a variety of materials and activities, teachers can address various learning styles and intelligences. The criteria used by teachers in choosing materials and activities should clearly support the lesson objectives and relate to the needs of students.

Questioning
Questioning is an art form that reveals a great deal about a teacher’s effectiveness. The rubric descriptors provide a framework for the types of questions to ask within a lesson and how teachers should lead students in responding to questions.

Academic Feedback
This indicator focuses on how teachers respond to students’ comments and questions. The descriptors address the quality of feedback that supports student learning rather than merely informing students of accuracy. The descriptors also consider how a teacher uses student feedback to adjust instruction.

Grouping Students
This indicator deals with the instructional arrangements of the students during a given lesson. It focuses on how students will be grouped for instruction and activities and how they will be held accountable for the work they are expected to complete.

Teacher Content Knowledge
This indicator addresses the teacher’s knowledge of the content he/she teaches and the ability to implement strategies that support student learning. It also addresses the teacher’s ability to connect the content being taught to other ideas and concepts.

Teacher Knowledge of Students
How well a teacher knows his/her students, learning styles and interests. It is closely connected to Motivating Students.

Thinking
Thinking is required in every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking:

• Analytical Thinking
• Practical Thinking
• Creative Thinking
• Research‑based Thinking

The teacher should provide opportunities where students:

• Generate ideas and alternatives
• Analyze problems from multiple perspectives and viewpoints
• Monitor their thinking to ensure they understand what they are learning and are attending to critical information and using learning strategies effectively

Problem Solving
Developing multiple skills in problem solving enriches learner’s ability to manage complex tasks and higher levels of learning. By providing opportunities for students to practice many approaches to solving problems, the teacher empowers students with an important life skill.

Domain 2: Planning

This domain includes 3 indicators.

Instructional Plans
Time spent developing strong lesson plans yields benefits. Lesson plans contribute to better‑managed classrooms and more effective and efficient learning experiences for students.

Student Work
Development and observation of student work should enhance and reinforce instruction. Student work and/or assignments should be developed so that they are aligned to pre‑tests and post‑tests, which in turn align to state standards.

Assessment
Effective assessment is a fundamental part of instruction and learning. An effective assessment plan answers, “What do I want my students to be able to do as a result of my teaching?” and “How do I know they learned what I taught?” Regular assessment helps teachers diagnose and intervene to raise student achievement.

Domain 3: Environment

This domain includes 4 indicators.

Expectations
High and demanding expectations for every student are essential. The teacher must apply differentiated instruction methods that are demanding for every student and create opportunities for all students to experience success. The teacher must provide clear expectations and reinforce them to encourage learning and motivation.

Managing Student Behavior
Timely and effective management of student behavior is critical for instruction to take place. The teacher must model clear expectations for behavior, be aware of student needs, and maintain a positive classroom climate.

Environment
The learning environment, including the physical arrangement of furniture and availability of supplies, supports instruction. Routines for distributing materials efficiently are part of lesson structure and pacing.

Respectful Culture
Creating a positive‑classroom climate begins with showing respect to one another. The teacher develops collaborative ground rules and models them for students on a regular basis.

Teacher non‑verbal cues that indicate respect and interest include:

• Tone of voice
• Eye contact
• Affirmative head nods
• Wait time
• Proximity to student

Domain 4: Professionalism

This domain includes 4 indicators.

Growing and Developing Professionally

• Proactive engagement in professional development, bringing student artifacts when requested.
• Attempts to implement new learning following professional development sessions.
• Develops a yearly plan for new learning based on analyses of school improvement plans and new goals.
• Selecting specific activities, content knowledge, or pedagogical skills to enhance proficiency.

Reflecting on Teaching

• Thoughtful and accurate assessment of lesson effectiveness through self‑reflection after each observation.
• Offers specific actions to improve teaching.
• Accepts responsibilities contributing to school improvement.
• Utilizes student achievement data to address strengths and weaknesses and guide instruction.

Community Involvement

• Active support of school activities and events.

School Responsibilities

• Accepts leadership responsibilities and assists peers in contributing to a safe and orderly school environment.

Other Performance Responsibilities

• Administers classroom in accordance with Caddo Parish School Board policies and regulations: lesson planning, grading, reporting grades, and contributing to school improvement initiatives.
• Accepts responsibilities for assignments related to administrative/management, curricular and extra‑curricular aspects: supervision at all authorized school activities, gates of athletic events, sponsoring clubs, supervising students between classes, recess, lunch, assemblies, and other duty times.
• Works collaboratively with staff, parents, students, and stakeholders.
• Reports to work promptly and maintains good attendance in compliance with policy and state law.
• Attends meetings associated with student instruction: departmental, professional training, IEP, parent‑teacher conferences, open houses, observation/evaluation meetings, discipline hearings as applicable.
• Completes required trainings such as Project Read, ACT 260 of 2023 Legislative Session, and required training.
• Appears neat, dresses appropriately, and is well‑groomed.
• Maintains a high standard of professional conduct based on ethical practices.
• Accepts other responsibilities as required by the Principal or designee.

Professional Conduct

Employee acknowledges that they must maintain a high standard of professional conduct. Breach includes neglect of duty, dishonesty, and engagement in acts contrary to CPSB policy, unlawful activities, or other conduct prejudicial to the school system.

Minimum Qualifications

United States citizen or authorized alien; requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel)

Personal Characteristics

Physical and mental stamina and ability to perform job functions, tasks and duties. Possesses physical health to report regularly and engage effectively with students. Exhibits skill in planning and organizing.

Terms of Employment

172 days, or as stated in contract or employment agreement.

Reports To

School Principal and/or Assistant Principal or Assigned Evaluator.

Position Type: Full‑Time

Contact Information

• Rachenda Douglas, Principal
• Atkins Technology Elementary
• Phone: 318‑868‑2810
• Email: [e-mail]