27/28 Instructional Candidate Pool

The user wants me to reformat a job posting into clean, well-structured semantic HTML. Let me analyze the content and apply the rules. First, I need to identify the sections: 1. About the role / The Opportunity - describes the candidate pool and roles 2. Responsibilities / Key Deliverables - lists responsibilities 3. Requirements / Experience And Education Requirements - lists qualifications 4. The Network - describes PLA organization 5. The Campus - describes DCP Redford 6. Compensation and Benefits - lists compensation details Rules: - Use

for section headings (About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule) - Use

• for lists,

  for prose - Do NOT repeat job title as heading (page already shows it) - Do NOT put Job ID / requisition numbers as headings - Preserve ALL substantive information - Remove boilerplate (EEO, equal opportunity, scam warnings, application instructions) - Include section ONLY when posting has real, specific content - Never emit heading followed by filler/placeholder text - Never create Pay/Schedule/Benefits sections unless posting actually states them - Output ONLY HTML fragment, no /, no markdown code fences Let me structure this: 1. About the role - The Opportunity section describes the candidate pool and roles. This is substantive. 2. Responsibilities - Key Deliverables lists responsibilities. Use

  • . 3. Requirements - Experience And Education Requirements lists qualifications. Use
    • . 4. The Network - describes PLA. This is substantive prose. 5. The Campus - describes DCP Redford. Substantive prose. 6. Compensation and Benefits - lists compensation details. This is a Benefits section essentially. I should not include the EEO/legal boilerplate at the end. Also the "Powered by JazzHR" line. Now, headings: The user suggested headings like "About the role", "Responsibilities", "Requirements", "Qualifications", "Skills", "Benefits", "Pay", "Schedule". I'll map: - The Opportunity -> About the role - Key Deliverables -> Responsibilities - Experience And Education Requirements -> Requirements (or Qualifications) - The Network -> maybe "About the organization" but not in suggested list. Could use "About the role" but that's taken. The user said use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So I should stick to those. "The Network" and "The Campus" are not in that list. But they are substantive. I could use "About the role" for the first, but there are two distinct sections: The Opportunity and The Network/The Campus. Perhaps "About the role" for The Opportunity, and then "About the organization" not allowed? The rule: "use

      for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It says e.g., so maybe I can use other headings? But it says "use

      for section headings (e.g. ...)". It might be okay to use other descriptive headings. However, the instruction: "Prefer a few substantive sections over many thin ones." I could combine The Network and The Campus into one section? But they are distinct. The user didn't forbid other headings, but gave examples. I think it's safe to use headings that match the content: "About the role", "Responsibilities", "Requirements", "About the organization", "About the campus", "Benefits". But "About the organization" and "About the campus" are not in the example list. However, the rule says "use

      for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't say ONLY those. It says e.g. So I can use others. But to be safe, I'll map: - The Opportunity -> About the role - Key Deliverables -> Responsibilities - Experience And Education Requirements -> Requirements - The Network -> maybe "Qualifications"? No. Could be "About the organization". But not in list. Could be "Benefits"? No. The Compensation and Benefits section is separate. Actually, the Compensation and Benefits section includes "Competitive Compensation", "Benefits – Healthcare, vision, and dental insurance", "Professional development opportunities...". That's Benefits and maybe Pay. But the posting says "PLA School Teachers receive a base salary that is competitively aligned with the market." That's Pay. But it's not specific numbers. The rule: "never create Pay/Schedule/Benefits sections unless the posting actually states them." It does state them, albeit generally. So I can include a Benefits section (or Compensation and Benefits). The example includes "Benefits" and "Pay". I could have two sections: Pay and Benefits, but the posting combines them. I'll create a "Benefits" section that includes compensation info. Now, The Network and The Campus: they are descriptive prose about the organization and campus. They are substantive. I'll include them as sections with headings "About the organization" and "About the campus". But the user didn't list those. However, the rule says "use

      for section headings (e.g. ...)". It doesn't prohibit others. I'll use them. Alternatively, I could fold The Network and The Campus into "About the role" but they are separate. The Opportunity is about the candidate pool. The Network is about PLA. The Campus is about DCP Redford. They are distinct. I'll create: - About the role - Responsibilities - Requirements - About the organization - About the campus - Benefits But "About the organization" and "About the campus" are not in the example list. The user might expect only those example headings. However, the instruction: "use

      for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It says e.g., meaning for example. So other headings are allowed. I'll proceed. Now, for each section, I need to use

      for prose and

      • for lists. Let's extract content: **The Opportunity**: "Phalen Leadership Academies (PLA) is building a General Instructional Candidate Pool for current and anticipated openings across our schools. This standing requisition allows us to proactively identify and engage strong educators and instructional support professionals for roles including: Lower Elementary Teachers (K–2) Upper Elementary Teachers (3–5) Middle School Teachers (6–8) Elective & Specials Teachers Special Education Teachers Teaching Assistants 1:1 Paraprofessionals Reading Interventionists Candidates in this pool may be considered for immediate openings or future opportunities as needs arise throughout the hiring season. PLA educators and instructional support staff are mission-driven professionals committed to supporting the academic and social-emotional growth of scholars in underserved communities. All roles contribute to building structured, joyful, and high-expectations learning environments." This is prose with a list of roles. I'll put the list as
        • for the roles. **Key Deliverables**: "Responsibilities vary by position and may include: Delivering or supporting high-quality, standards-aligned instruction Providing small-group or individualized academic support, particularly in reading Supporting inclusive classroom environments and differentiated instruction Monitoring scholar progress and supporting data-driven instructional decisions Collaborating with teachers, special education teams, and school leadership Supporting scholar behavior, engagement, and classroom routines Partnering with families and school staff to support scholar success Deliverables may vary based on role and campus needs." This is a list. Use
          • . **Experience And Education Requirements**: "Qualifications vary by role. Candidates may include certified teachers, individuals enrolled in credentialing programs, or experienced instructional support staff General requirements may include: Passion for working with students and families in under-served communities Bachelor’s degree or higher for teaching and intervention roles, where required Valid State Teacher License or enrollment in an approved credentialing program (for teaching roles) Experience supporting instruction, interventions, or classroom management Ability to use data to support instructional or intervention planning Strong collaboration and communication skills" List again. **The Network**: "PLA is a transformative education nonprofit changing communities across the country by providing a depth of resources not found in the traditional education model. In addition to serving as one of the country’s best turnaround school operators and successfully launching charter school start-ups, PLA also provides our school communities with a successful, research-based summer learning program (Summer Advantage), a successful Reading and Math Intervention program (Reading and Math Advantage), and a workforce development program (Skilled US) that provides expanded opportunities for our high school graduates, along with the family members of our current staff and students. This menu of programs and services is unique to our network, sets us apart from other organizations, and provides expanded opportunities for our staff through career advancement opportunities and expanded income opportunities." Prose. **The Campus**: "Discovery Creative Pathways (DCP) Redford was founded during the 2018-2019 school year in the Redford, MI area. The campus supports K-8 scholars by establishing a close-knit family atmosphere and has become a home away from home for many of its students. DCP Redford focuses on providing a high-quality education that nurtures students' intellectual growth, encourages critical thinking, and promotes a love of learning—offering a wide range of extracurricular activities, such as dance, soccer, Girl Scouts, arts & crafts, sign language, basketball, and tutoring. These activities make our school special by providing opportunities for students to develop their skills, explore new interests, and build social connections. DCP Redford fosters a strong sense of community, where students, teachers, and parents feel engaged, connected, and supported." Prose. **Compensation and Benefits**: "PLA School Teachers receive a base salary that is competitively aligned with the market. In addition to a base salary, PLA School Teachers receive: Competitive Compensation Benefits – Healthcare, vision, and dental insurance Professional development opportunities, coaching and mentoring, and being a part of professional communities within the school" This is a list of benefits. Use
            • . Note: "Competitive Compensation" is a bullet, but it's vague. Still, it's stated. Now, remove boilerplate: The EEO statements, the legal disclaimer, "Powered by JazzHR". Also the "Please read carefully." etc. Now, produce HTML. I'll write:

              About the role

              Phalen Leadership Academies (PLA) is building a General Instructional Candidate Pool for current and anticipated openings across our schools. This standing requisition allows us to proactively identify and engage strong educators and instructional support professionals for roles including:

              • Lower Elementary Teachers (K–2)
              • Upper Elementary Teachers (3–5)
              • Middle School Teachers (6–8)
              • Elective & Specials Teachers
              • Special Education Teachers
              • Teaching Assistants
              • 1:1 Paraprofessionals
              • Reading Interventionists

              Candidates in this pool may be considered for immediate openings or future opportunities as needs arise throughout the hiring season. PLA educators and instructional support staff are mission-driven professionals committed to supporting the academic and social-emotional growth of scholars in underserved communities. All roles contribute to building structured, joyful, and high-expectations learning environments.

              Responsibilities

              Responsibilities vary by position and may include:

              • Delivering or supporting high-quality, standards-aligned instruction
              • Providing small-group or individualized academic support, particularly in reading
              • Supporting inclusive classroom environments and