At least an associate’s degree in education, Teaching English as a Second Language, or a field related to the subject area.
A valid Louisiana teaching certification.
Experience working with adolescent immigrant students, particularly those with interrupted education or who are over-age and under-credited.
Thorough understanding of pedagogy and educational best practices.
Strong classroom management skills.
Strong organizational skills and attention to detail.
Ability to establish and maintain effective working relationships with students, parents, staff, and outside agencies.
Ability to develop creative solutions to address barriers to student success.
Cultural competency regarding the diverse backgrounds and perspectives of immigrant students and their families.
Oral and written Spanish proficiency for Math subject area candidates.
Responsibilities
Design assigned courses aligned with Newcomer Program goals.
Develop and implement syllabi, unit plans, lesson plans, and assessments aligned with course standards, assessment tasks, career readiness, and language competencies.
Create teacher presentations and student-facing materials using provided curriculum, supplemental resources, and self-developed content suited to students’ academic performance and language proficiency while supporting progress toward Program goals.
Integrate classroom experiences reflecting students’ knowledge, cultural perspectives, and personal stories.
Collect and analyze assessment data to inform, adjust, and evaluate classroom and instructional practices.
Scaffold courses to support English acquisition and a transition from the self-contained Program setting to mainstream high school environments.
Plan and develop engaging, age-appropriate classroom courses in accordance with educational best practices and state and district curriculum guidelines.
Develop lesson plans in one or more academic subjects using varied teaching techniques, and adjust plans to meet students’ needs.
Prepare lesson materials, assignments, and tests; evaluate, correct, and grade student work; and enter grades in PowerSchool.
Create a classroom environment conducive to learning and students’ educational experience.
Use assessment and benchmark-testing data to guide instruction.
Communicate timely feedback about student progress and concerns to parents and, when appropriate, faculty, staff, and the principal.
Manage student behavior and address disciplinary issues when necessary.
Build and maintain positive relationships with parents.
Collaborate with teachers, support staff, and administrators.
Participate in team and professional-development meetings, including cluster meetings, instructional leadership team meetings, professional learning communities, and learning walks and activities.
Maintain student files, attendance and incident reports, and other required records.
Incorporate educational technology into lessons.
Monitor student progress throughout the year and evaluate readiness for the next grade level.
Differentiate instruction to address diverse student learning needs.
Provide additional support or challenges for students as needed.
Guide students’ learning toward curriculum goals set by the district or applicable federal guidelines.
Meet objectives and activities in the Professional Growth Plan developed jointly with the principal or school administration.
Participate in school committees and task forces and contribute to school-improvement initiatives.
Supervise students in assigned settings and activities to ensure their safety and well-being.
Attend non-instructional activities, including faculty and staff meetings, professional training, IEP meetings, parent-teacher conferences, school events, evaluations, observations, student discipline meetings or hearings, and school board or committee meetings as requested.
Attend meetings and functions of employee-sponsored activities, groups, or clubs.
Work concessions or gates when requested by the principal or designee, if applicable.
Perform other duties as required.
Desired Qualifications
Teaching experience is strongly preferred.
Experience working with adolescent immigrant students, particularly those with interrupted education or who are over-age and under-credited.
Oral and written Spanish proficiency is preferred for candidates outside the Math subject area.
Salary Range: 55545 to 97005 (Currency: USD) (Pay period: per-year-salary)
NOLA Public Schools Vision
The vision of the NOLA Public Schools is that every student receives a high-quality education that fosters their individual capabilities, while ensuring that they thrive, achieve physical and mental wellness, and are prepared for civic, social, and economic success.
Position Summary
ROSA Teachers will be responsible for creating course material aligned to Newcomer Program goals and teaching students in a manner that honors the academic, language, social-emotional needs specific to the adolescent immigrant experience. The ideal candidate will possess deep expertise in their academic content area, pedagogical practices of high yield for English Learners, and a deep commitment to supporting immigrant students in their academic endeavors, language acquisition, high school graduation, and post-secondary pursuits.
We are currently seeking teachers to fill the following vacancies:
Math
English
Elective
Career Readiness
This position may be eligible for an additional stipend for curriculum development.
Essential Duties and Responsibilities
Course Development
Design assigned courses to align with and achieve the Program's High School goals: 80% of students returning to their home high schools meeting two LEAP test pairs for graduation requirements, English Proficiency growth to a P1 with at least a 2 in Reading/Writing domains, and earning the National Career Readiness Certificate (NCRC).
Develop and implement syllabi, unit plans, lesson plans, and assessments aligned with course standards, with assessment-type tasks (LEAP, ELPT, and ACT WorkKeys), and with career readiness and language competencies
Create course collateral (teacher presentation and student-facing material) using provided curriculum, supplemental resources, and self-developed content that meets students’ present level of academic performance and language proficiency while accelerating them to achieve Program goals
Integrate classroom experiences that reflect students’ funds of knowledge, cultural perspectives, and personal stories to cultivate students’ identities as active participants in their learning
Collect and analyze data on student performance through assessment to continually inform, adjust, and evaluate classroom and instructional practices
Ensure that courses are appropriately scaffolded with English acquisition development for a clear transition strategy from the self-contained Program setting to mainstream high school environments.
Instructional Components
Plans and develops an engaging, age-appropriate course of study in the classroom, adhering to educational best practices and state and school district curriculum guidelines;
Develops individual lesson plans in one or more academic subjects using a variety of teaching techniques that appeal to various learning styles and methods; Adjust lesson plans to meet the needs of students in the classroom;
Prepares materials for lessons, assignments, and tests; evaluates, corrects, and grades student performance; Enter student grades in PowerSchool;
Creates an environment that is conducive to learning and enhances students’ educational experience;
Analyzes data from assessments and benchmark testing to drive instruction;
Communicates timely feedback on students’ progress and concerns with tact and professionalism to parents and, as appropriate, other faculty, staff, and/or principal;
Effectively manage student behavior and address disciplinary issues when necessary;
Builds and maintains positive relationships with parents;
Work collaboratively with other teachers, support staff, and administrators;
·Participates in team meetings and professional development such as cluster meetings, instructional leadership team meetings, professional learning communities, learning walks and activities to stay updated on best practices and educational trends;
Maintains required paperwork for individual student files, attendance and incident reports, and other necessary records;
Incorporates educational technology into lessons to enhance learning experiences;
Monitors students’ progress throughout the year and evaluates next grade level preparedness;
Uses differentiate instruction to address the diverse learning needs of students;
·Provides additional support or challenges for students as needed;
·Guides the learning process of students in the classroom toward the achievement of curriculum goals set by the district and/or appropriate federal guidelines;
Achieves those objectives/activities included in the Professional Growth Plan developed jointly with the principal or school administration as part of the accountability process mandated by the State Legislature;
Actively engages in school committees and tasks forces, playing a key role in advancing school improvement initiatives ad fostering a collaborative environment; and
Performs such other duties as may be required.
Supervision of Students
Supervises students in various settings including on-campus and off-campus activities, before and after school during drop-off and pick-up, within the classroom, during class transitions, recess/intermission, lunch periods, assemblies, and any other assigned times or locations to ensure their safety and well-being.
Non-Instructional Components
Attends non-instructional activities such as faculty and staff meetings, professional training sessions, IEP meetings, parent-teacher conferences, back-to-school and open house events, graduation ceremonies, PGP and PIP evaluations, observations, IAP and student discipline meetings/hearings, as well as school board and committee meetings and other meetings as needed/requested.
Extracurricular Activities
Attends meetings and functions of employee sponsored activities, groups, or clubs.
Attends work concessions/gates as requested by Principal or designee if applicable.
Educational Background
At least an associate’s degree in education, Teaching English as a Second Language, or a field related to subject area
Valid Louisiana teaching certification
Teaching experience strongly preferred.
Experience working with adolescent immigrant students, particularly those with interrupted education or who are over-age and under-credited.
Other Knowledge, Skills or Abilities Required
Thorough understanding of pedagogy and the best practices of education.
Excellent communication and interpersonal skills.
Strong classroom management skills.
Detail-oriented with strong organizational skills.
Excellent written and verbal communication skills.
Must possess the ability to establish and maintain effective working relationships with students, parents, staff, and outside agencies.
Strong problem-solving skills and the ability to develop creative solutions to address barriers to student success.
Cultural competency in the diverse backgrounds and perspectives of immigrant students and their families.
Urgency for and commitment to affirmative practices that transform educational and post-secondary outcomes for immigrant and English Learner students.
Oral and written Spanish proficiency preferred (required for Math subject area candidates)
Salary Offers
Our salary offers reflect a commitment to equity and transparency. Each offer is determined by education, years of experience, and alignment with compensation across similar roles within the district.
Work Environment
Listed below are key points regarding environmental demands and the work environment of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job.
- Required to use motor coordination with finger dexterity (such as keyboarding, machine operation, etc.) part of the workday;
- Required to exert physical effort in handling objects more than 30 pounds rarely;
- Required to be exposed to physical occupational risks (such as cuts, burns, exposure to toxic chemicals) rarely;
- Required to be exposed to physical environment which involves dirt, odors, noise, weather extremes or similar elements rarely;
- Normal setting for this job is an office/school setting.
Performance Evaluation
The employee will be evaluated based on the above position using either two methods: via COMPASS/LEADS or a NOLA-PS evaluating instrument. If the employee holds an Educational Leadership certification, he/she will be evaluated via COMPASS/LEADS to ensure renewal of certification.
EEOC Statement
NOLA Public Schools is committed to equal employment opportunities regardless of race, color, genetic information, creed, religion, sex, sexual orientation, gender identity, lawful alien status, national origin, age, marital status, and non-job related physical or mental disability, or protected veteran status.