Master Teacher- Math (26-27)
for sections present. The posting includes: General Definition of Work (maybe not a heading we need? It's like description). Then Qualifications, Salary/Status, Reports To, Place of Work, Essential Functions, Knowledge, Skills, Abilities, Education And Experience, Special Requirements.
We must not repeat job title as heading (none given). We must not put Job ID/requisition numbers as headings (none). We must include a section only when posting has real, specific content for it. We need to preserve all substantive info. Remove boilerplate: cookie/navigation/legal/EEO etc none present. Remove duplicated lines. Remove application instructions (none). We need to format using for section headings: e.g., About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. However we can use other headings? The instruction: "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It suggests we should use those headings if applicable, but we can also use other headings? Probably we should map content to those standard headings where appropriate. For example: "General Definition of Work" could be "About the role". "Essential Functions" could be "Responsibilities". "Qualifications" is a heading. "Knowledge, Skills, Abilities" could be "Skills". "Education And Experience" could be "Qualifications" or "Requirements"? Actually Qualifications already used; maybe we combine. But we must not create thin sections. We need to decide which sections to include based on content.
We have content: General Definition of Work (description). Essential Functions (list of duties). Qualifications (list of requirements). Knowledge, Skills, Abilities (list of skills). Education And Experience (education/experience). Special Requirements (driver's license). Salary/Status (salary schedule, full-time, 10 months). Reports To (Principal). Place of Work (premises). These are metadata.
We should not create Pay/Schedule/Benefits unless posting actually states them. Salary/Status includes salary schedule and full-time 10 months. That's pay and schedule info. So we could create a Pay section with salary schedule and full-time 10 months. Schedule could be derived from 10 months (school year). But we should not create Schedule unless posting actually states them. It does state "Full-time, 10 months". That's schedule info (10 months). So we could include Schedule section with that. However instruction: "Prefer a few substantive sections over many thin ones." Might combine Pay and Schedule into one section? But they said use headings like Pay, Schedule. Could combine into one Pay & Schedule
but they said use those headings. Safer to create separate sections if content exists. But we risk thin sections. However we have substantive content for both: salary schedule (State Salary Schedule) and full-time 10 months. That's enough.
Benefits: not mentioned, so omit.
We need to use - for any list of duties/requirements/benefits. So for Essential Functions (list), Knowledge, Skills, Abilities (list), Qualifications (list?), Education And Experience (maybe list), Special Requirements (list). We'll convert each to
- .
We need to preserve all substantive information, not invent or summarize away detail. So we must keep the exact phrasing? Probably we can keep sentences as is, but we can break into list items.
We must not repeat job title as heading (none). Must not put Job ID/requisition numbers as headings (none). Remove duplicated lines (none seen). Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions (none present).
We must output ONLY the HTML fragment, no /, no markdown code fences.
Thus produce something like:
About the role
The master teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion working in the classroom with the teacher of record to implement effective teaching strategies that align to required content standards. Employee facilitates and supports curriculum instruction in the assigned content area(s) for grades K-12 to include technology integration. Based on student need, the employee may be assigned to serve as the teacher of record at the principal's discretion. Employee performs complex work to carry out Board of Education policies and procedures as an expert curriculum practitioner under the direction of the building level principal.
Responsibilities
- Adhere to all state, federal, and local laws, policies, and procedures
- Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components
- Demonstrate instructional expertise and coaching skills
- Support professional learning communities (PLC's) in developing their classroom practices to meet student needs and curricular demands
- Develop, facilitate, and evaluate the success of building level professional development activities aligned to prioritized school goals
- Improve classroom teaching by setting clear expectations and observing, coaching, and modeling effective teaching strategies
- Conduct follow-up teacher conferences that provide specific and actionable feedback
- Oversee planning, facilitation, and follow-up of school-based professional development
- Assist teachers in application of new professional learning
- Understand and analyze data from multiple sources
- Use data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement in accordance with school improvement plans
- Support an instructional program conducive to accelerated student achievement
- Actively investigate, review, and evaluate instructional research and support teachers in identifying promising subject-specific strategies to support increased student outcomes
- Regularly assess student learning and ensure specific, timely feedback to students regarding performance
- Support colleagues to align standards, curricula, instructional strategies, and assessment tools
- Team-teach with colleagues, demonstrate model lessons, and support teachers in using effective instructional strategies to meet students' learning needs
- Facilitate professional development and attend other related meetings as needed/required
- Participate in professional development workshops and leadership training
- Create an inclusive environment with positive communication
- Perform related work as assigned or required
Qualifications
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of staff development practices, procedures, and techniques
- Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications
- Ability to learn and use specialized tools, equipment or software related to business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy
- Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
Skills
Knowledge, Skills, Abilities section already covered? Actually we used Qualifications for knowledge, skills, abilities. But we also have a separate "Knowledge, Skills, Abilities" block that overlaps with Qualifications. The posting includes both "Qualifications" and "Knowledge, Skills, Abilities". They are somewhat overlapping but we must preserve all. We could treat "Qualifications" as the list of requirements (knowledge, skills, abilities) and then "Knowledge, Skills, Abilities" as another list? That would duplicate. Better to merge? But we must not invent or summarize away detail; merging could lose nuance but we could keep both sections with distinct headings: maybe "Qualifications" for the bullet list under "Qualifications" heading, and "Skills" for the "Knowledge, Skills, Abilities" list. However the "Qualifications" list we already used includes many items that are essentially the same as the Knowledge, Skills, Abilities list. Actually reading: Under "Qualifications" heading they have a paragraph: "To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made..." Then they list items: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. That's the knowledge, skills, abilities list. Then later there is a separate heading "Knowledge, Skills, Abilities" with a list that seems to repeat similar items but maybe more detailed? Let's examine: After Qualifications, there is "Knowledge, Skills, Abilities" heading and then a list: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. Actually it's exactly the same as the earlier list? Let's compare: The Qualifications list items:
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of staff development practices, procedures, and techniques
- Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications
- Ability to learn and use specialized tools, equipment or software related to business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy
- Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
Then the Knowledge, Skills, Abilities list appears to be exactly the same? Let's check the text: After "Education And Experience" there is "Knowledge, Skills, Abilities" heading and then a list: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. Actually I think the posting repeats the same list inadvertently. We need to preserve all substantive information; if it's duplicated, we should remove duplicated lines per instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines". So we should deduplicate. So we should keep only one instance of that list. Which heading to use? Could keep under "Qualifications" or "Skills". Since we have both headings available, we could keep Qualifications as the list and omit the duplicate Knowledge
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It suggests we should use those headings if applicable, but we can also use other headings? Probably we should map content to those standard headings where appropriate. For example: "General Definition of Work" could be "About the role". "Essential Functions" could be "Responsibilities". "Qualifications" is a heading. "Knowledge, Skills, Abilities" could be "Skills". "Education And Experience" could be "Qualifications" or "Requirements"? Actually Qualifications already used; maybe we combine. But we must not create thin sections. We need to decide which sections to include based on content.
We have content: General Definition of Work (description). Essential Functions (list of duties). Qualifications (list of requirements). Knowledge, Skills, Abilities (list of skills). Education And Experience (education/experience). Special Requirements (driver's license). Salary/Status (salary schedule, full-time, 10 months). Reports To (Principal). Place of Work (premises). These are metadata.
We should not create Pay/Schedule/Benefits unless posting actually states them. Salary/Status includes salary schedule and full-time 10 months. That's pay and schedule info. So we could create a Pay section with salary schedule and full-time 10 months. Schedule could be derived from 10 months (school year). But we should not create Schedule unless posting actually states them. It does state "Full-time, 10 months". That's schedule info (10 months). So we could include Schedule section with that. However instruction: "Prefer a few substantive sections over many thin ones." Might combine Pay and Schedule into one section? But they said use headings like Pay, Schedule. Could combine into one Pay & Schedule
but they said use those headings. Safer to create separate sections if content exists. But we risk thin sections. However we have substantive content for both: salary schedule (State Salary Schedule) and full-time 10 months. That's enough.
Benefits: not mentioned, so omit.
We need to use - for any list of duties/requirements/benefits. So for Essential Functions (list), Knowledge, Skills, Abilities (list), Qualifications (list?), Education And Experience (maybe list), Special Requirements (list). We'll convert each to
- .
We need to preserve all substantive information, not invent or summarize away detail. So we must keep the exact phrasing? Probably we can keep sentences as is, but we can break into list items.
We must not repeat job title as heading (none). Must not put Job ID/requisition numbers as headings (none). Remove duplicated lines (none seen). Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions (none present).
We must output ONLY the HTML fragment, no /, no markdown code fences.
Thus produce something like:
About the role
The master teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion working in the classroom with the teacher of record to implement effective teaching strategies that align to required content standards. Employee facilitates and supports curriculum instruction in the assigned content area(s) for grades K-12 to include technology integration. Based on student need, the employee may be assigned to serve as the teacher of record at the principal's discretion. Employee performs complex work to carry out Board of Education policies and procedures as an expert curriculum practitioner under the direction of the building level principal.
Responsibilities
- Adhere to all state, federal, and local laws, policies, and procedures
- Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components
- Demonstrate instructional expertise and coaching skills
- Support professional learning communities (PLC's) in developing their classroom practices to meet student needs and curricular demands
- Develop, facilitate, and evaluate the success of building level professional development activities aligned to prioritized school goals
- Improve classroom teaching by setting clear expectations and observing, coaching, and modeling effective teaching strategies
- Conduct follow-up teacher conferences that provide specific and actionable feedback
- Oversee planning, facilitation, and follow-up of school-based professional development
- Assist teachers in application of new professional learning
- Understand and analyze data from multiple sources
- Use data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement in accordance with school improvement plans
- Support an instructional program conducive to accelerated student achievement
- Actively investigate, review, and evaluate instructional research and support teachers in identifying promising subject-specific strategies to support increased student outcomes
- Regularly assess student learning and ensure specific, timely feedback to students regarding performance
- Support colleagues to align standards, curricula, instructional strategies, and assessment tools
- Team-teach with colleagues, demonstrate model lessons, and support teachers in using effective instructional strategies to meet students' learning needs
- Facilitate professional development and attend other related meetings as needed/required
- Participate in professional development workshops and leadership training
- Create an inclusive environment with positive communication
- Perform related work as assigned or required
Qualifications
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of staff development practices, procedures, and techniques
- Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications
- Ability to learn and use specialized tools, equipment or software related to business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy
- Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
Skills
Knowledge, Skills, Abilities section already covered? Actually we used Qualifications for knowledge, skills, abilities. But we also have a separate "Knowledge, Skills, Abilities" block that overlaps with Qualifications. The posting includes both "Qualifications" and "Knowledge, Skills, Abilities". They are somewhat overlapping but we must preserve all. We could treat "Qualifications" as the list of requirements (knowledge, skills, abilities) and then "Knowledge, Skills, Abilities" as another list? That would duplicate. Better to merge? But we must not invent or summarize away detail; merging could lose nuance but we could keep both sections with distinct headings: maybe "Qualifications" for the bullet list under "Qualifications" heading, and "Skills" for the "Knowledge, Skills, Abilities" list. However the "Qualifications" list we already used includes many items that are essentially the same as the Knowledge, Skills, Abilities list. Actually reading: Under "Qualifications" heading they have a paragraph: "To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made..." Then they list items: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. That's the knowledge, skills, abilities list. Then later there is a separate heading "Knowledge, Skills, Abilities" with a list that seems to repeat similar items but maybe more detailed? Let's examine: After Qualifications, there is "Knowledge, Skills, Abilities" heading and then a list: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. Actually it's exactly the same as the earlier list? Let's compare: The Qualifications list items:
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of staff development practices, procedures, and techniques
- Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications
- Ability to learn and use specialized tools, equipment or software related to business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy
- Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
Then the Knowledge, Skills, Abilities list appears to be exactly the same? Let's check the text: After "Education And Experience" there is "Knowledge, Skills, Abilities" heading and then a list: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. Actually I think the posting repeats the same list inadvertently. We need to preserve all substantive information; if it's duplicated, we should remove duplicated lines per instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines". So we should deduplicate. So we should keep only one instance of that list. Which heading to use? Could keep under "Qualifications" or "Skills". Since we have both headings available, we could keep Qualifications as the list and omit the duplicate Knowledge
- .
We need to preserve all substantive information, not invent or summarize away detail. So we must keep the exact phrasing? Probably we can keep sentences as is, but we can break into list items.
We must not repeat job title as heading (none). Must not put Job ID/requisition numbers as headings (none). Remove duplicated lines (none seen). Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions (none present).
We must output ONLY the HTML fragment, no /, no markdown code fences.
Thus produce something like:
About the role
The master teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion working in the classroom with the teacher of record to implement effective teaching strategies that align to required content standards. Employee facilitates and supports curriculum instruction in the assigned content area(s) for grades K-12 to include technology integration. Based on student need, the employee may be assigned to serve as the teacher of record at the principal's discretion. Employee performs complex work to carry out Board of Education policies and procedures as an expert curriculum practitioner under the direction of the building level principal.
Responsibilities
- Adhere to all state, federal, and local laws, policies, and procedures
- Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components
- Demonstrate instructional expertise and coaching skills
- Support professional learning communities (PLC's) in developing their classroom practices to meet student needs and curricular demands
- Develop, facilitate, and evaluate the success of building level professional development activities aligned to prioritized school goals
- Improve classroom teaching by setting clear expectations and observing, coaching, and modeling effective teaching strategies
- Conduct follow-up teacher conferences that provide specific and actionable feedback
- Oversee planning, facilitation, and follow-up of school-based professional development
- Assist teachers in application of new professional learning
- Understand and analyze data from multiple sources
- Use data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement in accordance with school improvement plans
- Support an instructional program conducive to accelerated student achievement
- Actively investigate, review, and evaluate instructional research and support teachers in identifying promising subject-specific strategies to support increased student outcomes
- Regularly assess student learning and ensure specific, timely feedback to students regarding performance
- Support colleagues to align standards, curricula, instructional strategies, and assessment tools
- Team-teach with colleagues, demonstrate model lessons, and support teachers in using effective instructional strategies to meet students' learning needs
- Facilitate professional development and attend other related meetings as needed/required
- Participate in professional development workshops and leadership training
- Create an inclusive environment with positive communication
- Perform related work as assigned or required
Qualifications
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of staff development practices, procedures, and techniques
- Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications
- Ability to learn and use specialized tools, equipment or software related to business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy
- Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
Skills
Knowledge, Skills, Abilities section already covered? Actually we used Qualifications for knowledge, skills, abilities. But we also have a separate "Knowledge, Skills, Abilities" block that overlaps with Qualifications. The posting includes both "Qualifications" and "Knowledge, Skills, Abilities". They are somewhat overlapping but we must preserve all. We could treat "Qualifications" as the list of requirements (knowledge, skills, abilities) and then "Knowledge, Skills, Abilities" as another list? That would duplicate. Better to merge? But we must not invent or summarize away detail; merging could lose nuance but we could keep both sections with distinct headings: maybe "Qualifications" for the bullet list under "Qualifications" heading, and "Skills" for the "Knowledge, Skills, Abilities" list. However the "Qualifications" list we already used includes many items that are essentially the same as the Knowledge, Skills, Abilities list. Actually reading: Under "Qualifications" heading they have a paragraph: "To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made..." Then they list items: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. That's the knowledge, skills, abilities list. Then later there is a separate heading "Knowledge, Skills, Abilities" with a list that seems to repeat similar items but maybe more detailed? Let's examine: After Qualifications, there is "Knowledge, Skills, Abilities" heading and then a list: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. Actually it's exactly the same as the earlier list? Let's compare: The Qualifications list items: - Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area - Comprehensive knowledge of staff development practices, procedures, and techniques - Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students - Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning - Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications - Ability to learn and use specialized tools, equipment or software related to business needs - Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations - Ability to communicate effectively - Ability to reason, make judgments, and maintain effective working relationships - Ability to employ positive communication skills in all settings/mediums - Ability to problem-solve utilizing sound judgment - Ability to maintain confidentiality regarding school system business - Ability to take initiative, work independently, and exercise sound judgement - Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy - Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs - Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment Then the Knowledge, Skills, Abilities list appears to be exactly the same? Let's check the text: After "Education And Experience" there is "Knowledge, Skills, Abilities" heading and then a list: "Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area" etc. Actually I think the posting repeats the same list inadvertently. We need to preserve all substantive information; if it's duplicated, we should remove duplicated lines per instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines". So we should deduplicate. So we should keep only one instance of that list. Which heading to use? Could keep under "Qualifications" or "Skills". Since we have both headings available, we could keep Qualifications as the list and omit the duplicate Knowledge