Preschool Teacher (Degreed)

We need to output HTML fragment with headings

for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. The posting includes description (About the role), responsibilities (MAJOR RESPONSIBILITIES), requirements (EDUCATION AND EXPERIENCE, SKILLS, KNOWLEDGE AND ABILITIES, CERTIFICATIONS, ENVIRONMENTAL CONDITIONS, ESSENTIAL PHYSICAL SKILLS, Background Requirements). Also benefits listed: "ECS4Kids offers a competitive benefit package which includes: Medical, dental and vision insurance 403(b) plan with 5% employer match Employee Assistance Program (EAP) Long-term & short-term disability insurance Employer-paid life insurance Paid holidays Generous paid time off Career development Qualifying employer for Public Service Loan Forgiveness Program". So Benefits section. Pay: Salary Description "$24.10 - $29.80 per hour". So Pay section. Schedule: Not explicitly mentioned. No schedule info. So we should NOT include Schedule heading. Qualifications: Might be covered by Requirements? The instruction says use headings for sections like Qualifications, Skills, Benefits, Pay, Schedule. We have Skills, Knowledge and Abilities section. Could map to Skills heading. Also Requirements heading for education/experience. Qualifications maybe combine? But we should not create empty sections. We have content for Skills (the SKILLS, KNOWLEDGE AND ABILITIES). So we can have

Skills

with that content. Requirements: we have EDUCATION AND EXPERIENCE, CERTIFICATIONS, ENVIRONMENTAL CONDITIONS, ESSENTIAL PHYSICAL SKILLS, Background Requirements. Could combine under Requirements. Qualifications: maybe not needed if we already have Skills and Requirements. But we could include Qualifications heading for certifications? However we already have Requirements covering certifications. To avoid thin sections, we might omit Qualifications if content overlaps. The instruction: "Prefer a few substantive sections over many thin ones." So we can have About the role (description), Responsibilities, Requirements (including education, experience, certifications, environmental, physical, background), Skills, Benefits, Pay. That's six sections. We must not repeat job title as heading. No Job ID etc. We need to use

• for any list of duties/requirements/benefits. So for responsibilities we should convert the long paragraph into list items? The responsibilities are many sentences; we can break into list items each duty. Similarly for requirements: list items for education/experience, certifications, etc. For benefits: list items. We need to preserve ALL substantive information; do not invent or summarize away detail. So we must keep all details but can format as list items. We must not include boilerplate like EEO etc. Already removed. We need to ensure we don't include placeholders like "commensurate with experience". Not present. Now craft HTML. First, About the role: we have description paragraph starting "JOIN THE ECS4Kids TEAM ...". We'll put that in

  . Might be multiple paragraphs; we can combine into one

  but preserve all info. Could split into multiple

  for readability but not required. We'll keep as

  . Responsibilities: heading

  Responsibilities

  then
  with each duty as
  • . Need to capture all duties from MAJOR RESPONSIBILITIES section. Let's extract bullet points: - Education and Development: Plan and implement a culturally sensitive educational program that is developmentally appropriate for each child’s age and language. - Use Teaching Strategies Cloud to plan and create weekly digital lesson plans that promote the cognitive, language, literacy, social, emotional, and physical development of children and that support ECS School Readiness Goals. - Follow the approved daily schedule to implement to fidelity the daily lesson plans from the approved curricula. - Lead all learning times in a manner consistent with CLASS philosophy and developmentally appropriate practice. - Use teaching strategies that illustrates the CLASS philosophy in Emotional Support, Classroom Organization, and Instructional Support. - Input daily child observation data in TS Gold. - Individualize for children throughout the day based on the observed needs of children, the goals set forth in support plans, and the ongoing analysis of child data. - Plan a balanced daily routine that encourages play, exploration, and learning; and which includes teacher-directed and child-directed activities, and inside and outside time. - Provide a developmentally appropriate, stimulating learning environment by adding new and interesting materials each week. - Provide a warm, nurturing, loving and positive environment, using positive guidance techniques and upholding the ECS Discipline Policy. - Develop nurturing relationships with each child by encouraging his or her social and emotional development. - Maintain accurate and complete VPK attendance and submit to Center Manager the last day of each month (if applicable). - Assure parents sign the VPK Parental Choice Certificate at the end of each month (if applicable). - Maintain all federal, state, local and accreditation standards. (These may include those set forth by NAEYC, APPLE, ECS, DCF and Head Start.) - Participate in research initiatives pertaining to early child hood education, development, and related topics. - Children’s Health and Developmental Services: Conduct daily health checks on each child. - Plan weekly activities promoting a healthy lifestyle. - Follow policies and procedures regarding medical and dental emergencies, short-term exclusion of children, and the administration, handling, and storing of medication. - Ensure that safe practices are followed to prevent injuries to children or self. - Maintain sanitation and hygiene procedures and participate in the maintenance of the center. - Participate in case management meetings regarding children’s health and development. - Family Partnerships: Provide and encourage effective communication and relationships with families so that parents feel comfortable talking to staff about their children. - Attend parent meetings as assigned. - Encourage parent involvement in all aspects of the program. - Inform parents concerning their children’s progress formally and informally, which may include parent notes, learning outcomes, parent conferences and home visits. - Engage parents in the development of school readiness goals for their children and guide parents in the use of curriculum activities related to their children’s school readiness goals. - Maintain transition procedures for children moving to another classroom or program and coordinate transition with other appropriate program staff. - Nutrition: Eat with children, encouraging proper eating habits and conversation. - Serve food in a way that encourages the development and socialization of the children. - Assist in kitchen duties (if applicable). - Plan weekly activities that promote good nutrition. - Training and Communication: Provide leadership in following best practices in the field of early childhood education. - Assist the center manager in training, mentoring, and developing the Teacher Aide to create an appropriate classroom environment. - Work collaboratively and attentively with an in-class coach. - Participate in the CLASS evaluation and training of peers. - Communicate regularly with other staff in order to better serve children and families, including attending staff meetings, trainings, and sharing information. - Have a cooperative, positive and supportive attitude within the program. - Follow directions and assignments as given by supervisor. - Maintain appropriate record keeping. - Maintain confidentiality at all times. (These essential job functions are not to be construed as a complete statement of duties performed. Employees will be required to perform other related marginal duties as required.) We need to keep the note about essential job functions not complete statement; we can include as a list item. Now Requirements: heading

    Requirements

    then
    with items: Education and Experience: - DCF 45-hour training and one of the following: - Teacher II - An associate degree in child development or early childhood education; or an associate degree in a field related to early childhood education with 30 credit hours in early childhood education courses, with at least four months experience teaching preschool-age children - Teacher III – A baccalaureate degree in child development or early childhood education; or a baccalaureate degree in elementary education with 15 credit hours in early childhood education courses, with at least four months experience teaching preschool-age children; or a baccalaureate degree in any field with 45 credit hours in early childhood education courses, with at least four months experience teaching preschool-age children - Teacher IV - An advanced degree in child development or early childhood education; or an advanced degree in elementary education with 15 credit hours in early childhood education courses, with at least four months experience teaching preschool-age children; or an advanced degree in any field with 45 credit hours in early childhood education courses, with at least four months experience teaching preschool-age children We could break into separate list items for each teacher level but keep as one item with sub-bullets? The instruction says use
    • for any list. Could nest
      inside
      • . That's okay. Next: Skills, Knowledge and Abilities: but we have separate Skills heading. However Requirements may also include certifications, environmental conditions, essential physical skills, background requirements. Let's treat Requirements as education/experience only, and Skills heading for skills/knowledge/abilities, and maybe another heading for Certifications? But we already have Skills heading for skills, knowledge, abilities. We could also include Certifications under Requirements or separate. To avoid many thin sections, we can combine certifications, environmental conditions, essential physical skills, background requirements under Requirements as well. But then Skills heading would be separate. Let's decide: We'll have Requirements covering education/experience, certifications, environmental conditions, essential physical skills, background requirements. Skills heading for skills, knowledge, abilities. Thus Requirements
        items: - DCF 45-hour training and one of the following (list Teacher II, III, IV as sub-items). - Certifications: - Complete TB screening & physical before having direct contact with children; renew every 2 years. - Complete on-line Food Handlers Course Serving Safe Food in Childcare within 90 days of employment. - Must have current First Aid and Pediatric Cardiopulmonary Resuscitation (CPR) training. - Complete a minimum of 25 hours of in-service training annually, July 1- June 30. - Environmental Conditions: - Work involves constant visual supervision of children and tolerance of loud noise. - Ability to communicate both orally and in writing. - Environment includes indoor classroom and outdoor playground. - Essential Physical Skills: - Acceptable eyesight (with or without correction). - Acceptable hearing (with or without correction). - Ability to communicate both orally and in writing. - Requires heavy physical work; heavy lifting, pushing, or pulling objects up to 50 pounds. - Physical work is a primary part (more than 70%) of job. - Background Requirements: - A Level II Background Screening which consists of a local, state, and federal criminal check will be completed on all employees and any contracted employee position, intern position or volunteer position in which individuals have contact with children, have access to confidential information and / or are in a position of special trust. - Reasonable accommodations will be made for otherwise qualified individuals with a disability. Now Skills heading:

        Skills

        with
        items from SKILLS, KNOWLEDGE AND ABILITIES: - Demonstrate competency to provide effective and nurturing teacher-child interactions, plan and implement learning experiences that ensure effective curriculum implementation and use of assessment and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate. - Ability to provide a supportive and caring environment for children. - Ability to exercise control and maintain appropriate classroom discipline. - Ability and willingness to implement the approved curriculum. - Ability to exercise good judgment and emotional maturity. - Ability to build and establish collaborative relationships. - Ability to work effectively with diverse staff and families. - Knowledge of applicable safety and abuse-reporting procedures. - Ability to maintain confidential information. - Ability to communicate effectively both orally and in writing. - Ability to plan