Elementary School -Special Education Teacher (Behavior Support Teacher / EBS Teacher)
Wake County Public School System · Raleigh, NC · 3 wk ago
EducationFull-time
We need to output HTML fragment with sections: h3 for headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must only include sections that have real specific content. The posting includes: Position Purpose (maybe "About the role"?), Minimum Qualifications (knowledge, skills, abilities, education, certification, license requirements), Preferred Qualifications, Essential Duties And Responsibilities, Working Conditions (Physical Environment, Work Environment), Effective Date, Disclaimer (boilerplate to remove). Also we need to remove cookie/navigation/legal/EEO etc. The disclaimer is boilerplate; we should drop it. Effective date maybe minor metadata; could be folded into a short p or drop. The instruction: do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short for section headings. Use
or drop it. Effective date is minor metadata; we can include in a p maybe under a generic "About the role"? But we should not create a heading for it unless there is real content. Probably we can include a
with the effective date after the purpose. We need sections: About the role (position purpose). Responsibilities (essential duties). Requirements (minimum qualifications maybe includes knowledge, skills, abilities, education, certification). Skills (maybe KSAs). Qualifications (maybe preferred qualifications). Benefits, Pay, Schedule: none present, so we should not include those sections. We must use
for section headings. Use - for any list of duties/requirements/benefits. Use
for prose.
We need to preserve all substantive information; do not invent or summarize away detail. So we need to list each duty as
- . For knowledge, skills, abilities we could list as
- items. Also education, certification, license requirements as list.
We must not repeat the job title as a heading (the page already shows it). So no heading for job title.
We must not put Job ID/requisition numbers as headings; none present.
We must remove boilerplate like disclaimer, effective date maybe minor; but we can keep effective date as a short p maybe under About the role.
Let's extract content:
Position Purpose:
"Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning."
That's prose.
Minimum Qualifications:
- Knowledge, Skills, and Abilities (KSAs):
* Extensive knowledge of instructional practices and delivery related to specially designed instruction;
* Extensive knowledge of general content curriculum standards and age appropriate developmental expectations;
* Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities;
* Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
* Critical thinking and problem–solving skills;
* Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
* Ability to work in a team environment and effectively collaborate with others;
* Ability to motivate students;
* Ability to constantly monitor and supervise the safety and well-being of students;
* Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles;
* Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
* Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
- Education, Training, And Experience:
* Bachelor’s degree from a regionally accredited college/university.
- Certification And License Requirements:
* Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including licenses in Academically or Intellectually Gifted);
* Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.
Preferred Qualifications:
* First Aid and CPR certifications;
* Crisis Prevention and Intervention (CPI) certification
Essential Duties And Responsibilities:
* Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
* Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
* Assists students in completing the curriculum tasks and to complete IEP goals.
* Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
* Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
* Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
* Attends student’s IEP meetings and serves as a collaborative team member.
* Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.
* Performs other related duties, as assigned.
Working Conditions:
Physical Environment:
* Must be able to use a variety of office equipment such as computers, scanners, and copiers.
* Must be able to communicate effectively.
* At times requires the ability to lift, carry, push, pull, or exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
* Physical requirements are consistent with those for medium work.
* School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques.
Work Environment:
* Must be able to work in a classroom and office environment, and come into direct contact with school system staff, students, parents, and the community.
Effective Date: 5/2023 (minor metadata). Could be placed as a p after About the role.
Disclaimer: remove.
Now we need to decide sections.
We have:
- About the role (position purpose) -> h3 About the role, then p with purpose text, plus maybe effective date as a small p.
- Responsibilities -> h3 Responsibilities, then ul li list of duties.
- Requirements -> could combine Minimum Qualifications (knowledge, skills, abilities, education, certification). But we also have Skills and Qualifications sections possible. The instruction: Prefer a few substantive sections over many thin ones. So we could have sections: About the role, Responsibilities, Requirements (covering KSAs, education, certification), Preferred Qualifications (maybe as Qualifications). Or we could have Skills separate. But we have KSAs which are skills and abilities. Could make a Skills section for KSAs, and a Requirements section for education and certification. However we need to avoid many thin sections. Perhaps combine KSAs and education/certification into Requirements. Preferred Qualifications could be Qualifications.
Thus sections:
- About the role
- Responsibilities
- Requirements (includes KSAs, education, certification)
- Qualifications (preferred qualifications)
- Working Conditions (maybe as a section? Not in the list of allowed headings but we could treat as "Working Conditions" not in allowed list; but we could incorporate into Requirements? The instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It gives examples but not exclusive; we could still use other headings? It says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). Likely they expect only those headings. So we should map Working Conditions into one of those? Could be under Requirements? Not ideal. Could be under About the role? Not ideal. Could be under Responsibilities? Not.
Maybe we can treat Working Conditions as part of Requirements (since they are requirements for the job). Or we could create a section "Requirements" and include both KSAs and Working Conditions as sublists. But the instruction: Use - for any list of duties/requirements/benefits. So we can have a Requirements section with sublists for KSAs, Education/Certification, Working Conditions.
Thus we will have:
About the role
Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Effective date: 5/2023
maybe.
Responsibilities
- Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
- Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
- Assists students in completing the curriculum tasks and to complete IEP goals.
- Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
- Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
- Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
- Attends student’s IEP meetings and serves as a collaborative team member.
- Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.
- Performs other related duties, as assigned.
Requirements
- Knowledge, Skills, and Abilities:
- Extensive knowledge of instructional practices and delivery related to specially designed instruction;
- Extensive knowledge of general content curriculum standards and age appropriate developmental expectations;
- Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities;
- Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
- Critical thinking and problem–solving skills;
- Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
- Ability to work in a team environment and effectively collaborate with others;
- Ability to motivate students;
- Ability to constantly monitor and supervise the safety and well-being of students;
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles;
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
- Education and Experience:
- Bachelor’s degree from a regionally accredited college/university.
- Certification and License Requirements:
- Hold or
for prose. We need to preserve all substantive information; do not invent or summarize away detail. So we need to list each duty as
- items. Also education, certification, license requirements as list.
We must not repeat the job title as a heading (the page already shows it). So no heading for job title.
We must not put Job ID/requisition numbers as headings; none present.
We must remove boilerplate like disclaimer, effective date maybe minor; but we can keep effective date as a short p maybe under About the role.
Let's extract content:
Position Purpose:
"Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning."
That's prose.
Minimum Qualifications:
- Knowledge, Skills, and Abilities (KSAs):
* Extensive knowledge of instructional practices and delivery related to specially designed instruction;
* Extensive knowledge of general content curriculum standards and age appropriate developmental expectations;
* Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities;
* Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
* Critical thinking and problem–solving skills;
* Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
* Ability to work in a team environment and effectively collaborate with others;
* Ability to motivate students;
* Ability to constantly monitor and supervise the safety and well-being of students;
* Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles;
* Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
* Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
- Education, Training, And Experience:
* Bachelor’s degree from a regionally accredited college/university.
- Certification And License Requirements:
* Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including licenses in Academically or Intellectually Gifted);
* Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.
Preferred Qualifications:
* First Aid and CPR certifications;
* Crisis Prevention and Intervention (CPI) certification
Essential Duties And Responsibilities:
* Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
* Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
* Assists students in completing the curriculum tasks and to complete IEP goals.
* Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
* Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
* Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
* Attends student’s IEP meetings and serves as a collaborative team member.
* Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.
* Performs other related duties, as assigned.
Working Conditions:
Physical Environment:
* Must be able to use a variety of office equipment such as computers, scanners, and copiers.
* Must be able to communicate effectively.
* At times requires the ability to lift, carry, push, pull, or exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
* Physical requirements are consistent with those for medium work.
* School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques.
Work Environment:
* Must be able to work in a classroom and office environment, and come into direct contact with school system staff, students, parents, and the community.
Effective Date: 5/2023 (minor metadata). Could be placed as a p after About the role.
Disclaimer: remove.
Now we need to decide sections.
We have:
- About the role (position purpose) -> h3 About the role, then p with purpose text, plus maybe effective date as a small p.
- Responsibilities -> h3 Responsibilities, then ul li list of duties.
- Requirements -> could combine Minimum Qualifications (knowledge, skills, abilities, education, certification). But we also have Skills and Qualifications sections possible. The instruction: Prefer a few substantive sections over many thin ones. So we could have sections: About the role, Responsibilities, Requirements (covering KSAs, education, certification), Preferred Qualifications (maybe as Qualifications). Or we could have Skills separate. But we have KSAs which are skills and abilities. Could make a Skills section for KSAs, and a Requirements section for education and certification. However we need to avoid many thin sections. Perhaps combine KSAs and education/certification into Requirements. Preferred Qualifications could be Qualifications.
Thus sections:
- About the role
- Responsibilities
- Requirements (includes KSAs, education, certification)
- Qualifications (preferred qualifications)
- Working Conditions (maybe as a section? Not in the list of allowed headings but we could treat as "Working Conditions" not in allowed list; but we could incorporate into Requirements? The instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It gives examples but not exclusive; we could still use other headings? It says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). Likely they expect only those headings. So we should map Working Conditions into one of those? Could be under Requirements? Not ideal. Could be under About the role? Not ideal. Could be under Responsibilities? Not. Maybe we can treat Working Conditions as part of Requirements (since they are requirements for the job). Or we could create a section "Requirements" and include both KSAs and Working Conditions as sublists. But the instruction: Use
- for any list of duties/requirements/benefits. So we can have a Requirements section with sublists for KSAs, Education/Certification, Working Conditions.
Thus we will have:
About the role
Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Effective date: 5/2023
maybe.Responsibilities
- Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
- Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
- Assists students in completing the curriculum tasks and to complete IEP goals.
- Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
- Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
- Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
- Attends student’s IEP meetings and serves as a collaborative team member.
- Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.
- Performs other related duties, as assigned.
Requirements
- Knowledge, Skills, and Abilities:
- Extensive knowledge of instructional practices and delivery related to specially designed instruction;
- Extensive knowledge of general content curriculum standards and age appropriate developmental expectations;
- Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities;
- Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
- Critical thinking and problem–solving skills;
- Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
- Ability to work in a team environment and effectively collaborate with others;
- Ability to motivate students;
- Ability to constantly monitor and supervise the safety and well-being of students;
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles;
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
- Education and Experience:
- Bachelor’s degree from a regionally accredited college/university.
- Certification and License Requirements:
- Hold or
- for any list of duties/requirements/benefits. So we can have a Requirements section with sublists for KSAs, Education/Certification, Working Conditions.
Thus we will have: