ELEMENTARY/ MIDDLE SCHOOL TEACHER (AUTISM)
for each section heading.
We need to use - for any list of duties/requirements/benefits. Use
for prose.
We must preserve all substantive information, not invent or summarize away detail. Remove boilerplate: cookie/navigation/legal/EEO etc. There's none.
We need to include sections only when posting has real specific content.
Thus sections: About the role (Job Summary), Responsibilities (Essential Job Functions), Requirements (maybe combine Qualifications and Requirements?), Qualifications (Education, Experience And Licensure, Physical, Interpersonal and Cognitive), Skills (maybe not separate; but we have some skill-like items under Physical, Interpersonal and Cognitive; could treat as Skills). Benefits (list). Pay (salary range). Schedule (12-month full-time). We'll need to ensure we don't create sections with filler like "commensurate with experience". Not present.
We must not include duplicated lines. We'll need to extract content.
Let's parse:
Job Summary paragraph: "Teachers at The Foundation Schools employ special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and that promotes social, emotional and cognitive learning. Teachers are the primary instructors in a self-contained setting and must be able to understand and carry out their students’ IEP requirements. Teachers provide differentiated instruction and are able to modify the curriculum to meet the needs of the students’ IEPs. Teachers effectively manage student behavior through implementation of behavior management systems, school rules, policies, and procedures."
That's prose.
Essential Job Functions: a long list of bullet-like sentences each starting with a verb. We'll turn each into
- .
Benefits: list: "Company Paid –Group Term Life, Accidental Death & Dismemberment, Short Term Disability, and Long Term Disability Insurances, Employee Assistance Program, 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees), Educational Funds Assistance, 9 Paid Holidays, Paid Days Leave (PTO), Extended Sick Leave, Scheduled School LeaveCompany and Employee Cost Shared - Health Insurance (include prescription and visions benefits), Dental InsuranceEmployee Paid - Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts, Supplemental Life Insurance, Supplemental Accident, Hospital and Critical Illness BenefitsOther Benefits - Credit Union Membership, Free Parking on Site, Professional Development Programs"
We need to split into items. Might be messy but we can keep as a single paragraph? The instruction: Use
- for any list of duties/requirements/benefits. So we should split benefits into list items. We'll parse roughly:
Company Paid:
- Group Term Life
- Accidental Death & Dismemberment
- Short Term Disability
- Long Term Disability Insurances
- Employee Assistance Program
- 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees)
- Educational Funds Assistance
- 9 Paid Holidays
- Paid Days Leave (PTO)
- Extended Sick Leave
- Scheduled School Leave
Company and Employee Cost Shared:
- Health Insurance (include prescription and visions benefits)
- Dental Insurance
Employee Paid:
- Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts
- Supplemental Life Insurance
- Supplemental Accident
- Hospital and Critical Illness Benefits
Other Benefits:
- Credit Union Membership
- Free Parking on Site
- Professional Development Programs
We'll produce
with these items.
Requirements: The posting has "Requirements QUALIFICATIONS Education, Experience And Licensure ..." plus "Physical, Interpersonal and Cognitive". We can treat Requirements as a section containing both Qualifications and maybe Skills. But we have separate sections for Qualifications and Skills. We'll decide: Use "Requirements" for the list of requirements (education, experience, licensure). Use "Qualifications" for education, experience, licensure details? Actually the posting lumps them together: "Requirements QUALIFICATIONS Education, Experience And Licensure ..." then "Physical, Interpersonal and Cognitive". So we could have a single Requirements section with subpoints? But instruction: Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can have both Requirements and Qualifications sections if content exists. However we must not create thin sections. We have enough content for both.
Let's extract:
Qualifications (Education, Experience And Licensure):
- Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
- MSDE license or eligibility for MSDE license required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE license or eligibility for MSDE license in content area
- Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred
- Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred
- Bilingual (Spanish/English) abilities are a plus
Physical, Interpersonal and Cognitive (maybe Skills):
- Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc.
- Complete reports and data input while using a variety of computer programs
- Move and carry supplies; light lifting, non-repetitive
- Maintain a professional demeanor and relationship with students, colleagues, families and community partners
- Work positively and collaboratively with others
- Maintain a professional work ethic and meet the standards of professionalism including appropriate attire, attendance, and timeliness
- Demonstrate effective time management and organization skills
- Prioritize and plan work activities
- Use time and resources efficiently, set realistic action plans and goals
- Speak clearly and be understood by others
- Read and express thoughts in a written format
- Possess and demonstrate a high level of mental and emotional balance
- Respond quickly and tactfully to crisis situations while using critical thinking to assess problems
- Work with minimum supervision and meet deadlines
- Physically restrain or assist in student restraints
- Possess sufficient mobility to provide instruction and manage student behaviors
We could treat these as Skills.
Pay: "$64,615-$93,810 PER YEAR". We'll put in
.
Schedule: "AUTISM PROGRAM - 12-MONTH FULL-TIME". So schedule: Full-time, 12-month. We'll put in
.
Now we need to output only HTML fragment, no extra text.
Let's craft:
About the role
Teachers at The Foundation Schools employ special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and that promotes social, emotional and cognitive learning. Teachers are the primary instructors in a self-contained setting and must be able to understand and carry out their students’ IEP requirements. Teachers provide differentiated instruction and are able to modify the curriculum to meet the needs of the students’ IEPs. Teachers effectively manage student behavior through implementation of behavior management systems, school rules, policies, and procedures.
Responsibilities
- Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
- Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
- Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
- Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines
- Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles
- Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
- Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback
- Provide a safe, structured, creative, and engaging classroom that is conducive to learning
- Maintain an accurate classroom instructional inventory at all times
- Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
- Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
- Grade students’ work, document students’ work in grade books, and complete grades within deadlines
- Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
- Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom
- Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
- Effectively manage and document student behavior through implementation of behavior management systems, school rules, policies, and procedures; model appropriate behavior for students during the school day
- Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
- Proactively provide supervision of students to ensure the safety and security of the school program at all times
- Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
- Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
- Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate
- Actively participate in committees, meetings, supervision, and professional development activities
- Consistently model and implement the company’s core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors
- Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures
- Complete other duties as assigned
Requirements
Two or more years of experience in a special education setting or experience working with
for prose. We must preserve all substantive information, not invent or summarize away detail. Remove boilerplate: cookie/navigation/legal/EEO etc. There's none. We need to include sections only when posting has real specific content. Thus sections: About the role (Job Summary), Responsibilities (Essential Job Functions), Requirements (maybe combine Qualifications and Requirements?), Qualifications (Education, Experience And Licensure, Physical, Interpersonal and Cognitive), Skills (maybe not separate; but we have some skill-like items under Physical, Interpersonal and Cognitive; could treat as Skills). Benefits (list). Pay (salary range). Schedule (12-month full-time). We'll need to ensure we don't create sections with filler like "commensurate with experience". Not present. We must not include duplicated lines. We'll need to extract content. Let's parse: Job Summary paragraph: "Teachers at The Foundation Schools employ special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and that promotes social, emotional and cognitive learning. Teachers are the primary instructors in a self-contained setting and must be able to understand and carry out their students’ IEP requirements. Teachers provide differentiated instruction and are able to modify the curriculum to meet the needs of the students’ IEPs. Teachers effectively manage student behavior through implementation of behavior management systems, school rules, policies, and procedures." That's prose. Essential Job Functions: a long list of bullet-like sentences each starting with a verb. We'll turn each into
- for any list of duties/requirements/benefits. So we should split benefits into list items. We'll parse roughly:
Company Paid:
- Group Term Life
- Accidental Death & Dismemberment
- Short Term Disability
- Long Term Disability Insurances
- Employee Assistance Program
- 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees)
- Educational Funds Assistance
- 9 Paid Holidays
- Paid Days Leave (PTO)
- Extended Sick Leave
- Scheduled School Leave
Company and Employee Cost Shared:
- Health Insurance (include prescription and visions benefits)
- Dental Insurance
Employee Paid:
- Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts
- Supplemental Life Insurance
- Supplemental Accident
- Hospital and Critical Illness Benefits
Other Benefits:
- Credit Union Membership
- Free Parking on Site
- Professional Development Programs
We'll produce
- with these items.
Requirements: The posting has "Requirements QUALIFICATIONS Education, Experience And Licensure ..." plus "Physical, Interpersonal and Cognitive". We can treat Requirements as a section containing both Qualifications and maybe Skills. But we have separate sections for Qualifications and Skills. We'll decide: Use "Requirements" for the list of requirements (education, experience, licensure). Use "Qualifications" for education, experience, licensure details? Actually the posting lumps them together: "Requirements QUALIFICATIONS Education, Experience And Licensure ..." then "Physical, Interpersonal and Cognitive". So we could have a single Requirements section with subpoints? But instruction: Use
- Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
- Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
- Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
- Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines
- Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles
- Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
- Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback
- Provide a safe, structured, creative, and engaging classroom that is conducive to learning
- Maintain an accurate classroom instructional inventory at all times
- Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
- Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
- Grade students’ work, document students’ work in grade books, and complete grades within deadlines
- Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
- Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom
- Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
- Effectively manage and document student behavior through implementation of behavior management systems, school rules, policies, and procedures; model appropriate behavior for students during the school day
- Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
- Proactively provide supervision of students to ensure the safety and security of the school program at all times
- Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
- Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
- Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate
- Actively participate in committees, meetings, supervision, and professional development activities
- Consistently model and implement the company’s core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors
- Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures
- Complete other duties as assigned
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can have both Requirements and Qualifications sections if content exists. However we must not create thin sections. We have enough content for both. Let's extract: Qualifications (Education, Experience And Licensure): - Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred - MSDE license or eligibility for MSDE license required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE license or eligibility for MSDE license in content area - Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred - Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred - Bilingual (Spanish/English) abilities are a plus Physical, Interpersonal and Cognitive (maybe Skills): - Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc. - Complete reports and data input while using a variety of computer programs - Move and carry supplies; light lifting, non-repetitive - Maintain a professional demeanor and relationship with students, colleagues, families and community partners - Work positively and collaboratively with others - Maintain a professional work ethic and meet the standards of professionalism including appropriate attire, attendance, and timeliness - Demonstrate effective time management and organization skills - Prioritize and plan work activities - Use time and resources efficiently, set realistic action plans and goals - Speak clearly and be understood by others - Read and express thoughts in a written format - Possess and demonstrate a high level of mental and emotional balance - Respond quickly and tactfully to crisis situations while using critical thinking to assess problems - Work with minimum supervision and meet deadlines - Physically restrain or assist in student restraints - Possess sufficient mobility to provide instruction and manage student behaviors We could treat these as Skills. Pay: "$64,615-$93,810 PER YEAR". We'll put in
. Schedule: "AUTISM PROGRAM - 12-MONTH FULL-TIME". So schedule: Full-time, 12-month. We'll put in
. Now we need to output only HTML fragment, no extra text. Let's craft:
About the role
Teachers at The Foundation Schools employ special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and that promotes social, emotional and cognitive learning. Teachers are the primary instructors in a self-contained setting and must be able to understand and carry out their students’ IEP requirements. Teachers provide differentiated instruction and are able to modify the curriculum to meet the needs of the students’ IEPs. Teachers effectively manage student behavior through implementation of behavior management systems, school rules, policies, and procedures.
Responsibilities
Requirements
Two or more years of experience in a special education setting or experience working with