Special Education Teacher, High School - OCS
for each section heading. Use - for any list of duties/requirements/benefits. Use
for prose.
We need to preserve all substantive information; not invent or summarize away detail.
We'll need to convert lists into
- . The KSAs are a list separated by semicolons. We'll break each item into
- . Similarly duties are sentences separated by periods; we can make list items.
Education etc are prose; we can keep as
.
Let's extract content.
Position Purpose: "Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning."
That's prose; we can put in
.
Essential Duties And Responsibilities: list of duties:
- Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
- Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
- Assists students in completing the curriculum tasks and to complete IEP goals.
- Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
- Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
- Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
- Attends student’s IEP meetings and serves as a collaborative team member.
- Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.
- Performs other related duties, as assigned.
We'll make each bullet as
- .
KSAs (Knowledge, Skills, And Abilities): list:
- Extensive knowledge of instructional practices and delivery related to specially designed instruction;
- Extensive knowledge of general content curriculum standards and age appropriate developmental expectations;
- Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities;
- Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
- Critical thinking and problem–solving skills;
- Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
- Ability to work in a team environment and effectively collaborate with others;
- Ability to motivate students;
- Ability to constantly monitor and supervise the safety and well-being of students;
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles;
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
We'll make each as
- under Skills section.
Education, Training, And Experience: "Bachelor’s degree from a regionally accredited college/university."
Certification And License Requirements: "Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including licenses in Academically or Intellectually Gifted); Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements."
Preferred Qualifications: "First Aid and CPR certifications; Crisis Prevention and Intervention (CPI) certification"
We can combine Education, Certification, Preferred into Qualifications section maybe as list.
But we need to avoid thin sections; maybe combine all qualification-related into one Qualifications section with sublists? However instruction: Use
- for any list of duties/requirements/benefits. So we can have a Qualifications section with
- items for each qualification.
Thus Qualifications section will contain list items: Bachelor’s degree..., Hold or be eligible..., Must hold and maintain..., First Aid and CPR certifications..., Crisis Prevention and Intervention (CPI) certification.
We'll keep as list.
Now we need to output HTML fragment only, no /, no markdown fences.
Thus:
About the role
Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Responsibilities
- Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
- Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
- Assists students in completing the curriculum tasks and to complete IEP goals.
- Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
- Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
- Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
- Attends student’s IEP meetings and serves as a collaborative team member.
- Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.
- Performs other related duties, as assigned.
Skills
- Extensive knowledge of instructional practices and delivery related to specially designed instruction
- Extensive knowledge of general content curriculum standards and age appropriate developmental expectations
- Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities
- Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps
- Critical thinking and problem–solving skills
- Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations
- Ability to work in a team environment and effectively collaborate with others
- Ability to motivate students
- Ability to constantly monitor and supervise the safety and well-being of students
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public
Qualifications
- Bachelor’s degree from a regionally accredited college/university
- Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including licenses in Academically or Intellectually Gifted)
- Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements
- First Aid and CPR certifications
- Crisis Prevention and Intervention (CPI) certification
We omitted Working Conditions (Physical Environment, Work Environment) because not requested headings; but we could include as a section if we think it's substantive. The allowed headings list includes Benefits, Pay, Schedule, etc. Not Working Conditions. So we should not create a section for Working Conditions because not in allowed headings. The instruction: Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says e.g., implying those are examples but we should stick to those? It says "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." Likely we should only use those headings. So we should not add a Working Conditions section. We'll drop that info? But we must preserve ALL substantive information; dropping Working Conditions would lose info. However we could incorporate Working Conditions into another section like Responsibilities or Qualifications? Not appropriate. But maybe we can include it under Responsibilities? Not really. The instruction says "include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text". It doesn't forbid adding other headings beyond the examples, but the examples are given. It says "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." That suggests those are the allowed headings. So we should not create other headings. Then we need to fit Working Conditions somewhere else, maybe as part of Responsibilities? Could be considered part of the role. But it's about physical environment; maybe we can add a paragraph under About the role? Might be okay.
We could add a
after About the role that includes Working Conditions. But that would mix purpose with conditions. Might be okay.
Alternatively we could create a "Requirements" section and put Working Conditions there? Not ideal.
Given the instruction to preserve ALL substantive information, we need to include Working Conditions info. Since we cannot create a new heading, we must embed it within an existing section. Perhaps we can add a
under About the role that includes both purpose and working conditions. Or we could add a
under Responsibilities.
I
for prose. We need to preserve all substantive information; not invent or summarize away detail. We'll need to convert lists into
- . The KSAs are a list separated by semicolons. We'll break each item into
- . Similarly duties are sentences separated by periods; we can make list items.
Education etc are prose; we can keep as
. Let's extract content. Position Purpose: "Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning." That's prose; we can put in
. Essential Duties And Responsibilities: list of duties: - Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed. - Implements instructional strategies and progress monitoring tools to provide specially designed instruction. - Assists students in completing the curriculum tasks and to complete IEP goals. - Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials. - Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies. - Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades. - Attends student’s IEP meetings and serves as a collaborative team member. - Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district. - Performs other related duties, as assigned. We'll make each bullet as
- . KSAs (Knowledge, Skills, And Abilities): list: - Extensive knowledge of instructional practices and delivery related to specially designed instruction; - Extensive knowledge of general content curriculum standards and age appropriate developmental expectations; - Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities; - Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps; - Critical thinking and problem–solving skills; - Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; - Ability to work in a team environment and effectively collaborate with others; - Ability to motivate students; - Ability to constantly monitor and supervise the safety and well-being of students; - Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles; - Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; - Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public. We'll make each as
- under Skills section.
Education, Training, And Experience: "Bachelor’s degree from a regionally accredited college/university."
Certification And License Requirements: "Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including licenses in Academically or Intellectually Gifted); Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements."
Preferred Qualifications: "First Aid and CPR certifications; Crisis Prevention and Intervention (CPI) certification"
We can combine Education, Certification, Preferred into Qualifications section maybe as list.
But we need to avoid thin sections; maybe combine all qualification-related into one Qualifications section with sublists? However instruction: Use
- for any list of duties/requirements/benefits. So we can have a Qualifications section with
- items for each qualification.
Thus Qualifications section will contain list items: Bachelor’s degree..., Hold or be eligible..., Must hold and maintain..., First Aid and CPR certifications..., Crisis Prevention and Intervention (CPI) certification.
We'll keep as list.
Now we need to output HTML fragment only, no /, no markdown fences.
Thus:
About the role
Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Responsibilities
- Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
- Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
- Assists students in completing the curriculum tasks and to complete IEP goals.
- Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
- Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
- Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
- Attends student’s IEP meetings and serves as a collaborative team member.
- Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.
- Performs other related duties, as assigned.
Skills
- Extensive knowledge of instructional practices and delivery related to specially designed instruction
- Extensive knowledge of general content curriculum standards and age appropriate developmental expectations
- Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities
- Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps
- Critical thinking and problem–solving skills
- Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations
- Ability to work in a team environment and effectively collaborate with others
- Ability to motivate students
- Ability to constantly monitor and supervise the safety and well-being of students
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public
Qualifications
- Bachelor’s degree from a regionally accredited college/university
- Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including licenses in Academically or Intellectually Gifted)
- Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements
- First Aid and CPR certifications
- Crisis Prevention and Intervention (CPI) certification
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says e.g., implying those are examples but we should stick to those? It says "use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." Likely we should only use those headings. So we should not add a Working Conditions section. We'll drop that info? But we must preserve ALL substantive information; dropping Working Conditions would lose info. However we could incorporate Working Conditions into another section like Responsibilities or Qualifications? Not appropriate. But maybe we can include it under Responsibilities? Not really. The instruction says "include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text". It doesn't forbid adding other headings beyond the examples, but the examples are given. It says "use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." That suggests those are the allowed headings. So we should not create other headings. Then we need to fit Working Conditions somewhere else, maybe as part of Responsibilities? Could be considered part of the role. But it's about physical environment; maybe we can add a paragraph under About the role? Might be okay. We could add a
after About the role that includes Working Conditions. But that would mix purpose with conditions. Might be okay. Alternatively we could create a "Requirements" section and put Working Conditions there? Not ideal. Given the instruction to preserve ALL substantive information, we need to include Working Conditions info. Since we cannot create a new heading, we must embed it within an existing section. Perhaps we can add a
under About the role that includes both purpose and working conditions. Or we could add a
under Responsibilities. I
- items for each qualification.
Thus Qualifications section will contain list items: Bachelor’s degree..., Hold or be eligible..., Must hold and maintain..., First Aid and CPR certifications..., Crisis Prevention and Intervention (CPI) certification.
We'll keep as list.
Now we need to output HTML fragment only, no /, no markdown fences.
Thus:
- for any list of duties/requirements/benefits. So we can have a Qualifications section with