SpEd Teacher

We need to output HTML fragment with sections for headings where content exists. The posting includes: Primary Purpose (maybe as a paragraph). Education/Certification, Special Knowledge/Skills, Experience/Other Requirements, Major Responsibilities And Duties (which includes sub-sections: Instructional Strategies, Student Growth and Development, Classroom Management and Organization, Communication, Other). Benefits, Pay, Schedule not present, so omit those sections. Also need to use

for section headings. Use

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

  for prose. We must preserve all substantive info, not invent. Remove boilerplate (none seen). No duplication. We need to decide how to structure: Could have sections: About the role? Not present. Could use "Primary Purpose" as heading? The instruction says use

  for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It suggests those are examples, but we can use other headings if appropriate? Probably we should map content to those standard headings where possible. The posting includes: Primary Purpose, Education/Certification, Special Knowledge/Skills, Experience/Other Requirements, Major Responsibilities And Duties (with subparts). We could map: - Primary Purpose -> maybe as a

  without heading? But they said use

  for section headings. Could have

  Primary Purpose

  then

  ... but they said do NOT repeat the job title as a heading. Primary Purpose is okay. - Education/Certification ->

  Education / Certification

  then list. - Special Knowledge / Skills ->

  Special Knowledge / Skills

  - Experience / Other Requirements ->

  Experience / Other Requirements

  - Major Responsibilities And Duties -> could be

  Responsibilities

  (since they gave example). Under that we have sub-sections: Instructional Strategies, Student Growth and Development, Classroom Management and Organization, Communication, Other. Could use

  ? Not allowed? Only

  for section headings. Could use

  for each subsection? Might be okay but they'd be same level. Could also use

  with bold? But better to use

  for each major duty category. We need to use

  • for any list of duties/requirements/benefits. So for each list we need
    • . For prose we use

      . We must preserve all substantive information. Let's extract content. Primary Purpose paragraph: "Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned." Education/Certification: "Bachelor’s degree from an accredited university. Valid Texas teaching certificate with required special education endorsements for assignments. Teaching certification held in multiple areas is preferred. Teachers must obtain ESL Certification within one year of employment." Special Knowledge / Skills: "Knowledge of special needs of students in assigned area. Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation. General knowledge of curriculum and instruction." Experience / Other Requirements: "At least one year of student teaching or an approved internship." Major Responsibilities And Duties: It has several bullet-like paragraphs but not explicitly bulleted. We need to turn them into

      • items. Let's list each duty: Instructional Strategies: - Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned. - Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required. - Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned. - Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments. - Participate in ARD Committee meetings on a regular basis. - Conduct assessment of student learning styles and use results to plan for instructional activities. - Present subject matter according to guidelines established by IEP. - Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. - Plan and supervise assignments for teacher aide(s) and volunteer(s). - Use technology in teaching/learning process. Student Growth and Development: - Conduct ongoing assessments of student achievement through formal and informal testing. - Provide or supervise personal care, and medical care, and feeding of students as stated in IEP. - Assume responsibility for extracurricular activities as assigned. - Sponsor outside activities approved by campus principal. - Be a positive role model for students, support mission of school district. Classroom Management and Organization: - Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. - Manage student behavior and administer discipline. This includes intervening in crisis situations and physically restraining students as necessary according to IEP. - Consult with classroom teachers regarding management of student behavior according to IEP. - Consult district and outside resource people regarding education, social, medical, and personal needs of students. - Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. - Assist in selection of books, equipment, and other instructional materials. Communication: - Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers. - Maintain a professional relationship with colleagues, students, parents, and community members. - Use effective communication skills to present information accurately and clearly. Other: - Participate in staff development activities to improve job-related skills. - Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers. - Compile, maintain, and file all physical and computerized reports, records, and other documents required. - Attend and participate in faculty meetings and serve on staff committees as required. - Responsible for properly maintaining district records, adhering to all policies set forth by the district for records maintenance ad learning the records retention schedule for department records. (Note: there is a typo "ad learning". We'll keep as is.) - Performs other duties as assigned. We need to ensure we don't lose any content. Now format HTML. We'll start with

        Primary Purpose

        ...

        Then

        Education / Certification

        ... maybe we can keep as paragraph with sentences separated by spaces. Could also use

        • but it's not a list; it's sentences. Use

          . Similarly for Special Knowledge / Skills, Experience / Other Requirements. For Responsibilities: Use

          Responsibilities

          then maybe subheadings? But they said use

          for section headings. Could use

          for each subsection like Instructional Strategies etc. That would be multiple

          sections under Responsibilities? Might be okay. But we could also keep a single Responsibilities section and inside use

          • for each duty, grouping by subheadings using or

            ? Not allowed. Probably better to make each duty category its own

            section. That would produce many sections but they said prefer a few substantive sections over many thin ones. However each duty category is substantive. Could combine all duties into one

            • list without subheadings, but we would lose the grouping headings. The instruction: "Use

              for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It suggests we should use those standard headings if applicable. So we could have a single Responsibilities section with

              Responsibilities

              and then inside we could have

              for subcategories? Not allowed per instruction (only

              for section headings). But we could use

              with bold text for subheadings. That might be acceptable. However they said "Use

              for section headings". It doesn't forbid other headings, but to be safe we stick to

              for major sections only. So we will have sections: Primary Purpose, Education / Certification, Special Knowledge / Skills, Experience / Other Requirements, Responsibilities. Under Responsibilities we will have a

              • list that includes all duties, maybe we can keep the subheadings as inside
              • or as preceding

                . But we need to preserve all substantive information; including the headings like "Instructional Strategies". Those are substantive. So we need to keep them. We could make each duty category a

              • that contains a Instructional Strategies: then a nested
                • for each bullet. That would preserve the heading. That seems good. Thus structure:

                  Responsibilities

                  • Instructional Strategies:
                    • ...
                    ...
                  • Student Growth and Development:
                    • ...
                    ...
                  ... etc. That uses
                  • for lists, and preserves headings via strong. Now ensure we don't miss any duty. Let's compile all duties exactly as in text. I'll copy each bullet from the posting. Instructional Strategies bullets (as per text): - Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned. - Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required. - Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned. - Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments. - Participate in ARD Committee meetings on a regular basis. - Conduct assessment of student learning styles and use results to plan for instructional activities. - Present subject matter according to guidelines established by IEP. - Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. - Plan and supervise assignments for teacher aide(s) and volunteer(s). - Use technology in teaching/learning process. Student Growth and Development bullets: - Conduct ongoing assessments of student achievement through formal and informal testing. - Provide or supervise personal care, and medical care, and feeding of students as stated in IEP. - Assume responsibility for extracurricular activities as assigned. - Sponsor outside activities approved by campus principal. - Be a positive role model for students, support mission of school district. Classroom Management and Organization bullets: - Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. - Manage student behavior and administer discipline. This includes intervening in crisis situations and physically restraining students as necessary according to IEP. - Consult with classroom teachers regarding management of student behavior according to IEP. - Consult district and outside resource people regarding education, social, medical, and personal needs of students. - Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. - Assist in selection of books, equipment, and other instructional materials. Communication bullets: - Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers. - Maintain a professional relationship with colleagues, students, parents, and community members. - Use effective communication skills to present information accurately and clearly. Other bullets: - Participate in staff development activities to improve job-related skills. - Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers. - Compile, maintain, and file all physical and computerized reports, records, and other documents required. - Attend and participate in faculty meetings and serve on staff committees as required. - Responsible for properly maintaining district records, adhering to all policies set forth by the district for records maintenance ad learning the