English - Columbia High School
for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. No job title heading. No metadata like Job ID. Remove boilerplate. We need to parse the posting.
We have POSITION: English Teacher, CATEGORY: Certified, DEPARTMENT: English, LOCATION: High School, REPORTS TO: School Principal, SUMMARY: ... Then Essential Duties And Responsibilities (list). Then Supervisory Responsibilities None. Then EDUCATION AND/OR EXPERIENCE: ... Then Knowledge, Skills & Abilities: ... Then Qualification Requirements: ... Then sections like COMMUNICATION SKILLS, PROBLEM SOLVING SKILLS, etc. Then PHYSICAL DEMANDS, WORK ENVIRONMENT, TERMS OF EMPLOYMENT (contains EEO etc, which we should remove as boilerplate). Also "TERMS OF EMPLOYMENT: Certified calendar assignment Nampa School District #131 is an equal opportunity employer..." That's boilerplate; we should drop.
We need to preserve all substantive information. So we need sections: About the role (maybe from SUMMARY), Responsibilities (essential duties), Requirements (education/experience), Qualifications (maybe knowledge/skills?), Skills (maybe knowledge, skills & abilities), Benefits (none given), Pay (none), Schedule (none). We should only include sections with actual content.
We have SUMMARY: "To provide students with a daily and ongoing instructional program that will provide for them the best possible academic knowledge and skills. To promote academic, social, and citizenship development through leadership and classroom supervision." That's substantive.
Essential Duties And Responsibilities: a long list of duties. We'll put under Responsibilities
with - each duty.
Education/Experience: "Idaho Teacher Certification in Secondary Education with an endorsement in English. Highly Qualified English Teacher per the standards set forth by the Nampa School District. Bachelor degree required in area of major study. Teaching or student teaching at appropriate grade level. Two to Six years of teaching experience in a Middle or High School preferred." That's Requirements.
Knowledge, Skills & Abilities: a list of items. Could be Skills section.
Qualification Requirements: includes communication skills, problem solving, productivity/efficiency, mathematical skills, reasoning ability. Those could be under Requirements or Qualifications? The instruction says use headings like Requirements, Qualifications, Skills. We have both Education/Experience and Knowledge, Skills & Abilities. Could map Education/Experience to Requirements, Knowledge, Skills & Abilities to Skills, and Qualification Requirements maybe to Qualifications (or could be part of Requirements). But we need to avoid duplication. Let's think: Qualification Requirements includes communication skills etc. That's similar to Skills but more specific. Could combine with Skills? But we need to preserve all info; we can have separate sections: Requirements (education/experience), Skills (knowledge, skills & abilities), Qualifications (communication, problem solving, etc.). However the instruction says prefer a few substantive sections over many thin ones. Might be better to combine similar items.
We could have:
- About the role (summary)
- Responsibilities (essential duties)
- Requirements (education/experience + qualification requirements? maybe combine)
- Skills (knowledge, skills & abilities)
But we need to follow headings list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We can include About the role, Responsibilities, Requirements, Qualifications, Skills. Omit Benefits, Pay, Schedule as none.
Now decide what goes where.
Requirements: Education and/or Experience (certification, degree, experience). Also maybe "Two to Six years of teaching experience..." That's definitely requirements.
Qualifications: Could be the Qualification Requirements list (communication skills, problem solving, productivity/efficiency, mathematical skills, reasoning ability). Also maybe physical demands? But physical demands is separate; maybe we could include under Qualifications? But physical demands is more about ability; but we could treat as Qualifications? However the instruction says only include sections when posting has real specific content. Physical demands is specific; we could include under Qualifications or maybe a separate section? But we don't have a heading for Physical Demands in allowed list. So we could fold into Qualifications or Skills. But better to keep under Qualifications as it's about ability to perform job. However the list includes communication skills etc. Physical demands is separate but we could add as another bullet under Qualifications.
Work environment: also specific; could be included under Qualifications as well.
But we need to avoid too many thin sections. Perhaps we can have:
- About the role
- Responsibilities
- Requirements (education/experience)
- Qualifications (knowledge, skills & abilities + qualification requirements + physical demands + work environment)
But that may be too much lumped.
Alternatively, we could have:
- About the role
- Responsibilities
- Requirements (education/experience)
- Skills (knowledge, skills & abilities)
- Qualifications (communication, problem solving, etc.)
And then maybe add a note about physical demands and work environment under Qualifications as extra bullets.
But we need to avoid duplication: knowledge, skills & abilities list includes many items like "Works well with students, staff, and the public", "Excellent organizational and interpersonal skills", etc. That's similar to communication skills etc. There's overlap. Might be okay to keep both.
Given the instruction to prefer few substantive sections, maybe we combine all qualification-like content into a single "Qualifications" section, and keep "Requirements" for education/experience, and "Skills" for knowledge, skills & abilities? But that's still three sections.
Let's decide:
- About the role (summary)
- Responsibilities (essential duties)
- Requirements (education/experience)
- Skills (knowledge, skills & abilities)
- Qualifications (communication skills, problem solving, productivity/efficiency, mathematical skills, reasoning ability, physical demands, work environment)
That's five sections.
Now we need to output HTML fragment with
headings and - for lists,
for prose.
We need to preserve all substantive information; we must not invent or summarize away detail. So we need to keep each duty as separate
- . For education/experience, we can make a
list of each bullet.
For knowledge, skills & abilities list: we need to keep each item as - .
For qualification requirements list: we need to keep each bullet (communication skills, problem solving, etc.) as
- . Also include physical demands and work environment as bullets? They are paragraphs; we could keep as
but maybe better as
- under Qualifications? However they are not list items originally; they are paragraphs. We could keep as
under Qualifications.
But we need to avoid filler like "commensurate with experience" etc. Not present.
Now we need to strip boilerplate: The TERMS OF EMPLOYMENT paragraph includes EEO etc; we drop that.
Also "Supervisory Responsibilities None." That's not substantive? It says none; we could drop as it's not specific content (just says none). Probably drop.
Also "While performing the duties of this job, the employee regularly works inside." That's part of work environment; we keep.
Now let's extract each piece.
Summary: two sentences.
Essential Duties And Responsibilities: list of duties (starting with "Prepare for assigned classes" and ending with "Perform other duties as assigned"). We'll need to split each sentence that ends with a period. Let's copy them.
I'll list them:
1. Prepare for assigned classes
2. Design lessons with an appropriate level of difficulty that provide content in a logical and sequential manner
3. Employ a variety of instructional techniques and media, consistent with the physical limitations of the classroom and the needs and capabilities of the individuals or student groups involved
4. Meet and instruct assigned classes in the locations and at the times designated
5. Identify pupil needs and provide instruction appropriate to those needs
6. Analyze and interpret student data to develop and modify instructional activities
7. Follow modifications and accommodations as specified in Individual Education Plans (IEPs)
8. Implement the Idaho Core Standards, as well as the district’s philosophy of education and instructional goals and objectives, in lesson plans, classroom instruction, unit planning, and assessments
9. Devise written and oral assignments and tests that require analytical and critical thinking as well as the reproduction of facts, and use them to evaluate student progress on a regular basis
10. Prepare students academically for district, state, and federal testing
11. Display command of the subject matter
12. Budget class time effectively
13. Encourage students to strive to meet their highest potential
14. Establish and communicate classroom rules and encourage students to set and maintain standards of classroom behavior
15. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms
16. Work to establish and maintain open lines of communication with students and their parents concerning both the academic and behavioral progress of all assigned students
17. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
18. Attend and participate in faculty meetings
19. Attend IEP meetings and collaborate with special education teachers as needed
20. Keep immediate supervisor informed of activities and any issues that may arise
21. Cooperate with other members of the staff in planning instructional goals, curriculum, objectives, and methods
22. Provide needed and requested information on a timely basis
23. Assist in upholding and enforcing school rules
24. Maintain accurate and complete records as required by federal and state law, administrative rules, and Board policy
25. Input data in a timely fashion
26. Assume responsibility for his or her continuing professional growth and development by attendance at professional meetings, membership in professional organizations, enrollment in advanced courses, and by reading professional journals and other publications
27. Adhere to The Code of Ethics of the Idaho Teaching Profession adopted by the Professional Standards Commission and the State Board of Education
28. Seek assistance should emergencies arise
29. Represent the school district in a positive manner
30. Know and follow school district policy and chain of command
31. Perform other duties as assigned
Now Education/Experience:
- Idaho Teacher Certification in Secondary Education with an endorsement in English.
- Highly Qualified English Teacher per the standards set forth by the Nampa School District.
- Bachelor degree required in area of major study.
- Teaching or student teaching at appropriate grade level.
- Two to Six years of teaching experience in a Middle or High School preferred.
Now Knowledge, Skills & Abilities list (starting after "Knowledge, Skills & Abilities"):
- Works well with students, staff, and the public
- Excellent organizational and interpersonal skills
- Excellent verbal and written communication skills
- Able to maintain a positive environment and high standards of conduct for students and peers
- Understanding of curriculum and methods of instruction
- Treats all students fairness and equality (note grammar: "fairness and equality" maybe "fairly"? but keep as is)
- Able to work under pressures and deadlines
- Maintain confidentiality of staff and students
- Understanding of curriculum and methods of instruction (duplicate? appears twice; we keep both? Might be duplicate; but we should preserve as posted; we can keep both but maybe note duplicate. We'll keep as separate bullet.)
- Experience in test evaluation and measurements of achievement
- Track record of success with diverse children, including those with special needs
- Knowledge and proven ability in positive behavior management
- Ability to work well with parents and community members
- Ability to work effectively as a team member
- Willingness to go above and beyond
- Skilled in the use of internet, email, Microsoft Office, and other pertinent educational software systems (attendance, gradebook, grade reporting, etc.)
- Capable of interpreting policy, procedures, and data
- Willingness to be held accountable for student results
Now Qualification Requirements list (after "QUALIFICATION REQUIREMENTS"):
We have headings: COMMUNICATION SKILLS, PROBLEM SOLVING
headings and - for lists,
for prose.
We need to preserve all substantive information; we must not invent or summarize away detail. So we need to keep each duty as separate
- . For education/experience, we can make a
list of each bullet.
For knowledge, skills & abilities list: we need to keep each item as - .
For qualification requirements list: we need to keep each bullet (communication skills, problem solving, etc.) as
- . Also include physical demands and work environment as bullets? They are paragraphs; we could keep as
but maybe better as
- under Qualifications? However they are not list items originally; they are paragraphs. We could keep as
under Qualifications.
But we need to avoid filler like "commensurate with experience" etc. Not present.
Now we need to strip boilerplate: The TERMS OF EMPLOYMENT paragraph includes EEO etc; we drop that.
Also "Supervisory Responsibilities None." That's not substantive? It says none; we could drop as it's not specific content (just says none). Probably drop.
Also "While performing the duties of this job, the employee regularly works inside." That's part of work environment; we keep.
Now let's extract each piece.
Summary: two sentences.
Essential Duties And Responsibilities: list of duties (starting with "Prepare for assigned classes" and ending with "Perform other duties as assigned"). We'll need to split each sentence that ends with a period. Let's copy them.
I'll list them:
1. Prepare for assigned classes
2. Design lessons with an appropriate level of difficulty that provide content in a logical and sequential manner
3. Employ a variety of instructional techniques and media, consistent with the physical limitations of the classroom and the needs and capabilities of the individuals or student groups involved
4. Meet and instruct assigned classes in the locations and at the times designated
5. Identify pupil needs and provide instruction appropriate to those needs
6. Analyze and interpret student data to develop and modify instructional activities
7. Follow modifications and accommodations as specified in Individual Education Plans (IEPs)
8. Implement the Idaho Core Standards, as well as the district’s philosophy of education and instructional goals and objectives, in lesson plans, classroom instruction, unit planning, and assessments
9. Devise written and oral assignments and tests that require analytical and critical thinking as well as the reproduction of facts, and use them to evaluate student progress on a regular basis
10. Prepare students academically for district, state, and federal testing
11. Display command of the subject matter
12. Budget class time effectively
13. Encourage students to strive to meet their highest potential
14. Establish and communicate classroom rules and encourage students to set and maintain standards of classroom behavior
15. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms
16. Work to establish and maintain open lines of communication with students and their parents concerning both the academic and behavioral progress of all assigned students
17. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
18. Attend and participate in faculty meetings
19. Attend IEP meetings and collaborate with special education teachers as needed
20. Keep immediate supervisor informed of activities and any issues that may arise
21. Cooperate with other members of the staff in planning instructional goals, curriculum, objectives, and methods
22. Provide needed and requested information on a timely basis
23. Assist in upholding and enforcing school rules
24. Maintain accurate and complete records as required by federal and state law, administrative rules, and Board policy
25. Input data in a timely fashion
26. Assume responsibility for his or her continuing professional growth and development by attendance at professional meetings, membership in professional organizations, enrollment in advanced courses, and by reading professional journals and other publications
27. Adhere to The Code of Ethics of the Idaho Teaching Profession adopted by the Professional Standards Commission and the State Board of Education
28. Seek assistance should emergencies arise
29. Represent the school district in a positive manner
30. Know and follow school district policy and chain of command
31. Perform other duties as assigned
Now Education/Experience:
- Idaho Teacher Certification in Secondary Education with an endorsement in English.
- Highly Qualified English Teacher per the standards set forth by the Nampa School District.
- Bachelor degree required in area of major study.
- Teaching or student teaching at appropriate grade level.
- Two to Six years of teaching experience in a Middle or High School preferred.
Now Knowledge, Skills & Abilities list (starting after "Knowledge, Skills & Abilities"):
- Works well with students, staff, and the public
- Excellent organizational and interpersonal skills
- Excellent verbal and written communication skills
- Able to maintain a positive environment and high standards of conduct for students and peers
- Understanding of curriculum and methods of instruction
- Treats all students fairness and equality (note grammar: "fairness and equality" maybe "fairly"? but keep as is)
- Able to work under pressures and deadlines
- Maintain confidentiality of staff and students
- Understanding of curriculum and methods of instruction (duplicate? appears twice; we keep both? Might be duplicate; but we should preserve as posted; we can keep both but maybe note duplicate. We'll keep as separate bullet.)
- Experience in test evaluation and measurements of achievement
- Track record of success with diverse children, including those with special needs
- Knowledge and proven ability in positive behavior management
- Ability to work well with parents and community members
- Ability to work effectively as a team member
- Willingness to go above and beyond
- Skilled in the use of internet, email, Microsoft Office, and other pertinent educational software systems (attendance, gradebook, grade reporting, etc.)
- Capable of interpreting policy, procedures, and data
- Willingness to be held accountable for student results
Now Qualification Requirements list (after "QUALIFICATION REQUIREMENTS"):
We have headings: COMMUNICATION SKILLS, PROBLEM SOLVING
for prose. We need to preserve all substantive information; we must not invent or summarize away detail. So we need to keep each duty as separate
- list of each bullet.
For knowledge, skills & abilities list: we need to keep each item as
- . For qualification requirements list: we need to keep each bullet (communication skills, problem solving, etc.) as
- . Also include physical demands and work environment as bullets? They are paragraphs; we could keep as
but maybe better as
- under Qualifications? However they are not list items originally; they are paragraphs. We could keep as
under Qualifications. But we need to avoid filler like "commensurate with experience" etc. Not present. Now we need to strip boilerplate: The TERMS OF EMPLOYMENT paragraph includes EEO etc; we drop that. Also "Supervisory Responsibilities None." That's not substantive? It says none; we could drop as it's not specific content (just says none). Probably drop. Also "While performing the duties of this job, the employee regularly works inside." That's part of work environment; we keep. Now let's extract each piece. Summary: two sentences. Essential Duties And Responsibilities: list of duties (starting with "Prepare for assigned classes" and ending with "Perform other duties as assigned"). We'll need to split each sentence that ends with a period. Let's copy them. I'll list them: 1. Prepare for assigned classes 2. Design lessons with an appropriate level of difficulty that provide content in a logical and sequential manner 3. Employ a variety of instructional techniques and media, consistent with the physical limitations of the classroom and the needs and capabilities of the individuals or student groups involved 4. Meet and instruct assigned classes in the locations and at the times designated 5. Identify pupil needs and provide instruction appropriate to those needs 6. Analyze and interpret student data to develop and modify instructional activities 7. Follow modifications and accommodations as specified in Individual Education Plans (IEPs) 8. Implement the Idaho Core Standards, as well as the district’s philosophy of education and instructional goals and objectives, in lesson plans, classroom instruction, unit planning, and assessments 9. Devise written and oral assignments and tests that require analytical and critical thinking as well as the reproduction of facts, and use them to evaluate student progress on a regular basis 10. Prepare students academically for district, state, and federal testing 11. Display command of the subject matter 12. Budget class time effectively 13. Encourage students to strive to meet their highest potential 14. Establish and communicate classroom rules and encourage students to set and maintain standards of classroom behavior 15. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms 16. Work to establish and maintain open lines of communication with students and their parents concerning both the academic and behavioral progress of all assigned students 17. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities 18. Attend and participate in faculty meetings 19. Attend IEP meetings and collaborate with special education teachers as needed 20. Keep immediate supervisor informed of activities and any issues that may arise 21. Cooperate with other members of the staff in planning instructional goals, curriculum, objectives, and methods 22. Provide needed and requested information on a timely basis 23. Assist in upholding and enforcing school rules 24. Maintain accurate and complete records as required by federal and state law, administrative rules, and Board policy 25. Input data in a timely fashion 26. Assume responsibility for his or her continuing professional growth and development by attendance at professional meetings, membership in professional organizations, enrollment in advanced courses, and by reading professional journals and other publications 27. Adhere to The Code of Ethics of the Idaho Teaching Profession adopted by the Professional Standards Commission and the State Board of Education 28. Seek assistance should emergencies arise 29. Represent the school district in a positive manner 30. Know and follow school district policy and chain of command 31. Perform other duties as assigned Now Education/Experience: - Idaho Teacher Certification in Secondary Education with an endorsement in English. - Highly Qualified English Teacher per the standards set forth by the Nampa School District. - Bachelor degree required in area of major study. - Teaching or student teaching at appropriate grade level. - Two to Six years of teaching experience in a Middle or High School preferred. Now Knowledge, Skills & Abilities list (starting after "Knowledge, Skills & Abilities"): - Works well with students, staff, and the public - Excellent organizational and interpersonal skills - Excellent verbal and written communication skills - Able to maintain a positive environment and high standards of conduct for students and peers - Understanding of curriculum and methods of instruction - Treats all students fairness and equality (note grammar: "fairness and equality" maybe "fairly"? but keep as is) - Able to work under pressures and deadlines - Maintain confidentiality of staff and students - Understanding of curriculum and methods of instruction (duplicate? appears twice; we keep both? Might be duplicate; but we should preserve as posted; we can keep both but maybe note duplicate. We'll keep as separate bullet.) - Experience in test evaluation and measurements of achievement - Track record of success with diverse children, including those with special needs - Knowledge and proven ability in positive behavior management - Ability to work well with parents and community members - Ability to work effectively as a team member - Willingness to go above and beyond - Skilled in the use of internet, email, Microsoft Office, and other pertinent educational software systems (attendance, gradebook, grade reporting, etc.) - Capable of interpreting policy, procedures, and data - Willingness to be held accountable for student results Now Qualification Requirements list (after "QUALIFICATION REQUIREMENTS"): We have headings: COMMUNICATION SKILLS, PROBLEM SOLVING