STEAM Teacher for Aquaponics Education
for each section heading. Use - for any list of duties/requirements/benefits, and
for prose. Do NOT repeat job title as heading. Do NOT put Job ID/requisition numbers as headings. Remove boilerplate, navigation, legal, EEO, equal-opportunity, scam-warning, duplicated lines, application instructions. Include a section only when posting has real, specific content for it—never emit heading followed by filler/placeholder text. Prefer few substantive sections over many thin ones.
We need to extract substantive content: Position Goal, Essential Functions (list of duties), Additional Requirement (travel), Supervisory Responsibilities (None), Qualification Requirements (Education/Experience, Certificates, Language Skills, Mathematical Skills, Reasoning Ability, Other Skills and Abilities, Physical Demands, Work Environment, Evaluation). Also maybe Benefits, Pay, Schedule not present—so we should NOT include those sections.
We need to decide sections: Could have "About the role" (position goal), "Responsibilities" (essential functions), "Requirements" (qualification requirements maybe broken into Education, Certifications, Skills). Could combine into "Qualifications". The instruction: use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can choose among those. We need to avoid empty sections.
We have content for About the role (Position Goal). Responsibilities (Essential Functions). Requirements (Education/Experience, Certificates, etc). Skills (Language Skills, Mathematical Skills, Reasoning Ability, Other Skills). Could also have "Physical Demands" and "Work Environment" but those are not in the list of allowed headings; we could maybe put them under "Requirements" or "Skills"? But we should not invent headings not listed. The allowed headings list is examples; we can use others? It says "use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It implies we should use those headings where appropriate, but we could also use other headings if needed? Safer to stick to those. We can place Physical Demands and Work Environment under "Requirements" or maybe "Skills"? Probably better to include them under "Requirements" as part of job requirements.
We must not include filler like "commensurate with experience". Not present.
We need to preserve all substantive information; do not invent or summarize away detail. So we need to keep the details but can format as lists.
We need to remove boilerplate: The lines about "Other duties may be assigned." appears multiple times; we can keep once. Also "The Reading School District is an equal opportunity employment..." remove.
Also "Perform other duties as assigned by the Superintendent or his/her designee." appears; keep maybe once.
Also "The employee will be formally supervised..." etc. That's evaluation; we could put under "Requirements" maybe as "Evaluation". But we don't have a heading for Evaluation; we could include under "Requirements" or maybe "About the role"? Probably better to include under "Requirements" as part of job expectations.
We need to avoid duplication.
Let's extract sections:
About the role: Position Goal paragraph.
Responsibilities: Essential Functions list (the bullet points). Also maybe "Additional Requirement: Ability to travel to more than one work location" could be under Responsibilities or Requirements. It's a requirement; maybe under Requirements.
Requirements: Education/Experience, Certificates, Licenses, Registrations, Language Skills, Mathematical Skills, Reasoning Ability, Other Skills and Abilities, Physical Demands, Work Environment, Evaluation, Supervisory Responsibilities (None) maybe mention none.
Skills: Could be separate but we already have Language Skills etc. Might be redundant. Perhaps we combine Language, Mathematical, Reasoning, Other Skills under "Skills". And Education/Experience/Certificates under "Qualifications". The headings list includes both Qualifications and Skills. So we can do:
- About the role (Position Goal)
- Responsibilities (Essential Functions)
- Qualifications (Education/Experience, Certificates/Licenses)
- Skills (Language, Mathematical, Reasoning, Other Skills, Physical Demands, Work Environment, Evaluation, Supervisory Responsibilities, Travel requirement)
But we need to avoid too many thin sections. Maybe combine Qualifications and Skills into one "Requirements" section. But the instruction says we can use those headings; we can choose few substantive sections. Let's do three sections: About the role, Responsibilities, Requirements (which includes qualifications, skills, physical demands, work environment, evaluation, supervisory, travel). That seems reasonable.
We must not include headings with filler. So we will output:
About the role
... position goal ...
Responsibilities
- ... each essential function ...
...
Requirements
- ... education/experience ...
- ... certificates/licenses ...
- ... language skills ...
- ... mathematical skills ...
- ... reasoning ability ...
- ... other skills and abilities ...
- ... physical demands ...
- ... work environment ...
- ... evaluation ...
- ... supervisory responsibilities: none ...
- ... additional requirement: ability to travel to more than one work location ...
We need to preserve all substantive information; we should not lose any details. Let's copy the exact sentences but maybe shorten? We must not summarize away detail; we can keep them as is but maybe break into list items.
We need to ensure we don't include boilerplate like "Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions." That appears multiple times; we can keep once maybe under Requirements? It's a statement about accommodations; it's substantive? It's a standard EEO statement; but it's not boilerplate? It's about ADA; might be considered boilerplate but it's part of the job description. The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate. So we should remove the EEO statements. The lines about reasonable accommodations are part of ADA compliance; likely considered boilerplate. So we should remove those. Also remove "The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list..." etc. Also "Additional duties are performed by the individuals currently holding this position and additional duties may be assigned." That's boilerplate? Might be considered generic; but it's substantive? It's basically saying there may be other duties; we already have "Other duties may be assigned." Might be considered boilerplate; but we can keep one mention of "Other duties may be assigned." The instruction: remove duplicated lines. So we can keep one.
Also "The Reading School District is an equal opportunity employment, educational and service organization" remove.
Also "Perform all duties consistent with Pennsylvania School Code and district policies." That's substantive? It's a requirement; keep.
Also "Perform other duties as assigned by the Superintendent or his/her designee." Keep maybe.
Now let's craft the content.
About the role: Position Goal: "The STEAM Teacher for Aquaponics Education will develop and deliver standards-aligned, hands-on learning experiences that introduce Reading School District students to aquaponics, sustainable food systems, and related STEAM concepts."
We can put that in .
Responsibilities: List of essential functions (the bullet points). Let's extract each:
- Collaborate with the Curriculum Department to develop and implement a K12 aquaponics curriculum aligned to Pennsylvania STEELS standards and district instructional priorities.
- Collaborate with teachers and school leaders to connect aquaponics experiences to classroom curriculum and grade-level learning standards.
- Deliver engaging, inquiry-based STEAM lessons in elementary and middle schools that use aquaponics to develop students' understanding of science, technology, engineering, mathematics, environmental sustainability, and systems thinking.
- Design and facilitate hands-on field trip experiences at the Aquaponics Learning Center that connect classroom learning to authentic investigation, experimentation, data collection, and problem-solving.
- Differentiate lessons to meet the needs of a diverse population of students.
- Develop age-appropriate learning experiences that encourage students to observe, question, investigate, analyze data, design solutions, and communicate their findings.
- Work in partnership with aquaponics operations staff to ensure that the learning environment, systems, and student experiences are safe, functional, productive, and instructionally meaningful; this position is not responsible for the day-to-day operation or management of the facility.
- Provide for safe storage and proper use of materials, equipment and tools.
- Makes minor adjustments and requests repairs to equipment as required.
- Establish and maintain standards of student behavior for a productive learning environment during class sessions, laboratory sessions, and field trips.
- Support student engagement with the aquaponics system as a living laboratory and model of sustainable food production.
- Maintain instructional materials, resources, and learning activities and use feedback and student learning data to continuously improve the program.
- Promote awareness of aquaponics, STEAM learning, environmental sustainability, and related college and career opportunities throughout the District.
- Maintain professional competence through professional development activities provided by the District and self-selected professional growth activities.
- Maintain open and effective communication with central administration, school leaders, teachers, community partners, families, and other stakeholders regarding the development, implementation, and advancement of District aquaponics programming.
- Perform all duties consistent with Pennsylvania School Code and district policies.
- Perform other duties as assigned by the Superintendent or his/her designee.
Also "Other duties may be assigned." appears earlier; we can keep one.
Now Requirements: Let's list:
Education/Experience:
- Bachelor's Degree or higher.
- Experience developing and delivering hands-on, inquiry-based STEAM or science instruction.
- Knowledge of or demonstrated interest in aquaponics, hydroponics, agriculture, environmental science, sustainability, or related fields.
- Strong collaboration, communication, organization, and instructional design skills.
- Ability to work effectively with students and educators across multiple grade levels and school settings.
- Experience with project-based learning, engineering design, or interdisciplinary instruction preferred.
Certificates, Licenses, Registrations:
- Pennsylvania teaching certification in an appropriate area such as Elementary Education, Middle Level Education, Science, Technology Education, Agriculture Education, or a related field.
- STEM Endorsement preferred.
Language Skills:
- Ability to speak clearly and distinctly.
- Ability to write routine reports and correspondence.
- Ability to speak effectively with other employees, students and parents.
Mathematical Skills:
- Ability to apply basic arithmetic calculations.
- Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals.
- Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
- Ability to apply concepts such as fractions, percentages, ratios and proportions for practical situations.
- Ability to apply concepts of basic algebra and geometry.
Reasoning Ability:
- Ability to define problems, collect data, establish facts and draw valid conclusions.
- Ability to interpret a variety of instructions furnished in written, oral or schedule form.
Other Skills and Abilities:
- Ability to coordinate activities with related and specialist staff.
- Ability to develop and maintain required records and reports.
- Ability to establish and maintain effective working relationships with peers, parents and the community.
- Good knowledge of procedures, practices, materials, and equipment required to provide appropriate Learning Experiences For Students To Whom Assigned.
- Ability to work as a member of a team.
- Must be courteous and able to deal effectively with people.
- Must be cooperative, congenial and service-oriented.
- Ability to maintain personal self-control in stressful situations.
- Ability to operate a personal computer and software.
- Ability to travel to more than one work location in the course of the
for prose. Do NOT repeat job title as heading. Do NOT put Job ID/requisition numbers as headings. Remove boilerplate, navigation, legal, EEO, equal-opportunity, scam-warning, duplicated lines, application instructions. Include a section only when posting has real, specific content for it—never emit heading followed by filler/placeholder text. Prefer few substantive sections over many thin ones. We need to extract substantive content: Position Goal, Essential Functions (list of duties), Additional Requirement (travel), Supervisory Responsibilities (None), Qualification Requirements (Education/Experience, Certificates, Language Skills, Mathematical Skills, Reasoning Ability, Other Skills and Abilities, Physical Demands, Work Environment, Evaluation). Also maybe Benefits, Pay, Schedule not present—so we should NOT include those sections. We need to decide sections: Could have "About the role" (position goal), "Responsibilities" (essential functions), "Requirements" (qualification requirements maybe broken into Education, Certifications, Skills). Could combine into "Qualifications". The instruction: use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can choose among those. We need to avoid empty sections. We have content for About the role (Position Goal). Responsibilities (Essential Functions). Requirements (Education/Experience, Certificates, etc). Skills (Language Skills, Mathematical Skills, Reasoning Ability, Other Skills). Could also have "Physical Demands" and "Work Environment" but those are not in the list of allowed headings; we could maybe put them under "Requirements" or "Skills"? But we should not invent headings not listed. The allowed headings list is examples; we can use others? It says "use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It implies we should use those headings where appropriate, but we could also use other headings if needed? Safer to stick to those. We can place Physical Demands and Work Environment under "Requirements" or maybe "Skills"? Probably better to include them under "Requirements" as part of job requirements.
We must not include filler like "commensurate with experience". Not present.
We need to preserve all substantive information; do not invent or summarize away detail. So we need to keep the details but can format as lists.
We need to remove boilerplate: The lines about "Other duties may be assigned." appears multiple times; we can keep once. Also "The Reading School District is an equal opportunity employment..." remove.
Also "Perform other duties as assigned by the Superintendent or his/her designee." appears; keep maybe once.
Also "The employee will be formally supervised..." etc. That's evaluation; we could put under "Requirements" maybe as "Evaluation". But we don't have a heading for Evaluation; we could include under "Requirements" or maybe "About the role"? Probably better to include under "Requirements" as part of job expectations.
We need to avoid duplication.
Let's extract sections:
About the role: Position Goal paragraph.
Responsibilities: Essential Functions list (the bullet points). Also maybe "Additional Requirement: Ability to travel to more than one work location" could be under Responsibilities or Requirements. It's a requirement; maybe under Requirements.
Requirements: Education/Experience, Certificates, Licenses, Registrations, Language Skills, Mathematical Skills, Reasoning Ability, Other Skills and Abilities, Physical Demands, Work Environment, Evaluation, Supervisory Responsibilities (None) maybe mention none.
Skills: Could be separate but we already have Language Skills etc. Might be redundant. Perhaps we combine Language, Mathematical, Reasoning, Other Skills under "Skills". And Education/Experience/Certificates under "Qualifications". The headings list includes both Qualifications and Skills. So we can do:
- About the role (Position Goal)
- Responsibilities (Essential Functions)
- Qualifications (Education/Experience, Certificates/Licenses)
- Skills (Language, Mathematical, Reasoning, Other Skills, Physical Demands, Work Environment, Evaluation, Supervisory Responsibilities, Travel requirement)
But we need to avoid too many thin sections. Maybe combine Qualifications and Skills into one "Requirements" section. But the instruction says we can use those headings; we can choose few substantive sections. Let's do three sections: About the role, Responsibilities, Requirements (which includes qualifications, skills, physical demands, work environment, evaluation, supervisory, travel). That seems reasonable.
We must not include headings with filler. So we will output:
About the role
... position goal ...
Responsibilities
- ... each essential function ... ...
Requirements
- ... education/experience ...
- ... certificates/licenses ...
- ... language skills ...
- ... mathematical skills ...
- ... reasoning ability ...
- ... other skills and abilities ...
- ... physical demands ...
- ... work environment ...
- ... evaluation ...
- ... supervisory responsibilities: none ...
- ... additional requirement: ability to travel to more than one work location ...
. Responsibilities: List of essential functions (the bullet points). Let's extract each: - Collaborate with the Curriculum Department to develop and implement a K12 aquaponics curriculum aligned to Pennsylvania STEELS standards and district instructional priorities. - Collaborate with teachers and school leaders to connect aquaponics experiences to classroom curriculum and grade-level learning standards. - Deliver engaging, inquiry-based STEAM lessons in elementary and middle schools that use aquaponics to develop students' understanding of science, technology, engineering, mathematics, environmental sustainability, and systems thinking. - Design and facilitate hands-on field trip experiences at the Aquaponics Learning Center that connect classroom learning to authentic investigation, experimentation, data collection, and problem-solving. - Differentiate lessons to meet the needs of a diverse population of students. - Develop age-appropriate learning experiences that encourage students to observe, question, investigate, analyze data, design solutions, and communicate their findings. - Work in partnership with aquaponics operations staff to ensure that the learning environment, systems, and student experiences are safe, functional, productive, and instructionally meaningful; this position is not responsible for the day-to-day operation or management of the facility. - Provide for safe storage and proper use of materials, equipment and tools. - Makes minor adjustments and requests repairs to equipment as required. - Establish and maintain standards of student behavior for a productive learning environment during class sessions, laboratory sessions, and field trips. - Support student engagement with the aquaponics system as a living laboratory and model of sustainable food production. - Maintain instructional materials, resources, and learning activities and use feedback and student learning data to continuously improve the program. - Promote awareness of aquaponics, STEAM learning, environmental sustainability, and related college and career opportunities throughout the District. - Maintain professional competence through professional development activities provided by the District and self-selected professional growth activities. - Maintain open and effective communication with central administration, school leaders, teachers, community partners, families, and other stakeholders regarding the development, implementation, and advancement of District aquaponics programming. - Perform all duties consistent with Pennsylvania School Code and district policies. - Perform other duties as assigned by the Superintendent or his/her designee. Also "Other duties may be assigned." appears earlier; we can keep one. Now Requirements: Let's list: Education/Experience: - Bachelor's Degree or higher. - Experience developing and delivering hands-on, inquiry-based STEAM or science instruction. - Knowledge of or demonstrated interest in aquaponics, hydroponics, agriculture, environmental science, sustainability, or related fields. - Strong collaboration, communication, organization, and instructional design skills. - Ability to work effectively with students and educators across multiple grade levels and school settings. - Experience with project-based learning, engineering design, or interdisciplinary instruction preferred. Certificates, Licenses, Registrations: - Pennsylvania teaching certification in an appropriate area such as Elementary Education, Middle Level Education, Science, Technology Education, Agriculture Education, or a related field. - STEM Endorsement preferred. Language Skills: - Ability to speak clearly and distinctly. - Ability to write routine reports and correspondence. - Ability to speak effectively with other employees, students and parents. Mathematical Skills: - Ability to apply basic arithmetic calculations. - Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. - Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. - Ability to apply concepts such as fractions, percentages, ratios and proportions for practical situations. - Ability to apply concepts of basic algebra and geometry. Reasoning Ability: - Ability to define problems, collect data, establish facts and draw valid conclusions. - Ability to interpret a variety of instructions furnished in written, oral or schedule form. Other Skills and Abilities: - Ability to coordinate activities with related and specialist staff. - Ability to develop and maintain required records and reports. - Ability to establish and maintain effective working relationships with peers, parents and the community. - Good knowledge of procedures, practices, materials, and equipment required to provide appropriate Learning Experiences For Students To Whom Assigned. - Ability to work as a member of a team. - Must be courteous and able to deal effectively with people. - Must be cooperative, congenial and service-oriented. - Ability to maintain personal self-control in stressful situations. - Ability to operate a personal computer and software. - Ability to travel to more than one work location in the course of the