Frontline Applicant Tracking - St. Bernard Parish Public Schools

Openings as of 4/3/2025

Elementary Art Teacher

JobID: 224

Position Type:
  Elementary School Teaching


Date Posted:
  6/13/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Elementary Art Teacher (Grades K-5th Grade)
Location:  To Be Determined
Start Date: TBD
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 




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Openings as of 4/3/2025

Elementary Teacher Grades PK - 3

JobID: 206

Position Type:
  Elementary School Teaching/Elementary Grades 1-5


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Primary Elementary Teacher (Grades PK-3)
Location:  To Be Determined
Start Date: Next School Year
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

Elementary Special Education Teacher

JobID: 213

Position Type:
  Elementary School Teaching/Elementary Grades 1-5


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Elementary Special Education Teacher (K-5)
Location: To Be Determined
Start Date: Fall 2023
 

Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
 
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 





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Openings as of 4/3/2025

Elementary Teacher (Grades 1-5)

JobID: 207

Position Type:
  Elementary School Teaching/Intermediate - Grades 4, 5


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Primary Elementary Teacher (Grades 1st-5th Grade)
Location:  To Be Determined
Start Date: Next School Year
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

CAFETERIA TECHNICIAN

JobID: 232

Position Type:
  Food and Nutrition/Cafeteria Technician


Date Posted:
  8/23/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide
ST. BERNARD PARISH PUBLIC SCHOOLS
JOB DESCRIPTION
CAFETERIA TECHNICIAN
Reports to:    Cafeteria Manager or Assistant/Building Administrators/Food Services Manager
 
Position Overview:  The primary responsibilities of the Cafeteria Technician are to prepare nutritious food for students and adults in the manner directed, to serve meals to students and adults in a pleasant, efficient, and effective manner as directed, and to clean all cafeteria equipment, dishes, utensils, furniture, and floors on a daily basis after meals are served as directed in order to promote a clean, safe, and healthy cafeteria.
Employment/Salary: The full-time Cafeteria Technician is employed for 186 days as designated on the school district calendar on the basis of a 35-hour work week.  Part-time technicians are employed 5.5 hours per day for the number of days required by the school calendar.  The Cafeteria Technician’s salary is commensurate with years of experience on the Support Personnel Salary Schedule most recently adopted by the St. Bernard Parish School Board.
Minimum Position Qualifications: 
• Possesses US citizenship or possesses authorization for employment as demonstrated through proper documentation;
• Demonstrates the ability to read and write at a 5^th grade or above level, to complete simple math problems involving addition and subtraction, and to communicate clearly in the English language;
• Demonstrates the ability to use basic cafeteria and custodial equipment for food preparation and holding and cafeteria cleaning, and to use and store food, materials, equipment and cleaning chemicals in a safe, directed manner;
• Demonstrates professional and personal characteristics necessary for working effectively with staff, students, and school personnel;
• Demonstrates the ability to stand, speak, hear, stoop, kneel, and walk for prolonged periods, to bend and twist at the neck more often than the average person, independently move, load or unload equipment and supplies up to 45 pounds and significantly heavier loads with manual or mechanical assistance, understanding that reasonable accommodations may be made to assist the employee in performing essential functions;
• Demonstrates the ability to withstand temperature variances common to food service environments and to work with chemical detergents and sanitizers;
• Demonstrates the ability to read handwritten or typed material at close range, to prepare written reports as necessary, to enter data into the computer software system, to exchange currency, and to increase or decrease standardized recipes; and.
• Completes the 90-day probationary period.
 
Performance Responsibilities may include, but are not limited to:
 
• Observing and promoting safe working practices and procedures;
• Adhering to uniform and personal hygiene requirements;
• Giving and receiving information to and from other technicians, the manager, or assistant manager;
• Following production schedules and job assignments issued by the manager or assistant;
• Checking food quality when preparing or serving food;
• Maintaining correct holding temperatures when holding food;
• Using and cleaning equipment properly;
• Using standardized recipes and increasing or decreasing designated amounts;
• Using acceptable methods for food handling;
• Using acceptable sanitation techniques for food handling;
• Using cafeteria equipment (ovens, steam pressure cookers, fryers, steam jacketed kettles, braising skillets, refrigerators, freezers, steam tables, warming cabinets, dish machines, slicers, disposers, choppers, cashier stations, mixers, mops, brooms, etc.) in a professional, effective, and efficient manner;
• Promoting positive feelings about food service to the children and the teachers;
• Storing deliveries according to the directions of the manager or assistant;
• Attending all regular food safety meetings and trainings;
• Participating as required in special events within the district and working flexible hours associated with those events;
• Performing job activities in a timely and efficient manner; and,
• Cleaning large and small equipment and dining room floors, tables, walls, and windows as directed.
Evaluation Criteria:   The Cafeteria Technician’s job performance will be evaluated in accordance with the provisions of the Board’s policy on evaluation of support service personnel
 
 
 
___________________________________________         __________________________
Signature of Cafeteria Technician                                          Date
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 




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Openings as of 4/3/2025

HS Business Teacher

JobID: 195

Position Type:
  High School Teaching/Business Education


Date Posted:
  1/31/2023


Location:
  Chalmette High School


  Additional Information:  Show/Hide


Position: Business Education Teacher
Location: Chalmette High School
Start Date: 2023-2024 School Year
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

High School English Teacher

JobID: 190

Position Type:
  High School Teaching/English


Date Posted:
  1/31/2023


Location:
  Chalmette High School


  Additional Information:  Show/Hide


Position:  English Teacher (Grades 9-12)
Location:  Chalmette High School
Start Date: Next School Year
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

High School Math Teacher

JobID: 193

Position Type:
  High School Teaching/Mathematics


Date Posted:
  1/31/2023


Location:
  Chalmette High School


  Additional Information:  Show/Hide


Position: Mathematics Teacher (Grades 7-12)
Start Date: Next School Year
Location: Chalmette High School 
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

HS Physical Education Teacher

JobID: 205

Position Type:
  High School Teaching/Physical Education


Date Posted:
  3/1/2023


Location:
  Chalmette High School


  Additional Information:  Show/Hide


Position:  P.E. Teacher/Coach (Grades 9-12)
Location:  Chalmette High School
Start Date: Next School Year

Physical Education Teacher (Grades K-12)

Position Purpose
Under the general supervision of the School Principal, to develop students' physical skills and abilities, strength, agility, poise, coordination, and teamwork; to develop students' understanding of the importance of exercise to physical and mental well-being; and to motivate students to work towards, physical fitness, hygiene, and good health.
 
 
 
Essential Functions
 
• Develops and administers Physical Education classes consistent with school district goals and objectives.
• Teaches knowledge of, and develops skills and abilities in, physical fitness, rhythm and dance, coordination and agility, exercise, and sports,
• Develops students' concepts in leadership, teamwork, responsibility and social skills; providing a safe and optimal learning environment; and appropriate feedback to regarding student progress, expectations, and goals.
• Conducts ongoing assessment of student growth and progress in physical educational activities, and modifies instructional methods to fit individual student's needs, including students with special needs.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
• Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
• Assists in coordinating extra-curricular activities, including student performances, assembles, and athletic events.
• Encourages parental involvement in students' education and ensures effective communication with students and parents.
• Ensures that student conduct conforms to the school's standards and school district policies, and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
• Coordinates with other professional staff members, especially within physical education and grade level, and participates in faculty meetings and committees.
• Selects and requisitions appropriate instructional aids and other supplies and equipment and maintains inventory records.
• Inspects equipment and field areas used to ensure they are in good and safe working order.
Additional Duties
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
                Note:    The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements
Travels to school district buildings and professional meetings as required.

Knowledge, Skills and Abilities
• Knowledge of current physical education instructional methods, as well as differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws and regulations regarding education and students, as well as relating to health education.
• Knowledge of physiology, health and nutrition, biology and biological functions, anatomy, hygiene, exercise, and best ways to promote physical and mental well-being.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
 
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
                Note:    Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.

Qualifications Profile
 
 
 
Certification/License:
 
• Louisiana State Certification as a Physical Education Teacher.
• [State]  State Certification as a Health Teacher preferred.
• Motor Vehicle Operator's License or ability to provide own transportation.
Education:
• Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
• Masters Degree preferred.
Experience:
Successful prior teaching experience for the appropriate grade level preferred.

FLSA Status:       Exempt




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Openings as of 4/3/2025

HS Science Teacher

JobID: 200

Position Type:
  High School Teaching/Science - General


Date Posted:
  3/1/2023


Location:
  Chalmette High School


  Additional Information:  Show/Hide

 
 

Position:  Science Teacher (Grades 9-12)
Location:  Chalmette High School
Start Date: Fall 2023
 
 
 
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
 
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 





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Openings as of 4/3/2025

HS Social Studies

JobID: 201

Position Type:
  High School Teaching/Social Studies - Civics


Date Posted:
  3/1/2023


Location:
  Chalmette High School


  Additional Information:  Show/Hide

Position: High School Social Studies Teacher
Location: Chalmette High School
Start Date: TBD
Reports to:  Principal/Assistant Principal


Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 




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Openings as of 4/3/2025

HS Special Education Teacher

JobID: 204

Position Type:
  High School Teaching/Special Education Teacher


Date Posted:
  3/1/2023


Location:
  Chalmette High School


  Additional Information:  Show/Hide


Position:  Special Education Teacher
Location:  Chalmette High School
Start Date: Fall 2023
 

Position Purpose 
 
• Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment. 
 
Essential Functions 
 
• Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning. 
• Participates in PPT's and assists in developing Individual Educational Plans ("IEP") for students. 
•  Assists students and teaching staff in implementing students' IEP's and behavior management plans. 
• Coordinates with outside agencies, organizations and institutions, including state and federal authorities as needed. 
• Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with social work services. 
• Serves as ready resource to students and parents to provide counseling that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school. 
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships with members of institutions of higher learning and the business community. 
• Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws. 
• Encourages parental involvement in students' education and ensures effective communication with students and parents. 
• Assists in the orientation of new teachers, and provides in-service training in guidance. 
• Selects and requisitions appropriate books, aids and other supplies and equipment and maintains inventory records. 
 
Additional Duties 
 
• Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. 
 
Note:         The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility. 
 
Equipment 
 
• Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone. 
 
Travel Requirements 
 
• Travels to school district buildings and professional meetings as required. 
 
Skills, Knowledge, Abilities 
 
• Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs. 
• Knowledge of differentiated instruction based upon student learning styles. 
• Knowledge of data information systems, data analysis and the formulation of action plans. 
• Knowledge of applicable federal and state laws regarding education and students. 
• Ability to use computer network system and software applications as needed. 
• Ability to organize and coordinate work. 
• Ability to communicate effectively with students and parents. 
• Ability to engage in self-evaluation with regard to performance and professional growth. 
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work. 
 
Physical and Mental Demands, Work Hazards 
 
• Works in standard office and school building environments. 
 
Note:   Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position. 
 
Qualifications Profile 
 
Certification/License: 
 
• State Certification as a Special Education Teacher highly preferred. Any candidates not fully certified will need to apply to our in-house alternative certification program, Teach St. Bernard.
• Motor Vehicle Operator's License or ability to provide own transportation. 
 
  
 
Education: 
 
• Bachelors from an accredited college or university in education discipline applicable to teaching assignment. 
• Masters Degree in Special Education preferred
 
  
 
Experience: 
 
• Successful prior special education teaching experience for the appropriate grade level preferred. 
 
  
 
  
 
FLSA Status: Exempt 
 
 





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Openings as of 4/3/2025

Custodian

JobID: 215

Position Type:
  Maintenance/Custodial/Custodian


Date Posted:
  3/16/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Substitute Teacher
Location:  To Be Determined
Start Date: Immediate Opening

Position Function:
Under the direct supervision of the Principal, Director of Facilities, and Business Manager, performs general cleaning and maintenance in school buildings and grounds; maintains equipment in functional condition; and provides cleaning and custodial assistance to students, teachers, visitors and others as necessary.

Performs related duties and general maintenance work as required.

Essential Functions:
• Checks and secures building at beginning and end of shift for the purpose of ensuring the safety and cleanliness of the building.
• Cleans rooms, hallways, cafeterias, restrooms, offices, stairways, and other areas of building according to school district standards.
• Sweeps, mops, buffs, strips, and waxes floors.
• Cleans rugs, carpets, upholstered furniture, and blinds.
• Washes walls, ceilings, woodwork, windows, doors, and sills.
• Removes graffiti, cleans glass areas.
• Replaces light bulbs.
• Sets up and breaks down chairs, tables and equipment in meeting rooms, and functional rooms.
• Clears snow from entrances and walks, and spreads sand and ice melting chemicals.
• Performs grounds-keeping duties, clears debris and maintains grounds.
• Receives deliveries and assists in unloading trucks and storing supplies.
• Delivers supplies and materials to classrooms, bathrooms and other areas of the building.
• Empties wastebaskets; picks up and removes trash and assists in recycling program.
Additional Duties:              
• Performs general cleaning, and repair work, particularly during school vacations.
• Assists parents and other visitors to school buildings with special events and programs.
• Performs other related tasks as assigned by supervisor.
      Note:  The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Equipment
Uses hand tools of trade and related power equipment, including brooms, mops, floor cleaning and waxing machines, vacuum cleaners, snow blowers, shovels, power mower and hand tools.

Safety Requirements
Follows all applicable safety rules, procedures and regulations governing the proper use of tools and power equipment used in the performance of duties.
Wears appropriate safety gear, including masks.
Must comply with school district's chemical hygiene program and follow MSDS sheets.

Travel Requirements
Occasional travel between schools, or between schools and central office, may be required.

Knowledge, Skills and Abilities
• Ability to follow oral or written work orders from supervisor, and to coordinate work with principal and others.
• Ability to read, write and speak English fluently.
• Ability to describe orally or in writing cleaning, maintenance or repair problems as needed.
• Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
• Ability to add, subtract, multiply and divide all units of measure.
• Ability to work in poor weather conditions, including heat, cold, rain, or snow.
• Ability to work above ground from ladders and automatic lifts.
• Ability to perform work according to standard procedures and schedule set forth by supervisor(s).
Physical and Mental Demands, Work Hazards
• Works in standard office and school building environments.
• Ability to work outdoors in inclement weather conditions.
• Exposure to cleaning chemicals, solvents and contaminated trash, grasses, pollens, etc.
See the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position.

Qualifications Profile:
• Any combination of education and experience providing the required skill and knowledge for successful performance would be qualifying.
  Typical qualifications would be equivalent to:
• High School Diploma or completion of sufficient education to successfully perform the duties of the position.
• Previous experience in building and cleaning maintenance desirable.
• Louisiana Motor Vehicle Operator's license or ability to provide own transportation.
FLSA Status:                       Non-exempt





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Openings as of 4/3/2025

Middle School Art Teacher

JobID: 225

Position Type:
  Middle School Teaching/Art


Date Posted:
  6/13/2023


Location:
  St. Bernard Middle School


  Additional Information:  Show/Hide


Position: MS Art Teacher
Start Date: Fall 2023
Location: St. Bernard Middle School
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 
 
 





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Openings as of 4/3/2025

MS Special Education Teacher

JobID: 212

Position Type:
  Middle School Teaching/Language Arts


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Middle School Special Education Teacher
Location:  To Be Determined
Start Date: Fall 2023
 
Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
 
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
•  
  Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
   
  ___________________________________________          __________________________________
  Signature of Employee                                                           Date
   
   
  Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
   
 
  
 
  
 
FLSA Status: Exempt 
 
 





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Openings as of 4/3/2025

MS ELA Position

JobID: 210

Position Type:
  Middle School Teaching/Language Arts


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Middle School Language Arts Teacher (Grades 6-8)
Location:  To Be Determined
Start Date: Next School Year

Middle School ELATeacher (Grades 6-8) 

Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

MS Math Position

JobID: 208

Position Type:
  Middle School Teaching/Mathematics


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Middle School Math Teacher (Grades 6-8)
Location:  To Be Determined
Start Date: Next School Year

Middle School Math Teacher (Grades 6-8) 

Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

MS Science Position

JobID: 209

Position Type:
  Middle School Teaching/Science


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Middle School Science Teacher (Grades 6-8)
Location:  To Be Determined
Start Date: Next School Year

Middle School Science Teacher (Grades 6-8) 

Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 


FLSA Status:       Exempt





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Openings as of 4/3/2025

MS Social Studies Position

JobID: 211

Position Type:
  Middle School Teaching/Social Studies


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  Middle School Social Studies Teacher (Grades 6-8)
Location:  To Be Determined
Start Date: Next School Year

Middle School Social Studies Teacher (Grades 6-8) 

Reports to:  Principal/Assistant Principal
 
Employment/Salary: The Classroom Teacher is employed for 186 days as designated on the school calendar and on the basis of a 35-hour week.  His/her salary is commensurate with the most recent Teacher Salary Schedule adopted by the St. Bernard Parish School Board
 
Position Overview:  The teacher plans, organizes, and implements an appropriate instructional program in an environment where students can learn and develop to their fullest academic potential.  The teacher is responsible for the academic growth of those students assigned to his/her class.
 
Minimum Position Qualifications*:
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for a valid Type A, B, C, Level I, II, III, Temporary, Practitioner, CTIE, or Ancillary Louisiana Teaching Certificate;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to move in and about varied seating and desk organizational patterns within his/her assigned classroom while visually and auditorily monitoring student work;
• Demonstrates the ability to travel independently to varied work locations during the course of a single day if holding an itinerant position;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
 
Instructional Engagement
1. Planning and Preparation – The teacher:
   • Values, sequences, and aligns curriculum, enabling students to build their understanding of important ideas concept to concept;
   • Designs and structures lessons so that learner outcomes are at an appropriate cognitive level;
   • Writes and plans multi-disciplinary outcomes for student learning, not activity;
   • Differentiates outcomes and instruction for students of varied abilities;
   • Creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.
 
2. Managing Classroom Procedures
   • Helps students to develop skills to work purposefully and cooperatively in groups;
   • Facilitates lessons that engage students in different types of activities – large groups, small groups, and independent work;
   • Ensures smooth functioning of all routines and maximizes instructional time.
3. Questioning and Discussion Techniques
   • Develops and presents questions that cause students to think and reflect, resulting in a deeper understanding of the topic;
   • Promotes learning through discussion;
   • Uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome.
4. Engaging Student in Learning
   • Facilitates activities and assignments that promote learning and are aligned with the goals of the lesson;
   • Groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings;
   • Selects instructional materials suited to engaging students in understanding and learning at a deeper level;
   • Delivers lessons that are appropriately structured and paced.
5. Assessing Learning
   • Aligns assessment to the curriculum;
   • Informs students of the criteria for assessment;
   • Monitors student learning with a variety of techniques;
   • Provides valuable feedback in a timely, constructive, and substantive manner;
   • Promotes student self-assessment and student self-monitoring of their progress.
 
Professional Engagement – The teacher contributes to achieving the school’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues, and communities.
• Engaging in self-reflection and growth opportunities to support high levels of learning for all students;
• Collaborating and communicating effectively and regularly with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission;
• Maintaining timely and adequate records;
• Cooperating with principal;
• Performing assigned duties; attends required meetings;
• Working cooperatively with colleagues;
• Maintaining positive relationships with students;
• Exercising professional judgment;
• Using planning time wisely;
• Being regular in attendance and punctual to work/duties.
 
Evaluation Criteria:  The job performance of the Classroom Teacher is evaluated using the Teacher Observation/Evaluation instrument most recently adopted by the School Board and in accordance with the most recently adopted Personnel Evaluation Plan.
 
___________________________________________          __________________________________
Signature of Employee                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 





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Openings as of 4/3/2025

School Office Secretary

JobID: 230

Position Type:
  Secretarial/Clerical


Date Posted:
  7/7/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  School Office Secretary
Location:  To Be Determined
Start Date: TBD

Reports to:     Principal
 
Position Overview:  The goal of the School Secretary is to perform basic secretarial duties in order to ensure the efficient operation of the office and to assist with special projects as assigned by the Principal. He/she maintains a high level of professionalism in interacting with the general public and a high level of confidentiality in his/her work.
Employment/Salary: The School Secretary is employed for 242 days as designated on the school district calendar and on the basis of a 40-hour work week.  His/her salary is commensurate with the Support Personnel Salary Schedule most recently adopted by the St. Bernard Parish School Board.
Minimum Position Qualifications: 
• Possesses a high school diploma or equivalent;
• Demonstrates computer literacy and the ability to type 40 words per minute with minimal errors;
• Possesses those skills that may be specific to the assignment, i.e. bookkeeping, recordkeeping: proficient at the Basic Level in Microsoft Office, specifically Excel, Word, Outlook, PowerPoint, MUNIS, etc.
• Demonstrates professional and personal characteristics necessary for working effectively with staff, parents, school personnel, and members of the community;
• Demonstrates the ability to travel independently to varied locations during the course of a single day, if necessary;
• Demonstrates the ability to work extended hours as may be required by special projects;
• Demonstrates the ability to stand, speak, hear, sit, kneel, and walk for prolonged periods, to bend and twist at the neck more often than the average person, and to push or lift up to 40 pounds, including boxes, understanding that reasonable accommodations may be made to assist the employee in performing essential functions;
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written reports as necessary to complete performance responsibilities; and
• Completes the 90-day probationary period.
 
Performance Responsibilities include, but are not limited to:
 
• Establishing and maintaining appropriate working relationships with administrators, faculty, staff, and the general public;
• Receiving and assisting visitors and directing the flow of traffic to persons involved in an efficient and appropriate manner;
• Receiving incoming calls, routing calls, taking messages, and scheduling appointments;
• Requesting, transferring, and maintaining departmental records;
• Overseeing departmental inventory, requisitions, and distribution of materials, supplies, and equipment;
• Preparing, typing, and duplicating letters, reports, forms, announcements, and correspondence as required by administrative personnel;
• Filing appropriate correspondence and records into departmental files as required by policy, regulation, law, and/or good office practice;
• Exhibiting a working knowledge of Board policies and procedures;
• Maintaining confidentiality with regard to all office business;
• Maintaining security of any testing materials, documents, or files as directed;
• Maintaining regular and punctual attendance; and,
• Performing any other duty or responsibility as required by the Principal.
Evaluation Criteria:   The School Secretary’s job performance will be evaluated in accordance with the provisions of the Board’s policy on evaluation of support service personnel.
 
 
 
___________________________________________         __________________________
Signature of Secretary                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job. 
 
 





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Openings as of 4/3/2025

Central Office Secretary

JobID: 231

Position Type:
  Secretarial/Clerical


Date Posted:
  7/7/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  School Office Secretary
Location:  To Be Determined
Start Date: TBD

Reports to:     Department Supervisor /Coordinator
 
Position Overview:  The goal of the Office Secretary is to perform basic secretarial duties in order to ensure the efficient operation of the office and to assist with special projects as assigned by the Supervisor/Coordinator. He/she maintains a high level of professionalism in interacting with the general public and a high level of confidentiality in his/her work.
Employment/Salary: The Office Secretary is employed for 242 days as designated by the school district calendar and on the basis of a 40-hour work week.  Salary is commensurate with the Support Personnel Salary Schedule most recently adopted by the St. Bernard Parish School Board.
Minimum Position Qualifications: 
• Possess a high school diploma or equivalent;
• Demonstrates computer literacy and the ability to type 40 words per minute with minimal errors;
• Possesses those skills that may be specific to the assigned department, i.e. bookkeeping, recordkeeping, proficient at the Intermediate Level in Microsoft Office, specifically Excel, Word, Outlook, PowerPoint, MUNIS, etc.
• Demonstrates professional and personal characteristics necessary for working effectively with staff, parents, school personnel, and members of the community;
• Demonstrates the ability to travel to varied locations during the course of a single day if necessary;
• Possesses the ability to work extended hours as may be required by special projects;
• Possesses sufficient physical strength, agility, and dexterity to perform all required responsibilities;
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written reports as necessary to complete performance responsibilities; and
• Completes the 90-day probationary period.
 
Performance Responsibilities include, but are not limited to:
 
• Establishing and maintaining appropriate working relationships with administrators, faculty, staff, and the general public;
• Receiving and assisting visitors and directing the flow of traffic to persons involved in an efficient and appropriate manner;
• Receiving incoming calls, routing calls, taking messages, and scheduling appointments;
• Requesting, transferring, and maintaining departmental records;
• Overseeing departmental inventory, requisitions, and distribution of materials, supplies, and equipment;
• Preparing, typing, and duplicating letters, reports, forms, announcements, and correspondence as required by administrative personnel;
• Filing appropriate correspondence and records into departmental files as required by policy, regulation, law, and/or good office practice;
• Assisting the supervisor by accepting responsibilities that he/she feels appropriate to delegate (i.e., recording receipts/expenditures, verifying time sheets, planning special events, preparing instructional manuals, etc.)
• Exhibiting a working knowledge of Board policies and procedures;
• Maintaining confidentiality with regard to all office business;
• Maintaining security of any testing materials, documents, or files as directed;
• Maintaining regular and punctual attendance; and,
• Performing any other duty or responsibility as required by the Supervisor/Coordinator.
Evaluation Criteria:   The Office Secretary’s job performance will be evaluated in accordance with the provisions of the Board’s policy on evaluation of support service personnel
 
 
 
___________________________________________         __________________________
Signature of Secretary                                                           Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job. 
 
 





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Openings as of 4/3/2025

Occupational Therapist

JobID: 221

Position Type:
  Student Support Services


Date Posted:
  4/13/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position: Occupational Therapist
Location:  To Be Determined
Start Date: Next School Year
 
 
 
Position Purpose
 
Under the general supervision of the Supervisor of Special Education, to lead the process in the development, implementation, and coordination of the school district's occupational therapy program for students with disabilities or physical/mental impairments by developing individualized programming based on occupational performance deficits activities of daily living, including personal care, interaction skills, community integration, work, and communication.
 
Essential Functions
 
• Develops, implements and coordinates the school district's occupational therapy program within the school district, including philosophy, vision, procedures and goals.
• Screens, evaluates and monitors students with disabilities or physical mental impairments for the purpose of providing educational programs, therapeutic intervention, and transition and exit planning and enhancing their ability to perform activities of daily living or participate in desired occupations.
• Collaborates with staff to ensure team understanding of student occupational performance strengths and needs, as well as student outcomes.
• Evaluates the student's ability and formulates the student's occupational profile, providing written reports that reflects strengths and barriers to student participation in the educational environment and guides evidence-based intervention.
• Participates in the development of Individualized Education Programs.
• Provides targeted, evidence-based therapeutic intervention to facilitate student participation and occupational performance within the school environment.
• Assesses the need for assistive technology and equipment and makes recommendations for its use at school to help students function as independently as possible.
• Documents occupational therapy services, and maintains records in accordance with school district policies, as well as state and federal laws and regulations.
• Supervises Occupational Therapy Assistants as needed.
• Plans, coordinates, and conducts continuing education for school staff, parents, and students.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships.
 
Additional Duties
 
• Performs other related tasks as assigned by the Director of Pupil Services and other administrators as designated by the Superintendent.
 
Note:         The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.
 
Equipment
 
• Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
 
Travel Requirements
 
• Travels to school district buildings and professional meetings as required.
 
Knowledge, Skills and Abilities
 
• Knowledge and use of occupational therapy theories, models of practice, principles, and evidence-based practice to guide intervention decisions.
• Knowledge of human development throughout the life span and integrates with student's unique developmental status.
• Knowledge of the influence of disabilities, socio-cultural and socioeconomic factors on student's ability to participate in occupations.
• Knowledge of Family Educational Rights and Privacy Act (FERPA), Section 504, and other federal and state laws and regulations regarding education and students and physical therapy practice in schools.
• Effective verbal and written communication skills.
• Skill in selecting and providing a wide range of intervention strategies and monitoring their effectiveness.
• Effective computer skills as needed for work (e.g., ability to effective use Microsoft Office suite).
• Ability to determine the need for an occupational therapy evaluation and to select and administer appropriate assessment tools to evaluate the student.
• Ability to organize and coordinate work.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
 
 
 
Physical and Mental Demands, Work Hazards
 
• Works in standard office and school building environments.
 
Note:   Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
 
 
 
Qualifications Profile
 
Certification/License:
 
• LOTR Certification (Required)
Education:
• The Licensed Occupational Therapist shall hold a Bachelor’s Degree in Occupational Therapy, with a license in the State of Louisiana
 
Experience:
 
• Successful prior experience working as an Occupational Therapist, preferably in an educational or other pediatric practice setting.
 
FLSA Status:             Nonexempt





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Openings as of 4/3/2025

Educational Diagnostician

JobID: 223

Position Type:
  Student Support Services


Date Posted:
  6/13/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide

Position: Educational Diagnostician
Location:  To Be Determined
Start Date: Fall 2023
  
Reports to: Supervisor of Special Education/Special Education Coordinator
 
Position Overview:  The Educational Diagnostician shall assist in the explanation and interpretation of educational assessment services to parents, teachers, administrators, and other members of the school district staff as required.  He/she serves as an integral partner in the evaluation of students and is an active participant in developing an education plan for students with special needs 
 
Employment/Salary:  The Educational Diagnostician is employed for 206 days as designated on the school district calendar and on the basis of a 37.5-hour week.  He/she receives a salary commensurate with that most recently adopted by the St. Bernard Parish School Board.
 
Minimum Position Qualifications:
 
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including, but not limited to, a valid Louisiana Certificate including the endorsement of Educational Diagnostician; professional experience in special education preferred;

• Demonstrates professional and personal characteristics necessary for working effectively with Board members, staff, parents, school personnel, and members of the community;

• Demonstrates the ability to travel independently to varied locations during the course of a single day; 

• Demonstrates the ability to visually and auditorily monitor teacher and student behaviors in varied locations;

• Possesses the physical strength, agility, and dexterity to perform all required responsibilities; and,

• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities include, but are not limited to:
 
• Implementing and/or assisting teachers and other school personnel in the design and implementation of educational and behavioral interventions for referred pupils;

• Evaluating, as a pupil appraisal services staff member, in accordance with the guidelines set forth in Bulletin 1508 and the regulations of Act 754, those pupils suspected of being in need of special education services;

• Functioning as evaluation coordinator for designated referred students;

• Participating in eligibility determinations and IEP staffings;

• Interpreting assessment findings to parents, teachers, principals, and other professional district personnel and responsible practitioners outside of the school system;

• Conferring with parents, teachers, principals, the Supervisor and/or Coordinator whenever necessary on matters relative to assessment, behavioral interventions, exceptional children, learning and teaching strategies, recommended interventions, and other areas within the expertise of the diagnostician;

• Providing or assisting in the provision of professional development of school personnel on such topics as pupil appraisal, educational assessment program, exceptional children, learning styles, classroom management, intervention strategies/techniques, or other areas of expertise;

• Cooperating with personnel of community health and social service agencies;

• Assisting in maintaining accurate case records on all clients regarding enrollment in the educational assessment program initial screening and individual evaluation, as well as other services provided by the assessment teacher in accordance with parish, state, and federal laws, regulations, and policies;

• Providing a written report of any educational assessment services provided to students;

• Attending staff, professional, and interagency meetings as assigned;

• Keeping abreast of new developments in the area of educational diagnosis and keeping other appropriate personnel informed of those developments; and,

• Completing other duties and responsibilities assigned by the Supervisor/Coordinator.
 
Evaluation Criteria:   The Educational Diagnostician is evaluated in accordance with the designated Educational Diagnostician Observation/Evaluation Instrument and the Personnel Evaluation Plan most recently adopted by the School Board.

 




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Openings as of 4/3/2025

Elementary School Counselor

JobID: 226

Position Type:
  Student Support Services/Guidance Counselor


Date Posted:
  6/13/2023


Location:
  Arabi Elementary School


  Additional Information:  Show/Hide


Position: Elementary School Counselor
Start Date: Next School Year
Location: Arabi Elementary School

Reports to:  Principal/Assistant Principal
 
Position Overview:   The Guidance Counselor plans, organizes, and implements an appropriate school guidance and counseling program which includes instruction, services, and activities for students.  This includes, but is not limited to, counseling services, individual inventory services, informational services, placement services, and follow-up services.  He/she also acts as a liaison between the school and families.
 
Minimum Position Qualifications: 
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for or willingness to pursue a valid Louisiana certificate indicating state certification as a guidance counselor;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, libraries, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses sufficient physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
• Exhibiting an interest in students and the solutions to their problems;
• Performing out-of-class, extra-curricular, and assigned duties responsibly;
• Maintaining adequate records as required;
• Arriving for duty on time, dressed appropriately, and is punctual to work;
• Demonstrating counseling skills and possessing knowledge needed for the present assignment;
• Promoting individual and group guidance activities which include information sessions with students and/or other school populations;
• Demonstrating appropriate skills in pupil appraisal and test coordination so as to help students, parents, and the professional staff to examine student potential and achievement;
• Maintaining and disseminating current resource information to students on education, careers, and personal-social development;
• Assisting students in the selection of potential employment and educational development opportunities;
• Utilizing other school or outside agencies in referrals;
• Maintaining an on-going follow-up process with students for in-school and post-school development and progress;
• Adhering to parish philosophy in applications of guidance and counseling program;
• Organizing, implementing, and maintaining security for the school assessment program;
• Planning, organizing, implementing, and providing follow-up for the school’s RTI program; and,
• Maintaining a high degree of confidentiality.
 
 
 
 
Evaluation Criteria:  The Counselor’s job performance will be evaluated in accordance with the designated Counselor Observation/Evaluation Instrument and the most recent Personnel Evaluation Plan adopted by the School Board.
 
___________________________________________          __________________________________
Signature of Guidance Counselor                                          Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 





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Openings as of 4/3/2025

School Counselor

JobID: 227

Position Type:
  Student Support Services/Guidance Counselor


Date Posted:
  7/7/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position: School Counselor
Start Date: TBD
Location: TBD

Reports to:  Principal/Assistant Principal
 
Position Overview:   The Guidance Counselor plans, organizes, and implements an appropriate school guidance and counseling program which includes instruction, services, and activities for students.  This includes, but is not limited to, counseling services, individual inventory services, informational services, placement services, and follow-up services.  He/she also acts as a liaison between the school and families.
 
Minimum Position Qualifications: 
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including eligibility for or willingness to pursue a valid Louisiana certificate indicating state certification as a guidance counselor;
• Demonstrates professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community;
• Demonstrates the ability to visually and auditorily monitor student behaviors in varied locations including, but not limited to, classrooms, libraries, gymnasiums, outdoor activity areas, bus and car loading areas, cafeterias, etc.
• Possesses sufficient physical strength, agility, and dexterity to perform all required responsibilities; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities:
• Exhibiting an interest in students and the solutions to their problems;
• Performing out-of-class, extra-curricular, and assigned duties responsibly;
• Maintaining adequate records as required;
• Arriving for duty on time, dressed appropriately, and is punctual to work;
• Demonstrating counseling skills and possessing knowledge needed for the present assignment;
• Promoting individual and group guidance activities which include information sessions with students and/or other school populations;
• Demonstrating appropriate skills in pupil appraisal and test coordination so as to help students, parents, and the professional staff to examine student potential and achievement;
• Maintaining and disseminating current resource information to students on education, careers, and personal-social development;
• Assisting students in the selection of potential employment and educational development opportunities;
• Utilizing other school or outside agencies in referrals;
• Maintaining an on-going follow-up process with students for in-school and post-school development and progress;
• Adhering to parish philosophy in applications of guidance and counseling program;
• Organizing, implementing, and maintaining security for the school assessment program;
• Planning, organizing, implementing, and providing follow-up for the school’s RTI program; and,
• Maintaining a high degree of confidentiality.
 
 
 
 
Evaluation Criteria:  The Counselor’s job performance will be evaluated in accordance with the designated Counselor Observation/Evaluation Instrument and the most recent Personnel Evaluation Plan adopted by the School Board.
 
___________________________________________          __________________________________
Signature of Guidance Counselor                                          Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 





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Openings as of 4/3/2025

School Psychologist

JobID: 216

Position Type:
  Student Support Services/Psychologist


Date Posted:
  3/16/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


Position:  School Psycologist 
Location:  To Be Determined
Start Date: IFall 2023

Position Purpose            
Under the general supervision of the Supervisor of Special Education, assist students, teachers and parents in enabling students to derive the fullest potential educational experience from school by promoting positive self esteem and resilience, and providing suggested methods and plans for overcoming psychological or mental health problems.

Essential Performance Responsibilities
• Conducts psychological assessments, testing and diagnostic examinations of students for the purpose of recommending courses of action or corrective procedures to maximize learning and overcoming psychological issues.
• Conducts individual, group or facilitative therapy for students whose diagnosed problems would benefit from behavior modification or differentiated instruction.
• Assists with the identification and placement of all types of exceptional students.
• Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with psychological services.
• Attends PPT meetings as needed for students with special needs.
• Serves as a resource and consultant on mental health and child psychology, conducts in-service programs as requested.
• Assists with the school district's dropout prevention efforts.
• Serves as ready resource to students to provide counseling that will lead each student to increased personal growth, self-understanding, and maturity.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships.
• Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
• Encourages parental involvement in students' education and ensures effective communication with students and parents.
• Selects and requisitions appropriate books, aids and other supplies and equipment and maintains inventory records.
Additional Duties
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
                Note:    The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
 
Travel Requirements
Travels to school district buildings and professional meetings as required.

Knowledge, Skills and Abilities
• Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.             
                Note:    Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position.

Qualifications Profile
• Certification/License: 
• Louisiana State Certification as a School Psychologist 
• Motor Vehicle Operator's License or ability to provide own transportation.
Education
• Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
• Masters Degree in Psychology.
• Ph.D. in Psychology preferred.
Experience
 Successful prior teaching experience for the appropriate grade level preferred.
 
FLSA Status:       Exempt





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Openings as of 4/3/2025

School Social Worker

JobID: 228

Position Type:
  Student Support Services/Social Worker


Date Posted:
  7/7/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide



Position: School Social Worker
Start Date: TBD
Reports to:     Supervisor of Special Education/Special Education Coordinator/Principal
 
Position Overview:  The School Social Worker facilitates communication between family and school, hoping to resolve issues that may be affecting a student’s academic and behavioral performance.  He/she is a consultant to families and a counselor to students who are experiencing difficulties with guidance for behavior plans and training.
Employment and Salary:  The School Social Worker is employed for 186 days as designated on the school district calendar and on the basis of a 37.5-hour week.  He/she receives a salary commensurate with the Teacher Salary Schedule most recently adopted by the School Board.
Minimum Position Qualifications: 
• Qualifications are specified in Bulletin 746, Louisiana Standards for State Certification of School Personnel, including, but not limited to, an endorsement as school social worker; Board Certification as a social worker (BCSW); demonstrated knowledge of successful behavioral strategies for students with disabilities and of regulations set forth in Bulletins 1706 and 1508;
• Demonstrates professional and personal characteristics necessary for working effectively with staff, parents, school personnel, and members of the community;
• Demonstrates the ability to travel independently to varied locations during the course of a single day;
• Demonstrates the ability to visually and auditorily monitor teacher and student behaviors in varied locations;
• Demonstrates the ability to stand, speak, hear, sit, kneel, and walk for prolonged periods and to push or lift up to 40 pounds, understanding that reasonable accommodations may be made to assist the employee in performing essential functions; and,
• Demonstrates the ability to read handwritten or typed material at close range and to prepare written and oral reports as necessary to complete performance responsibilities.
 
Performance Responsibilities include, but are not limited to:
 
• Explaining and interpreting school social work services to parents, teachers, principals, and others;
• Facilitating communication between the home and the school, seeking to involve families in the educational process of their children and providing feedback to the school on family situations and problems;
• Providing consultative services to families of and, when necessary, counseling services to students who are experiencing problems in social and behavioral functioning at school, which results from circumstances or events present in the home;
• Serving as a liaison between the school and community agencies through reciprocal referral arrangements, collaboration on cases, and assistance to families in obtaining and utilizing local resources;
• Functioning as a pupil appraisal services staff member in accordance with the guidelines set for in Bulletin 1508 and the regulations implementing Act 754 in the conduct of evaluations of referred children when social, developmental, adaptive behavior, and/or family assessments are determined necessary;
• Functioning as evaluation coordinator for designated referred students;
• Interpreting social assessment findings to parents, teachers, principals, and other professional personnel and to responsible practitioners outside the school;
• Producing written reports for any social work assessments or other services provided to students;
• Providing assistance to students and their families in meeting physical and economic needs through cooperation with the referral to community agencies and services groups;
• Providing or assisting with professional development of school personnel in areas of expertise;
• Participating in special education eligibility determinations and IEP staffings;
• Maintaining accurate case records on all students regarding their referral, evaluation, and any other services provided by the social worker in accordance with the requirements of the parish, state, and federal laws, regulations, and/or policies;
• Attending staff, professional, and interagency meetings as assigned;
• Keeping abreast of new developments in the areas of school social work and keeping appropriate school personnel informed of those developments;
• Completing all parish or state-required reports;
• Promoting regular school attendance through on-going monitoring at school and providing assistance to families to resolve problems which interfere with school attendance, including collaboration with and referral of the Office of Child Welfare and Attendance;
• Providing parent counseling and/or training on meaningful communication and on child management concerns, either on a group or individual basis;
• Completing other duties and responsibilities assigned by the Supervisor/Coordinator/Principal.
 
Evaluation Criteria:  
The Social Worker’s performance of duties will be evaluated in accordance with provisions of the Board’s policy on the evaluation of certified staff.
 
___________________________________________         __________________________
Signature of School Social Worker                                        Date
 
 
Disclaimer:  The preceding job description has been designated to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job.  Additional duties are prescribed in the most recent agreement between the St. Bernard Association of Educators and the St. Bernard Parish School Board.
 
 
 
  
 
FLSA Status: Exempt 
 
  
 
Date:________ 





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Openings as of 4/3/2025

Speech Therapist

JobID: 218

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  3/16/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide



Position: Speech Language Pathologist 
Start Date: Immediate Openings 

Position Summary
St. Bernard Parish Public School System is currently seeking a certified Speech and Language Pathologist.
 
  
 
Essential Functions 
 
Planning, Oversight, and Compliance
 
• Develops school-wide systems for providing prevention, assessment, and remediation services to help children meet their educational goals
• Collects, maintains, and utilizes data for program planning and decision making for students
• Develops a records-management system that complies with rules, regulations, and ethical standards
• Develops system and schedule for screenings, ongoing assessments, and delivery of appropriate interventions for students, which could include classroom intervention, consultation/collaboration and pull-outs
• Prepares and submits reports as required
 
Screening, Testing, Diagnostic, and Advising
 
• Conducts speech, language, and hearing diagnostics
• Analyzes and interprets data from the diagnostics and assessments to develop appropriate learning goals and recommendations for students
• Administers on-going formal and informational assessments to track students' progress towards meeting their learning goals.
• Presents and explains data to the IEP team
• Provides information to parents and teachers about program guidelines and student progress
• Consults with parents and teachers relative to identified and non-identified students
• Manages and conducts therapy
• Collaborates with school leaders, teachers, social workers, and Special Education Coordinators to best meet students' needs
• Develops appropriate IEPs based on students strengths and needs
• Collaborates and consults with classroom teachers in the management of speech-language disorders
• Plans research-based interventions most appropriate for the needs of individual students and groups of students
• Uses data to adjust and modify interventions and instruction appropriately
• Designs, selects, and modifies curricula most appropriate to help students meet their learning goals and to foster communicative competence
• Liaison with teachers, parents, and other providers
• Determines needs for referrals when necessary
• Collaborates appropriately with other allied health professionals
• Develops training and support programs for teachers and other school staff to enable them to better understand language disorders and impact on learning
Requirements:
Education & Experience:
 
• Master’s degree required
• 2 or more years of experience as a speech therapist in a school-based setting preferred
• A strong background in and command of subject area
• Louisiana State License in Speech Pathology and AHSA required
• Must be eligible to apply for ancillary certification as a school based SLP
 
Physical Requirements:
 
While performing the duties of this job, the employee may be required to sit, walk, stand, talk, and hear.
 
Light lifting of equipment may be required (up to 20 lbs.)
 
SPEECH AND LANGUAGE PATHOLOGIST reports to: Supervisor of Special Education 
 
 





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Openings as of 4/3/2025

Substitute Teacher

JobID: 214

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  3/14/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide

Position:  Substitute Teacher
Location:  To Be Determined
Start Date: Immediate Opening

Position Purpose: A Substitute Teacher, or Sub, teaches and supervises students in the event that their regular teacher is unable to lead class. Their duties include managing classroom behavior, quickly interpreting lesson plans and creating reports to inform the students’ permanent teacher of their success.

Duties and Responsibilities:
• Follow lesson plans provided by the regular Teacher to create a cohesive and consistent learning experience for students
• Manage the classroom effectively to encourage student participation, minimize distractions and maintain a positive learning environment
• Adapt teaching methods to fit the needs of each individual student
• Supervise students in and out of the classroom, including in the halls, on the playground and in the cafeteria
• For long-term substitutes: develop lesson plans and assignments consistent with the regular teacher’s past lesson plans
 




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Openings as of 4/3/2025

Bus Driver

JobID: 220

Position Type:
  Support Staff


Date Posted:
  4/13/2023


Location:
  Transportation Department


  Additional Information:  Show/Hide


Position:  School Bus Driver
Location:  Transportation Department
Start Date: Immediate
 
Position Purpose
Under the general supervision of the Supervisor of Transportation, to ensure the safe transportation of students, staff, and others to and from school, residential neighborhoods, and field trips.

Essential Functions:
• Safely drives a school bus on days when school is in session over designated routes in accordance with time schedules, loading and unloading students at designated locations.
• Transports students, teachers and others on school field or activity trips.
• Inspects assigned bus on a daily basis prior to transporting of passengers to ensure that bus is in good, clean and safe working order.
• Cleans and refuels bus as needed.
• Ensures that a communication device is in proper working order before each trip.
• Reports all mechanical deficiencies, traffic violations, or accidents, promptly.
• Arranges for and ensures completion of routine maintenance of bus (e.g., oil change); transporting the bus to and from maintenance and/or repair facilities.
• Maintains order and discipline in an effective and courteous manner among students being transported in accordance with district policies and procedures; reports any incidents involving student discipline.
• Observes and tracks route timing, such as total time en-route, time between stops, loading and unloading times or any other requested information for the purpose of establishing route efficiency, as requested.
• Maintains and submits records and reports as required.
• Follows procedures to ensure that no child is left alone on bus without adult supervision at any time, and that all children have departed bus at the end of all bus routes (morning, evening and during field trips or other special trips).
• Inventories bus emergency and first aid supplies and equipment; reports needs to the Director.
• Prepares aides and children for bus drills and ensures bus evacuation drills are held as required.
• In case of accidents/emergencies, evacuates children according to written and practiced procedures, ensures that medical emergency procedures are followed; completes a written report as required.
• Attends and participates in trainings, and other continuing education, career and professional development opportunities.
 
Additional Duties
• Performs other related tasks as assigned.
 
Note:         The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.
 
Equipment
• Uses standard automotive and bus equipment, and telephone.
 
Travel Requirements
• Travels to and from school district buildings, to vehicle service stations, field trip locations and other destinations are required.
 
Knowledge, Skills and Abilities
• Knowledge of all traffic laws, regulations, road signs and related information.
• Manual dexterity sufficient to operate the bus, conduct pre-trip inspections, and clean the bus.
• Visual and auditory acuity within professionally determined normal ranges, with correction if needed.
•  Effective verbal and written communication skills.
• Effective organizational, problem solving, and time management skills.
• Ability to learn and comprehend information from procedures manuals and other materials. Ability to comprehend and follow traffic signs required.
• Ability to physically move through the bus, center and classrooms.
• Ability to maintain composure and perform responsibilities under pressure and in cases of accidents or other emergencies.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
 
Physical and Mental Demands, Work Hazards
• Works in standard school bus environment.
 
Note:   Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
 
Qualifications Profile
 
Any combination of education and experience providing the required skill and knowledge for successful performance would be qualifying.  Typical qualifications would be equivalent to:
 
Certification/License:
• Motor Vehicle Operator's (DMV) License.
• Current Commercial Driver's License (CDL), class B with Passenger and School Bus endorsement. (REQUIRED - Certification can be obtained through the school system upon hirer)
 
Education:
• High School Diploma or GED.
• Bilingual, both oral and written, ability (English/Spanish) is preferred.
 
Experience:
• Successful prior experience working as a bus driver, preferably in a school district or transporting children. 
 
FLSA Status:             Nonexempt
 
 




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Openings as of 4/3/2025

Part Time - Physical Therapist

JobID: 222

Position Type:
  Support Staff


Date Posted:
  6/12/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide

Title:   Physical Therapist
 
 
 
Position Purpose
 
Under the general supervision of the Director of Pupil Services, to support the education of students with disabilities or physical impairments in their least restrictive environment by developing, implementing and coordinating a physical therapy program, and providing screening, evaluation and intervention services.
 
 
 
Essential Functions
 
• Develops, implements and coordinates the physical therapy program within the school district, including philosophy, vision, procedures and goals.
• Evaluates the physical therapy needs of students, using appropriate tests, professional observations and supplementary information from other sources.
• Interprets assessment findings and conveys information to parents and school staff.
• Participates in the development of Individualized Education Programs.
• Develops and implements intervention strategies.
• Develops physical management and environmental modification plans for daily classroom activities and trains staff in its safe implementation.
• Plans for transition from school to community, preparing student to function independent from therapy service when targeted outcomes are achieved.
• Evaluates and reports on student's progress.
• Consults with school staff, parents, administrators, physicians, community and other professionals in order to gather and communicate information to meet the physical therapy needs of students.
• Serves as resource to parents, school staff and administration on the disabling conditions and their effects on education.
• Collaborates with community therapists and other healthcare providers for effective coordination of physical therapy services.
• Assesses the need for assistive technology and equipment and makes recommendations for its use at school to help students function as independently as possible.
• Assists with planning the safe transportation and emergency evacuation of students with disabilities or physical impairments.
• Provides consultation regarding the emergency evacuation of students with disability.
• Participates with improving school accessibility and planning environmental modification.
• Documents physical therapy services and maintains records in accordance with school district policies, as well as state and federal laws and regulations.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships.
 
Additional Duties
 
• Performs other related tasks as assigned by the Director of Pupil Services and other administrators as designated by the Superintendent.
 
Note:         The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.
 
 
 
Equipment
 
• Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
 
Travel Requirements
 
• Travels to school district buildings and professional meetings as required.
 
Knowledge, Skills and Abilities
 
• Knowledge of physical therapy principles, theory, methods and evidence based practice.
• Knowledge of effective practice, clinical decision-making, outcomes based intervention and their proper application in the educational environment.
• Knowledge of areas of practice specific to pediatrics, including child development and specific diagnoses.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of Family Educational Rights and Privacy Act (FERPA), Section 504, and other federal and state laws and regulations regarding education and students and physical therapy practice in schools.
• Effective verbal and written communication skills.
• Skill in selecting and providing a wide range of intervention strategies and monitoring their effectiveness.
• Effective computer skills as needed for work (e.g., ability to effective use Microsoft Office suite).
• Ability to organize and coordinate work.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
 
 
 
Physical and Mental Demands, Work Hazards
 
• Works in standard office and school building environments.
 
Note:   Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
 
 
 
Qualifications Profile
 
Certification/License:
 
• State Certification to practice as evidenced by current state licensure as a Physical Therapist.
• Motor Vehicle Operator's License or ability to provide own transportation.
 
Education:
 
• Bachelors from an accredited college or university in related field.
• Graduation from an accredited program of physical therapy.
 
Experience:
 
• Successful prior experience working as a Physical Therapist, preferably in an educational or other pediatric practice setting.
 
 
 
FLSA Status:             Exempt





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Openings as of 4/3/2025

Paraprofessional (Instructional)

JobID: 219

Position Type:
  Support Staff/Teacher Assistant


Date Posted:
  3/16/2023


Location:
  To Be Determined


  Additional Information:  Show/Hide


 
Position:  Paraeducator 
Location:  To Be Determined
Start Date: Fall 2023

Position Purpose
Under the direct supervision of a certified staff member, to assist certified professional staff with students in the classroom to meet instructional goals and objectives, and to free certified professional employees from non-professional duties such as proctoring study halls to enable them to make a contribution to other aspects of the educational program, such as curriculum development.
 
Essential Job Functions
 
• Assists and guides students to reinforce reading, language arts, mathematics, computer instruction, and other skills. 
• Works with students individually and in small groups to reinforce basic learning and implement assigned programs.
• Assists professional staff in the administration and correction of classroom exercises, tests and assessments.
• Assists in classroom preparations and strategies for reinforcing instructional materials and skills according to individual student needs.
• Assists with record-keeping procedures to document student learning and performance.
• Assists with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task.
• Assists students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, study hall, and other related non-instructional areas.
• Accompanies students on field trips for the purpose of assisting with supervision.
• Constructs, copies and distribute and use educational materials as needed.
• Assists teacher with parent contact as requested to foster effective and participatory parent involvement in student education.
• Assists students with special needs in all aspects of classroom instruction to maximize inclusion, learning, achievement if IEP objectives, etc.
• Participates in IEP process and serves as resource for the student personnel evaluation team as needed.
• Assist students with physical or mental disabilities with activities of daily living for the purpose of maximizing their ability to participate in school or learning activities.
• Follows all applicable safety rules, procedures and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs
 
Additional Duties:
 
• Assist guidance, pupil services staff or building administration, as needed.
• Perform any other related duties as assigned.
 
Note:   The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.
 
Equipment
 
• Use standard office equipment, such as personal computers and copiers.
 
Travel Requirements
 
• Travel between schools, or between schools and central offices, may be required for certain positions.
 
Knowledge, Skills and Abilities
 
• Ability to carry out instructions furnished in written or oral form.
• Ability to add, subtract, multiply and divide, and perform arithmetic operations as needed to assist students.
• Ability to understand, apply and use personal computers and software applications (e.g., Word, Excel).
• Ability to work with a diverse group of individuals.
• Ability to maintain confidentiality of information regarding students, employees and others.
• Ability to establish a supportive and compassionate relationship with students with special needs.
• Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
• Ability to report work orally or in writing to supervisor as required.
• Effective writing and verbal communication skills.
 
Physical and Mental Demands, Work Hazards
 
• Works in standard office and school building environments.
• Ability to work outdoors during outdoor student activities.
 
Note:   Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
 
Qualifications Profile
 
• Any combination of education and experience providing the required skill and knowledge for successful performance would be qualifying.  Typical qualifications would be equivalent to:
• High School diploma or equivalent.
• Successful completion of college level coursework or passing of examination as required by the No Child Left Behind Act.
• Prior experience working with special needs children desirable.
 
 
 
FLSA Status:             Non-exempt
 
 
 
 





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