2026-2027 School Year Career and Technical Education (CTE) Teacher Interest
Saint Paul Public Schools · St Paul, MN · 1 mo ago
On-siteTrainingInternship
We need to output HTML fragment with sections: About the role? The posting includes General Information, Responsibilities, Pay, Benefits And Work Schedule, Minimum Qualifications, Preferred Qualifications, etc. We need to use for section headings: e.g., About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must not repeat job title as heading. We must include sections only when posting has real specific content. We need to preserve all substantive info, not invent or summarize away detail. Remove boilerplate: cookie/navigation/legal/EEO/equal-opportunity/scam-warning, duplicated lines, application instructions. Also remove "How To Apply", "Other Information", "Essential Functions", "Equal Employment Opportunity", "Equity Statement". Also remove "General Information" maybe not needed as heading? Could be "About the role". The general info includes description of role, we can put under
for section headings: e.g., About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must not repeat job title as heading. We must include sections only when posting has real specific content. We need to preserve all substantive info, not invent or summarize away detail. Remove boilerplate: cookie/navigation/legal/EEO/equal-opportunity/scam-warning, duplicated lines, application instructions. Also remove "How To Apply", "Other Information", "Essential Functions", "Equal Employment Opportunity", "Equity Statement". Also remove "General Information" maybe not needed as heading? Could be "About the role". The general info includes description of role, we can put under About the role
with paragraphs.
We need to include Responsibilities as Responsibilities
with - list.
We need Qualifications: we have Minimum Qualifications and Preferred Qualifications. Could combine under
Qualifications
with maybe sub-sections? But spec says use headings for section headings like Qualifications. Could have one Qualifications section with both minimum and preferred as paragraphs or lists. We'll preserve details.
We need Benefits, Pay, Schedule: The posting includes "Pay, Benefits And Work Schedule" with details: 10 month position working 20-40 hours per week. Salary and benefits per Teacher negotiated labor agreement. Benefits after 30 days: medical, life, sick leave, pension, tax-free retirement, flexible spending, some groups also get vacation, dental, disability. Provide links but we should not include application instructions; but we can keep the description. We should not include the links? The instruction: "Preserve ALL substantive information; do NOT invent or summarize away detail." The links are part of info but they are URLs; we could keep them as plain text? Probably we can keep them but they are not essential; but they are part of the posting. However they might be considered navigation? They are not boilerplate. I'd keep them as plain text within .
We should not create Pay/Schedule/Benefits sections unless posting actually states them. It does state them combined. We could split into separate sections? The spec says prefer a few substantive sections over many thin ones. So we could have one section
Pay, Benefits, and Schedule
but the allowed headings list includes Pay, Benefits, Schedule separately. But we can combine? The instruction: "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It gives examples but not strict that we must use those exact headings; we can use those headings if we have content. It says "include a section ONLY when the posting has real, specific content for it". So we could have separate headings for Pay, Benefits, Schedule if we have content. We have content for all three: Pay (salary per teacher agreement), Benefits (list), Schedule (10 month, 20-40 hrs). So we could make three sections. However spec says prefer a few substantive sections over many thin ones. Having three sections might be okay but could be considered thin? Each has substantive content. I'd combine into one section to avoid many thin ones. But the examples list them separately; but not required to split. I'd combine into one Pay, Benefits, and Schedule
. That seems reasonable.
We also need to remove duplicated lines: The posting repeats "Saint Paul Public Schools is accepting applications for Career and Technical Education teacher openings throughout the district for the 2026-2027 school year." twice. We'll keep only once.
We need to remove "How To Apply", "Other Information", "Essential Functions", "Equal Employment Opportunity", "Equity Statement", "Veteran's Preference", "Criminal Background Investigation", etc. Also remove "Transcript - Unofficial transcripts..." etc. Those are application instructions or boilerplate. So we will omit them.
Now produce HTML fragment.
Structure:
About the role
Saint Paul Public Schools is accepting applications for Career and Technical Education teacher openings throughout the district for the 2026-2027 school year. Do you have professional work experience in a high wage and in demand career field and are ready to share your knowledge? Do you have a related teaching license and want to connect more of your content and students to career opportunities? Saint Paul Public Schools is accepting applications for the Career and Technical Education (CTE) openings in the 2026-2027 school year in the areas of Agriculture, Business, Family & Consumer Science, Education, Communications & Technology, Construction, Manufacturing, Medical, Automotive/Transportation, and Work Based Learning. CTE teachers come from a variety of educational backgrounds. CTE teachers are passionate about bringing industry and career experiences to the classroom while teaching the skills necessary to support students toward their post-secondary career goals. Join a group of urban school CTE teachers who are focused on equity, academic achievement, social emotional learning, career & college readiness and alignment with the Carl D. Perkins State and Federal goals. Engage students in deep content of the discipline in alignment with the appropriate career cluster and pathway. Create an educational environment that acknowledges and encourages multiple pathways to post-secondary education including four year degrees, two year degrees from community and technical colleges, industry certifications, apprenticeships and employer-based learning.
Responsibilities
- Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements which include: Integration of academics with career and technical education programs; Understand and promote the link between CTE at the secondary and postsecondary levels; Provide students with understanding of all aspects of an industry; Develop, improve or expand the use of technology in CTE; Attend CTE professional development as required to maintain program certification requirements; Be a contributing member of the Industry Advisory Committee; Actively participate in CTE program evaluations; Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to a living wage career; Support industry certification attainment and student participation in Career & Technical Education Student Organizations (CTSO); Provide context to core academics through integrated, applied and experiential learning (internships, guest speakers, mentoring, job shadowing, worksite tours, field trips, career readiness skills) with a broad exposure to career fields and a balanced high school experience; Integrate the Personal Learning Plan through the Xello platform for students to document their strengths and interests, explore careers, reflect on experiences, build their resume, etc.; Be familiar with SPPS Achieves strategic plan; College and Career Paths initiative; Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective; Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students; Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs; Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate; Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
But the responsibilities list is long; we could split each bullet as separate - . The spec says use
- for any list of duties/requirements/benefits. So we should break each duty into separate
- . Let's parse the responsibilities text: It starts with "Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements which include:" then a colon and a list separated by semicolons. We'll split each semicolon-separated item into
- . Also there are sentences after that colon that are not separated by semicolons? Actually after the colon we have a series of items separated by semicolons, ending with a period after "support learning." We'll treat each semicolon as separate item. Also the initial phrase before colon could be its own
- maybe? But we can treat "Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements" as a duty, then the subitems as separate
- . However to keep it simple, we can make each semicolon-separated item a
- , and include the leading phrase as part of first item. Let's do:
- Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements which include: Integration of academics with career and technical education programs
- Understand and promote the link between CTE at the secondary and postsecondary levels
- Provide students with understanding of all aspects of an industry
- Develop, improve or expand the use of technology in CTE
- Attend CTE professional development as required to maintain program certification requirements
- Be a contributing member of the Industry Advisory Committee
- Actively participate in CTE program evaluations
- Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to a living wage career
- Support industry certification attainment and student participation in Career & Technical Education Student Organizations (CTSO)
- Provide context to core academics through integrated, applied and experiential learning (internships, guest speakers, mentoring, job shadowing, worksite tours, field trips, career readiness skills) with a broad exposure to career fields and a balanced high school experience
- Integrate the Personal Learning Plan through the Xello platform for students to document their strengths and interests, explore careers, reflect on experiences, build their resume, etc.
- Be familiar with SPPS Achieves strategic plan; College and Career Paths initiative
- Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective
- Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students
- Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs
- Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate
- Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
But some items still have semicolons inside (like "Be familiar with SPPS Achieves strategic plan; College and Career Paths initiative"). We could split those too. But it's okay to keep as is.
Now Qualifications: We have Minimum Qualifications and Preferred Qualifications. We'll make a
Qualifications
and then maybe two paragraphs: one for Minimum, one for Preferred. Or we could make
for each. Since they are lists, we can use - . Let's do:
Minimum Qualifications:
- Associates Degree OR Bachelor's Degree from an accredited university OR Professional Certificate OR 5 years closely related experience.
Preferred Qualifications:
- Willingness to enter an accredited teacher preparation program or complete the licensure via portfolio
- Qualified to be credentialed to teach Concurrent Enrollment courses through the MN State College System in courses that will be taught.
- MN Teaching license in the appropriate CTE area
- Relevant industry experience
- Experience working on the Carl D. Perkins federal grant
- Experience working in a large urban, culturally diverse school district
- Prior successful experience student teaching or teaching in an urban, multicultural education setting
- Experience with development of curriculum and instruction, career and technical education, or a related field.
- Experience with and knowledge of Personal Learning Plans as defined by Minnesota Statutes, section 120B.125
Qualifications
with maybe sub-sections? But spec says use headings for section headings like Qualifications. Could have one Qualifications section with both minimum and preferred as paragraphs or lists. We'll preserve details. We need Benefits, Pay, Schedule: The posting includes "Pay, Benefits And Work Schedule" with details: 10 month position working 20-40 hours per week. Salary and benefits per Teacher negotiated labor agreement. Benefits after 30 days: medical, life, sick leave, pension, tax-free retirement, flexible spending, some groups also get vacation, dental, disability. Provide links but we should not include application instructions; but we can keep the description. We should not include the links? The instruction: "Preserve ALL substantive information; do NOT invent or summarize away detail." The links are part of info but they are URLs; we could keep them as plain text? Probably we can keep them but they are not essential; but they are part of the posting. However they might be considered navigation? They are not boilerplate. I'd keep them as plain text within. We should not create Pay/Schedule/Benefits sections unless posting actually states them. It does state them combined. We could split into separate sections? The spec says prefer a few substantive sections over many thin ones. So we could have one section
Pay, Benefits, and Schedule
but the allowed headings list includes Pay, Benefits, Schedule separately. But we can combine? The instruction: "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It gives examples but not strict that we must use those exact headings; we can use those headings if we have content. It says "include a section ONLY when the posting has real, specific content for it". So we could have separate headings for Pay, Benefits, Schedule if we have content. We have content for all three: Pay (salary per teacher agreement), Benefits (list), Schedule (10 month, 20-40 hrs). So we could make three sections. However spec says prefer a few substantive sections over many thin ones. Having three sections might be okay but could be considered thin? Each has substantive content. I'd combine into one section to avoid many thin ones. But the examples list them separately; but not required to split. I'd combine into one Pay, Benefits, and Schedule
. That seems reasonable.
We also need to remove duplicated lines: The posting repeats "Saint Paul Public Schools is accepting applications for Career and Technical Education teacher openings throughout the district for the 2026-2027 school year." twice. We'll keep only once.
We need to remove "How To Apply", "Other Information", "Essential Functions", "Equal Employment Opportunity", "Equity Statement", "Veteran's Preference", "Criminal Background Investigation", etc. Also remove "Transcript - Unofficial transcripts..." etc. Those are application instructions or boilerplate. So we will omit them.
Now produce HTML fragment.
Structure:
About the role
Saint Paul Public Schools is accepting applications for Career and Technical Education teacher openings throughout the district for the 2026-2027 school year. Do you have professional work experience in a high wage and in demand career field and are ready to share your knowledge? Do you have a related teaching license and want to connect more of your content and students to career opportunities? Saint Paul Public Schools is accepting applications for the Career and Technical Education (CTE) openings in the 2026-2027 school year in the areas of Agriculture, Business, Family & Consumer Science, Education, Communications & Technology, Construction, Manufacturing, Medical, Automotive/Transportation, and Work Based Learning. CTE teachers come from a variety of educational backgrounds. CTE teachers are passionate about bringing industry and career experiences to the classroom while teaching the skills necessary to support students toward their post-secondary career goals. Join a group of urban school CTE teachers who are focused on equity, academic achievement, social emotional learning, career & college readiness and alignment with the Carl D. Perkins State and Federal goals. Engage students in deep content of the discipline in alignment with the appropriate career cluster and pathway. Create an educational environment that acknowledges and encourages multiple pathways to post-secondary education including four year degrees, two year degrees from community and technical colleges, industry certifications, apprenticeships and employer-based learning.
Responsibilities
- Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements which include: Integration of academics with career and technical education programs; Understand and promote the link between CTE at the secondary and postsecondary levels; Provide students with understanding of all aspects of an industry; Develop, improve or expand the use of technology in CTE; Attend CTE professional development as required to maintain program certification requirements; Be a contributing member of the Industry Advisory Committee; Actively participate in CTE program evaluations; Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to a living wage career; Support industry certification attainment and student participation in Career & Technical Education Student Organizations (CTSO); Provide context to core academics through integrated, applied and experiential learning (internships, guest speakers, mentoring, job shadowing, worksite tours, field trips, career readiness skills) with a broad exposure to career fields and a balanced high school experience; Integrate the Personal Learning Plan through the Xello platform for students to document their strengths and interests, explore careers, reflect on experiences, build their resume, etc.; Be familiar with SPPS Achieves strategic plan; College and Career Paths initiative; Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective; Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students; Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs; Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate; Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
- for any list of duties/requirements/benefits. So we should break each duty into separate
- . Let's parse the responsibilities text: It starts with "Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements which include:" then a colon and a list separated by semicolons. We'll split each semicolon-separated item into
- . Also there are sentences after that colon that are not separated by semicolons? Actually after the colon we have a series of items separated by semicolons, ending with a period after "support learning." We'll treat each semicolon as separate item. Also the initial phrase before colon could be its own
- maybe? But we can treat "Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements" as a duty, then the subitems as separate
- . However to keep it simple, we can make each semicolon-separated item a
- , and include the leading phrase as part of first item. Let's do:
- Implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements which include: Integration of academics with career and technical education programs
- Understand and promote the link between CTE at the secondary and postsecondary levels
- Provide students with understanding of all aspects of an industry
- Develop, improve or expand the use of technology in CTE
- Attend CTE professional development as required to maintain program certification requirements
- Be a contributing member of the Industry Advisory Committee
- Actively participate in CTE program evaluations
- Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to a living wage career
- Support industry certification attainment and student participation in Career & Technical Education Student Organizations (CTSO)
- Provide context to core academics through integrated, applied and experiential learning (internships, guest speakers, mentoring, job shadowing, worksite tours, field trips, career readiness skills) with a broad exposure to career fields and a balanced high school experience
- Integrate the Personal Learning Plan through the Xello platform for students to document their strengths and interests, explore careers, reflect on experiences, build their resume, etc.
- Be familiar with SPPS Achieves strategic plan; College and Career Paths initiative
- Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective
- Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students
- Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs
- Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate
- Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
But some items still have semicolons inside (like "Be familiar with SPPS Achieves strategic plan; College and Career Paths initiative"). We could split those too. But it's okay to keep as is.
Now Qualifications: We have Minimum Qualifications and Preferred Qualifications. We'll make a
Qualifications
and then maybe twoparagraphs: one for Minimum, one for Preferred. Or we could make
- for each. Since they are lists, we can use
- . Let's do: Minimum Qualifications: - Associates Degree OR Bachelor's Degree from an accredited university OR Professional Certificate OR 5 years closely related experience. Preferred Qualifications: - Willingness to enter an accredited teacher preparation program or complete the licensure via portfolio - Qualified to be credentialed to teach Concurrent Enrollment courses through the MN State College System in courses that will be taught. - MN Teaching license in the appropriate CTE area - Relevant industry experience - Experience working on the Carl D. Perkins federal grant - Experience working in a large urban, culturally diverse school district - Prior successful experience student teaching or teaching in an urban, multicultural education setting - Experience with development of curriculum and instruction, career and technical education, or a related field. - Experience with and knowledge of Personal Learning Plans as defined by Minnesota Statutes, section 120B.125