Assistant Principal

We need to output HTML fragment with sections only if content present. The posting includes sections: Who We Are (intro), Job Purpose, How You Will Impact Education (with subpoints), Required Qualifications And Skills, Job Requirements, Work Environment (with subpoints: Responsibilities, Physical Demands, FLSA Overtime Category). Also maybe Benefits, Pay, Schedule not present. So we should not include those. We need to use

for section headings. Use

• for any list of duties/requirements/benefits, and

  for prose. We must preserve all substantive info, not invent or summarize away detail. Remove boilerplate etc. The posting includes a lot of prose; we need to format appropriately. We need to decide what constitutes a list. Many bullet-like sentences start with verbs; we could treat them as list items. The instruction: Use

  • for any list of duties/requirements/benefits. So for sections like "How You Will Impact Education" which enumerates many duties, we should make a
    • list. Similarly "Required Qualifications And Skills" is a list of qualifications/skills; we can make a
      • . "Job Requirements" also list; we can make
        • . "Work Environment" includes subheadings: Responsibilities, Physical Demands, FLSA Overtime Category. Those could be headings? But we only allowed

          for section headings. Could treat each as

          subsections? The instruction: use

          for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It seems those are typical section headings. So we can use

          for each major section: Who We Are, Job Purpose, How You Will Impact Education, Required Qualifications And Skills, Job Requirements, Work Environment. Within Work Environment, we could have subheadings maybe as

          ? Not allowed? Only

          for section headings; we could still use

          for sub-sections but that might be okay. But better to keep within Work Environment a

          with subpoints maybe as

          • . However the content includes "Responsibilities", "Physical Demands", "FLSA Overtime Category". Those are headings within that section. We could treat them as

            but not specified; maybe we can just include them as or as part of list. Simpler: treat Work Environment as a section with

            Work Environment, then inside we have

            for prose and maybe

            • for the bullet points under each subheading. But we need to preserve the subheadings; we could make them or just plain text. Given instruction: Use

              for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So they expect those typical headings. So we can use

              for Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. But our posting doesn't have Benefits, Pay, Schedule. It does have Responsibilities (under Work Environment). It has Requirements (Job Requirements). It has Qualifications (Required Qualifications And Skills). It has Skills (maybe part of Qualifications). So we could align: Use

              for Responsibilities, Requirements, Qualifications, Skills. But we also have Who We Are, Job Purpose, How You Will Impact Education, Work Environment (maybe as overarching). However instruction says "use

              for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't forbid other headings, but suggests those are typical. Safer to follow that: use

              for each of those headings that appear. So we will have sections: Who We Are (maybe as

              About the company? Not in list but okay), Job Purpose, How You Will Impact Education (maybe as Educational Leadership?), Required Qualifications And Skills (Qualifications), Job Requirements (Requirements), Work Environment (maybe as Responsibilities?). But we also have Responsibilities as a subheading inside Work Environment. Could treat Work Environment as

              Work Environment, then inside have

              Responsibilities etc. But they didn't forbid other heading levels; just said use

              for section headings (list). I think we can still use

              for main sections and use

              or for subheadings. Let's decide: We'll output:

              Who We Are

              ...

              Job Purpose

              ...

              How You Will Impact Education

              • ...
              ...

              Required Qualifications And Skills

              • ...
              ...

              Job Requirements

              • ...
              ...

              Work Environment

              ...

              Maybe inside Work Environment we have subheadings: Responsibilities, Physical Demands, FLSA Overtime Category. We could make them or

              . Let's use

              for those subheadings (still heading but not

              ). That should be okay. Now we need to preserve all substantive information. Let's extract content. Who We Are paragraph: "Charter Schools USA (CSUSA) is one of the largest and highest performing education management companies in the United States, proudly serving over 82,000 students in over 150 schools in four states. Founded by Jonathan Hage in 1997, CSUSA's mission is a Relentless Commitment to Student Greatness in School and in Life™. CSUSA provides an academically rigorous education to students equipping them with real world readiness, prepared for college or career after graduation. With an unwavering dedication to the success of students from every background, CSUSA is closing the gaps in achievement and opportunity, keeping our promise of Strong Minds, Good Hearts™." Job Purpose: "To join a team of people with the mission: Relentless Commitment to Student Greatness in School and in Life ™. If you love inspiring and motivating young learners and want to put students first in education, CSUSA is the right place for you. We deliver on our promise of Strong Minds, Good Hearts™ through an education model that gives every student the opportunity for success. As an Assistant Principal, you will assist the principal in providing school-wide leadership to promote the educational development of each student and to ensure the effective operation of the assigned school." How You Will Impact Education: It has a heading "Educational Leadership" then many bullet-like sentences. We'll treat each sentence as

              . Let's list them: - Assists the principal in establishing and maintaining an effective learning climate in the school. - Assists the principal in the overall administration of the school. - Serves as principal in the absence of the regular principal. - Assists the principal in the design and implementation of programs, based on current educational theory and research, to meet the specific needs of the school and its students. - Facilitates and evaluates, in assigned departments, the CSUSA-approved instructional program in a manner designed to maximize the cognitive and affective progress of each student. - Assists the principal in the acquisition and utilization of instructional supplies, equipment, and textbooks for the school. - Assists the principal in facilitating services for all students in the school including, but not limited to, those with special needs. - Participates, as requested, in school-level activities to design educational philosophy and goals which maximize student growth. - Assists the principal in overseeing the facility and grounds of the assigned school and makes recommendations about short-range and long-range needs. - Assists in the development of a schedule which maximizes the educational program for students and utilizes district resources to their greatest advantage. - Assists the principal in conducting an on-going assessment of the educational program in the assigned school, including the strengths and areas in need of improvement; the analysis of test results, attendance records, discipline reports; feedback from students, staff, administrators, and parents; and other formal and informal data. - Serves as Administrator of School Evaluates performance in assigned departments in accordance with state law and regulation, and CSUSA policy and practices. - Serves as acting Principal responsible for building operations when Principal is out of the building. - Assists the principal in the orientation of new staff in accordance with state law and regulation as well as CSUSA policy and procedures. - Generates and maintains personnel records, reports and documentation as required by state and federal law and regulation as well as by CSUSA policy and procedures. - Works to achieve/sustain 100% of projected student enrollment capacity. - Student Management Maintains high standards of student conduct and enforces discipline as necessary, according to due process rights of the students. - Establishes and publishes guidelines for proper student conduct in keeping with state law, CSUSA policy and school practices in cooperation with the principal. - Attends school-related activities and events to oversee student behavior and achievements. - Generates and maintains accurate discipline records. - Works with students, staff, parents, law enforcement officials and others in the implementation of student behavior codes in cooperation with the principal. - Human Resources Assists the principal in the recruiting, screening, background check and reference checks and recommends and assigns school staff. - Is familiar with hiring statutory laws and state regulations. - Supports the new hire/recruiting process by properly completing job requisition form, offer letter request, and other items as needed, and secure all the required paperwork (applications and Release forms). - Supports the Principal during the new employee-interview process, as needed. - Assists Human Resources Department in maintaining compliance with certification guidelines. - Ensures new hire paperwork is coordinated with the Business Administrator/Bookkeeper and on schedule with the payroll calendar. - Maintains personnel files in a confidential manner. - Conducts new employee orientation. - Insures the signed Employee Handbook acknowledgement has been received. - Supports the Principal in disciplinary actions, coach & counsels, exit interviews, etc... as requested. - Assists the Principal and Human Resources Department in coordinating Performance Appraisal process, including maintaining data in SIS & HR on-line systems. - Communicates with Stakeholders Assists the principal in promoting on-going, two-way communications with relevant audiences (i.e., students, staff, parents, community residents) to enhance the educational program provided by the school. - Assists the principal in utilizing the resources of the school and community to enhance the educational program. - Serves as a member of such committees and attends such meetings as directed by the principal and/or Vice President of Education Note: Some sentences have no period at end; we keep as is. Required Qualifications And Skills: list: - Demonstrates enthusiasm and commitment toward the job and the mission of the company. - Supports the company's values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook. - Demonstrates the ability to lead people and get results through others. - Establishes excellent interpersonal skills between all constituents: being courteous, professional, and helpful; demonstrates high level of interpersonal skills to handle sensitive and confidential situations. - Position continually requires demonstrated poise, tact, and diplomacy. - Works and interacts with individual at all levels of the organization. - Thinks ahead and plan over a 1-2 year time span. - Has the ability to organize and manage multiple priorities. - Has the ability to consistently be at work, to arrive on time, to follow instructions, to respond to management direction and solicit feedback to improve performance. - Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness. - Strives to research, evaluate, and implement best practices. - Ability to work with large amounts of data, to interpret data, to detect errors, and prepare reports. - Is able to coach and manage the performance of others. - Possesses strong customer and student orientation. - Is proactive and takes initiative. - Thinks creatively. - Drives projects to completion.