Middle School STEM Special Education Teacher+ $5,000 Signing Bonus!

The user wants me to reformat a job posting into clean, well-structured semantic HTML. I need to follow specific rules: 1. Use

for section headings (About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule) 2. Use

• for lists of duties/requirements/benefits, and

  for prose 3. Do NOT repeat the job title as a heading 4. Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short

  or drop it 5. Preserve ALL substantive information; do NOT invent or summarize away detail 6. Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions 7. Include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text 8. Never create Pay/Schedule/Benefits sections unless the posting actually states them 9. Prefer a few substantive sections over many thin ones 10. Output ONLY the HTML fragment — no /, no markdown code fences Let me analyze the job posting: - Job title: "MS STEM Special Education Teacher + $5,000 Signing Bonus!" - I should not repeat this as a heading - Classification: Exempt, 10-Month Employee - minor metadata - Reports to: MS Principal - minor metadata - Overview: paragraph about the school seeking two certified special education teachers - Responsibilities: broken into subsections (Content Knowledge and Planning, Instructional Strategies, Assessment, Student Communication and Rapport, Classroom Management, Professional Demeanor and Development, School Community and Culture) - Skills and Abilities: list - Qualifications: list - Supervisory Responsibilities: None - Position Type and Expected Hours of Work: full-time 10-month, on-site, Monday-Friday 7:55am-3:55pm - Salary Range: $75,000 - $105,000 annually (Based on Experience) - Travel: Minimum to no travel required - EEO Statement: boilerplate - remove I need to structure this into sections. The posting has: - Overview (About the role) - Responsibilities (with multiple subsections) - Skills and Abilities - Qualifications - Position Type/Schedule (Schedule section) - Salary Range (Pay section) - Travel (could be part of Schedule or separate) I should create sections for: 1. About the role (overview) 2. Responsibilities (with subsections as nested lists or separate sections? The rules say use

  for section headings. The responsibilities have clear subsections. I could make each a subsection with

  but the rules only mention

  . I'll use

  for main sections and maybe

  for subsections? The rules say "use

  for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't forbid

  . But to be safe, I'll keep it to

  for main sections and use

  • for the sub-items. I can group the responsibilities under one Responsibilities section with sub-lists. Better: Create a Responsibilities section with an introductory paragraph, then sub-sections as nested lists. But the rules say use
    • for any list of duties/requirements/benefits. The responsibilities are lists of bullet points. I'll create a Responsibilities section with multiple
      lists, each preceded by a bold label or maybe

      . However, the rules only specify

      for section headings. I think using

      for subsections is acceptable semantic HTML. But the instruction says "use

      for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't say not to use other headings. I'll use

      for main sections and

      for subsections within Responsibilities. Alternatively, I could make each responsibility subsection a separate

      section? That would be many sections. The rules say "Prefer a few substantive sections over many thin ones." So I'll keep Responsibilities as one section with subsections. Let me structure: -

      About the role

      with

      overview -

      Responsibilities

      with subsections as

      and

      • -

        Skills and Abilities

        with
        • -

          Qualifications

          with
          • -

            Schedule

            with

            about position type, hours, on-site -

            Pay

            with

            salary range and signing bonus - Travel could be included in Schedule or Pay. I'll include in Schedule. Also, the signing bonus is mentioned in the title and maybe in salary? The title says "+ $5,000 Signing Bonus!" but not in salary range. I should include that in Pay section. Supervisory Responsibilities: None - minor, can drop or include in a short

            in Qualifications or separate. I'll drop as it's "None". Classification and Reports to: minor metadata, fold into a short

            in About the role or Schedule. EEO Statement: remove. Now, write HTML. I'll start with About the role:

            About the role

            Dr. Richard Izquierdo Health & Science Charter School is seeking two certified, or on the pathway to, and experienced special education teachers to provide instruction to our middle school students in the areas of STEM and Humanities. Under the general supervision of the Principal, teachers work collaboratively with other teachers within their department and across other content areas.

            Classification: Exempt, 10-Month Employee. Reports to: MS Principal.

            Responsibilities: I'll create a section with subsections.

            Responsibilities

            Content Knowledge and Planning

            • Knowledge of the IEP process, referral process, reading IEPs and putting plans into place to meet IEP goals
            • Ability to write IEP teacher reports and submit high quality reports on a deadline
            • Exhibit an understanding of and skills relevant to the subject area(s) taught
            • Demonstrate an ability to make topics and activities meaningful and relevant to each student
            • Integrate available technology resources compatible with students’ needs and abilities
            • Develop lesson plans that are clear, logical, and sequential as well as differentiated based on the students you serve
            • Plan with appropriate specialist(s) to differentiate instruction to meet the needs of all students

            Instructional Strategies

            • Implement the alternative teaching model (small group instruction) in two content areas, focused on students who have IEPs and have been identified as Tier 2 or Tier 3 students based on our MTSS program
            • Progress monitor students’ performance over time by maintaining clear and accurate records that demonstrate evidence of student growth and learning
            • Link present content/skills with past and future learning experiences
            • Effectively use various instructional strategies (e.g., modeling, cooperative learning, collaboration, and reading and writing in the content areas) to differentiate learning for all students
            • Effectively use questioning strategies to engage students and promote learning
            • Monitor students’ understanding of the lesson and adjusts teaching when appropriate
            • Maximize student learning by providing opportunities for all learners to participate actively and successfully
            • Explain content and demonstrates skills in a variety of ways to meet the needs of all students
            • Hold each learner individually responsible for learning

            Assessment

            • Use results of a variety of assessments to monitor and modify instruction as needed
            • Effectively use both teacher-made and standardized tests, as appropriate, to measure student performance
            • Use oral, non-verbal, and written forms of student assessment
            • Organize, maintain, and use records of student progress to make effective instructional decisions
            • Continuously monitor students’ progress before, during, and after instruction, and provides meaningful feedback
            • Demonstrate competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement

            Student Communication and Rapport

            • Use precise language and acceptable oral expression and written communication
            • Articulate clear learning goals and instructional procedures for the lesson to the students
            • Model caring, fairness, courtesy, respect and active listening
            • Model concern for students’ emotional and physical well being
            • Seek and maintains positive interactions with students in all school settings
            • Seek information about student interests and opinions

            Classroom Management

            • Enforce the school’s student behavior policies while investing students in the classroom community
            • Communicate clear expectations about behavior to students and parents
            • Actively monitor student behavior and provides feedback in a constructive manner to students and parents
            • Create a physical setting and establishes routines that promote learning and minimize disruption
            • Structure transitions in an efficient and constructive manner
            • Manage emergency situations, as they occur, in school settings

            Professional Demeanor and Development

            • Work cooperatively with a co-teacher and all colleagues for the benefit of students
            • Maintain a professional appearance following the school’s dress code policy
            • Interact with colleagues and students in an ethical and professional manner
            • Carry out duties in accordance with established policies, practices, and regulations
            • Select appropriate channels for resolving concerns and problems, and maintain confidentiality
            • Complete all classroom and school assignments and responsibilities in a timely and effective manner
            • Participate in professional growth activities including conferences, workshops, course work and committees or membership in professional organizations
            • Explore and apply knowledge and information about new or improved methods of instruction and related issues
            • Identify areas of personal strength and weakness and seek improvement of skills and professional performance
            • Be self-reflective to improve upon your practice on a regular basis

            School Community and Culture

            • Initiate communication with parents or guardians concerning student progress or problems in a timely manner
            • Respond promptly to parental concerns and encourage parental involvement within the school
            • Interact with parents and the community by providing useful information regarding the school
            • Work cooperatively with community members in carrying our school and community sponsored functions
            • Build collaborative relationships with colleagues, sharing teaching insights and coordinating student learning
            • Support school goals and initiatives and complete other duties as assigned
            Skills and Abilities:

            Skills and Abilities

            • Plan, organize, develop and conduct a comprehensive teaching and instruction program
            • Provide appropriate and effective learning experiences for pupils from a wide range achievement levels
            • Effectively assess the instructional and educational needs of pupils, and design, develop, and implement sound instructional and educational programs
            • Provide a motivating and stimulating learning environment
            • Follow safety procedures and written and verbal instructions
            • Work effectively with staff, students, and public
            • Organize tasks, set priorities and meet deadlines, manage multiple tasks
            • D