Elementary School Teacher - Physical Education (PE)

We need to output HTML fragment with headings

for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. The posting includes Position Purpose (maybe About the role), Responsibilities (Essential Duties And Responsibilities), Minimum Qualifications (KSAs, Education, Training, And Experience, Certification And License Requirements), Preferred Qualifications, Working Conditions (Physical environment, Work environment). No explicit Benefits, Pay, Schedule. So we should not create those sections. Also we should not repeat job title. We need to preserve all substantive info, but we can combine similar sections. We need to use

for each section heading. Use

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

  for prose. We need to remove boilerplate: cookie/navigation/legal/EEO etc. There's a disclaimer and effective date; those are boilerplate? The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The disclaimer and effective date might be considered boilerplate? It's not exactly legal EEO but it's a disclaimer. Likely we should remove it. Also "EFFECTIVE DATE:5/2023" maybe minor metadata; we can fold into a short

  or drop it. Probably drop it. We need to keep all substantive info: Position Purpose paragraph, Responsibilities list, Minimum Qualifications (knowledge, skills, abilities), Education, Training, And Experience, Certification And License Requirements, Preferred Qualifications, Working Conditions (Physical environment, Work environment). We'll structure sections: About the role (Position Purpose), Responsibilities, Requirements (maybe combine Minimum Qualifications and Certification?), Qualifications (Education, Training, And Experience?), Skills (KSAs?), Benefits (none), Pay (none), Schedule (none). But we need to avoid thin sections. Perhaps combine into: About the role, Responsibilities, Qualifications (including education, certification, preferred), Skills (KSAs), Working Conditions. But the instruction: Use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says "use

  for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't require using all; we can choose which to include based on content. So we can include About the role, Responsibilities, Qualifications, Skills, Working Conditions. Or we could include Requirements as a section for minimum qualifications. Let's decide. We have Minimum Qualifications (KSAs, Education, Training, And Experience, Certification And License Requirements). That's a mix of requirements and qualifications. Could split: Requirements (minimum qualifications) and Qualifications (preferred). But we have both. Could do: Requirements (minimum qualifications) and Preferred Qualifications (maybe under Qualifications). However the instruction says prefer a few substantive sections over many thin ones. So maybe combine Requirements and Qualifications into one "Qualifications" section that includes both minimum and preferred. But we also have Skills (KSAs) which could be part of Qualifications. However they explicitly list Skills as a possible heading. Could make Skills section for KSAs, and Qualifications for education/certification/preferred. That seems reasonable. Thus sections: - About the role (Position Purpose) - Responsibilities (Essential Duties And Responsibilities) - Skills (Knowledge, Skills, and Abilities) - Qualifications (Education, Training, And Experience; Certification And License Requirements; Preferred Qualifications) - Working Conditions (Physical Environment, Work Environment) We need to output HTML fragment only. We need to use

  for each section heading. Use

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

    for prose. Thus for About the role: a paragraph

    with the Position Purpose text. Responsibilities: we have a list of duties (Essential Duties And Responsibilities). We'll put each duty as

  • inside
    . The text includes many sentences; we can split by sentences or keep as separate items. Probably each bullet corresponds to a duty. We'll extract each sentence starting with a verb. Let's list them: - 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. (Note: lower case "plan" maybe part of previous? Actually it's a separate bullet: "plan, align, implement, and evaluate effective instruction and assessment in a variety of learning environments." We'll keep as is.) - 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. We'll make each as
    • . Skills: KSAs list. It's a long list separated by semicolons. We'll split each ability into
    • . Need to preserve all. Let's extract each item: - 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 there is a duplicate phrase "ability to communicate well with school personnel, employees, and central office staff;" after a semicolon inside the same item? Actually the item: "Ability to communicate clearly and concisely, both orally and in writing; ability to communicate well with school personnel, employees, and central office staff;" It's two abilities combined. We could split into two separate
    • for clarity. But we must preserve all info; splitting is fine as long as we don't lose info. We'll treat them as separate. Thus we will produce many
    • . Qualifications: Education, Training, And Experience; Certification And License Requirements; Preferred Qualifications. We'll make a
      with each as
      • maybe with sub-bullets? But we can just list each as separate
      • . For Education, Training, And Experience: "Bachelor’s degree in Education with appropriate subject area." That's one. 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." We'll put each as
      • . Working Conditions: Physical Environment and Work Environment. We'll make two
      • under a
        . 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." We'll keep as prose inside
        • maybe as

          inside? But instruction: use

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

            for prose. For Working Conditions, it's a list of two items, so we can use

            • each containing the prose sentences. That's fine. Now we need to ensure we don't include any boilerplate like disclaimer, effective date. We'll omit. Now produce HTML fragment:

              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.
              • Ensures adherence to good safety procedures.
              • Performs other related duties, as assigned.

              Skills

              • 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