Paraprofessional-Special Education

We need to output HTML fragment with headings

for sections that have real content. Sections: About the role (maybe from Position Summary), Responsibilities (Duties), Requirements (Minimum Requirements + Knowledge, Skills, & Abilities), maybe Qualifications? The posting includes Minimum Requirements (Education, Certification/License, Work Experience). Knowledge, Skills, & Abilities includes skills-based, knowledge-based, ability-based competencies. Could combine into Requirements or Qualifications. Benefits, Pay, Schedule not present, so omit those sections. Also need to include a short

for metadata like Division, Grade, Department, Work Day, Reports To, FLSA Status, Job Class, Group? The instruction: do NOT put Job ID/requisition numbers as headings — fold minor metadata into a short

or drop it. So we can include a

with that metadata. We must preserve all substantive information, not invent or summarize away detail. Must not include boilerplate like EEO etc. Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The posting includes EEO statement at end: "It is the policy of the Clarke County School District not to discriminate..." That's boilerplate; should be removed. Also "Reasonable accommodations may be made..." maybe also boilerplate but it's about accommodation; could be considered part of working conditions? Might be okay to keep? It's not exactly boilerplate but it's a standard statement. The instruction says remove EEO/equal-opportunity boilerplate. That includes the non-discrimination statement. The reasonable accommodation line might be considered part of that; safer to remove both. Also remove "Physical Abilities And Working Conditions" section? It contains substantive info about physical abilities and working conditions. Should we keep? It's not a standard heading like Benefits, Pay, Schedule. We could create a section maybe "Physical Abilities and Working Conditions" but the instruction only lists specific headings to use: 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 forbid other headings, but says "Prefer a few substantive sections over many thin ones." Could we include a section for Physical Abilities? Might be considered thin. However it's substantive. Could combine into Requirements or Qualifications? Might be better to include a section "Working Conditions". But the instruction didn't list that as an example; but we could still use

for any section heading. The examples are just examples. So we can add a heading for Physical Abilities and Working Conditions. We must not repeat the job title as a heading. The job title is "Paraprofessional - Special Education". So we won't use that as heading. We need to preserve all substantive information: Position Summary, Minimum Requirements (Education, Certification/License, Work Experience), Knowledge, Skills, & Abilities (skills-based, knowledge-based, ability-based), Duties (essential duties bullet list), Physical Abilities and Working Conditions (including vision, hearing, speech, upper body mobility, strength, environmental requirements, mental requirements, additional work conditions & physical abilities: generally the job requires 10% sitting, 40% walking, 50% standing). Also include metadata like Division, Grade, Department, Work Day, Reports To, FLSA Status, Job Class, Group. We must not include boilerplate: EEO statement, reasonable accommodations line, "This job description is intended to accurately reflect..." etc. Also remove "Last Updated: 08/2024"? That's metadata maybe minor; could be included in short p. It's not boilerplate but could be kept. The instruction says fold minor metadata into a short

or drop it. So we can include a short p with Division, Grade, Department, Work Day, Reports To, FLSA STATUS, JOB CLASS, GROUP, Last Updated. We must not create Pay/Schedule/Benefits sections unless posting actually states them. It does not, so omit. We need to use

• for any list of duties/requirements/benefits. For Minimum Requirements we have items: Education, Certification/License, Work Experience. Could be a list. For Knowledge, Skills, & Abilities we have subcategories; maybe we can keep as paragraphs with subheadings? But instruction says use
  • for any list of duties/requirements/benefits. For competencies, we could also list as
    • . Might be okay. We need to avoid creating sections with filler like "commensurate with experience". Not present. Let's craft HTML:

      Division: Assigned Location | Grade: 5 | Department: Assigned School | Work Day: 190 | Reports To: Building Principal | FLSA Status: Non Exempt | Job Class: 4362, Group: Classified | Last Updated: 08/2024

      Then sections:

      About the role

      Position Summary: The role of a Special Education Paraprofessional is essential for creating a structured and effective learning environment for special education students from Pre-K through K12. Paraprofessionals support the delivery of specialized instructional programs and help students utilize available resources to enhance their learning experience. Depending on the needs of the classroom and teachers, they may work in various settings including classrooms, offices, and media centers, and they might assist students individually or in groups. This position adapts to diverse educational needs, ensuring that all students have the opportunity to thrive in their educational journey.

      Minimum Requirements

      • Education: High school diploma or GED equivalent
      • Certification/License: Paraprofessional license OR have passed the paraprofessional assessment; maintains all licenses and certifications; Criminal Justice Fingerprint Background Clearance
      • Work Experience: At least 21 years of age (Individuals who have a minimum credit hours and hold an Associate Degree or higher teaching credential do not have to meet the minimum 21 years of age requirement)

      Knowledge, Skills, & Abilities

      We could break into subheadings? But maybe just list as
      • with each competency grouped. However there are many items; we could keep as paragraphs but instruction says use
        • for any list of duties/requirements/benefits. This is a list of competencies, so we can list. We need to preserve all detail: skills-based competencies: performing multiple tasks, occasionally upgrade skills, operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administer first aid and/or prescribed medications; applying physical restraint practices; promoting activities and/or events. Knowledge-based competencies: basic math including fractions, percentages, ratios; read a variety of manuals, write documents following prescribed formats, present information; understand complex multi-step written and oral instructions; concepts of grammar and punctuation; stages of child development and learning styles; age appropriate activities/behaviors; classroom instructional media and technology; cultural differences of student population; health standards and hazards; job-related codes/laws/rules/regulations/policies; methods of instruction and training; operation of office equipment and technology; school safety and security practices. Ability-based competencies: schedule activities; gather and/or collate data; use job-related equipment; flexibility to work with others; work with data utilizing defined but different processes; operate equipment using standardized methods; work with a wide diversity of individuals; work with a variety of data; utilize a variety of job-related equipment; problem solving to identify issues and create action plans; problem solving with data requires independent interpretation of guidelines; problem solving with equipment limited to moderate; communicating with diverse groups; maintaining confidentiality; setting priorities; working as part of a team; adapting to changing work priorities; communicating with persons of diverse backgrounds; working extended hours and working with frequent interruptions. We could break into three sublists: Skills-based, Knowledge-based, Ability-based. Use

          maybe? But instruction only mentions

          for section headings; we could still use

          for subheadings. It didn't forbid. Safer to just use

          • with each bullet containing the subcategory text. Let's create:

            Knowledge, Skills, & Abilities

            • Skills-based Competencies: Perform multiple tasks with occasional skill upgrades; operate standard office equipment and pertinent software applications; prepare and maintain accurate records; adhere to safety practices and procedures; administer first aid and/or prescribed medications; apply physical restraint practices; promote activities and/or events.
            • Knowledge-based Competencies: Perform basic math (fractions, percentages, ratios); read various manuals, write documents per prescribed formats, present information; understand complex multi-step written/oral instructions; concepts of grammar and punctuation; stages of child development and learning styles; age‑appropriate activities/behaviors; classroom instructional media and technology; cultural differences of student population; health standards and hazards; job‑related codes/laws/rules/regulations/policies; methods of instruction and training; operation of office equipment and technology; school safety and security practices.
            • Ability-based Competencies: Schedule activities; gather/collate data; use job‑related equipment; flexibility to work with others, work with data using defined but different processes, operate equipment via standardized methods; work with diverse individuals and data, utilize varied equipment; problem solving – identify issues and create action plans; independent interpretation of guidelines for data‑related problems; moderate equipment problem solving; communicate with diverse groups; maintain confidentiality; set priorities; work as part of a team; adapt to changing priorities; communicate with persons of diverse backgrounds; work extended hours; handle frequent interruptions.
            Then duties:

            Responsibilities

            • Administers achievement and diagnostics tests as directed by the teacher (math and reading tests, etc.) to support the teacher in the instructional process.
            • Assists students, individually or in small groups, with lesson assignments and training for accomplishing daily tasks (listening to students read, providing writing assistance, help with computer learning programs, toilet training, etc.) to practice/reinforce learning concepts and help students reach academic goals, grade‑level standards, appropriate social skills.
            • Implements independent study, enrichment work, remedial work, and daily physical cleanliness (toileting, dressing, teeth brushing, hair brushing, self‑feeding, etc.) to present/reinforce learning concepts.
            • Maintains classroom equipment, work area supplies, and learning aids (computers, drawing materials, etc.) to ensure availability of items and provide a safe learning environment.
            • Monitors individual and/or groups of students in various settings (classroom, playground, field trips, library, lunchroom, restrooms, bus loading/unloading, etc.) to provide a safe and positive learning environment.
            • Reports observations and incidents relating to specific students (accidents, fights, inappropriate social behavior, rule violations, safety conditions, etc.) to appropriate instructional and/or administrative personnel.
            • Responds to emergency situations (injured student, fights, etc.) to resolve immediate safety concerns and/or direct to appropriate personnel for resolution.
            • Supports classroom teachers (storytelling, reading, drill work, special one‑on‑one work, assisting in lunchroom, adaptive P.E. routines, etc.) to assist teachers in implementing appropriate behavior, curriculum, and teaching methodologies.
            • Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit.
            Then Physical Abilities and Working Conditions:

            Physical Abilities and Working Conditions

            • Vision: (not specified) – but we should not include filler like "not specified". The posting lists categories but no details: "Vision: Hearing: Speech: Upper Body Mobility: Strength: Some lifting Environmental requirements: Mental Requirements