Secondary Teacher- Social Studies

Ascension Parish School Board; Prairieville (LA); On-site; USD 45,000 - 60,000; Full time

Job summary

Ascension Parish Schools’ Prairieville High School in Prairieville, LA seeks a Secondary Teacher of Social Studies to deliver a standards-based program to middle and high school students. The role reports to the principal and supports a 182-day assignment with a 303/310 pay grade.

The ideal candidate holds a Louisiana Type C, Level I or OS teaching certificate and a Bachelor's degree, and will design instructional plans, assess progress, and adapt lessons to meet diverse learner needs in

Qualifications

• Bachelor’s degree and Louisiana teaching certificate required.
• Certification Type C, Level I or OS Louisiana teaching certificate required.
• Experience implementing 504/IDEA modifications and accommodations.

Responsibilities

• Develop and implement instruction aligned to state standards.
• Plan instructional activities, assessments, and materials to support student learning.
• Assess student progress and adapt lessons to meet diverse needs.

Skills

Lesson planning

Classroom management

Differentiated instruction

Education

Bachelor’s degree

Louisiana teaching certificate (Type C, Level I or OS)

Tools

State standards alignment

Job description

Secondary Teacher- Social Studies

Ascension Parish Schools Prairieville High School - Prairieville, Louisiana Open in Google Maps

Job Details

Job ID: 5928226
Application Deadline: Sep 29, 2026 12:00 PM (Central Standard Time)
Posted: Sep 15, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

I. JOB TITLE: Teacher
JOB TYPE: 303, 310
POSITION REPORTS TO: Principal
PAY GRADE: T-1
FLSA STATUS: Exempt
ASSIGNMENT PERIOD: 182 days
II. SUMMARY OF POSITION’S PURPOSE
Plans and implements a program of study in specific subject areas that enables an elementary, middle, and secondary school student to learn, play and develop in an optimal manner. This position includes Departmentalized and Self-Contained Elementary School Middle School, and Secondary Education Teacher responsibilities.
III. MINIMUM QUALIFICATIONS
EDUCATION/CERTIFICATION – Bachelor’s degree. Type C, Level I or OS Louisiana teaching certificate; Additional criteria as established by the School Board.

Designing and Planning Instruction: Instructional plans are based on extensive content knowledge and understanding of students and are designed to engage students in significant learning. All aspects of the plans – instructional outcomes, learning activities, materials, resources, and assessments – are in complete alignment and are adapted as needed for individual students, including but not limited to implementation of 504, IDEA and other modifications as required. Written lesson plans represent the appropriate content, provide opportunities for student involvement in the learning process and assess student progress effectively. Examples of this accountability include, but are not limited to, the following:

Instructional plans include:

• Measurable and explicit goals aligned to state content standards.
• Activities, materials, and assessments that are aligned to state standards.
• Logical sequencing building on student’s background knowledge and sub-objectives.
• Appropriate amount of time allotted for student work, student reflection, and lesson/unit closure.
• Regular opportunities to accommodate individual student needs.
• Assignment and assessment plans include:
• Student work assignments and assessments that are developed and aligned to pre-post tests, which are aligned to the high‑stakes test.
• Assessments that are aligned to state content standards, have clear measurement criteria, provide students with multiple opportunities to demonstrate mastery of content and require extended written tasks.
• Description of how results will be used to inform future instruction.

The Learning Environment: Performs management accountabilities by maintaining a positive environment conducive to learning and maximizing the amount of time available for instruction. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning. Examples of this accountability include, but are not limited to, the following:

• Classroom management techniques are varied and utilized to promote positive student behavior whereby teacher‑student and student‑student interactions demonstrate caring and respect for one another.
• High and demanding expectations are set for every student whereby all students are encouraged to learn from mistakes and given opportunities to experience success.
• Classroom physical arrangement is organized and understandable to all students allowing easy and ready access to supplies, equipment, and resources.

Instruction: All students are engaged in learning as a result of clear directions and explanations utilizing the skillful use of questioning and discussion to maximize learning. Activities and assignments are of high quality, and teacher and students make productive use of assessments. Assessment strategies are integrated into instruction in order for the teacher to demonstrate flexibility and responsiveness to the needs of all learners. Instructional approach shifts easily when the situation demands it. Examples of this accountability include, but are not limited to, the following:

• Standards and objectives are aligned to state content standards, logically sequenced, and explicitly communicated. S/O are consistently referred to and connected to what students have previously learned
• Content is organized and presented in a manner that motivates students to learn where inquiry, curiosity, and exploration are valued, and learning is personally meaningful and/or relevant to students.
• Instructional content is presented with visuals with examples, illustrations, analogies, and/or labels leading