Pharmacy Technology Instructor

We need to output HTML fragment with sections: About the role? The posting includes "Job Details Description Summary" but we shouldn't repeat job title. We need sections: maybe "About the role" (the summary paragraph), "Responsibilities" (Essential Duties And Responsibilities), "Competencies" (Core Competencies and Job Competencies), "Qualifications" (Education And/or Experience etc), maybe "Physical Demands" and "Work Environment" but those are not in the list of allowed headings; allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We should map content accordingly. We have Pay: "Compensation: The starting pay range for this position is $22-25 per hour." So we need a Pay section. We have no explicit Benefits or Schedule. So we should not include those sections. We have Requirements: maybe combine Qualifications and Skills? The allowed headings include Requirements and Qualifications and Skills. We need to decide where to put content. We have "Qualifications:" section with Education And/or Experience, Language Skills, Mathematical Skills, Computer Skills, Certificates, Licenses, Registrations. Also Physical Demands and Work Environment but those are not allowed headings; we could maybe incorporate them into Requirements or Qualifications? The instruction: "include a section ONLY when the posting has real, specific content for it". We have content for Qualifications (education, experience, skills). We also have content for Skills (language, math, computer). Could split: Qualifications for education/experience, Skills for language/math/computer/certificates. Requirements maybe for supervisory responsibilities? Not sure. We have "Supervisory Responsibilities" paragraph: "Faculty supervise student conduct in the classroom, on the campus, and on field trips and school-related functions". That could go under Responsibilities or maybe a separate section but not in allowed headings. Could incorporate into Responsibilities. We have "Competencies" section with Core Competencies and Job Competencies. That could go under Skills? Or maybe under Requirements? The allowed headings include Skills. Could put competencies under Skills. We have "Essential Duties And Responsibilities" -> Responsibilities. We have summary paragraph at top: "Our faculty are engaged...". That could be About the role. We have Pay. Thus sections: About the role, Responsibilities, Skills (maybe combine competencies and language/math/computer), Qualifications (education/experience), Pay. We must not include empty sections. We need to use

for section headings. Use

• for any list of duties/requirements/benefits. Use

  for prose. We need to preserve all substantive information; do not invent or summarize away detail. Must not omit details. We need to convert lists into

  • . For responsibilities, we have many sentences each starting with a verb. We'll make each bullet a responsibility. Similarly for competencies: we have Core Competencies list (Integrity, Professionalism, Adaptability, Organization Support, Communication) each with description. And Job Competencies list (Instructional Skills, Content-Specific Knowledge, Dependability, Student Achievement Focus) each with description. We could combine them into one list under Skills? Or separate lists under Skills? The instruction: Use
    • for any list of duties/requirements/benefits. For competencies, it's a list of competencies with descriptions; we could treat each as list item with description inside. Similarly for Qualifications: Education And/or Experience includes multiple items: Pharmacy Technology Certificate of Achievement, State Pharmacy Technician Licensure "CPhT or EXCPT", Two years PhT experience in a pharmacy. That's a list. Language Skills, Mathematical Skills, Computer Skills, Certificates, Licenses, Registrations each have descriptions; could be list items. We need to preserve all details, not summarize. We'll produce HTML:

      About the role

      Our faculty are engaged, accountable, innovative, change ready professionals dedicated to their students and to the College Mission. Faculty are proficient in all learning modalities applicable to the program in which they teach.

      Responsibilities

      • Delivers course material in accordance with the college curriculum.
      • Fulfills administrative requirements for each course, including attendance, Student Learning Outcome (SLO) assessment data, posting grades in a timely manner, and outreach to students.
      • Utilizes student achievement and learning outcome data to develop program improvement strategies and participates in formal processes of program improvement, such as program review, program assessment, program design, and program evaluation.
      • Demonstrates willingness to develop proficiency in all applicable learning methodologies through continuous improvement.
      • Ensures the program consistently adheres to applicable institutional, governmental, and accreditation standards.
      • Participates as a subject matter expert in appropriate Industry Advisory Councils, Faculty Council, Assessment Council, and industry associations, etc.
      • Builds networks within the local industry for programmatic support.
      • Engages in activities focused on student service, such as new student orientation, student clubs, student appreciation event, outreach, enrollment, and career services events.
      • Provides proactive student advisement and tutoring.
      • Involved in all departmental and programmatic activities.
      • Mentors new faculty members and participates in the Academy of Master Instruction mentoring program.
      • Aids with ensuring that program equipment and books adhere to the Standard Equipment List and the Standard Book List.
      • Assists in ensuring the program meets the College's set standards for the program, including persistence, retention, graduation, 3rd party examinations, and placement.
      • Maintains high standards of professionalism and accountability and models positive behaviors for our students.
      • Works collaboratively with interdepartmental campus colleagues to ensure program students receive learner support to achieve success.
      • Is on time and present each day as required and conducts class for full class periods.
      • Acts as substitute instructor for academic colleagues as required.
      • Completes other duties as assigned.
      • Supervises student conduct in the classroom, on the campus, and on field trips and school-related functions.

      Skills

      • Core Competencies
        • Integrity: Acts in a way that demonstrates personal integrity; serves as a positive example of why others should trust the motives of the organization; views self as a reflection of the organization by following through on commitments and accepting ownership of mistakes; leaves others with the clear impression that integrity is a core organization value.
        • Professionalism: Approaches others in a tactful manner; reacts well under pressure; treats others with respect and consideration regardless of their status or position; accepts responsibility for own actions; follows through on commitments.
        • Adaptability: Adapts to changes in the work environment; manages competing demands; changes approach or method to best fit the situation; able to deal with frequent change, delays, or unexpected events.
        • Organization Support: Follows policies and procedures; completes projects and tasks correctly and on time; supports the organization's goals and values.
        • Communication: Communicates effectively and appropriately; uses good judgment as to what to communicate to whom as well as the best way to get that accomplished; speaks in clear and credible manner, selecting the right tone for the situation and audience; listens to others and allows them to make their point.
      • Job Competencies
        • Instructional Skills: Comes across as confident and well-prepared when providing instruction in small and large groups; effectively utilizes instructional resources to meet the variety of student learning needs; applies engagement and assessment techniques.
        • Content-Specific Knowledge: Understands the fundamentals, skills, methods, and procedures within their area of expertise and instructional practice.
        • Dependability: Makes and fulfills commitments; has established a pattern of working independently, meeting reasonable deadlines, and accepting responsibility for actions; willingly makes promises and fully intends to keep them; arrives to work on time and ready to contribute and conducts class for the full class times; shows up for meetings well prepared and engaged.
        • Student Achievement Focus: Personally demonstrates that students and employers are a high priority; identifies student needs and expectations and responds to them in a timely and effective manner; anticipates and prevents delays or other things that can adversely affect the student; keeps the student informed about progress.
      • Language Skills: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence, transcribe minutes; ability to effectively present information in one-on-one and small group situations to employees.
      • Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume; ability to apply concepts of basic algebra and geometry.
      • Computer Skills: To perform this job successfully, an individual should have knowledge of Microsoft Office; Word, Excel, Access, Outlook as well as the ability to quickly learn proprietary systems that may be used at the College.
      • Certificates, Licenses, Registrations: Faculty must have the required certificates, licenses, and registrations required for the course(s) they are to teach.

      Qualifications

      • Education And/or Experience: Pharmacy Technology Certificate of Achievement
      • State Pharmacy Technician Licensure "CPhT or EXCPT"
      • Two years PhT experience in a pharmacy

      Pay

      The starting pay range for this position is $22-25 per hour.

      We need to ensure we didn't miss any substantive info: The summary about faculty engaged etc included. The supervisory responsibilities we added as a bullet. The "Essential Duties And Responsibilities" we captured all bullets. The "Competencies" we captured core and job competencies. The "Qualifications" we captured education/experience. We omitted Language Skills, Mathematical Skills, Computer Skills, Certificates etc; we placed them under Skills. Good. We omitted Physical Demands and Work Environment because they are not allowed headings; but we must preserve ALL substantive information. The instruction says: "Preserve ALL substantive information; do NOT invent or summarize away detail." If we drop Physical Demands and Work Environment, we lose substantive info. However allowed headings list does not include those; but we could incorporate them into an existing section like Qualifications or Skills? They are not exactly qualifications or skills but could be placed under a generic section like "Requirements". The allowed headings include Requirements. We could put Physical Demands and Work Environment under Requirements. That seems appropriate: Requirements can include physical demands and work environment. So we should add a Requirements section. Thus we need a Requirements section with Physical Demands and Work Environment details. We must not create sections with filler; we have real content. Thus add:

      Requirements

      • Physical Demands: While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel; reach with hands and arms; talk; and hear. The employee is frequently required to walk. The employee is occasionally required to stand; climb or balance and stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds.
      • Work Environment: In some and/or all vocational classrooms, the employee is frequently exposed to moving mechanical parts. The employee is occasionally exposed to fumes or airborne particles and toxic or caustic chemicals. The noise level in the work environment is usually moderate.
      We also have statements about reasonable accommodations, background check, etc. Those are substantive but not covered by allowed headings. Could be placed under