Cluster Substitute Teacher - [Eliot K-8] -[Repost] (SY26-27)

We need to output HTML fragment with 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 not include Job ID etc. Remove boilerplate like EEO, accommodation, etc. Must preserve all substantive info. We need to parse the job description. Content: - Opening paragraph: "Boston Public Schools (BPS) seeks an exceptional Cluster Substitute Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher." That's about the role/overview. - Then description of Cluster Substitute Teachers: "Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily. Reports to: Principal/Head of School of the school." That's responsibilities. - Then "Required Teacher Competencies:" with bullet-like paragraphs describing competencies. Those are skills/competencies. Could be under Skills or Requirements. - Then "Qualifications - Required:" list: Education: Minimum of an undergraduate college/university degree. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Successfully complete a screening interview with the BPS Office of Human Resources. Pass a CORI/SORI criminal background check. - Then "Qualifications - Preferred:" list: Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable. Experience in a school or community setting working with children or young adults. Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. - Then "Terms: BTU, Substitute, Group 2 Please refer to www.bostonpublicschools.org/ohr (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement." Thus we have info about Pay (salary referenced via union and grade/step, link), Schedule (start/end times vary, some longer day via Schedule A ELT), Benefits (reference to Employee Benefits and Policies page). We should not invent details; we can include a Benefits section with a link to that page. The posting says "Please refer to www.bostonpublicschools.org/ohr (under "Employee Benefits and Policies") for more information on salary and compensation." That's about salary and compensation, not benefits explicitly, but we can treat as Benefits? Actually they say salary and compensation. Benefits maybe not specified. We should only include Benefits if posting actually states them. It does not list specific benefits; just refers to a page for salary and compensation. So we should not create a Benefits section unless there is explicit benefit info. The instruction: "never create Pay/Schedule/Benefits sections unless the posting actually states them." Pay: they mention salary info via union and grade/step, and a link. That's stating pay info (though not exact numbers). So we can include Pay section with that info. Schedule: they mention start and end times vary, lengths vary, some longer day via Schedule A ELT. That's schedule info. So include Schedule section. Benefits: they didn't state any benefits; just reference to salary and compensation page. So we should not create Benefits section. Now we need sections: About the role (overview), Responsibilities, Requirements (maybe qualifications), Qualifications (maybe preferred?), Skills (competencies). We need to decide which sections to include based on content. We have: - About the role: opening paragraph. - Responsibilities: description of cluster substitute teacher assignments, reporting to principal. - Requirements: maybe the required qualifications (education, work authorization, screening interview, CORI/SORI). Could be under Requirements. - Qualifications: preferred qualifications (MA teaching license, experience, language skills). Could be under Qualifications. - Skills: the Teacher Competencies list (accountability, communicating content knowledge, equitable & effective instruction, cultural proficiency, parent/family engagement, professional reflection & collaboration). That's skills. We should not repeat job title as heading. We must use

for section headings. Use

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

  for prose. We need to preserve all substantive information; do not invent or summarize away detail. We must remove boilerplate: EEO, accommodation, nondiscrimination policies, etc. Also remove duplicated lines. We need to output only HTML fragment. Let's craft. First, About the role: combine the opening paragraph(s) into a

  . Might be two sentences; we can keep as one

  . Responsibilities: we have bullet points? The description: "Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily. Reports to: Principal/Head of School of the school." We can make a

  with each sentence as
  • . Requirements: required qualifications: Education: Minimum of an undergraduate college/university degree. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Successfully complete a screening interview with the BPS Office of Human Resources. Pass a CORI/SORI criminal background check. We can make
    with each. Qualifications (preferred): Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable. Experience in a school or community setting working with children or young adults. Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. We can make
    with each bullet. Skills: Teacher Competencies: we have several categories each with sub-bullets. We need to preserve all detail. Could make a
    where each main competency is a
    • and inside maybe nested
      for subpoints. But instruction: Use
      • for any list of duties/requirements/benefits. It doesn't forbid nested lists. We'll do nested. We need to include headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Pay, Schedule. Pay: info: "Please refer to www.bostonpublicschools.org/ohr (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step." We'll put that in a

        maybe with link. Schedule: "The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement." We'll put in

        . We must not include Benefits section. Now ensure we don't include any boilerplate like nondiscrimination, accommodation, etc. Remove those paragraphs. Now produce HTML. Let's craft:

        About the role

        Boston Public Schools (BPS) seeks an exceptional Cluster Substitute Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

        Responsibilities

        • Cluster Substitute Teachers are assigned to a single school to cover teacher absences for ten days or fewer per absence.
        • Assignments at the school may be subject to change daily.
        • Reports to: Principal/Head of School of the school.

        Requirements

        • Education: Minimum of an undergraduate college/university degree.
        • Current authorization to work in the United States (must have such authorization by first day of employment).
        • Successfully complete a screening interview with the BPS Office of Human Resources.
        • Pass a CORI/SORI criminal background check.

        Qualifications

        • Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable.
        • Experience in a school or community setting working with children or young adults.
        • Experience teaching in urban schools.
        • BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity.
        • BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

        Skills

        • Accountability for Student Achievement
          • Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort.
          • Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks.
          • Passionate and optimistic about their students, their content, and the teaching profession.
        • Communicating Content Knowledge
          • Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires.
          • Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards.
          • Can convey content in creative and engaging ways that align to standards.
        • Equitable & Effective Instruction
          • Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work.
          • Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation.
          • Builds a productive learning environment where every student participates and is valued as part of the class community.
        • Cultural Proficiency
          • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
        • Parent/Family Engagement
          • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
        • Professional Reflection & Collaboration
          • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
          • Seeks to participate in and contribute to a collaborative adult learning community.