HOSPITAL/HOMEBOUND TEACHER

FLSA:Exempt

QUALIFICATIONS:

As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)

REPORTS TO: Special Education Supervisor

JOB GOAL: To provide experiences to maintain students’ current levels of
performance as they are placed in the Hospital/Homebound Program

TERM: Nine Months

SALARY: Nine Month Teacher Salary Schedule

PERFORMANCE RESPONSIBILITIES:

I. Instructional Responsibilities:
A. To become familiar with education guides, materials, student’s educational records,
equipment and IEP’s if applicable
B. To prepare and make available to the principal or designated person weekly plans
correlated with the regular classroom teacher
C. To prepare and devise instructional periods for each student as indicated in lesson plans
D. To provide learning experiences designed to foster maintenance levels of
functioning/performance held prior to entry into the Hospital/Homebound program
E. To develop an IEP for every special education student upon his/her placement in the
Hospital/Homebound program
F. To submit completed assignments to regular teachers
G. To submit reports on each child to appropriate school at the end of each grading period
H. To maintain an individual file of each student’s work and test results

II. Management
A. To develop and maintain reasonable rules for the care of school properties and all
equipment as evidenced by periodic inspections, inventories and reports submitted to the
principal or designated person
B. To utilize available curriculum materials and equipment in the teaching process
C. To be responsible for maintaining student discipline and safety at all times as evidenced
by the adherence to state and local regulations

D. To maintain accurate attendance and other records as evidenced by information in the
teacher role book and other assigned reports submitted to the special education
department and to parents

III. Professional
A. To attend inservice workshops as mandate by local policies or legislative acts as
evidenced by attendance
B. To participate in self-developmental activities, such as active membership in professional
organizations, attendance at meetings, workshops, conventions, etc.
C. To promote the educational process as evidenced by the sharing of ideas and materials
with other staff members
D. To work in professional harmony with staff members, school administrators and with IEP
committees if applicable

IV. To meet with parents, students, and staff members and conduct IEP committee meetings, if applicable
V. To establish and execute a professional growth and self-evaluation plan
VI. To work effectively with school personnel and staff
VII. To consistently demonstrate self-direction
VIII. To submit accurate records and reports promptly
IX. To exhibit professional ethics
X. To foster open communication and positive relationships with school personnel and staff
XI. To foster open communication and positive relationships with the community
XII. To perform all other duties or responsibilities not listed as delegated by the principal of the school or designated person
XIII. To follow state, School Board, and school policies
XIV. To teach in accordance with the Louisiana Components of Effective Teaching
Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Rapides Parish Personnel Evaluation Plan as outlined in the Louisiana Accountability System.

Domain 1:

Planning and Preparation – 1C-Setting Instructional Outcomes
The teacher values, sequences and aligns curriculum enabling students to build their

understanding of important ideas from concept to concept.
The teacher designs and structures lessons so that learner outcomes are at an appropriate
cognitive level.
The teacher writes and plans multi-disciplinary outcomes for student learning, not student activity.
The teacher differentiates outcomes and instruction for students of varied abilities.
The teacher creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging.

Domain 2:

The Classroom Environment – 2C-Managing Classroom Procedures
The teacher helps students to develop skills to work purposefully and cooperatively in groups.
The teacher facilitates lessons that engage students in different types of activities-large groups, small
groups and independent work.
The teacher ensures smooth functioning of all routines and maximizes instructional time.

Domain 3:

Instruction – 3B-Questioning and Discussion Techniques
The teacher develops and presents questions that cause students to think and reflect; resulting in a deeper
understanding of the topic.
The teacher promotes learning through discussion.
The teacher uses a range of techniques to ensure that all students contribute to the discussion and enlists
the assistance of students to ensure this outcome.

Instruction – 3C-Engaging Students in Learning
The teacher facilitates activities and assignments that promote learning and are aligned with the goals of
the lesson.
The teacher groups students for instruction in a variety of ways using factors such as similar backgrounds,
ability levels, as well as random groupings.
The teacher selects instructional materials suited to engaging students in understanding and learning at a
deeper level.
The teacher delivers lessons that are appropriately structured and paced.

Instruction – 3D-Using Assessment in Instruction
The teacher aligns assessment to the curriculum.
The teacher informs students of the criteria for assessment.
The teacher monitors student learning using a variety of techniques.
The teacher will provide valuable feedback in a timely, constructive and substantive manner.
The teacher will promote student self-assessment and student self-monitoring of their progress.