3,681 Cabarrus County Schools jobs in the United States

Responsibilities

Secondary Teacher - Licensed

This role requires a full background check including fingerprint, drug screen, and employment verification.

Hermitage Hall is one of Middle Tennessee's largest stand-alone psychiatric residential treatment Hospitals. Licensed by Tennessee Department of Mental Health and Substance Abuse Services as a mental health residential treatment center for children and youth, Hermitage Hall has provided services to families for over 30 years. Located southwest of downtown Nashville, off I-65 at the Wedgewood exit, away from the congestion of downtown Nashville, our team of over 130 high quality employees describe working here as family oriented, therapeutic, value clarifying. Our nurses, mental health assistants, psychiatrist, and therapist serve hundreds of children and adolescents annually, with the common goal of treating and healing trauma and building resiliency in children and adolescents.

We are currently looking for an Secondary Teacher to join our team of dedicated professionals. Will plan curriculum, classroom schedule, and prepares lessons/plans and other instructional materials to meet individual need of students (IEPs, if applicable), considering state and school requirements. By assisting in meeting special health care needs and developing students' daily living and behavioral skills.

Job Duties/Responsibilities:

• Develops and implements behavioral objectives by reviewing referral and assessment data.
• Establishes, monitors, and documents goals and objectives for individual student needs with assistance of treatment team.
• Administers standard classroom procedures by maintaining current school records and maintains confidentiality of all student records per program guidelines.
• Ensures line-of-sight supervision of assigned students, maintains structured environment to ensure student involvement as appropriate.

Benefit Highlights:

• Challenging and rewarding work environment
• Growth and development opportunities within UHS and its subsidiaries
• Competitive Compensation
• Excellent Medical, Dental, Vision and Prescription Drug Plan
• 401k plan with company match
• Generous Paid Time Off
• Free meals

About Universal Health Services

One of the nation's largest and most respected providers of hospital and healthcare services, Universal Health Services, Inc. (NYSE: UHS) has built an impressive record of achievement and performance, growing since its inception into a Fortune 500 corporation. Headquartered in King of Prussia, PA, UHS has 99,000 employees. Through its subsidiaries, UHS operates 28 acute care hospitals, 331 behavioral health facilities, 60 outpatient and other facilities in 39 U.S. States, Washington, D.C., Puerto Rico and the United Kingdom.

Qualifications

Requirements:

• Bachelor's degree (B.A./B.S.) from a four-year college or university
• Valid TN Teaching License, required.
• If licensed in other areas of Education, in order to teach Special Education you must obtain an endorsement within one year of accepting the position.
• Preferred one to two years related experience and/or training.
• Valid TN Driver's License in good standing.

EEO Statement

All UHS subsidiaries are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates. UHS subsidiaries are equal opportunity employers and as such, openly support and fully commit to recruitment, selection, placement, promotion and compensation of individuals without regard to race, color, religion, age, sex (including pregnancy, gender identity, and sexual orientation), genetic information, national origin, disability status, protected veteran status or any other characteristic protected by federal, state or local laws.

Avoid and Report Recruitment Scams

We are aware of a scam whereby imposters are posing as Recruiters from UHS, and our subsidiary hospitals and facilities. Beware of anyone requesting financial or personal information.

At UHS and all our subsidiaries, our Human Resources departments and recruiters are here to help prospective candidates by matching skill set and experience with the best possible career path at UHS and our subsidiaries. During the recruitment process, no recruiter or employee will request financial or personal information (e.g., Social Security Number, credit card or bank information, etc.) from you via email. Our recruiters will not email you from a public webmail client like Hotmail, Gmail, Yahoo Mail, etc.

If you suspect a fraudulent job posting or job-related email mentioning UHS or its subsidiaries, we encourage you to report such concerns to appropriate law enforcement. We encourage you to refer to legitimate UHS and UHS subsidiary career websites to verify job opportunities and not rely on unsolicited calls from recruiters.

TITLE: Classroom Teacher FLSA: Exempt

QUALIFICATIONS:

• Bachelor's Degree
• Valid Louisiana Teaching Certificate
• Any additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746

REPORTS TO : Principal/Assistant Principal/Other Assigned Evaluator

JOB GOAL :To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The teacher is responsible for growth in student learning.

TERM: Nine, Ten, Eleven or Twelve Months

SALARY : Nine, Ten, Eleven or Twelve Month Teacher Salary Schedule

PERFORMANCE RESPONSIBILITIES:
I. Instructional Responsibilities

A. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge,skills, appreciation, and attitudes

B. To teach effectively
1. Using class time for teaching designated subject matter as outlined by"Board approved
Program Structure, Curriculum Guides, and/or policies
2. Using a variety of techniques to stimulate learning
3. Using a variety of curriculum materials
4. Differentiating assignments to meet individual needs
5. Explaining assignments
6. Limiting homework, making it meaningful to what is being taught
7. Evaluating the pupil's learning frequently with a view to improvement of teaching and
Learning. Frequent teacher-made tests shall be given during each grading period for proper pupil evaluation.

C. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils' level

D. To maintain an atmosphere in the class conducive to learning

E. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child

F. To exhibit substantial knowledge of subject matter and the curriculum objectives

G. To maintain control, promote self-discipline, character and respect for others through use of positive" control techniques in keeping with state law, board policy, and school rules and regulations

H. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, etc.), handling materials, sharpening Pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time.

II. Administrative Responsibilities

A. To follow the rules and regulations of assigned school and the Rapides Parish School Board

B. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities

C. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closes

D. To sign in and out of school on appropriate forms

E. To be in the assigned classroom or other area of responsibility when the class period begins.

A class shall not be left unsupervised

F. To remain at school during the school day unless permission is obtained from the Principal

G. To be responsible for attending any administrative and/or professional meetings called by the Principal

H. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal of advance plans to return to school

I. To follow guidelines as set forth by the Rapides Parish School Board staff

J. To maintain an attractive and clean classroom

K. To account for and be responsible for the care of all textbooks, pupil desks, other furniture, equipment and instructional materials which are in or are assigned to the teachers classroom, laboratory or other areas of responsibility

L. To be neat and accurate in completing required records and reports, turning these in promptly and on time

M. To be responsible for field trips to:

1. Obtain permission of the Principal
2. Get parents written consent
3. Make certain the trip has educational value related to current classroom instruction
4. Properly prepare pupils for the field trip experiences and to follow-up on return
5. Be sure that all vehicles have public liability insurance and that all drivers are properly licensed
6. Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons
7. Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher leaves. No child shall be left unattended

III. Professional Responsibilities

A. To exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils

B. To maintain good public relations, making positive contributions to parents' understanding of pupils' progress

C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils

D. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences and reading current professional literature

E. To be loyal to the administration of the school system and the school

F. To establish and execute a professional growth and self-evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan

G. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130:

Instructional Domain

1. Standards and Objectives (SO)
a. Learning objectives and state content standards* are communicated.
b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials.
c. Sub-objective/Prerequisite skills are aligned to the lesson's major objective.
d. Learning objectives are connected to what students have previously learned.
e. Expectations for student performance are clear.
f. Learning objectives are displayed.
g. There is evidence that students are progressing or demonstrating mastery of the objective(s).

2. Motivating Students (MS)
a. The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.
b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
c. The teacher regularly reinforces and rewards effort.

3. Presenting Instructional Content (PIC)
Presentation of content consistently includes:
a. Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
b. Examples, illustrations, analogies, and labels for new concepts and ideas;
c. Modeling by the teacher to demonstrate his or her performance expectations;
d. Criteria that clarifies how students can be successful;
e. Concise communication;
f. Logical sequencing and segmenting;
g. All essential information; and
h. No irrelevant, confusing, or nonessential information.

4. Lesson Structure and Pacing (LS)
a. The lesson starts promptly.
b. The lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
c. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
d. Routines for distributing materials are efficient.

5. Activities and Materials (ACT)
Activities and materials include a majority of the following:
a. Content:
i. Support the lesson objectives;
ii. Are challenging;
iii. Elicit a variety of thinking; iv. Provide time for reflection; and
v. Are relevant to students' lives.
b. Student-centered:
i. Sustain students' attention;
ii. Provide opportunities for student-to-student interaction;
iii. Evoke student curiosity and suspense; and iv. Provide students with choices when
appropriate and aligned to the learning objectives. c. Multiple materials:
i. Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural
centers, etc., when not available in the high-quality instructional materials).

6. Questioning (QU)

a. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content:
i. Knowledge and comprehension;
ii. Application and analysis; and
iii. Creation and evaluation.
b. Questions are purposeful and coherent.
c. The frequency of questions engages students in critical thinking.
d. Questions are sequenced with attention to the instructional goals.
e. Wait time (3-5 seconds) is provided.
f. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
g. The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond.

7. Academic Feedback (FEED)
a. Oral and written feedback is academically focused, frequent, and high-quality.
b. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
c. The teacher circulates during instructional activities to support engagement and monitor student work.
d. Feedback from students is used to monitor and adjust instruction.

8. Grouping Students (GRP)
a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency.
b. Teacher sets expectations that are understood by students.
c. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
d. Students participating in groups are held accountable for group work and individual work.
e. Instructional group composition is varied to accomplish the goals of the lesson.
f. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.

9. Teacher Content Knowledge (TCK)

a. Teacher displays accurate content knowledge and understanding of both state standards and high-
quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach.
b. Teacher implements subject-specific instructional strategies to enhance student content knowledge.
c. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.

10. Teacher Knowledge of Students (TKS)
a. Teacher practices display understanding of students' anticipated learning abilities and

b. Teacher practices incorporate student interests and backgrounds.
c. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.

11. Thinking (TH)
a. The teacher engages students in multiple
b. types of thinking:
i. Analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
ii. Practical thinking, where students use, apply, and implement what they learn in real-life
scenarios;
iii. Creative thinking, where students create, design, imagine, and suppose; and iv. Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.
c. The teacher and students:
i. Generate a variety of ideas and alternatives; and
ii. Analyze problems from multiple perspectives and viewpoints.

12. Problem Solving (PS)
a. The teacher uses and/or engages students in some of the following problem-solving types: i.Abstraction
ii. Categorization
iii. Drawing conclusions/justifying solutions
iv. Predicting outcomes
v. Observing and experimenting
vi. Improving solutions
vii. Identifying relevant/irrelevant information
viii. Generating ideas
ix. Creating and designing

Planning Domain

1. Instructional Plans (IP)
Instructional plans include:
a. some evidence of the internalization of the plans from the high-quality curriculum;
b. objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor;
c. activities, materials, and assessments that:
i. Are aligned to state standards; content, including high-quality curriculum; and success criteria;
ii. Are sequenced and scaffolded based on student need;
iii. Build on prior student knowledge; and
iv. Provide appropriate time for student work and lesson closure;
d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and
e. Evidence that the plan provides

2. Student Work (SW)
Assignments are:
a. Aligned to the rigor and depth of the standards and curriculum content.
b. Aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction.
Assignments require students to:
a. Interpret information rather than reproduce it;
b. Draw conclusions and support them through writing; and
c. Connect what they are learning to prior learning and life experiences.

3. Assessment (AS) Assessments:
a. Are aligned with the depth and rigor of the state standards and content, including curriculum resources;
b. Are designed to provide feedback on progress against objectives;
c. Use a variety of question types and formats to gauge student learning and problem-solving;
d. Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice);

Environment Domain
1. Expectations (ES)
a. Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access.
b. Teacher encourages students to learn from mistakes.
c. Teacher creates learning opportunities where all students can experience success.
d. Students complete their work according to teacher expectations.

2. Engaging Students and Managing Behavior (ESMB)
a. Students are mostly engaged in behaviors that optimize learning and increase time on task.
b. Teacher establishes rules for learning and behavior.
c. Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.)
that maintain student engagement and promote a positive classroom environment.
d. Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
e. Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.

3. Environment (ENV)
The classroom:
a. Welcomes all students and guests.
b. Is organized to promote learning for all students.
c. Has supplies, equipment, and resources accessible to provide opportunities for students. d.

Displays current student work.

e. Is arranged to promote individual and group learning.

4. Respectful Conditions (RC)
a. Teacher-student interactions are generally positive and reflect awareness and consideration of all students' backgrounds.
b. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
c. Teacher is receptive to the interests and opinions of students.

IV. Personal Responsibilities
A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils

B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board

C. To use language which is void of vulgarity, lewdness, coarseness, or profanity

D. To maintain self-control and poise

E. To maintain good general health with the physical vitality to perform the duties of an effective teacher

F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage

G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems

H. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time

I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board

J. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours

K. To follow Federal, State, School Board and school policies

Teachers shall be expected to perform the following duties, along with the completion of
corresponding documents, forms, and reports:

1. Instructional Components

• Fulfill duties traditionally expected of those in teaching profession Lesson Plans
• Instruction
• Collaborate with colleagues and departments
• Grade Papers
• Take and record attendance
• Enter/Average Grades
• Maintain positive and timely interaction with parents relative to the performance or conduct of studentsassigned to the teacher
• School committees or task forces to contribute to school improvement initiatives
• Educational or coaching best practices and techniques

2. Supervision

• Supervision of Students when students are on or off campus at a school related/sponsored event
• Supervision of Students prior to school and/or drop-off, when assigned
• Supervision of Students in the classroom
• Supervision of students between classes, during recess/intermission, during lunch, assemblies
• Supervision of Students after school and/or pick-up, when assigned

3. Non-instructional Components

• Attend meetings generally associated with the instruction of students
• Attend faculty, staff, and department meetingsAttend training sessions
• Attend IEP meetings
• Attend parent-teacher conferences
• Attend back-to-school and open-house events
• Attend graduation
• Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
• Attend school board/committee meetings, upon request

4. Extracurricular Activities

• Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor

Certified - Grade Level - Secondary Grades 7-12 Job Number Start Date Open Date 04/02/2024 Closing Date Attachments Teacher Job Description Teacher Salary Schedule See attached job description. Deadline for application: UNTIL FILLED Reports To Principal Salary Range: From/To See salary schedule - visit Employment on our website: Additional Job Information Please submit a letter of interest to board secretary Kristi Bozeman: Also attach the following documents to your online application: 1. Resume 2. Transcripts 3. Copy of Teaching License 4. Letters of Reference 5. Any other documentation that you would like the administration to know about your qualifications. Job Attachment View Attachment The State does not discriminate on the basis of age, race, color, sex, sexual orientation, religious preference, marital status, disability, national origin, or any other reason prohibited by state or federal law. Employees of the District are required to comply with the provisions of Title VII of the Civil Rights Act and Title IX of the 1972 Educational Amendments. Alabama school boards are required by state law to verify the employment eligibility of newly hired employees by using the federal E-Verify program. New employees are required to provide a Social Security number, an unexpired identity document that contains a photograph, and other acceptable documents that establish employment eligibility. In addition to determining whether a new hire is authorized to work in the United States, E-Verify will confirm that the employee's name and Social Security number match. Use of any published data or content on this web site is prohibited without the written consent of the Alabama State Department of Education.

The Marion School District is seeking dedicated and passionate fully licensed Secondary Teachers to join our innovative, dynamic learning community. We are committed to the success of our students in and out of the classroom and in life. Ideal candidates will have a strong commitment to their profession and proven record of fostering positive and engaging learning environments. Teacher Duties and Responsibilities: * Responsible for ensuring that classroom and curriculum meet Marion pedagogy and Arkansas Academic State Standards for every subject area assigned. * Adheres to the Code of Ethics as set forth by the Arkansas Department of Education. * Evaluates and maintains complete and accurate files regarding the students' academic progress and physical, social and emotional growth, and communicates with parents or guardians on the individual student's progress. * Plans and evaluates daily lessons that are developmentally appropriate. * Identifies the needs of a group of students, as well as individual students, and provides for continuous assessment of their ability and differentiated instruction to meet individual needs. * Provides instruction, organization and management in the classroom, which creates a respectful environment conducive to learning. * Supervises students both in and out of the classroom in a respectful and positive manner. * Responsible for appropriate use of space, equipment, and material storage. * Responsible for creating and maintaining a healthy and safe environment within the classroom and the school. * Adheres to all school systems, protocols and policies that are developed. * Maintains professional competence through participation in school provided in-service activities and/or self-selected professional growth activities related to job responsibilities. * Initiates, plans and participates in parent/guardian conferences and other contact, as well as sending written information home about class activities, in a timely manner. * Fulfills other assigned duties as prescribed by the Principal/Supervisor. * Maintains a valid Arkansas teaching license registered in the manner provided by law during employment. School Participation and Team Work: * Arrives at work on time, punctually attends and actively participates in all required meetings and training. * Required to be a respectful, cooperative, and reliable team member and participant in school activities. * Consults with Principal or designee, in a timely fashion, to address the needs of students who are struggling. * Responsible for communicating and coordinating with subject teachers regarding lessons, child behavior, parent communication, and reports through regular meetings. * Participates on required committees as prescribed by the Principal. * Participates in the assessment and planning of curriculum development and other programs to meet the needs of the school. * Attends regular supervisory meetings with the Principal. Direct Supervisor: The Principal Knowledge, Skills, and Abilities Required: * Ability to foster a nurturing classroom environment that respects all students and encourages them to do their best. * Required to respect the confidentiality of information about enrolled children and families, personnel issues, contributors, and other school operations. * Required to be a respectful, cooperative, and reliable team member and participant in school activities. * Ability to multi-task and act independently; exercise sound judgment. * Must be committed to building a diverse community. * Confidentiality: Required to respect the confidentiality of information about enrolled children and families, personnel issues, contributors, and other school operations, as per FERPA regulations and policies. Essential Functions: Language: Must have superior expressive and receptive English language skills, to be able to communicate with and be understood by students, co-workers and parents, receive their responses and respond to them appropriately. Sensory: Must have the ability to track and observe students in a 360-degree classroom, gym or cafeteria environment to ensure compliance and safety. Must be able to visually or otherwise access written and printed content, and respond verbally and in writing. Must have the ability to understand and respond to the verbal expressions of others, often in a noisy environment with multiple speakers and background noise, or outside. Movement: Must have the ability to move around inside on hard surface and industrial carpeted surfaces, and to travel at a brisk, walking pace relatively long inside distances, without needing to stop or rest. (If applicable: Must be able to perform sustained CPR with the subject on the floor.) Attendance: Must have the ability to work for the duration of the daily contracted time period, and to be physically present and at assigned work, with only infrequent unexcused absences, during the contract year. Cognitive: Must be able to conform behavior to that which is socially accepted as being appropriate to an adult and positive role model who is working with young and impressionable children. Must have content mastery of subject area as well as employing pedagogical best practices. Must have knowledge and compliance with relevant state and federal laws governing education. Must have good executive functioning skills sufficient to ensure timely and accurate compliance with detailed federal, state and local record keeping requirements. Must be able to convert complex state and district content standards into successful and functional lessons that are differentiated and appropriate for the ages and skill levels of the assigned students. Must be able to present this material to students and determine, in the moment, based on verbal and non-verbal cues of students, whether or not the expressive language used by the teacher has been received and is being processed appropriately by students. Marion School District recognizes the worth of all individuals and groups. It is the policy of Marion School District that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex or sexual orientation in any educational programs, activities or employment.

Position Type:
Instructional/Alternative Education

Date Posted:
9/9/2025

Location:
GCJJC- Genesee County Juvenile Justice Center

Date Available:
School Year

Closing Date:
09/23/2025

District:
Mount Morris Consolidated SchoolsMT. MORRIS CONSOLIDATED SCHOOLS
MT. MORRIS, MI

September 9, 2025

POSTING NOTICE

The following position is available:

Secondary Teacher
GCJJC
Secondary Certified- math endorsement preferred

Deadline Date: September 23, 2025 or until filled

Beginning Date: Immediately

Rate of Pay: According to Contract (260 Days Per Year)

Qualifications:

• Secondary Teaching Certificate
• Experience working with at-risk & court placed youth and adults
• Extensive knowledge of on-line curriculum & instructional platforms Google Classroom & Docs, Remind, Odysseyware)
• Provide direct instruction and facilitation of small group activities at various sites
• Good written and oral communication skills
• Knowledge of Cognitive Behavioral Intervention (CBI) process
• Ability to work in a cooperative teaching & learning environment
• Must meet all certification/ESSA highly qualified requirements as set by the State of Michigan and/or the Mt. Morris Board of Education.

Interested persons should submit a resume and a letter of application to the Office of the Superintendent via hand delivery, US mail or through the Mt. Morris Consolidated District's website Please DO NOT email documents.

Mrs. Mickie Kujat, Superintendent
Mt. Morris Consolidated Schools
12356 Walter Street
Mt. Morris, Michigan 48458

"It is the policy of the Mt. Morris Consolidated Schools that no discriminatory practices because of sex, race, color, religion, sex, national origin, or status as a qualified individual with a disability or protected veteran be allowed in providing instructional opportunities, job placement assistance, employment practices, and policies governing student conduct and attendance. Any person suspecting a discriminatory practice should contact Mt. Morris Consolidated Schools, Mrs. Mickie Kujat, Superintendent, at 12356 Walter Street, Mt. Morris, MI 48458 or phone .

OPENS: 05/09/2025

CLOSES: Until Filled

JOB TITLE: Secondary Teacher H1B Visa Sponsorship

REPORTS TO: Campus Director

DEPT. / SCHOOL: Academic / Bob Hope School / Campus Assigned

WAGE / HOUR STATUS: Exempt/Full Time

PAY GRADE: Teacher Salary Schedule (prorated for number of days employed)

PRIMARY PURPOSE:

Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.

QUALIFICATIONS:

Education:

• Bachelor's degree from accredited university
• Valid Texas teaching certificate with required endorsements for subject and level assigned (Preferred)

Special Knowledge/Skills:

• Knowledge of subjects assigned
• General knowledge of curriculum and instruction
• Ability to instruct students and manage their behavior
• Strong organizational, communication, and interpersonal skills
• Ability to communicate effectively in English and Spanish
• Ability to remain flexible and adapt to changing demands.
• Spanish and English proffecient.

MAJOR RESPONSIBILITIES AND DUTIES

1. Develop and implement lesson plans that fulfill the requirements of district's curriculum program and shows written evidence of preparation as required.
2. Prepare lessons that reflect accommodations for differences in student learning styles.
3. Present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations.
4. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
5. Conduct assessment of student learning styles and use results to plan instructional activities.
6. Work cooperatively special education teachers to modify curriculum as needed for special education students according to guidelines established in Individual Education Plans (IEP).
7. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
8. Plan and supervise assignments of teacher aides(s) and volunteer(s).
9. Use technology to strengthen the teaching/learning process.
10. Help students analyze and improve study methods and habits.
11. Conduct ongoing assessment of student achievement through formal and informal testing.
12. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the Campus Director.
13. Be a positive role model for students; support mission of school district.
14. Create and maintain a classroom environment conducive to learning and appropriate for the physical, social and emotional development of students and is congruent with the teaching philosophy, Board of Education policy and goals of the district.
15. Manage student behavior in accordance with Student Code of Conduct and student handbook.
16. Encourage students to meet acceptable standards of classroom behavior as defined in the Student Code of Conduct
17. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
18. Assist in selection of books, equipment, and other instructional materials.
19. Establish and maintain open communication by conducting conferences with parents, students, principal, and teachers.
20. Maintain a professional relationship with colleagues, students, parents, and community members.
21. Use effective communication skills to present information accurately and clearly.
22. Participate in staff development activities to improve job-related skills.
23. Keep informed of and complies with state, district, and school regulations and policies for classroom teachers.
24. Compile, maintain, and file all reports, records, and other documents required.
25. Attend and participate in faculty meetings and serve on staff committees as required.
26. Maintain regular attendance.
27. Establish and maintain open lines of communication with students, parents, and colleagues concerning academic, attendance and behavioral progress of students.
28. Check and respond to e-mail and voice mail daily.
29. Take precautions to protect students.
30. Make provisions to be available to students and parents for educationally-related purposes outside the instructional day when necessary and under reasonable terms.
31. Abide by the school's grading policy.
32. Maintain records of student attendance and performance.
33. Maintain an accurate and up-to-date grade book and at any specified time student grade information can be produced.
34. Maintain records as required by law and district policy.
35. Uphold and enforce all school policies and state regulations.
36. Maintain confidentiality. Does not discuss children or their families outside of the school.
37. Attend and participate in committee, team, departmental, faculty, and district meetings as required.
38. Adapt to changing demands by planning, preparing, and adjusting teaching instruction for distance learning.
39. Perform other duties as assigned.

WORKING CONDITIONS

Equipment Used:

Standard office equipment including personal computer and peripherals including specialized equipment that is particularly unique to the assignment.

Mental Demands:

Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; maintain emotional control under stress.

Physical Demands/Environmental Factors:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Frequent standing, stooping, bending, twisting, kneeling, pushing, pulling, reaching, minor lifting and sitting on floor.
2. Move and carry small stacks of textbooks, media equipment, desks, and other classroom equipment.
3. May have exposure to biological hazards.
4. Occasional moderate lifting.

This job description has been reviewed to ensure that essential functions and basic duties have been included. It is intended to provide guidelines for job expectations and the employee's ability to perform the position described. It is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This document does not represent a contract of employment, and the District reserves the right to change this job description and/or assign tasks for the employee to perform, as the District may deem appropriate.

ABOUT BOB HOPE SCHOOL
Bob Hope School is a growing open-enrollment public charter school (non-profit) providing parents a choice in their child's education. Bob Hope Elementary is a Montessori / Dual-Language campus. Instruction is conducted in a two-way immersion program, where teachers fluent in English teach ELA and those fluent in Spanish teach SLA and are supported by teacher aides with a strong command of both languages. Campuses are located in Port Arthur, Beaumont, Baytown, and Cy-Fair, Texas. The Hughen Center, Inc. is the charter holder of Bob Hope School.

Bob Hope School provides equal employment opportunity for all applicants and employees. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

To view the full job description click on the following link:

Classroom Teacher

Contract Days: 187

Pay Grade: Teacher Pay Scale

Primary Purpose:

Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.
Qualifications:

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required endorsements for subject and level assigned

Letter of Acceptance from Educator Prep Program and Ability to Obtain Intern Certification Within One Year for Subject and Level Assigned
Special Knowledge/Skills:

General knowledge of curriculum and instruction

Capitalizes students' interests to engage students to become independent learners.

Strong organizational, communication, and interpersonal skills

Knowledge of subjects assigned

Uses information about individual student to make learning more meaningful and relevant.

To view the full job description click on the following link:

Classroom Teacher

Contract Days: 187

Pay Grade: Teacher Pay Scale

Primary Purpose:

Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.
Qualifications:

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required endorsements for subject and level assigned

Letter of Acceptance from Educator Prep Program and Ability to Obtain Intern Certification Within One Year for Subject and Level Assigned
Special Knowledge/Skills:

General knowledge of curriculum and instruction

Capitalizes students' interests to engage students to become independent learners.

Strong organizational, communication, and interpersonal skills

Knowledge of subjects assigned

Uses information about individual student to make learning more meaningful and relevant.

TITLE: Classroom Teacher FLSA: Exempt

QUALIFICATIONS:

• Bachelor's Degree
• Valid Louisiana Teaching Certificate
• Any additional certifications/qualifications specified by the Louisiana Standards for State Certification of School Personnel Bulletin 746

REPORTS TO : Principal/Assistant Principal/Other Assigned Evaluator

JOB GOAL :To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The teacher is responsible for growth in student learning.

TERM: Nine, Ten, Eleven or Twelve Months

SALARY : Nine, Ten, Eleven or Twelve Month Teacher Salary Schedule

PERFORMANCE RESPONSIBILITIES:
I. Instructional Responsibilities

A. To establish learning objectives, immediate and long range, with written minimum, daily, weekly or unit lesson plan which shall be available in the classroom. Planning shall provide for systematic growth in fundamental knowledge,skills, appreciation, and attitudes

B. To teach effectively
1. Using class time for teaching designated subject matter as outlined by"Board approved
Program Structure, Curriculum Guides, and/or policies
2. Using a variety of techniques to stimulate learning
3. Using a variety of curriculum materials
4. Differentiating assignments to meet individual needs
5. Explaining assignments
6. Limiting homework, making it meaningful to what is being taught
7. Evaluating the pupil's learning frequently with a view to improvement of teaching and
Learning. Frequent teacher-made tests shall be given during each grading period for proper pupil evaluation.

C. To make provision for individual differences by using effective grouping, procedures or individualizing instruction, utilizing a variety of materials to the pupils' level

D. To maintain an atmosphere in the class conducive to learning

E. To demonstrate an understanding of child growth and development, showing respect for the individuality of every child

F. To exhibit substantial knowledge of subject matter and the curriculum objectives

G. To maintain control, promote self-discipline, character and respect for others through use of positive" control techniques in keeping with state law, board policy, and school rules and regulations

H. To use orderly procedures for normal classroom control in learning activities, with simple and consistent routines for roll check, collections (money, papers, etc.), handling materials, sharpening Pencils, etc. Learning activities shall be provided during these routines which will assure effective use of time.

II. Administrative Responsibilities

A. To follow the rules and regulations of assigned school and the Rapides Parish School Board

B. To follow a time and/or duty schedule authorized by the school principal for the school day and extra-curricular activities

C. That non-duty personnel report to school ten minutes before school begins and remain ten minutes after school closes

D. To sign in and out of school on appropriate forms

E. To be in the assigned classroom or other area of responsibility when the class period begins.

A class shall not be left unsupervised

F. To remain at school during the school day unless permission is obtained from the Principal

G. To be responsible for attending any administrative and/or professional meetings called by the Principal

H. To notify the Principal in case of absence in sufficient time to secure a substitute; to notify the Principal of advance plans to return to school

I. To follow guidelines as set forth by the Rapides Parish School Board staff

J. To maintain an attractive and clean classroom

K. To account for and be responsible for the care of all textbooks, pupil desks, other furniture, equipment and instructional materials which are in or are assigned to the teachers classroom, laboratory or other areas of responsibility

L. To be neat and accurate in completing required records and reports, turning these in promptly and on time

M. To be responsible for field trips to:

1. Obtain permission of the Principal
2. Get parents written consent
3. Make certain the trip has educational value related to current classroom instruction
4. Properly prepare pupils for the field trip experiences and to follow-up on return
5. Be sure that all vehicles have public liability insurance and that all drivers are properly licensed
6. Assure that trips are adequately chaperoned and that pupils are properly supervised by teacher and chaperons
7. Assure that all children are picked up, upon return, by parents, guardian or authorized person, before the teacher leaves. No child shall be left unattended

III. Professional Responsibilities

A. To exhibit enthusiasm and self-confidence, assuming a positive attitude about the possibility for growth and development of all pupils

B. To maintain good public relations, making positive contributions to parents' understanding of pupils' progress

C. To be ethical in contacts with parents and other laymen, fellow professionals and pupils

D. To participate in faculty and system-wide in-service programs, keeping current by taking credit or non-credit college courses applicable to the area of responsibility for teaching, taking part in appropriate workshops and conferences and reading current professional literature

E. To be loyal to the administration of the school system and the school

F. To establish and execute a professional growth and self-evaluation plan in accordance with the Rapides Parish School Board Personnel Evaluation Plan

G. To carry out the Performance Expectations and Indicators for Teachers in the NIET rubric as outlined in Bulletin 130:

Instructional Domain

1. Standards and Objectives (SO)
a. Learning objectives and state content standards* are communicated.
b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials.
c. Sub-objective/Prerequisite skills are aligned to the lesson's major objective.
d. Learning objectives are connected to what students have previously learned.
e. Expectations for student performance are clear.
f. Learning objectives are displayed.
g. There is evidence that students are progressing or demonstrating mastery of the objective(s).

2. Motivating Students (MS)
a. The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.
b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
c. The teacher regularly reinforces and rewards effort.

3. Presenting Instructional Content (PIC)
Presentation of content consistently includes:
a. Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
b. Examples, illustrations, analogies, and labels for new concepts and ideas;
c. Modeling by the teacher to demonstrate his or her performance expectations;
d. Criteria that clarifies how students can be successful;
e. Concise communication;
f. Logical sequencing and segmenting;
g. All essential information; and
h. No irrelevant, confusing, or nonessential information.

4. Lesson Structure and Pacing (LS)
a. The lesson starts promptly.
b. The lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
c. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
d. Routines for distributing materials are efficient.

5. Activities and Materials (ACT)
Activities and materials include a majority of the following:
a. Content:
i. Support the lesson objectives;
ii. Are challenging;
iii. Elicit a variety of thinking; iv. Provide time for reflection; and
v. Are relevant to students' lives.
b. Student-centered:
i. Sustain students' attention;
ii. Provide opportunities for student-to-student interaction;
iii. Evoke student curiosity and suspense; and iv. Provide students with choices when
appropriate and aligned to the learning objectives. c. Multiple materials:
i. Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural
centers, etc., when not available in the high-quality instructional materials).

6. Questioning (QU)

a. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content:
i. Knowledge and comprehension;
ii. Application and analysis; and
iii. Creation and evaluation.
b. Questions are purposeful and coherent.
c. The frequency of questions engages students in critical thinking.
d. Questions are sequenced with attention to the instructional goals.
e. Wait time (3-5 seconds) is provided.
f. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
g. The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond.

7. Academic Feedback (FEED)
a. Oral and written feedback is academically focused, frequent, and high-quality.
b. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
c. The teacher circulates during instructional activities to support engagement and monitor student work.
d. Feedback from students is used to monitor and adjust instruction.

8. Grouping Students (GRP)
a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency.
b. Teacher sets expectations that are understood by students.
c. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
d. Students participating in groups are held accountable for group work and individual work.
e. Instructional group composition is varied to accomplish the goals of the lesson.
f. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.

9. Teacher Content Knowledge (TCK)

a. Teacher displays accurate content knowledge and understanding of both state standards and high-
quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach.
b. Teacher implements subject-specific instructional strategies to enhance student content knowledge.
c. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.

10. Teacher Knowledge of Students (TKS)
a. Teacher practices display understanding of students' anticipated learning abilities and

b. Teacher practices incorporate student interests and backgrounds.
c. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.

11. Thinking (TH)
a. The teacher engages students in multiple
b. types of thinking:
i. Analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
ii. Practical thinking, where students use, apply, and implement what they learn in real-life
scenarios;
iii. Creative thinking, where students create, design, imagine, and suppose; and iv. Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.
c. The teacher and students:
i. Generate a variety of ideas and alternatives; and
ii. Analyze problems from multiple perspectives and viewpoints.

12. Problem Solving (PS)
a. The teacher uses and/or engages students in some of the following problem-solving types: i.Abstraction
ii. Categorization
iii. Drawing conclusions/justifying solutions
iv. Predicting outcomes
v. Observing and experimenting
vi. Improving solutions
vii. Identifying relevant/irrelevant information
viii. Generating ideas
ix. Creating and designing

Planning Domain

1. Instructional Plans (IP)
Instructional plans include:
a. some evidence of the internalization of the plans from the high-quality curriculum;
b. objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor;
c. activities, materials, and assessments that:
i. Are aligned to state standards; content, including high-quality curriculum; and success criteria;
ii. Are sequenced and scaffolded based on student need;
iii. Build on prior student knowledge; and
iv. Provide appropriate time for student work and lesson closure;
d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and
e. Evidence that the plan provides

2. Student Work (SW)
Assignments are:
a. Aligned to the rigor and depth of the standards and curriculum content.
b. Aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction.
Assignments require students to:
a. Interpret information rather than reproduce it;
b. Draw conclusions and support them through writing; and
c. Connect what they are learning to prior learning and life experiences.

3. Assessment (AS) Assessments:
a. Are aligned with the depth and rigor of the state standards and content, including curriculum resources;
b. Are designed to provide feedback on progress against objectives;
c. Use a variety of question types and formats to gauge student learning and problem-solving;
d. Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice);

Environment Domain
1. Expectations (ES)
a. Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access.
b. Teacher encourages students to learn from mistakes.
c. Teacher creates learning opportunities where all students can experience success.
d. Students complete their work according to teacher expectations.

2. Engaging Students and Managing Behavior (ESMB)
a. Students are mostly engaged in behaviors that optimize learning and increase time on task.
b. Teacher establishes rules for learning and behavior.
c. Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.)
that maintain student engagement and promote a positive classroom environment.
d. Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
e. Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.

3. Environment (ENV)
The classroom:
a. Welcomes all students and guests.
b. Is organized to promote learning for all students.
c. Has supplies, equipment, and resources accessible to provide opportunities for students. d.

Displays current student work.

e. Is arranged to promote individual and group learning.

4. Respectful Conditions (RC)
a. Teacher-student interactions are generally positive and reflect awareness and consideration of all students' backgrounds.
b. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
c. Teacher is receptive to the interests and opinions of students.

IV. Personal Responsibilities
A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils

B. To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board

C. To use language which is void of vulgarity, lewdness, coarseness, or profanity

D. To maintain self-control and poise

E. To maintain good general health with the physical vitality to perform the duties of an effective teacher

F. To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage

G. To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems

H. To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time

I. To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board

J. To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours

K. To follow Federal, State, School Board and school policies

Teachers shall be expected to perform the following duties, along with the completion of
corresponding documents, forms, and reports:

1. Instructional Components

• Fulfill duties traditionally expected of those in teaching profession Lesson Plans
• Instruction
• Collaborate with colleagues and departments
• Grade Papers
• Take and record attendance
• Enter/Average Grades
• Maintain positive and timely interaction with parents relative to the performance or conduct of studentsassigned to the teacher
• School committees or task forces to contribute to school improvement initiatives
• Educational or coaching best practices and techniques

2. Supervision

• Supervision of Students when students are on or off campus at a school related/sponsored event
• Supervision of Students prior to school and/or drop-off, when assigned
• Supervision of Students in the classroom
• Supervision of students between classes, during recess/intermission, during lunch, assemblies
• Supervision of Students after school and/or pick-up, when assigned

3. Non-instructional Components

• Attend meetings generally associated with the instruction of students
• Attend faculty, staff, and department meetingsAttend training sessions
• Attend IEP meetings
• Attend parent-teacher conferences
• Attend back-to-school and open-house events
• Attend graduation
• Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
• Attend school board/committee meetings, upon request

4. Extracurricular Activities

• Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor