7th Grade Literacy

We need to produce HTML fragment with headings

for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. We must not repeat job title. Must preserve all substantive info. Remove boilerplate etc. We need to parse the posting. Content: - Starting salary: $52,918 + (based on experience). That's pay info. - Our Mission: ... (mission statement). Could be "About the role" maybe? Actually mission is about organization. Could be placed under "About the role" or maybe separate? The instruction: use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can include About the role (mission/summary), Responsibilities (essential skills, duties, responsibilities), Requirements (education/experience, certificates, licenses, physical attributes), Qualifications maybe overlapping? But we need to avoid duplication. We can combine. We need to include Pay section if posting actually states them: yes starting salary. Schedule: not mentioned. So omit. Benefits: not mentioned. So omit. Skills: maybe we can extract from essential skills? But we have responsibilities covering duties. Could also have Skills section for specific skills like "Create emotionally, intellectually, and physically safe environments", etc. But those are duties. Probably better to put them under Responsibilities. Qualifications: education, experience, certificates, licenses, physical attributes. We need to preserve all substantive info. Let's extract: Mission: "Futures depend on us to inspire and prepare every child, every day, by providing relevant, engaging, and innovative learning experiences in and out of the classroom." Summary: "To create a learning environment supported by a positive instructionally focused school climate and provide intellectually and emotionally safe, engaging classroom communities growing towards a culture personalized and co-constructed with students and adults to support the success of each and every learner." Essential Skills, Duties, and Responsibilities: list bullet points (but they are in paragraph with no actual bullet markers). We need to turn into

• . The content includes many sentences separated by line breaks? We'll need to parse into items. Let's list each duty: - Create Emotionally, Intellectually, and Physically Safe Environments - Create positive relationships that are kind, caring, and respectful - Nurture self-awareness, identity development, and sense of purpose - Emphasize effort, supported risk-taking, and strategies for emotional growth - Support safe and engaged interactions with co-created procedures, routines, and classroom design - Encourage developmentally appropriate and culturally relevant strategies for the expression of emotions and conflict resolution - Implement Equitable, Culturally Responsive, and Standards-Aligned Curriculum and Instruction - Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary - Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed - Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards - Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level - Foster cultural competence and curiosity to seek others' perspectives - Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas - Assess student progress using a variety of formative and summative tools using the information to inform instruction and feedback to students - Meet the Diverse Needs of Every Learner - Leverage individual strengths to support academic, social, and emotional growth - Create multiple pathways to learn and demonstrate learning - Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning - Scaffold instruction and feedback for every learner to meet expectations of the standards through practices such as modeling, strategic grouping, individual conferring, sequenced questioning, timely feedback, sound assessment (formative and summative), and practice opportunities - Collaborate with content specialists (i.e. Advanced Learner Specialist, Special Education Teacher, English Learner Teacher) to plan and implement instruction tied to meeting the needs of all learners - Professional Responsibilities – These include, but are not limited to, self-assessment and reflection, communication with parents, participating in on-going professional learning, and contributing to the school and district environment. - Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies. - Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines. - Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program. - Participates in school-wide and district events and school improvement projects. - Pursues professional learning opportunities and initiates activities to contribute to the profession and are aligned with building and district goals and initiatives while seeking and using feedback from supervisors and colleagues. - Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct - Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations. - Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students. - Punctual and regular attendance Education and/or Experience: Bachelor's Degree in Education or a core subject area with course work that leads to licensure in the content area at an appropriate age level. Physical Attributes: Regularly required to sit, stand (for prolonged time frames up to 6-8 hours), walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds. Certificates, Licenses: Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction license at the level and the content they are teaching. Physical Requirements: Shall complete a physical examination as required by Wisconsin Statute 118.25. All requirements are subject to possible modification to reasonably accommodate individuals with a disability. Collaborative Source: New Teacher Center, Optimal Learning Environment (maybe not needed? It's source, maybe minor metadata; we can drop or include as short p.) We need to avoid duplication. We'll create sections:

  About the role

  with mission and summary paragraphs.

  Responsibilities

  with ul list of duties (including essential skills/duties and professional responsibilities). Could split into two lists? But we can combine.

  Requirements

  with education, certificates/licenses, physical attributes, physical examination requirement. We could also have

  Qualifications

  but maybe redundant. The instruction says use those headings if content exists. We have education/experience etc. Could put under Qualifications. But we also have Requirements. Might be overlapping. To avoid thin sections, we can combine education, certs, physical into Qualifications. And maybe Responsibilities separate. Pay separate. Thus sections: About the role, Responsibilities, Qualifications, Pay. Check if any content for Skills separate? Not needed. Now produce HTML. We must not include job title. No markdown. We'll output:

  About the role

  Futures depend on us to inspire and prepare every child, every day, by providing relevant, engaging, and innovative learning experiences in and out of the classroom.

  To create a learning environment supported by a positive instructionally focused school climate and provide intellectually and emotionally safe, engaging classroom communities growing towards a culture personalized and co-constructed with students and adults to support the success of each and every learner.

  Responsibilities

  • Create Emotionally, Intellectually, and Physically Safe Environments
  • Create positive relationships that are kind, caring, and respectful
  • Nurture self-awareness, identity development, and sense of purpose
  • Emphasize effort, supported risk-taking, and strategies for emotional growth
  • Support safe and engaged interactions with co-created procedures, routines, and classroom design
  • Encourage developmentally appropriate and culturally relevant strategies for the expression of emotions and conflict resolution
  • Implement Equitable, Culturally Responsive, and Standards-Aligned Curriculum and Instruction
  • Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
  • Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
  • Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
  • Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
  • Foster cultural competence and curiosity to seek others' perspectives
  • Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
  • Assess student progress using a variety of formative and summative tools using the information to inform instruction and feedback to students
  • Meet the Diverse Needs of Every Learner
  • Leverage individual strengths to support academic, social, and emotional growth
  • Create multiple pathways to learn and demonstrate learning
  • Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
  • Scaffold instruction and feedback for every learner to meet expectations of the standards through practices such as modeling, strategic grouping, individual conferring, sequenced questioning, timely feedback, sound assessment (formative and summative), and practice opportunities
  • Collaborate with content specialists (i.e. Advanced Learner Specialist, Special Education Teacher, English Learner Teacher) to plan and implement instruction tied to meeting the needs of all learners
  • Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
  • Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
  • Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
  • Participates in school-wide and district events and school improvement projects.
  • Pursues professional learning opportunities and initiates activities to contribute to the profession and are aligned with building and district goals and initiatives while seeking and using feedback from supervisors and colleagues.
  • Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
  • Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
  • Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
  • Punctual and regular attendance

  Qualifications

  • Bachelor's Degree in Education or a core subject area with course work that leads to licensure in the content area at an appropriate age level.
  • Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction license at the level and the content they are teaching.
  • Regularly required to sit, stand (for prolonged time frames up to 6-8 hours), walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds.
  • Shall complete a physical examination as required by Wisconsin Statute 118.25. All requirements are subject to possible modification to reasonably accommodate individuals with a disability.

  Pay

  Starting salary: $52,918 + (based on experience)

  We should also include maybe the collaborative source? It's minor metadata; could be dropped. The instruction says fold minor metadata into a short