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Learning Development Assistant Jobs in Louisiana

Kingsley House

Educare Family Advocate

LA · On-site

$40K - $42K/yr

... learning, development and academic and life success. The Family Advocate has a specific and ... Support and assist families in addressing their own emotional, physical, educational, and ...

Clover NOLA, Inc

Educare Family Advocate

New Orleans, LA · On-site

$40K - $42K/yr

... learning, development and academic and life success. The Family Advocate has a specific and ... Support and assist families in addressing their own emotional, physical, educational, and ...

Anderson Automotive Group

The main objective is to assist guests with product information questions and set them up with an ... Leadership development, innovative training, and learning systems * Competitive compensation plans ...

Anderson Automotive Group

The main objective is to assist guests with product information questions and set them up with an ... Leadership development, innovative training, and learning systems * Competitive compensation plans ...

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All JobsLearning Development JobsLearning Development Assistant JobsLearning Development Assistant Jobs in Louisiana

Learning Development Assistant information

What are the key skills and qualifications needed to thrive as a learning development assistant, and why are they important?

To thrive as a Learning Development Assistant, you need strong organizational skills, attention to detail, and a background in education or human resources, often supported by a relevant degree or certification. Familiarity with Learning Management Systems (LMS), e-learning authoring tools, and basic data analysis software is typically required. Excellent communication, teamwork, and problem-solving abilities help you effectively support trainers and engage learners. These skills are essential for ensuring smooth training operations, successful learning outcomes, and efficient program administration.

How does a learning development assistant typically collaborate with trainers and subject matter experts to create effective training materials?

As a Learning Development Assistant, you will frequently work alongside trainers and subject matter experts (SMEs) to develop, review, and refine educational materials. This collaboration often involves gathering content from SMEs, assisting with formatting and editing, and providing feedback to ensure materials are clear and engaging for learners. Regular meetings and open communication are essential to align on learning objectives and address any content gaps. Your organizational and interpersonal skills will be key to coordinating tasks, managing revisions, and ensuring all resources meet quality standards before training sessions.

What is a learning development assistant?

Learning Development Assistants are professionals who support educators and students by facilitating learning activities, preparing educational materials, and assisting with classroom management. They often work alongside teachers to deliver lessons, provide one-on-one or small group support, and help adapt resources to meet diverse learning needs. Their role may also involve administrative tasks, monitoring student progress, and helping to create an inclusive learning environment. Learning Development Assistants play a key role in enhancing the educational experience for all students.

What is the difference between Learning Development Assistant vs Teaching Assistant?

AspectLearning Development AssistantTeaching Assistant
Required CredentialsRelevant certifications or training in learning development or education supportTypically a high school diploma or equivalent; some roles may require teaching assistant certification
Work EnvironmentEducational institutions, training centers, corporate learning departmentsClassrooms, schools, educational settings
Employer & Industry UsageUsed in schools, colleges, corporate training programsCommonly employed in primary and secondary schools
Search & Comparison IntentOften compared for roles supporting learning and development activitiesCompared when seeking classroom support roles

The Learning Development Assistant focuses on supporting the design and implementation of learning programs, often working behind the scenes to develop training materials. In contrast, the Teaching Assistant primarily assists teachers directly in classroom activities. While both roles support education, the Learning Development Assistant tends to work more on program development, whereas the Teaching Assistant is more classroom-focused.

What are the most commonly searched types of Learning Development jobs in Louisiana? The most popular types of Learning Development jobs in Louisiana are:
What are popular job titles related to Learning Development Assistant jobs in Louisiana? For Learning Development Assistant jobs in Louisiana, the most frequently searched job titles are:
What job categories do people searching Learning Development Assistant jobs in Louisiana look for? The top searched job categories for Learning Development Assistant jobs in Louisiana are:
What cities in Louisiana are hiring for Learning Development Assistant jobs? Cities in Louisiana with the most Learning Development Assistant job openings:
Learning Development Assistant jobs near you
Infographic showing various Learning Development Assistant job openings in Louisiana as of August 2026, with employment types broken down into 1% As Needed, 81% Full Time, 15% Part Time, and 3% Contract. Highlights an 91% Physical, 3% Hybrid, and 6% Remote job distribution.

2026-2027 Special Education Teacher

Warren Easton Sr High School

New Orleans, LA • On-site

$48K - $63K/yr

Full-time

Re-posted 23 days ago

Job description

Job Type
Full-time
Description
Warren Easton Charter High School is one of the highest performing open-enrollment high schools in the city of New Orleans. Our legacy of educational excellence stems back over 100 years. At Warren Easton Charter High School, academic excellence is the highest priority. Our slogan is "The Easton Way is the Only Way." Maximum individual academic growth is stressed and good study habits are established in a nurturing and well-disciplined environment. Our school community believes that a structured environment is necessary for the assimilation of knowledge and the development of cognitive skills.
Our mission is to provide rigorous and relevant instruction for all students at all academic levels to ensure each has the opportunity to achieve their maximum potential.
This position provides instruction to students and performs a wide variety of tasks with curriculum planning, supervision, presenting and reinforcing learning concepts, and teaching children in a classroom setting. Under the direction of the Special Education Coordinator & Compliance Coordinator, henceforth referred to as SPED Administration, the incumbent will ensure compliance with state and federal guidelines pertaining to special education by:
  • Possessing knowledge of the subjects taught and understands which concepts and skills are central to discipline.
  • Develop lessons that incorporate other subjects and incorporate skills that are part of other subjects.
  • Demonstrate knowledge of not only the subject content, but also knowledge of the students who are learning the appropriate content. This would include knowledge of child development, learning processes, student's skills, knowledge, and language proficiency, and student's interests and special needs.
  • Recognize the importance in the selection of resources and choose resources that align directly with the learning outcomes and will be of most use to the students.
  • Translate the state, district, and school expectations for student learning into a coherent plan.
  • Plan instruction that takes into account the specific learning needs for each student and solicits ideas from students on how to best structure learning without losing rigor.
  • Teach students how to engage in respectful interactions with each other by being a model of respect.
  • Establish a culture for learning by conveying the education value of what the students are learning by providing clear directions for classroom activities.
  • Monitor and establish routines and procedures for the smooth operation of the classroom and efficient use of time.
  • Manage instructional groups, transitions, materials, supplies, and non-instructional duties
  • proficiently.
  • Respond to misbehavior that shows respect to the student and understand why students may conduct themselves inappropriately.
  • Keep a classroom environment that is orderly and productive.
  • Meet and instruct assigned classes in the locations and at the times designated.
  • Promote cognitive thinking by using questions that invite students to formulate hypotheses, make connections, or challenge previously held views.
  • Assess instruction by monitoring student understanding and encourage students to monitor their own learning.
  • Provide feedback to students that is timely, constructive, and provides guidance to improve their performance.
  • Make adjustments in lessons to respond to changing conditions that demonstrate flexibility and responsiveness.
  • Seek alternative approaches to help students when they encounter difficulty in learning.
  • Keep accurate instructional and non-instructional records as required by law, district policy, and administrative regulations.
  • Maintain a professional relationship with fellow staff that encourages sharing, planning, and working together toward improved instructional skill and student success.
  • Stay informed of the changes in education and take any opportunities to grow and develop professionally.
  • Adhere to school and district policies and procedures and remain willing to work to improve these guidelines.
  • Maintain the same high level of ethical behavior and confidentiality of information about students and personnel as is expected of all staff.
  • Performs all other duties reasonably related to position as may be assigned by the Special Education Administration, Principal or Assistant Principal.

Core Competencies:
  • Participate in ongoing trainings within special education, including but not limited to: IEP compliance, Enrollment procedures, Course curriculum, Academic support, Transition, Affective Needs support, Co-teaching, Progress monitoring, and Caseload management
  • Complete the Learning & Development requirements of a SPED teacher.
  • Attend regular coaching sessions with designated staff and complete teacher coursework as prescribed.
  • Attend regional and statewide meetings and training as required.
  • Participate in professional learning opportunities inside and outside of Warren Easton.
  • Complete all special education paperwork on time and with 100% compliance under the guidance and support of the SPED Administration.
  • Complete student enrollment processes for students identified with IEPs.
  • Facilitate professional and effective IEP meetings with appropriate participants.
  • Maintain thorough documentation, progress monitoring, and service delivery notes as required.
  • Administer standardized achievement testing for students due for a reevaluation.
  • Communicate and collaborate effectively with all stakeholders.
  • Collaborate with external service providers and external psychoeducational and speech testing professionals for the benefit of students on IEPs.
  • Collaborate with other departments at GOAL for the benefit of students on IEPs (Social Work, Counseling, Regional Staff, Technology, Human Resources, etc.)
  • Communicate regularly with parents/guardians of students on IEPs.
  • Provide quarterly goals progress updates to parents/guardians.
  • Establish and maintain collaborative working relationships with students, parents, and GOAL staff.
  • Support students with special needs.
  • Comply with confidentiality requirements in the FERPA and HIPAA guidelines
  • Facilitate instruction to students to ensure academic, social emotional, and post-secondary readiness.
  • Monitor and adjust curriculum, instruction, and IEP accommodations to enable each student to succeed in their secondary and post-secondary goals.
  • Differentiate instruction and provide support for general education teachers to differentiate instruction for students on IEPs.
  • Proctor district and state testing with accommodations to students on IEPs, as necessary.
  • Utilize technology and platforms for all work at Warren Easton and in the special education program.
  • Perform other tasks and assume such responsibilities as the SPED Administration may from time-to-time assign.

Requirements
The successful candidate will be discrete, high-energy, agile-minded, strategic, proactive, a direct communicator, highly-organized and committed to the vision and values of Warren Easton and the WE Special Education Department.
  • Teaching: 1 year (Preferred); Special education: 1 year (Preferred)
  • US work authorization
  • Teaching license for the particular position as required by the State.
  • Broad knowledge of the theories, principles, practices and methodology of special education;
  • Ability to be creative in developing alternatives to meet special education needs
  • A track record of developing and maintaining strong working relationships with and among a diverse groups
  • Attention to detail coupled with the ability to exercise good judgment;
  • Strong organizational, oral and written communication, and interpersonal skills;
  • Proactive nature; able to anticipate conflicts before they arise;
  • Ability to work well independently as well as collaboratively;
  • Ability to execute IEP meetings, calls and emails with professionalism, courtesy and accuracy;
  • Personal qualities of maturity, humility, strong work ethic, sense of humor, and diligence
  • Ability to effectively allocate and prioritize time to several tasks to ensure completion of all.

Warren Easton Charter High School adheres to the equal opportunity provision of the Federal Civil Rights laws and regulations that are applicable to this agency. Therefore, no one will be discriminated against on the basis of race, color, or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Education Amendments of 1972); disability (Section 504 of the Rehabilitation Act of 1973) in attaining educational goals and objectives and in the administration of personnel policies and procedures.

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