Elementary School Teacher - Instructional Facilitator / Intervention Teacher
. But we need to decide sections: About the role? Not present. Responsibilities? There's Essential Duties And Responsibilities. Requirements? Minimum Qualifications includes KSAs, Education, Certification, Preferred Qualifications. Could combine into Requirements section. Benefits, Pay, Schedule not present, so omit those sections. We need headings:
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). Use those exact headings? It says use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can choose appropriate headings from that list. We have Responsibilities (Essential Duties). Requirements (Minimum Qualifications, Education, Certification, Preferred). Possibly Skills could be separate but we have KSAs which include skills. Could put Skills heading. But we need to avoid thin sections. Maybe combine KSAs under Requirements. The instruction: Prefer a few substantive sections over many thin ones. So maybe just two sections: Responsibilities and Requirements. Use for each.
We need to use - for any list of duties/requirements/benefits, and
for prose.
We need to preserve all substantive information. So we need to convert the paragraphs into lists where appropriate.
Let's extract content:
Position Purpose: "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 prose; could be a
.
Minimum Qualifications KNOWLEDGE, SKILLS, AND ABILITIES (KSAs): list of items separated by semicolons. We'll turn each into
- .
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."
Essential Duties And Responsibilities: list of items separated by periods? Let's extract:
- 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.
Working Conditions:
PHYSICAL ENVIRONMENT: "Must be able to use a variety of office equipment and classroom tools such as computers, scanners, fax machines, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to 10 pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work."
WORK ENVIRONMENT: "Must be able to work in an office and public-school environment and come into direct contact with employees, students, and the public."
EFFECTIVE DATE: "5/2023"
DISCLAIMER: "The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time."
We need to decide whether to include Working Conditions as a section. There's no heading for Working Conditions in the allowed list, but we could maybe treat as part of Requirements? Not really. The allowed headings list includes About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. No Working Conditions. So we should not create a heading for Working Conditions unless we map it to something like "About the role"? Not appropriate. Perhaps we can omit Working Conditions entirely? But instruction says preserve ALL substantive information. However we cannot create a heading not in the list? The instruction says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests using those. It says "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." That implies we should use those headings for sections. It doesn't explicitly forbid other headings, but to be safe we should stick to those. Working Conditions could be placed under "About the role" maybe? Or we could incorporate into Requirements? Not ideal.
Maybe we can treat Working Conditions as part of "About the role" (description). But About the role is not present in the posting; we could create it and put the Position Purpose and Working Conditions there. However instruction: "Do NOT repeat the job title as a heading (the page already shows it) and do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." It didn't forbid creating About the role heading if not present. It says "include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text". So we can create About the role section if we have content (Position Purpose and Working Conditions). That seems okay.
Thus we could have:
About the role
Position Purpose ...
Working Conditions ...
But we need to avoid thin sections. About the role would have two paragraphs, okay.
Then Responsibilities: list of essential duties.
Then Requirements: combine Minimum Qualifications (KSAs), Education, Certification, Preferred Qualifications.
We could also have Skills separate but we already have KSAs which include skills; we could put them under Requirements.
Thus output:
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.
Must be able to use a variety of office equipment and classroom tools such as computers, scanners, fax machines, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to 10 pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work. Must be able to work in an office and public-school environment and come into direct contact with employees, students, and the public.
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.
- Plans, aligns, implements, and evaluates 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.
Requirements
- 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
for each.
We need to use - for any list of duties/requirements/benefits, and
for prose.
We need to preserve all substantive information. So we need to convert the paragraphs into lists where appropriate.
Let's extract content:
Position Purpose: "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 prose; could be a
.
Minimum Qualifications KNOWLEDGE, SKILLS, AND ABILITIES (KSAs): list of items separated by semicolons. We'll turn each into
- .
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."
Essential Duties And Responsibilities: list of items separated by periods? Let's extract:
- 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.
Working Conditions:
PHYSICAL ENVIRONMENT: "Must be able to use a variety of office equipment and classroom tools such as computers, scanners, fax machines, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to 10 pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work."
WORK ENVIRONMENT: "Must be able to work in an office and public-school environment and come into direct contact with employees, students, and the public."
EFFECTIVE DATE: "5/2023"
DISCLAIMER: "The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time."
We need to decide whether to include Working Conditions as a section. There's no heading for Working Conditions in the allowed list, but we could maybe treat as part of Requirements? Not really. The allowed headings list includes About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. No Working Conditions. So we should not create a heading for Working Conditions unless we map it to something like "About the role"? Not appropriate. Perhaps we can omit Working Conditions entirely? But instruction says preserve ALL substantive information. However we cannot create a heading not in the list? The instruction says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests using those. It says "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." That implies we should use those headings for sections. It doesn't explicitly forbid other headings, but to be safe we should stick to those. Working Conditions could be placed under "About the role" maybe? Or we could incorporate into Requirements? Not ideal.
Maybe we can treat Working Conditions as part of "About the role" (description). But About the role is not present in the posting; we could create it and put the Position Purpose and Working Conditions there. However instruction: "Do NOT repeat the job title as a heading (the page already shows it) and do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." It didn't forbid creating About the role heading if not present. It says "include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text". So we can create About the role section if we have content (Position Purpose and Working Conditions). That seems okay.
Thus we could have:
About the role
Position Purpose ...
Working Conditions ...
But we need to avoid thin sections. About the role would have two paragraphs, okay.
Then Responsibilities: list of essential duties.
Then Requirements: combine Minimum Qualifications (KSAs), Education, Certification, Preferred Qualifications.
We could also have Skills separate but we already have KSAs which include skills; we could put them under Requirements.
Thus output:
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.
Must be able to use a variety of office equipment and classroom tools such as computers, scanners, fax machines, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to 10 pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work. Must be able to work in an office and public-school environment and come into direct contact with employees, students, and the public.
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.
- Plans, aligns, implements, and evaluates 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.
Requirements
- 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
for prose. We need to preserve all substantive information. So we need to convert the paragraphs into lists where appropriate. Let's extract content: Position Purpose: "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 prose; could be a
. Minimum Qualifications KNOWLEDGE, SKILLS, AND ABILITIES (KSAs): list of items separated by semicolons. We'll turn each into
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests using those. It says "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." That implies we should use those headings for sections. It doesn't explicitly forbid other headings, but to be safe we should stick to those. Working Conditions could be placed under "About the role" maybe? Or we could incorporate into Requirements? Not ideal.
Maybe we can treat Working Conditions as part of "About the role" (description). But About the role is not present in the posting; we could create it and put the Position Purpose and Working Conditions there. However instruction: "Do NOT repeat the job title as a heading (the page already shows it) and do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." It didn't forbid creating About the role heading if not present. It says "include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text". So we can create About the role section if we have content (Position Purpose and Working Conditions). That seems okay. Thus we could have:
About the role
Position Purpose ...
Working Conditions ...
But we need to avoid thin sections. About the role would have two paragraphs, okay. Then Responsibilities: list of essential duties. Then Requirements: combine Minimum Qualifications (KSAs), Education, Certification, Preferred Qualifications. We could also have Skills separate but we already have KSAs which include skills; we could put them under Requirements. Thus output: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.
Must be able to use a variety of office equipment and classroom tools such as computers, scanners, fax machines, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to 10 pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work. Must be able to work in an office and public-school environment and come into direct contact with employees, students, and the public.
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.
- Plans, aligns, implements, and evaluates 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.
Requirements
- 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