Educational Diagnostician/Dyslexia Teacher

We need to output HTML fragment with sections: headings

for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to include only sections that have real specific content. The posting includes essential duties & responsibilities, qualifications, skills/abilities, physical/mental demands, work environment. No explicit pay, schedule, benefits. So we should not create those sections. We need to use

for section headings. Use

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

  for prose. We need to preserve all substantive information, not invent or summarize away detail. Remove boilerplate like "This job description should not be interpreted as all-inclusive..." etc? The instruction: Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The lines like "This job description should not be interpreted as all-inclusive..." is generic boilerplate; we should remove it. Also "Reasonable accommodations may be made..." appears multiple times; we can keep maybe once? It's boilerplate but maybe considered part of qualifications? It's a standard statement; but instruction says remove boilerplate. Probably remove those lines. We need to keep essential duties and responsibilities content. Also qualifications (education/certification, experience). Also skills/abilities. Also physical/mental demands. Also work environment. We need to format as sections: maybe "Responsibilities" for essential duties. "Qualifications" for education/certification and experience. "Skills" for skills/abilities. "Physical & Mental Demands" maybe as a section? Not in list but we can create a heading if content exists. The instruction says use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings? It says use

  for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). Likely we should stick to those headings; but we can also use other headings if needed? Safer to map content to those headings. Physical/mental demands maybe under "Requirements"? Or "Qualifications"? Could be under "Requirements". Work environment maybe under "Requirements" as well. But we need to preserve all substantive info; we can include them as paragraphs under appropriate sections. Let's structure:

  Responsibilities

  Conduct special education evaluations (both formal and informal) to inform eligibility, service, and programming decisions. Complete evaluations in a timely manner. Utilize knowledge of data-based decision making and accountability, diversity in development and learning, as well as research and program evaluation to assist staff with effective decision-making regarding needs. Utilize knowledge of school-wide practices to promote learning as well as consultation and collaboration to assist staff in creating and maintaining effective learning environments. Assists with the development and/or delivery of staff professional development to support district-wide assessment practices. Engage in consultation and collaboration with school staff, parents, families, community agencies, and providers. Exhibit minimum competencies expected in any employment situation (attendance, punctuality, respect, policies & procedures); adhere to ethical standards, grow professionally, and participate as active stakeholders across school environments. Applies evaluation data and findings to intervention, instruction, programming, and services through written reports, intervention plans, and meetings/conferences with parents and/or school staff. Interventions & Instructional Support to Develop Academic, Social, and Life Skills – utilize knowledge of intervention and instructional support, mental health, prevention, and response to assist with the development and delivery of services to improve learning and outcomes. Contribute to intervention practices for academic, social-emotional, and behavioral domains. Contribute to crisis response and intervention practices. Develop and sustain professional involvement and leadership to ensure the continued learning and effective school psychological services to schools, families, and students. Seek professional growth and learning opportunities to advance own knowledge and skill. Seek opportunities to provide professional learning sessions for colleagues and school staff.

  That's a big paragraph; maybe we can break into
  • for list of duties. The instruction: Use
    • for any list of duties/requirements/benefits. So we should convert duties into list items. Let's extract each duty as a bullet. Duties list: - Conduct special education evaluations (both formal and informal) to inform eligibility, service, and programming decisions. - Complete evaluations in a timely manner. - Utilize knowledge of data-based decision making and accountability, diversity in development and learning, as well as research and program evaluation to assist staff with effective decision-making regarding needs. - Utilize knowledge of school-wide practices to promote learning as well as consultation and collaboration to assist staff in creating and maintaining effective learning environments. - Assists with the development and/or delivery of staff professional development to support district-wide assessment practices. - Engage in consultation and collaboration with school staff, parents, families, community agencies, and providers. - Exhibit minimum competencies expected in any employment situation (attendance, punctuality, respect, policies & procedures); adhere to ethical standards, grow professionally, and participate as active stakeholders across school environments. - Applies evaluation data and findings to intervention, instruction, programming, and services through written reports, intervention plans, and meetings/conferences with parents and/or school staff. - Interventions & Instructional Support to Develop Academic, Social, and Life Skills – utilize knowledge of intervention and instructional support, mental health, prevention, and response to assist with the development and delivery of services to improve learning and outcomes. - Contribute to intervention practices for academic, social-emotional, and behavioral domains. - Contribute to crisis response and intervention practices. - Develop and sustain professional involvement and leadership to ensure the continued learning and effective school psychological services to schools, families, and students. - Seek professional growth and learning opportunities to advance own knowledge and skill. - Seek opportunities to provide professional learning sessions for colleagues and school staff. That seems comprehensive. Now Qualifications: Education/Certification and Experience. Education/Certification: Master’s degree or higher from an accredited institution and TEA Certification as a Educational Diagnostician. Experience: Bilingualism (English-Spanish) preferred. A minimum of 2 years of successful teaching experience and employment experience preferred. We can make a
      list. Skills/Abilities: list many items. We need to avoid duplication: there are duplicate lines "Knowledge of federal and state Special Education law" appears twice; we should keep only one. Let's list skills: - Knowledge of federal and state Special Education law - Knowledge of best practices for Special Education - Ability to be flexible and adapt to changing priorities - Ability to thrive in a fast-paced environment - Independent, self-starter with a strong focus on student development - Dependable, organized, efficient, and creative - Experience collaborating with team members and providing constructive and instructive feedback - Excellent interpersonal skills - Articulate, professional demeanor with strong self-confidence and initiative - Ability to work both on broad-based strategy and everyday details - Ability to exercise excellent judgment in decision-making - Proven written and verbal communication skills; Ability to communicate effectively with all levels of special needs students and their parents - Strong organizational and planning skills - Possession of a passionate and loving attitude toward all children - Responsiveness; Follow-up and follow-through with students, families, and faculty members is essential Now Physical/Mental Demands: we can put under a section maybe "Requirements"? But we have no explicit Requirements heading in list; we could use "Requirements" for physical/mental demands and work environment. However we already used Qualifications and Skills. Could use "Requirements" for physical demands and work environment. Let's do that. Under Requirements heading, we can have paragraphs or list. Physical demands: Reliable transportation needed for travel between campuses. While performing duties, regularly required to sit, bend, stoop, and talk or hear. Frequently required to use hands to finger, handle, or feel, and reach with hands and arms. Occasionally required to stand, walk, and use stairs. May lift and/or move up to 30 pounds. Specific vision abilities required: close vision, distance vision, depth perception, ability to adjust focus. Prolonged use of a computer and repetitive hand motions. Moderate lifting and carrying of materials may be required to lift and transfer students to and from a wheelchair or assist with positioning students with physical disabilities. Work environment: Noise level low to high and may have frequent interruptions. Activity from other employees and students of a distracting nature. Must be able to maintain control in stressful situations. Regular travel to assigned campuses. Requires ability to interact effectively with a variety of people and professions. Assists with additional tasks and projects as assigned by supervisor to meet organizational needs. Provides support in various capacities as needed and performs other related duties as assigned. Maintains flexibility in addressing operational needs and carries out other duties as assigned by administration. We can put these as
      list items. Now we need to ensure we don't include boilerplate like "Reasonable accommodations may be made..." etc. We removed those. Now output only HTML fragment. Let's construct:

      Responsibilities

      • Conduct special education evaluations (both formal and informal) to inform eligibility, service, and programming decisions.
      • Complete evaluations in a timely manner.
      • Utilize knowledge of data-based decision making and accountability, diversity in development and learning, as well as research and program evaluation to assist staff with effective decision-making regarding needs.
      • Utilize knowledge of school-wide practices to promote learning as well as consultation and collaboration to assist staff in creating and maintaining effective learning environments.
      • Assists with the development and/or delivery of staff professional development to support district-wide assessment practices.
      • Engage in consultation and collaboration with school staff, parents, families, community agencies, and providers.
      • Exhibit minimum competencies expected in any employment situation (attendance, punctuality, respect, policies & procedures); adhere to ethical standards, grow professionally, and participate as active stakeholders across school environments.
      • Applies evaluation data and findings to intervention, instruction, programming, and services through written reports, intervention plans, and meetings/conferences with parents and/or school staff.
      • Interventions & Instructional Support to Develop Academic, Social, and Life Skills – utilize knowledge of intervention and instructional support, mental health, prevention, and response to assist with the development and delivery of services to improve learning and outcomes.
      • Contribute to intervention practices for academic, social-emotional, and behavioral domains.
      • Contribute to crisis response and intervention practices.
      • Develop and sustain professional involvement and leadership to ensure the continued learning and effective school psychological services to schools, families, and students.
      • Seek professional growth and learning opportunities to advance own knowledge and skill.
      • Seek opportunities to provide professional learning sessions for colleagues and school staff.

      Qualifications

      • Master’s degree or higher from an accredited institution and TEA Certification as a Educational Diagnostician.
      • Bilingualism (English-Spanish) preferred.
      • A minimum of 2 years of successful teaching experience and employment experience preferred.

      Skills

      • Knowledge of federal and state Special Education law.
      • Knowledge of best practices for Special Education.
      • Ability to be flexible and adapt to changing priorities.
      • Ability to thrive in a fast-paced environment.
      • Independent, self-starter with a strong focus on student development.
      • Dependable, organized, efficient, and creative.
      • Experience collaborating with team members and providing constructive and instructive feedback.
      • Excellent interpersonal skills.
      • Articulate, professional demeanor with strong self-confidence and initiative.
      • Ability to work both on broad-based strategy and everyday details.
      • Ability to exercise excellent judgment in decision-making.
      • Proven written and verbal communication skills; Ability to