GRADE 5 TEACHER - ATKINS

Atkins Technology Elementary; Shreveport (LA); On-site; USD 48,000 - 66,000; Full time

Job summary

Atkins Technology Elementary in Shreveport, LA is seeking a Grade 5 Teacher to deliver engaging instruction, monitor student growth, and collaborate with families and staff. The role emphasizes adherence to TAP standards, assessment-driven planning, and active participation in school activities.

The candidate should be prepared to manage a dynamic classroom, implement standards-based lessons, and contribute to a positive learning environment for diverse learners. Immediate start is encouraged.

Qualifications

• Classroom management and student assessment are essential.
• Strong communication and collaboration with staff and families.
• Involvement in extracurricular activities is expected.

Responsibilities

• Administers classroom according to School Board policies and TAP standards.
• Promotes student growth through assessment and varied instructional activities.
• Communicates with families and teachers about progress and needs.
• Maintains classroom management and safety, and participates in school events.
• Supports planning and implementation of lessons aligned to standards.

Skills

Classroom management

Student assessment

Communication

Collaboration

Extracurricular involvement

Job description

Caddo Parish School District Atkins Technology Elementary - Shreveport, Louisiana Open in Google Maps

GRADE 5 TEACHER - ATKINS

Caddo Parish School District Atkins Technology Elementary - Shreveport, Louisiana Open in Google Maps

This job is also posted in Caddo Parish School District

Job Details

Job ID: 5969669
Application Deadline: Posted until filled
Posted: Oct 23, 2026 5:00 AM (UTC)
Starting Date: Immediately

Job Description

CADDO PARISH SCHOOL JOB DESCRIPTION

Job Title: Classroom Teacher

Prepared By: Emily L. Stanford

Prepared Date: June 24, 2024

Approved By: Leisa G. Woolfolk

Approved Date: June 30, 2024

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, administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Classroom teachers will 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 TAPTeaching Skills, Knowledge, and Responsibilities Performance Standards, research-based standards based on twenty-six indicators and operationalized against a five-point scale rubric. Teachers 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. In many ways, this indicator is the foundation for all other indicators because 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. For a teacher to be able to develop these types of learning experiences, 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: This indicator deals with the method by which content is taught within a lesson. The use of visuals and a teacher’s ability to clearly communicate performance expectations in a concise and logically sequenced manner are addressed by this indicator’s descriptors. 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 it is important that they are used effectively and appropriately for the content and students taught. Components of this standard will 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 the effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. Therefore, this indicator connects closely to the descriptor "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 are able to address various learning styles and intelligences. Therefore; the criteria used by teachers in choosing materials and activities should be those that clearly support the lesson objectives and that are related to the needs of students, making this indicator closely related to Teacher Knowledge of Students. In order to plan appropriate activities and materials, a teacher must have knowledge of the needs and interests of the students.

Questioning: Questioning is an art form that reveals a great deal about a teacher’s effectiveness. The rubric descriptors provide a basic 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 the feedback in supporting student learning as opposed to feedback that only inform students of the accuracy of their responses. Additionally, these descriptors address how a teacher uses student feedback to make adjustments in instruction.

Grouping Students: This indicator deals with the instructional arrangements of the students during a given lesson. It focuses on how the students will be grouped for the instruction and activities of the lesson 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 is teaching, as well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the teacher’s ability to connect the content being taught to other ideas and concepts.

Teacher Knowledge of Students: The indicator deals with how well a teacher knows his/her students and their learning styles and interests. Therefore, it is closely connected to the indicator Motivating Students.

Thinking: Thinking is something that can and should apply to every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking including:

• Analytical Thinking
• Practical Thinking
• Creative Thinking
• Research-based Thinking

The teacher should provide opportunities where students:

• Generated ideas and alternatives
• Analyze problems from multiple perspectives and viewpoints
• Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why.

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

Domain 2: Planning

This domain includes 3 indicators:

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

Student Work: The development and observation of student work should enhance and reinforce instruction in the classroom. Student work and/or assignments should be developed so that they are aligned to pre-tests and post-tests