Frontline Applicant Tracking - Assumption Parish School Board

Openings as of 4/1/2025
Special Education/Pupil Appraisal

Occupational Therapist

JobID: 398

Position Type:
  Special Education/Pupil Appraisal/Occupational Therapist/Physical Therapist


Date Posted:
  12/12/2024


Location:
  District Wide


Date Available:
  01/06/2025


  Additional Information:  Show/Hide
TITLE: Occupational Therapist

QUALIFICATION REQUIREMENTS: B.S. Degree in Occupational Therapy/B.S. Degree; must be licensed or eligible for
licensure in Louisiana as set forth by Louisiana Standards for State Certification of School Personnel; additional criteria as
the Board may require; minimum requirements as stated in SDE Bulletin 746 (as revised)

REPORTS TO: Supervisor of Special Education
FLSA STATUS: Exempt
TERMS OF EMPLOYMENT: 182 days or Contracted services through Supervisor of Special Education
METHOD OF EVALUATION: Evaluated by district level evaluation.

Job Description Attached


Attachment(s):
• Job Description



Email To A Friend
Print Version

Openings as of 4/1/2025
Special Education/Pupil Appraisal

Certified Special Education Teacher

JobID: 388

Position Type:
  Special Education/Pupil Appraisal/Primary - Special EducationTeacher


Date Posted:
  8/1/2024


Location:
  Labadieville Middle School


  Additional Information:  Show/Hide
This position will remain open until filled.

QUALIFICATION REQUIREMENTS: Individual must hold a valid Louisiana Teaching Certificate, meeting the requirements listed in the Louisiana Standards for State certification of school personnel, Bulletin 746, Part Ill, IV, V, VI, VII, IX and X; minimum requirements as stated in SDE Bulletin 746

DOMAIN ONE:  SETTING INSTRUCTIONAL OUTCOMES
1.    The teacher designs instructional outcomes that represent rigorous and important learning in the discipline.
• Outcomes represent high expectations and rigor.
• Outcomes are related to “big ideas” of the discipline.
2.    The teacher designs instructional outcomes that are clear, written in the form of student learning, and suggest viable methods of assessment.
• Outcomes are written in terms of what students will learn rather than do.
3.    The teacher designs outcomes that reflect several different types of learning and opportunities for coordination.
• Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication.
4.    The teacher designs outcomes that take into account the varying needs of groups of students.
• Outcomes are suitable to groups of students in the class, differentiated where necessary.
 
DOMAIN TWO:  MANAGING CLASSROOM PROCEDURES
1.    The teacher maximizes instructional time.
• The students are productively engaged during small group work.
2.    The teacher manages learner behavior in instructional groups, transitions, and/or handling of materials and supplies      consistently.
• Transitions between large and small group activities are smooth.
3.    The teacher establishes classroom routines to be followed by students with minimal guidance and prompting.
• Routines for distribution and collection of materials and supplies work efficiently.
• Classroom routines function smoothly.
 
DOMAIN THREE:  USING QUESTIONING/PROMPTS AND DISCUSSION
1.    The teacher poses questions to students designed to promote student thinking and understanding.
• Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers.
2.    The teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate.
• The teacher makes effective use of wait time.
• Discussions enable students to talk to one another, without ongoing mediation by the teacher.
3.    The teacher engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
• The teacher builds on student responses to question effectively.
• The teacher calls on most students, even those who don’t initially volunteer.
• Many students are actively engage in the discussion.
 
DOMAIN FOUR:  ENGAGING STUDENTS IN LEARNING
1.    The teacher provides learning tasks and activities that are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement.
• Most students are intellectually engaged in the lesson.
• Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking.
• Students have some choice in how they complete learning tasks.
• There is a mix of different types of groupings, suitable to the lesson objectives.
• Materials and resources support the learning goals and require intellectual engagement, as appropriate.
2.    The teacher provides students the time needed to be intellectually engaged.
• The pacing of the lesson provides students the time needed to be intellectually engaged.
 
DOMAIN FIVE:  USING ASSESSMENT IN INSTRUCTION
1.    The teacher uses formative and summative assessment regularly to guide instruction.
• The teacher makes adjustments to the lesson to enhance understanding by groups of students when necessary.
2.    The teacher makes students aware of assessment criteria and encourages students to use self-assessment.
• Students indicate that they clearly understand the characteristics of high quality work.
• Students are invited to assess their own work and make improvements.
• The teacher attempts to engage students in self- or peer assessment.
3.    The teacher gives accurate and specific feedback and advances learning.
• Feedback includes specific and timely guidance for at least groups of students.
4.    The teacher diagnoses evidence of learning by questions, prompts, and assessment.
• The teacher elicits evidence of student understanding during the lesson.
 
 




Email To A Friend
Print Version