Elementary School Teacher - 5th Grade, Track 4

We need to output HTML fragment with sections only if there is real specific content. The posting includes Position Purpose (maybe we treat as a section? The instruction says use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't list "Position Purpose" but we can map to "About the role" maybe. The purpose text is like a summary. We'll include an

About the role

with

containing the purpose paragraph. Responsibilities: there is "Essential Duties And Responsibilities" list. We'll output

Responsibilities

with

• items. Requirements/Qualifications: there is "Minimum Qualifications" with KSAs and Education etc. Also "Certification And License Requirements". Also "Preferred Qualifications". We can combine into a

  Qualifications

  maybe. But we need to decide: The instruction says use headings like Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We have content for Responsibilities, Qualifications (minimum qualifications, certification, preferred). Also Skills maybe part of KSAs. Could separate Skills? The KSAs include knowledge, skills, abilities. Could put under Skills. But we can also put under Qualifications. The instruction: prefer a few substantive sections over many thin ones. So maybe just Responsibilities and Qualifications. Also maybe Working Conditions? Not in list headings. Could omit. We must not include headings with filler. No Pay, Benefits, Schedule as not present. We must preserve all substantive information. So we need to include all details from Minimum Qualifications, Certification, Preferred Qualifications, Working Conditions? Working Conditions is substantive but not in allowed headings list. Could we still include as a section? The instruction says use

  for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says "e.g." meaning examples, not exclusive list. So we could add other headings if needed, but better to stick to those. Working Conditions could be placed under Requirements? Not really. Could be omitted? But we must preserve ALL substantive information. So we need to include Working Conditions somewhere. Could add a section

  Working Conditions

  even if not in examples; it's allowed as heading. The instruction didn't forbid other headings, just gave examples. So we can include. Thus sections: About the role (Position Purpose), Responsibilities, Qualifications (maybe split into Minimum Qualifications, Certification, Preferred), Working Conditions. We must not repeat job title as heading. No Job ID. We need to use
  • for any list of duties/requirements/benefits. For KSAs which are a list of abilities separated by semicolons, we should convert each ability into
  • . Also Education etc could be list. We must not invent or summarize away detail. Must preserve all. Let's extract text. Position Purpose paragraph: "Plans and provides for appropriate classroom learning experiences for students. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure success for every student. Responsible for supervising students in a variety of school related settings; monitoring and evaluating student outcomes; and communicating/interacting with students, parents, staff and the community. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Additionally, is responsible for maintaining appropriate records and following required procedures and practices as well as monitoring the appropriate use and care of equipment, materials and facilities." That's one paragraph. Responsibilities (Essential Duties And Responsibilities): list items: - Utilizes assessment strategies (traditional and alternative) which are aligned with the Wake County Public School System (WCPSS)curriculum and standards to assist in the continuous development of the learner. - Ensures effective communication techniques with students, parents, and all other stakeholders are being used. - Engages in planned continuous professional quality improvement for self, school, and the school district. - Uses appropriate techniques and strategies which promote and enhance critical and creative thinking capabilities of students. - Implements appropriate classroom instructional strategies and materials that reflect each student's culture, learning styles, special needs, and socio-economic background. - Uses an understanding of learning and development and establishes a classroom management system that maintains appropriate regulation; creates a positive learning environment in which students are actively engaged in learning, social interaction, cooperative learning, and self-motivation; supports the intellectual, personal, and social development of all students. - plan, align, implement, and evaluate effective instruction and assessment in a variety of learning environments. - Collaborates with peers, parents, community, and other stakeholders in the continuous improvement of classroom educational experiences of students. - Integrates appropriate technology in teaching and learning processes. - Ensures adherence to good safety procedures. - Performs other related duties, as assigned. Note some items have lowercase start; we keep as is. Minimum Qualifications KNOWLEDGE, SKILLS, AND ABILITIES (KSAs): list items separated by semicolons. Let's split: - Extensive knowledge of curriculum and techniques for integrating curriculum, policies, and effective classroom instructional practices; - Considerable knowledge of Microsoft Office, specifically, Word, Excel, and PowerPoint; Google Apps; - Effective time management and organizational skills; - Strategic problem-solving skills, including the use of multiple data points; - Ability to prepare course objectives and outlines for course of study following curriculum guidelines or requirements of the state and the school; - Ability to provide instruction that reflects multiple perspectives and multicultural education; - Ability to infuse technology into the curriculum; - Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity; - Ability to motivate and inspire students; - Ability to maintain a clean and orderly environment; - Ability to maintain order and discipline in a classroom and in other school environments; - Ability to maintain files and records; - Ability to work effectively with administrators, colleagues, central office, school-based staff, students, parents and the community; - Ability to communicate clearly and concisely, both orally and in writing; ability to communicate well with school personnel, employees, and central office staff; - Ability to establish and maintain effective working relationships with school system staff, students, parents, external agencies, vendors, and the community. Note some have double ability statements; we can keep as separate items? The semicolon separates items; but there is "Ability to communicate clearly and concisely, both orally and in writing; ability to communicate well with school personnel, employees, and central office staff;" That's two abilities separated by semicolon inside same item? Actually it's one item with two abilities separated by semicolon. To preserve detail, we could split into two items: "Ability to communicate clearly and concisely, both orally and in writing" and "Ability to communicate well with school personnel, employees, and central office staff". Similarly for others. Let's parse each semicolon-separated chunk. I'll rewrite list: 1. Extensive knowledge of curriculum and techniques for integrating curriculum, policies, and effective classroom instructional practices 2. Considerable knowledge of Microsoft Office, specifically, Word, Excel, and PowerPoint 3. Google Apps 4. Effective time management and organizational skills 5. Strategic problem-solving skills, including the use of multiple data points 6. Ability to prepare course objectives and outlines for course of study following curriculum guidelines or requirements of the state and the school 7. Ability to provide instruction that reflects multiple perspectives and multicultural education 8. Ability to infuse technology into the curriculum 9. Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity 10. Ability to motivate and inspire students 11. Ability to maintain a clean and orderly environment 12. Ability to maintain order and discipline in a classroom and in other school environments 13. Ability to maintain files and records 14. Ability to work effectively with administrators, colleagues, central office, school-based staff, students, parents and the community 15. Ability to communicate clearly and concisely, both orally and in writing 16. Ability to communicate well with school personnel, employees, and central office staff 17. Ability to establish and maintain effective working relationships with school system staff, students, parents, external agencies, vendors, and the community Check we didn't miss any: after item 14 there was a semicolon then "Ability to communicate clearly and concisely, both orally and in writing; ability to communicate well with school personnel, employees, and central office staff;" So we split into 15 and 16. Then after that semicolon "Ability to establish and maintain effective working relationships with school system staff, students, parents, external agencies, vendors, and the community." That's 17. Education, Training, And Experience: "Bachelor’s degree in Education with appropriate subject area." Certification And License Requirements: "Hold or be qualified to hold a North Carolina Professional Educator’s License in a teaching content area." Preferred Qualifications: "Master’s degree in a specific subject area." Working Conditions: includes PHYSICAL ENVIRONMENT and WORK ENVIRONMENT and EFFECTIVE DATE and DISCLAIMER. We need to preserve all substantive information. The effective date and disclaimer maybe considered boilerplate? Disclaimer is likely boilerplate but it's substantive? It's a disclaimer about description. Might be considered boilerplate but it's part of posting. The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. Disclaimer might be considered legal boilerplate. It's a generic disclaimer about description. Might be considered boilerplate; but it's not EEO etc. Safer to keep? The instruction says remove legal boilerplate. This is a disclaimer about description; could be considered legal. I'd remove it. Effective date maybe metadata but not prohibited. Could keep as a short p. We'll include Working Conditions section with two subparts: Physical Environment and Work Environment. Could also include Effective Date as a p. We must not create headings with filler like "commensurate with experience". Not present. Now construct HTML. We'll have:

    About the role

    Plans and provides for appropriate classroom learning experiences for students. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure success for every student. Responsible for supervising students in a variety of school related settings; monitoring and evaluating student outcomes; and communicating/interacting with students, parents, staff and the community. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Additionally, is responsible for maintaining appropriate records and following required procedures and practices as well as monitoring the appropriate use and care of equipment, materials and facilities.

    Responsibilities

    • Utilizes assessment strategies (traditional and alternative) which are aligned with the Wake County Public School System (WCPSS)curriculum and standards to assist in the continuous development of the learner.
    • Ensures effective communication techniques with students, parents, and all other stakeholders are being used.
    • Engages in planned continuous professional quality improvement for self, school, and the school district.
    • Uses appropriate techniques and strategies which promote and enhance critical and creative thinking capabilities of students.
    • Implements appropriate classroom instructional strategies and materials that reflect each student's culture, learning styles, special needs, and socio-economic background.
    • Uses an understanding of learning and development and establishes a classroom management system that maintains appropriate regulation; creates a positive learning environment in which students are actively engaged in learning, social interaction, cooperative learning, and self-motivation; supports the intellectual, personal, and social development of all students.
    • plan, align, implement, and evaluate effective instruction and assessment in a variety of learning environments.
    • Collaborates with peers, parents, community, and other stakeholders in the continuous improvement of classroom educational experiences of students.
    • Integrates appropriate technology in teaching and learning processes.