Reports to the Chief Academic Officer

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

This position is a year-round exempt level position.  The Director of Data facilitates the compliant tracking, collection and reporting of all student data systems (e.g. SIS, CUR, PEP) and will create Individual Growth Plans (IGP) for every student in the school.  This key strategic data reporting and analysis will be communicated to the CEO and Director of Performance & Accountability through the maintenance and development of a clear reporting calendar combining required due dates with consistent updating of IGPs.

Position Description & Expectations

Data Leadership

• Responsible for helping develop structure and processes necessary to handle all data sources as well as development of IGPs for each student.

• Assist as needed on other data projects or data systems as requested by the CEO and/or Director of Performance & Accountability.

•  Leading and managing a team of indirect and direct reports to partner in achieving this work so that all required reports are accurate and timely.

Data Reporting and Analysis

• Responsible for identifying and executing on key strategic data reporting and analyses for the Chief Academic Officer.

• Development of consistent baseline reporting/fact base creation (e.g., key statistics and demographics on students and staff) as well as value-added analysis.

• Lenses of reference include: current, historical, trend analysis, comparative, predictive analyses.

• Areas of focus include: student and school performance, enrollment, staff satisfaction, retention, college completion, and state reporting.

• Works closely with instructional and operational leaders as well as Talent & Excellence team to ensure outcomes and identified areas of strength and weaknesses are incorporated into organizational training, professional development, and recruitment processes.

Data Collection and Requirements:

• Works with key stakeholders to understand data needs and ensure that it is being collected accurately and comprehensively at the organization and school level.

•  Ensures accurate data definition, including communicating so all key stakeholders have a shared understanding of key metrics.

• Works with key stakeholders to develop and implement a plan for reviewing historical data, fixing incorrect data, identifying and collecting missing data.

Qualifications

• Bachelor’s degree required; advanced degree in business, education, technology, or related field preferred.

• 5+ years of technology, operations, project management or consulting experience; Expert proficiency in Power School, State reporting Databases, FTP, Excel and PPT required; proficiency in other systems preferred.

• Previous experience or strong, demonstrated interest in K-12 public education preferred.

• Knowledge of and experience with school facing technologies preferred.

• Demonstrated history of managing teams to achieve high performance targets and experience building strong relationships with a broad stakeholder base.

Physical Demands:  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.

• While performing the duties of this job, the employee may be required to sit, walk, stand, talk, and hear.
• Repeating motions that may include the wrists, hands and/or fingers.
• Ability to work off ladders to a height of 30 ft.
• Ability to lift a minimum of 60 pounds.
• Ability to work evening and/or weekend hours when necessary.

Work Environment:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• May work prolonged or irregular hours.
• Frequent district wide travel; occasional statewide or out-of-state travel.
• The noise level in the work environment is usually moderate.
•  Rotating within a school environment.

About Algiers Charter 

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

Reports to the Principal and Director of TAP

 About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

The  Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year.  This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners. 

 Position Description & Expectations

The primary role of the master teacher is to analyze student data and create and institute an academic achievement plan for the school.  Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. They also spend, on average, 2 hours per day teaching students.  Master teachers are partners with the principal in evaluating other teachers.  

 Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

• New Teacher Induction 
• Opening Professional Development for Teachers 
• Job embedded Professional Development
• Faculty and Grade-Level Meetings
• Other meetings as designated by school leaders
• Participate in all TAP trainings and become a Certified TAP Evaluator

Leadership Team Participation

Some of the responsibilities a  Elementary Science/Social Studies Master Teacher will have as a member of this team are to: analyze student data to identify student learning goals; develop a school academic achievement plan; create school assessment plan; monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs); assess teacher evaluation results; and maintain inter-rater reliability.

Cluster Group Planning and Implementation

As a cluster group leader, the  Elementary Science/Social Studies Master Teacher will be responsible for: developing the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups progress toward goals.  A critical component of this role is to interact regularly with students. This is achieved through regular classroom teaching time.  

Manage Teacher Individual Growth Plans

The  Elementary Science/Social Studies Master teacher oversees groups of teachers in developing goals, provides instructional interventions with proven results, facilitates teacher proficiency with these new strategies through classroom-based follow-up, and ensures that the progression of teacher skill development as aligned with changing student learning needs.

Evaluations/Conferencing

The  Elementary Science/Social Studies Master Teacher conducts classroom evaluations and post conferences for both formal and informal observations.

 Classroom Follow-up

The  Elementary Science/Social Studies Master Teacher is expected to work with all teachers to develop lessons for the classrooms.  He/ She/ They will guide the work of the teachers and provide them with expert advice along the way. The master teacher also provides classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons"  and team-teaching based on individual teacher mentoring situations).

 Professional Growth

While the  Elementary Science/Social Studies Master Teacher is expected to come to the job with a high level of educational knowledge, they will be afforded the opportunity to work with TAP director and other master teachers to enhance their skills and provide their teachers with only the best instructional interventions and strategies. In some cases, mentor teachers will also attend selected in-service training sessions.

Evaluation

 Elementary Science/Social Studies Master Teachers are formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team:  

• Director of Performance and Accountability
• Director of TAP
• Principal and/or
• Master Teacher

Other Job Duties and Responsibilities

• As stated earlier,  Elementary Science/Social Studies Master Teachers will teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability.  
• Understand the unique AC environment and be able to uphold the mission of the school.
  Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards.
• Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines.
• Assist the administration in implementing all school and AC policies.
  Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy.
• Consult with administrator(s), colleagues, students and/or parents on a regular basis.
• Serve on and participate in professional staff committees/meetings required.
• Perform other related duties as required.
• Strive to maintain and improve personal and professional competence.
• Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs

Stipend

In return for the stipend that is paid,  Elementary Science/Social Studies Master Teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/directors.  In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year.  All teachers are subject to re-qualification each year the Teacher Advancement Program is funded.  

Termination

The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice.  Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area.  An existing career teacher cannot be moved to accommodate a former master teacher.  

Qualifications

• Bachelor Degree in Education or related area of study, required
• Master's Degree in  Education or related area of study, highly preferred
• Two years of teaching experience preferred
• Valid Louisiana Teaching Certificate with Louisiana Certification, preferred
• Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred
• Desire and ability to succeed in a student-friendly, detail-oriented, community environment
• Demonstrate attributes of a growth mindset
• Belief in the Algiers Charter mission and educational model  
• Open to professional learning, formal/informal observations, and feedback 

Reports to Principal 

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  As we transition to a two-school organization, our commitment to excellence and student achievement has never been stronger. We are forging a strategic path forward to build upon our growth and we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding, and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Landry.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

• Faculty and Grade-Level Meetings

• Job-embedded Professional Development

  • Estimated 60-90 minutes per week

  • Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

• Attendance at cluster meetings

• Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

• Other meetings as designated by school leaders

• Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

• All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

• All or almost all students follow behavioral expectations and/or directions.

• Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

• Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students learning.

• Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

• Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments.

• The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

• All activities students engage in are aligned to the stated or implied learning goal(s) and are well sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

• All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals

• Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

• All or most all students provide meaningful oral or written evidence to support their thinking.

• Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

• Students respond to and build on their peers thinking, ideas or answers.

• Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

• Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

• Questions, tasks or assessments yield data that allow the teacher to assess students progress toward learning goals and help pinpoint where understanding breaks down.

• Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

• All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

• Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

• Performs other duties that may be required.

Qualifications

•  Bachelor Degree in Education or related area of study, required 

• Two years of teaching experience, preferred 

• Valid Louisiana Teaching Certificate with Louisiana Certification, preferred

• Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred

• Desire and ability to succeed in a student-friendly, detail-oriented, community environment

• Belief in the Algiers Charter mission and educational model  

• Open to professional learning, formal/informal observations, and feedback

Timeline and Hiring Process

• Candidates will complete and submit the online application.

• TAP evaluation data, attendance data, and SLT data will be utilized for evaluation of current staff members and outside ACSA candidates will perform a sample teaching lesson and provide most recent SLT scores and/or LDOE evaluation rating score from COMPASS as available.

• If selected to move forward, the applicant will be contacted by the Executive Director of Human Resources where the applicant will be scheduled to meet with a panel of Algiers Charter staff and industry experts.

• Upon completion of all elements of the hiring process, if selected for the position, an offer will be made by Human Resources.

School Speech Therapist 

About Algiers Charter 

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

The Speech Therapist is a full-time exempt position for 10 months during the academic year.  This position works with children who exhibit communication disorders in the areas of language, articulation, fluency and voice that adversely affect educational success.

Position Description & Expectations

• Screen students to identify those with a speech/language disorder
  
• Develop Individualized Education Plans (IEPs) for identified students, which include long term goals and short term objectives, to meet the individual needs of each child identified with a disorder.
• Design treatment strategies to help the child best meet the goals and objectives stated in the IEP.
• Conduct speech/language therapy services according to frequency and duration as indicated in the IEP in a group and/or individual session.  Therapy will focus on the remediation of the area of the area of deficit, as well as incorporating information learned in the class setting, while providing stimulation to increase communication skills.
• Staff and consult with team members and parents.
• Maintain accurate and confidential records of all job-related activities.   
• Generate a speech progress report every 9 weeks, four times per year.
• Explain and interpret speech assessment services and evaluation findings to parents, teachers, principals and other appropriate personnel.
• Attend professional development activities at the local and state levels as assigned.

Qualifications 

• Bachelor Degree in Speech/Language Pathology required; Master degree strongly preferred
• Successful experience as a speech therapist in a school setting preferred 
• Certification as a Speech/Language Pathologist    
• Licensed in Louisiana as a Speech/Language Pathologist by the Louisiana Board of Examiners for Speech-Language Pathology and Audiology
• Working knowledge of federal laws, state guidelines and local district policies.
• Knowledge of diagnostic procedures, instructional and behavioral modifications and accommodations.
• Thorough knowledge of communication disorders including all areas of language, phonological processes, articulation, voice and fluency.  
• Excellent oral and written communication skills.

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

 Faculty and Grade-Level Meetings

  Job embedded Professional Development

  Estimated 60-90 minutes per week

  Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

  Attendance at cluster meetings

  Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

   Other meetings as designated by school leaders

    Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

  All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

  All or almost all students follow behavioral expectations and/or directions.

 Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the       teacher.

 Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in     meaningful learning without interrupting other student learning.

 Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

 The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals 

 Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

 All or most all students provide meaningful oral or written evidence to support their thinking.

 Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

  Students respond to and build on their peers thinking, ideas or answers.

 Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

 All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

  Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

 Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

  Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

 All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

 Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

  Performs other duties that may be required.

Qualifications

     Bachelor Degree in Education or a related area of study

      Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

     Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

     Belief in the Algiers Charter mission and educational model 

     Open to professional learning, formal/informal observations, and feedback 

Open Until Filled

Reports to Principal & Director of Security 

About Algiers Charter 

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing, and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

The Security Counselor is a full-time, non-exempt position for 10 months during the academic year.  This position is responsible to patrol a school campus and adjacent property to ensure Algiers Charter students, staff, and property safety; monitoring pupils and staff safety on campus and at school activities, and assisting in the enforcement of rules and regulations.

Position Description & Expectations 

• Patrol and monitor hallways, stairwells, bathrooms, cafeteria,  outside facilities, and other public and unsupervised places of the school to ensure the safety and well-being of students, staff, and the security of the facility
• Ensure a smooth traffic flow of students through the hallways, assisting students with arriving to class and class transitions
• Assist with supervision for breakfast and lunch periods and morning arrival and afternoon dismissal
• Monitor campus during school hours to prevent fires, theft, vandalism and illegal entry and provide general supervision of students outside of class. Investigates and secures buildings at the request of Supervisor
• Maintain alertness for problems likely to disrupt the educational process or to be injurious to persons or property; corrects or reports conditions hazardous to the health and safety of pupils, the public, and staff; remain alert to gang member presence including signals and the wearing of colors
• Notify supervisor, as appropriate, of any suspicious or dangerous activities on or near campus and communicates with school staff via portable radio; report hazards or unsafe conditions on school property to principal or designee
• Establish a positive working relationship with administrators, faculty, staff, students, and the community
• Assist students in resolving conflicts in a positive and constructive manner through the use of conflict resolution strategies and mediation techniques and participate in the training of students and staff in conflict resolution strategies and mediation techniques
• Refer students to appropriate administrator in cases of flagrant or repeated violations of school regulations, and assists teachers when requested in dealing with unruly students
• Screen persons entering school grounds and report the presence of unauthorized persons, or stop visitors to campus to ensure they are properly authorized
• Operate a two-way radio to communicate with school and security personnel
• Respond to calls regarding classroom disturbances, behavior problems, or related situations
• Prepare required written reports of incidents; maintain security records, logs, and reports
• Models nondiscriminatory practices in all activities
• Ensure doors/gates are locked and opened at designated times determined by the Principal
• Direct traffic and parking on school grounds; check vehicles for proper parking authorization
• Participates in the conduct of fire drills and other emergency building evacuations; may be responsible for activating/deactivating smoke/fire/ intrusion alarms and securing the building
• Maintain positive and effective working relationships with School Police Services personnel and local law enforcement agencies and representatives
• As directed by the school principal or designee, intervene appropriately in situations likely to result in disruption or injury and impose appropriate consequences for pupil conduct
• Prepare and maintain a variety of required state and local statistical reports, records, and files
• Adjust the schedule to accommodate assignments to a variety of student activities
• Perform related duties as assigned

Qualifications 

• High school diploma or G.E.D. equivalent
• Minimum of two years of security experience
• Must successfully pass a drug screening test, have a current Louisiana Driver’s License, and be able to drive.
• Oral and written communication skills.
• Mediation services and conflict resolution techniques.
• Record-keeping techniques.
• Operation of a computer and related software applications.
  
• Interpersonal skills using tact, patience, and courtesy.

Reports to Principal

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways; we invite you to submit an application to join our team

What Success Means In This Position

Substitute teachers perform the instructional and classroom management processes for teachers who are absent for a day or more extended periods. Their duties include taking attendance, explaining homework, and maintaining classroom cleanliness. Candidates need to be flexible in their availability.

ESSENTIAL DUTIES

     Adhering to the curriculum and lesson plans assigned by the regular teacher.

       Following procedures and achieving lesson goals.

      Assigning and explaining homework.

        Overseeing students outside of the classroom, including in the hallways and cafeteria.

        Complying with all school regulations and policies at all times.

       Taking attendance and documenting daily notes.

        Ensuring the classroom and workstations are kept clean and orderly.

       Overseeing the normal classroom rhythms and activities.

       Compiling a report for the teacher when they return.

QUALIFICATIONS

      High school diploma or equivalent qualification.

       Bachelor degree in teaching is preferred.

       Certificate in teaching or substitute teaching.

      A minimum of 2 years experience in a similar role.

     Must be detail-oriented and able to follow written and verbal instructions.

       Excellent communication and interpersonal skills.

Physical Demands:  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.

     While performing the duties of this job, the employee is regularly required to talk or hear.

      Possess the ability to fulfill all office activities normally expected in an office setting, to include, but not limited to:  remaining seated for long periods to perform computer entry, participating in filing activity, lifting and carrying office supplies.

      The employee must occasionally lift and/or move up to 15 pounds.

      Fine hand manipulation (keyboarding).

 Work Environment:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

      May work prolonged or irregular hours

       The noise level in the work environment is usually moderate

         Internal office space within a school environment

Reports to Principal

10-Month Position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  As we transition to a two-school organization, our commitment to excellence and student achievement has never been stronger. We are forging a strategic path forward to build upon our growth and we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding, and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with the strong support that produce the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

• Faculty and Grade-Level Meetings

• Job embedded Professional Development

  • Estimated 60-90 minutes per week

  • Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

• Attendance at cluster meetings

• Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

• Other meetings as designated by school leaders

• Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

• All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

• All or almost all students follow behavioral expectations and/or directions.

• Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

• Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students  learning.

• Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

• Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

• The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

• All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

• All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students  IEP goals  

• Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

• All or most all students provide meaningful oral or written evidence to support their thinking.

• Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

• Students respond to and build on their peers thinking, ideas or answers.

• Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

• Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

• Questions, tasks or assessments yield data that allow the teacher to assess students progress toward learning goals and help pinpoint where understanding breaks down.

• Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

• All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

• Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

• Performs other duties that may be required.

Qualifications

•  Bachelor Degree in Education or related area of study

• Two years of teaching experience

• Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

• Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

• Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

• Belief in the Algiers Charter mission and educational model  

• Open to professional learning, formal/informal observations, and feedback

Timeline and Hiring Process

• Candidates will complete and submit the online application.

• TAP evaluation data, attendance data, and SLT data will be utilized for evaluation of current staff members and outside ACSA candidates will perform a sample teaching lesson and provide most recent SLT scores and/or LDOE evaluation rating score from COMPASS as available.

• If selected to move forward, the applicant will be contacted by the Executive Director of Human Resources where the applicant will be scheduled to meet with a panel of Algiers Charter staff and industry experts.

• Upon completion of all elements of the hiring process, if selected for the position, an offer will be made by Human Resources.

Reports to Principal 

About Algiers Charter 

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position:

The School Social Worker is a 10.5-month full-time position during the academic year.  This position provides services that enhance home, school, and community partnerships and promote student welfare and academic achievement.  Works with families and the school community to identify barriers to learning and addresses those barriers through direct counseling and the deployment of broad initiatives that meet the diverse needs of students and families.

Position Description & Expectations:

• Provide crisis intervention, counseling services and support coordination

• Build trusting relationships with students, families, and school personnel

• Maintain confidentiality of student and family issues

• Provide home visits to meet families to address barriers to learning if needed

• Collaborate with all school personnel to assess students' social/ emotional obstacles to success

• Coordinate services for students and families which may involve referrals to community support agencies

• Help families understand school policies, services and programs

• Assist teachers and principals in developing plans to help students with academic and behavior barriers

• Mediate matters as it relates to the student needs between school and family

• Ability to work with a team of teachers and other ancillary staff members in crisis situations

• Follow up on student issues referred by parent, teacher, administrator or students

• Develop, facilitate, coordinate prevention activities and intervention services

• Serves as the chairperson and/or member of the Student Assistance-Support team

• Members of the Positive Behavior Intervention and Support team/RTI behavior support team

• Participate in the identification of students who are in need of exceptional services

• Participate in the Individualized Education Program process and development

• Monitors school attendance and develop methods to promote school attendance

• Maintains case files and records to track/monitor that status of student progress

• Provide professional development and in-services to school personnel

• Advocates for children and reports any abuse of a child to the appropriate authorities.

• Assists in coordinating community outreach initiatives for the school.

• Perform related duties assigned

QUALIFICATIONS:

Required:  Licensed Master Social Worker (LMSW) in the State of Louisiana, with a minimum of three years of post-master experience in a social work setting, providing social work services, in particular working with children, youth and families.

Preferred:  Licensed Clinical Social Worker (LCSW) in the State of Louisiana, with a minimum of three years of post-master experience in a social work setting, providing social work services, in particular working with children, youth and families.

Ancillary Certification from the Louisiana Department of Education as a Qualified School Social Worker

ACADEMIC INTERVENTIONIST- TEACHER 

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

SUMMARY

 ESSENTIAL DUTIES

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  Other minor duties may be assigned.  

• Provide Staff development opportunities for all members of the school staff

• Provide direct support to classroom teachers in Curriculum implementations, best practices for instructional delivery, resource selection and use based on TAP objectives

•  Plan and support grade level teams on a regular basis with basic instruction, resources, interventions  and data driven decision making

•  Responsible for assisting the school staff and the principal with examining achievement data to best support his/her role in math content and development

•  Provide support in continual assessment development, management and analysis

•  Work with the staff to develop appropriate assessments to support the school improvement plan (SIP)

•  Conducts individual and group intervention sessions designed to help students develop   self-confidence, personal discipline, self-esteem, interpersonal and life coping skills

•  Performs other duties as assigned

 QUALIFICATIONS

We seek candidates who are committed to our goals and display a record of achievement in challenging situations. Successful candidates will demonstrate the requirements listed below, which are representative of the qualifications necessary to perform the job.

Required:

• Individual must possess a high school diploma or equivalent

• Bachelor's Degree in Education from an accredited University or College Individual must possess a desire to continue career improvement

•  Ability to relate to children

•  Louisiana State Certification in the exceptionality in which he/she will be employed

Reports to the Principal

10-Month Position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  As we transition to a two-school organization, our commitment to excellence and student achievement has never been stronger. We are forging a strategic path forward to build upon our growth and we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. 

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Under the supervision of an administrator and general direction of a classroom teacher, this position will assist the teacher in the education of students including management of student behavior; record keeping; instructional assistance; classroom safety, security and organization; and interaction and communication with students, support staff, and parents/guardians.

Position Description & Expectations

• Actively monitor students during all duties which include, but not limited to bus, morning, lunch, dismissal and class transitions.

• Work with individual students or small groups of students to reinforce learning of material or skills introduced by the teacher.

• After initial instruction by teacher, provides one-on-one and group instruction.

• Assist the classroom teacher with modifying or adapting instruction for students with disabilities.

• Assist the teacher with accurate classroom record keeping (attendance, tardiness, gradebook).

• Provide one-on-one assistance to students as needed.

• Guide independent study, enrichment work, and remedial work with students as set up and assigned by the teacher.

• Assist with the supervision of students during emergency drills, assemblies, play periods, and field trips.

• Maintain the same level of ethical behavior and confidentiality of information about students as is expected of teachers.

• Evaluate student progress on work assignments and share with the teacher.

• Maintain a positive classroom environment conducive to learning.

• Maintain professionalism at all times.

• Be proactive in dealing with behavioral issues and adhere to school discipline policies for infractions

• Assist the teacher with keeping accurate records of students assigned to behavior modification/intervention plans

• Communicate effectively and maintain strong relationships with students, families and colleagues

• Perform other related duties as assigned

Qualifications

• High School Diploma or equivalent

You must meet one of the following requirements:

• Pass the ETS Para-Pro Assessment

• Have two years of full-time study (48 semester credit hours) from an accredited institution with a total of 15 hours of general education course requirements shall include English/Composition (3 hours), English/Reading (6 hours), and Mathematics (6 hours)

• Have an Associate of Arts or Associate of Applied Science degree from an accredited institution

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman. 

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

     Faculty and Grade-Level Meetings

      Job embedded Professional Development

      Estimated 60-90 minutes per week

      Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

     Attendance at cluster meetings

      Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

      Other meetings as designated by school leaders

        Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

     All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

    All or almost all students follow behavioral expectations and/or directions.

       Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

    Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students learning.

       Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

    Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

   The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

      All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

    All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals 

     Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

      All or most all students provide meaningful oral or written evidence to support their thinking.

     Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

      Students respond to and build on their peers thinking, ideas or answers.

       Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

     All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

        Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

       Questions, tasks or assessments yield data that allow the teacher to assess students progress toward learning goals and help pinpoint where understanding breaks down.

     Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

     All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

    Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

      Performs other duties that may be required.

Qualifications

      Bachelor Degree in Education or a related area of study

     Two years of teaching experience preferred

     Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

       Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

     Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

      Belief in the Algiers Charter mission and educational model 

      Open to professional learning, formal/informal observations, and feedback 

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

This is an exempt level 10 month position.  Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

 Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman. 

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

•       New Teacher Induction
•      Faculty and Grade-Level Meetings
•       Job embedded Professional Development
•      Estimated 60-90 minutes per week
•    Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development
•     Attendance at cluster meetings
•      Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)
•      Other meetings as designated by school leaders
•         Performs other duties that may be required.

Student Engagement (Are all students engaged in the work of the lesson from start to finish?)

•      All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.
•      All or almost all students follow behavioral expectations and/or directions.
•     Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.
•     Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students learning.
•     Performs other duties that may be required.

Essential Content (Are all students working with content aligned to the appropriate standards for their subject grade?)

•      Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.
•    The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.
•      All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.
•      All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text).
•     Performs other duties that may be required.

Academic Ownership (Are all responsible for doing the thinking in this classroom?)

•      All or most all students provide meaningful oral or written evidence to support their thinking.
•      Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.
•      Students respond to and build on their peers  thinking, ideas or answers.
•     Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 
•      All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.
•      Performs other duties that may be required.

Demonstration of Learning (Do all students demonstrate that they are learning?)

•     Questions, tasks or assessments yield data that allow the teacher to assess students  progress toward learning goals and help pinpoint where understanding breaks down.
•     Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.
•      All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.
•    Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.
•     Performs other duties that may be required.

Qualifications

•       Bachelor Degree in Education or a related area of study
•     Two years of teaching experience preferred
•   Valid Louisiana Teaching Certificate with Louisiana Certification Preferred
•      Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)
•       Desire and ability to succeed in a student-friendly, detail-oriented, community environment.
•     Belief in the Algiers Charter mission and educational model 
•      Open to professional learning, formal/informal observations, and feedback 

Reports to Principal

10-Month Position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  As we transition to a two-school organization, our commitment to excellence and student achievement has never been stronger. We are forging a strategic path forward to build upon our growth and we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding, and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produce the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

• Faculty and Grade-Level Meetings

• Job embedded Professional Development

  • Estimated 60-90 minutes per week

  • Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

• Attendance at cluster meetings

• Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

• Other meetings as designated by school leaders

• Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

• All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

• All or almost all students follow behavioral expectations and/or directions.

• Students execute transitions, routines and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

• Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students  learning.

• Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

• Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments.

• The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

• All activities students engage in are aligned to the stated or implied learning goal(s) and are well sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

• All instructional materials students use, such as texts, questions, problems, exercises and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text).

• Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

• All or most all students provide meaningful oral or written evidence to support their thinking.

• Students complete an appropriately challenging amount of the cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem solving, given the focus of the lesson.

• Students respond to and build on their peers thinking, ideas or answers.

• Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

• Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

• Questions, tasks or assessments yield data that allow the teacher to assess students progress toward learning goals and help pinpoint where understanding breaks down.

• Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

• All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

• Student responses, work and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

• Performs other duties that may be required.

Qualifications

•  Bachelor Degree in Education or related area of study

• Two years of teaching experience

• Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

• Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

• Desire and ability to succeed in a student-friendly, detail-oriented, community environment.

• Belief in the Algiers Charter mission and educational model  

• Open to professional learning, formal/informal observations, and feedback

Timeline and Hiring Process

• Candidates will complete and submit the online application.

• TAP evaluation data, attendance data and SLT data will be utilized for evaluation of current staff members and outside ACSA candidates will perform a sample teaching lesson and provide most recent SLT scores and/or LDOE evaluation rating score from COMPASS as available.

• If selected to move forward, the applicant will be contacted by the Executive Director of Human Resources where the applicant will be scheduled to meet with a panel of Algiers Charter staff and industry experts.

• Upon completion of all elements of the hiring process, if selected for the position, an offer will be made by Human Resources.

SUMMARY

Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework for analyzing, synthesizing, hypothesizing, understanding, and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. The goal of TAP is to provide site-based professional development opportunities that will help teachers consistently implement quality instruction. TAP provides the potential for good teachers to have options for career advancement (Master & Mentor Teacher) even without leaving the classroom.

ESSENTIAL DUTIES

PROFESSIONAL LEARNING, DEVELOPMENT, AND GROWTH FOR TEACHERS:

• Teachers are expected to attend yearly professional development 

• Faculty and Grade-Level Meetings

• Job-embedded Professional Development

• Estimated60-90 minutes per week

• Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

• Attendance at cluster meetings

• Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

• Other meetings as designated by school leaders

STUDENT ENGAGEMENT (Are all students engaged in the work of the lesson from start to finish?)

• All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

• All or almost all students follow behavioral expectations and/or directions.

• Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

• The class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students learning.

ESSENTIAL CONTENT (Are all students working with content aligned to the appropriate standards for their subject grade?)

• Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments.

• The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

• All activities students engage in are aligned to the stated or implied learning goal(s) and are well sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

• All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text).

ACADEMIC OWNERSHIP (Are all responsible for doing the thinking in this classroom?)

• All or most all students provide meaningful oral or written evidence to support their thinking.

• Students complete an appropriately challenging amount of the cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

• Students respond to and build on their peers’ thinking, ideas or answers.

• Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response.  

• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

DEMONSTRATION OF LEARNING (Do all students demonstrate that they are learning?)

• Questions, tasks or assessments yield data that allow the teacher to assess students’ progress toward learning goals and help pinpoint where understanding breaks down.

• Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

• All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

• Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals. 

QUALIFICATIONS

• Bachelor  Degree in Education or related area of study, required

• Two years of teaching experience, preferred

• Valid Louisiana Teaching Certificate with Louisiana Certification, preferred

• Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred

• Desire and ability to succeed in a student-friendly, detail-oriented, community environment

• Belief in the Algiers Charter mission and educational model  

• Open to professional learning, formal/informal observations, and feedback

Reports to the Principal

10-Month Position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  As we transition to a two-school organization, our commitment to excellence and student achievement has never been stronger. We are forging a strategic path forward to build upon our growth and we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. 

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

 Under the supervision of an administrator and general direction of a classroom teacher, this position will assist the teacher in the education of students including management of student behavior; record keeping; instructional assistance; classroom safety, security and organization; and interaction and communication with students, support staff, and parents/guardians.

Position Description & Expectations

• Actively monitor students during all duties which include, but not limited to bus, morning, lunch, dismissal and class transitions.

• Work with individual students or small groups of students to reinforce learning of material or skills introduced by the teacher.

• After initial instruction by teacher, provides one-on-one and group instruction.

• Assist the classroom teacher with modifying or adapting instruction for students with disabilities.

• Assist the teacher with accurate classroom record keeping (attendance, tardiness, gradebook).

• Provide one-on-one assistance to students as needed.

• Guide independent study, enrichment work, and remedial work with students as set up and assigned by the teacher.

• Assist with the supervision of students during emergency drills, assemblies, play periods, and field trips.

• Maintain the same level of ethical behavior and confidentiality of information about students as is expected of teachers.

• Evaluate student progress on work assignments and share with the teacher.

• Maintain a positive classroom environment conducive to learning.

• Maintain professionalism at all times.

• Be proactive in dealing with behavioral issues and adhere to school discipline policies for infractions

• Assist the teacher with keeping accurate records of students assigned to behavior modification/intervention plans

• Communicate effectively and maintain strong relationships with students, families and colleagues

• Perform other related duties as assigned

Qualifications

• High School Diploma or equivalent

You must meet one of the following requirements:

• Pass the ETS Para-Pro Assessment

• Have two years of full-time study (48 semester credit hours) from an accredited institution with a total of 15 hours of general education course requirements shall include English/Composition (3 hours), English/Reading (6 hours), and Mathematics (6 hours)

• Have an Associate of Arts or Associate of Applied Science degree from an accredited institution

Reports to: Director of Facilities

Reports to Principal

10-Month Position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success.  As we transition to a two-school organization, our commitment to excellence and student achievement has never been stronger. We are forging a strategic path forward to build upon our growth and we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability.  Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding, and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with the strong support that produces the best results for students in a positive working environment is expected.  Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

• New Teacher Induction

• Faculty and Grade-Level Meetings

• Job-embedded Professional Development

  • Estimated 60-90 minutes per week

  • Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

• Attendance at cluster meetings

• Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

• Other meetings as designated by school leaders

• Performs other duties that may be required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

• All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

• All or almost all students follow behavioral expectations and/or directions.

• Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

• Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students  learning.

• Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

• Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments.

• The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

• All activities students engage in are aligned to the stated or implied learning goal(s) and are well sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

• All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text).

• Performs other duties that may be required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

• All or most all students provide meaningful oral or written evidence to support their thinking.

• Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

• Students respond to and build on their peers  thinking, ideas or answers.

• Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 

• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

• Performs other duties that may be required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

• Questions, tasks or assessments yield data that allow the teacher to assess students  progress toward learning goals and help pinpoint where understanding breaks down.

• Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

• All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

• Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

• Performs other duties that may be required.

Qualifications

• Bachelor Degree in Education or related area of study

• Two years of teaching experience

• Valid Louisiana Teaching Certificate with Louisiana Certification -  Preferred

• Proven record of high student achievement as listed on previous evaluations and Compass scores  - Preferred

• Desire and ability to succeed in a student-friendly, detail-oriented, community environment

• Belief in the Algiers Charter mission and educational model  

• Open to professional learning, formal/informal observations, and feedback

Timeline and Hiring Process

• Candidates will complete and submit the online application.

• TAP evaluation data, attendance data, and SLT data will be utilized for evaluation of current staff members and outside ACSA candidates will perform a sample teaching lesson and provide most recent SLT scores and/or LDOE evaluation rating score from COMPASS as available.

• If selected to move forward, the applicant will be contacted by the Executive Director of Human Resources where the applicant will be scheduled to meet with a panel of Algiers Charter staff and industry experts.

• Upon completion of all elements of the hiring process, if selected for the position, an offer will be made by Human Resources.

SUMMARY

Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework for analyzing, synthesizing, hypothesizing, understanding, and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. The goal of TAP is to provide site-based professional development opportunities that will help teachers consistently implement quality instruction. TAP provides the potential for good teachers to have options for career advancement (Master & Mentor Teacher) even without leaving the classroom.

ESSENTIAL DUTIES

PROFESSIONAL LEARNING, DEVELOPMENT, AND GROWTH FOR TEACHERS:

• Teachers are expected to attend yearly professional development 

• Faculty and Grade-Level Meetings

• Job-embedded Professional Development

• Estimated60-90 minutes per week

• Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development

• Attendance at cluster meetings

• Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)

• Other meetings as designated by school leaders

STUDENT ENGAGEMENT (Are all students engaged in the work of the lesson from start to finish?)

• All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.

• All or almost all students follow behavioral expectations and/or directions.

• Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

• The class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students learning.

ESSENTIAL CONTENT (Are all students working with content aligned to the appropriate standards for their subject grade?)

• Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments.

• The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

• All activities students engage in are aligned to the stated or implied learning goal(s) and are well sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

• All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text).

ACADEMIC OWNERSHIP (Are all responsible for doing the thinking in this classroom?)

• All or most all students provide meaningful oral or written evidence to support their thinking.

• Students complete an appropriately challenging amount of the cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

• Students respond to and build on their peers’ thinking, ideas or answers.

• Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response.  

• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

DEMONSTRATION OF LEARNING (Do all students demonstrate that they are learning?)

• Questions, tasks or assessments yield data that allow the teacher to assess students’ progress toward learning goals and help pinpoint where understanding breaks down.

• Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

• All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

• Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals. 

QUALIFICATIONS

• Bachelor’s Degree in Education or related area of study, required

• Two years of teaching experience, preferred

• Valid Louisiana Teaching Certificate with Louisiana Certification, preferred

• Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred

• Desire and ability to succeed in a student-friendly, detail-oriented, community environment

• Belief in the Algiers Charter mission and educational model  

• Open to professional learning, formal/informal observations, and feedback