SPED ELEM M/M TEACHER - DONNIE BICKHAM

Young World Physical Education; Shreveport (LA); On-site; USD 42,628 - 52,101; Full time

Job summary

Young World Physical Education is seeking a full-time Classroom Teacher at Donnie Bickham Elementary/Middle School in Shreveport, Louisiana. The role involves administering classroom policies, managing instruction and student evaluation, ensuring academic growth, and fulfilling additional responsibilities as assigned. Candidates must hold a valid teacher certification and possess strong classroom management and communication skills. A starting salary of $47,365 per year is offered, with opportunities for professional development.

Qualifications

• United States citizenship or authorized alien status required.
• Physical stamina and ability to perform teaching duties.
• Ability to plan and organize lessons effectively.

Responsibilities

• Administering the classroom in accordance with school policies.
• Fulfilling duties associated with instruction and supervision.
• Assessing and evaluating student performance.

Skills

Effective lesson planning

Classroom management

Student assessment

Communication skills

Collaboration skills

Education

Teacher certification as per Louisiana Bulletin 746

Job description

SPED ELEM M/M TEACHER - DONNIE BICKHAM

Location: Donnie Bickham Elementary/Middle School, Shreveport, Louisiana

Job ID: 5697879

Application Deadline: Posted until filled

Posted: Yesterday

Starting Date: Aug 6, 2026

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 TAP Teaching 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.

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 informs 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:

• Generate 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, which should be aligned to state standards.

Assessment: Effective assessment is a fundamental part of instruction and learning. The goal of this section is to provide information and examples of assessment. An effective assessment plan answers the questions, “What do I want my students to be able to do as a result of my teaching?” and “How do I know the students learned what I taught?” When these questions are asked and answered regularly, the teacher can effectively plan, diagnose, and intervene on a continual basis to raise student achievement.

Domain 3: Environment

This domain includes 4 indicators:

Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. For a teacher to include the descriptors under Expectations, he/she must have knowledge of the students he/she is teaching. ...

Managing Student Behavior: Timely and effective management of student behavior is critical for effective instruction to take place within a classroom. ...

Environment: This indicator deals with the learning environment of the classroom, including the physical arrangement of the furniture availability of supplies for students to utilize. ...

Respectful Culture: Creating a positive‑classroom climate begins with showing respect to one another. ... Teacher non‑verbal cues that indicate respect and interest are:

• 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:

• The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts when requested.
• The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.
• The educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self‑assessment, and input from the teacher leader and principal observations.
• The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.

Reflecting on Teaching:

• The educator makes thoughtful and accurate assessments of his/her lessons’ effectiveness as evidenced by the self‑reflection after each observation.
• The educator offers specific actions to improve his/ her teaching.
• The educator accepts responsibilities contributing to school improvement.
• The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.

Community Involvement:

• The educator actively supports school activities and events.

School Responsibilities:

• The educator accepts leadership responsibilities and/or 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 including but not limited to lesson planning, grading in a timely manner, reporting grades into the grading system, and contributing to school improvement initiatives.
• Accepts and exercises responsibilities for duties and assignments related to administrative/management, curricular and extra‑curricular aspects of the school: to include but not limited to supervision at all authorized school activities, concessions/gates of athletic events, sponsoring groups or clubs, supervision, and duties when students are on or off campus at a school‑related event, supervising students between classes, during recess/intermission, during lunch, assemblies, and other duty times.
• Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders.
• Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy and state law.
• Attends meetings generally associated with student instruction including but not limited to departmental meetings, professional training, IEP meetings, parent‑teacher conferences, back‑to‑school or open houses, observation/evaluation meetings, and student discipline hearings/meetings when applicable.
• Completes all mandated trainings such as Project Read, ACT 260 of 2023 Legislative Session.
• Attends incentivized and/or required training.
• Appears neat, dresses appropriately for the profession, and is well‑groomed.
• Maintains a high standard of professional conduct based on ethical practices.
• Accepts other responsibilities as required by the Principal or his/her designee as assigned.

PROFESSIONAL CONDUCT

Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system.

Minimum Qualifications: United States citizen or authorized alien; those 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 to work and deal effectively with students. Exhibits ability to plan, organize.

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

Salary: $47,365 Per Year

Contact Information

• Dennis Spires, Principal
• Donnie Bickham Elementary/Middle School
• Phone: [phone]
• Email: [e-mail]