Teacher Assistant: Library Media - South River High
Anne Arundel County Public Schools · Edgewater, MD · 1 mo ago
EducationFull-time
We need to output HTML fragment with sections only if real content. The posting includes: Position Summary (but we shouldn't repeat job title as heading). We have sections: Job Summary (under Position Summary). Also Essential Duties/Responsibilities. Minimum Qualifications (Education, Experience, Knowledge, Skills, Abilities, Licenses and Certifications, Driving Requirements, Career Ladder Requirements, etc). Also Physical Demands/Working Conditions. Also Job Information (Approved Date, Established Date, Title Code, etc). We need to decide which sections to include: About the role (maybe Job Summary), Responsibilities (Essential Duties/Responsibilities), Requirements (Minimum Qualifications), Qualifications (maybe separate?), Skills (maybe part of Knowledge, Skills, Abilities), Benefits (none given), Pay (none), Schedule (none). We should not create sections with placeholder like "not specified". So we omit Benefits, Pay, Schedule.
We need to use for section headings. Use
for section headings. Use - for any list of duties/requirements/benefits. Use
for prose.
We must preserve all substantive information, not invent or summarize away detail. Remove boilerplate: cookie/navigation/legal/EEO etc. There's none obvious. Also remove duplicated lines. Also remove application instructions (none). Also remove Job ID/requisition numbers as headings; we can fold minor metadata into short
or drop it. The posting includes Approved Date, Established Date, Title Code, Title, Alternate Title, Reports to Generic, Reports to Specific, Division, Business Unit, Department, Negotiated Agreement, HR JOB INFORMATION Unit, Days Worked, FLSA Exemption Status, Grade, etc. Also Essential Job: Months Worked: 10 Hours Worked: 7 Job Family etc. This is metadata; we can include in a short
maybe under a section like "Job Information". But we need heading? The instruction: use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says use those headings for those categories. It doesn't forbid other headings? 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 map content to those categories. Job Information like dates, title code maybe not needed? But we must preserve ALL substantive information. However, we could include that info in a
under About the role or maybe under Requirements? But it's not really a requirement. Could we create a section "Job Information"? Not in the list; but instruction says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). The "e.g." suggests those are examples, not exclusive. But safer to stick to those headings. However, we need to preserve all substantive info; we could embed the metadata in a paragraph under About the role or maybe under Requirements as "Additional information". But that might be considered inventing? Not really; we are just placing info.
Better: Use About the role for job summary and maybe some general info like start date, title code, etc. Use Responsibilities for essential duties. Use Requirements for minimum qualifications (education, experience, etc). Use Qualifications for licenses/certifications, career ladder requirements? Actually Qualifications could be separate from Requirements. But we can combine.
We need to avoid thin sections. Let's decide sections:
- About the role: include Position Summary (Job Summary) and maybe start date, title code, reports to, etc.
- Responsibilities: Essential Duties/Responsibilities (list).
- Requirements: Minimum Qualifications (Education, Experience, Knowledge, Skills, Abilities, Licenses and Certifications, Driving Requirements, Career Ladder Requirements, Physical Demands/Working Conditions?). Physical demands maybe separate but could be part of Requirements.
But we also have Physical Demands/Working Conditions section; we could make a separate section if we want, but heading not in list. Could we treat as "Requirements"? Might be okay.
We must not create sections with filler like "commensurate with experience". We have no such.
We need to output only HTML fragment.
Let's extract content.
Job Summary: "Works under the direction of the principal and media specialist. Performs the daily routine operations of the media center including checking materials in and out, sending out overdue notices, shelving materials, preparation of instructional materials, monitoring student traffic, and checking student sign-in and passes. Works directly with individual students or in small groups to reinforce skills initially introduced by the library media specialist. Uses and troubleshoots technology and computerized information in a variety of settings."
That's prose.
Essential Duties/Responsibilities: many bullet-like sentences. We'll make - each.
List them:
- Ensures that the organizational system of the media center is maintained by correctly and independently returning materials (both book and non-book) to the correct location and in proper shelf order.
- Assists teachers and students in researching, selecting, and locating appropriate print and non-print media for use in lessons and assignments.
- Assists with developing and printing out bibliographic lists as needed.
- Supports teachers and students in the proper use of online databases and other digital resources.
- Promotes the proper operation, handling, and care of library media center equipment.
- Assists in training and supervising student or parent volunteers in the daily operation of the library media center.
- Works with small groups of students to discuss and/or reinforce instructional outcomes and library media skills.
- Assists in maintaining and updating online bibliographic records.
- Locates and corrects errors in the PAC under the direction of the library media specialist.
- Assists in conducting automated collection inventory and in generating related statistical reports.
- Assists in preparation of forms, notices, letters and other correspondence.
- Manages the circulation desk.
- Runs and maintains statistical reports on usage.
- Acts as a key team member in arranging and designing the library media center displays/learning centers and related use of space.
- Assists in facilitating reading incentive programs.
- Works with the media specialist to maintain the physical appearance of the media center as a clean, orderly, and attractive environment.
- Runs, prepares and distributes overdue notices routinely and maintains related obligation lists/records.
- Participates in workshops and in-service training when appropriate.
- Performs circulation activities (receiving and processing new materials, check-in, check-out, and shelving materials).
- Performs other related duties as assigned within the same classification or lower.
That's a lot; we keep all.
Minimum Qualifications: includes Education, Experience, Knowledge, Skills, Abilities And Other Characteristics, Licenses and Certifications, Driving Requirements, Career Ladder Requirements, Qualification Requirements for Employment in Higher Grade..., Qualification Requirements For Title I Facilities..., Eligibility for Consideration for Promotional Increase..., LEADERSHIP ROLE N/A, PHYSICAL DEMANDS/WORKING CONDITIONS.
We need to preserve all substantive info. We'll break into sub-sections maybe using
for prose and
- for lists.
Education: "High School Diploma or Equivalency Certificate required. Other: To work in a Title I-funded school, 48 college credit hours or a passing score on a paraprofessional assessment issued by ETS or NES, required."
Experience: "Previous training and/or experience in a library media center environment preferred."
Knowledge, Skills, Abilities And Other Characteristics: list of items.
We'll extract each sentence as list item.
List:
- Aptitude for reference work, ability to use core reference materials (print and non-print), and a basic understanding of the Dewey Decimal System.
- Ability to assess needed tasks, take initiative to complete them, and work well independently.
- Ability to exercise considerable patience, courtesy, tact, and good judgment in dealing with students, teachers, administrators, fellow employees, and the general public.
- An interest in and an affinity for direct work with young people.
- Love of literature and books (desired).
- Ability to exercise considerable patience, courtesy, tact, and good judgement in working with students, teachers, administrators, fellow employees and parents. (Note duplicate of earlier but slightly different; we keep both? Might be duplicate; we can deduplicate but instruction says preserve ALL substantive information, remove duplicated lines. This is duplicate-ish but not exact. We'll keep one maybe.)
- Ability to develop proficiency (with training and instruction) in the use of online library management systems.
- Willingness to learn and implement instructional methods, strategies, and techniques to assist teachers in the education of students.
- Demonstrated ability to effectively work and communicate with diverse populations.
- Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred).
Licenses and Certifications: "Employee must retain active licenses, certifications, and enrollment as a condition of employment. To work in a Title I-funded school, a passing score on a paraprofessional assessment, in lieu of 48 college credit hours, issued by ETS or NES required."
Driving Requirements: "N/A"
Career Ladder Requirements: "Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires: Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university."
Qualification Requirements For Title I Facilities Requires: "New hires or transfers who have successfully achieved the Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the mandated requirements for Title I and/or relevant laws in place are eligible for placement at Grade XX (Higher Grade). However, placement in Grade XX (Higher Grade) is contingent on having met the aforementioned requirements and the school's Title I status. Grade placement may be reduced if the school no longer qualifies as Title I and/or you voluntarily transfer to a non-Title I Teacher Assistant position."
Eligibility for Consideration for Promotional Increase from Lower Grade to Higher Grade requires: "Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university. Consistent maintenance of an effective and orderly work environment. Consistent compliance with general office procedures such as (1) standards contained in the AACPS Employee Handbook; (2) demonstration of discretion and excellent customer service; and (3) regular and punctual attendance."
LEADERSHIP ROLE N/A: we can drop as it's N/A.
PHYSICAL DEMANDS/WORKING CONDITIONS: includes details.
We'll extract:
Physical Demands: Standing: under 1/3 of the time; Walking: under 1/3 of the time; Sitting: between 1/3 and 2/3 of the time; Keyboarding: between 1/3 and 2/3 of the time; Talking: between 1/3 and 2/3 of the time; Hearing: between 1/3 and 2/3 of the time; As required by the duties and responsibilities of the position.
Vision: The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job. No special vision requirements
Work Environment: Location Office, school or similar indoor environment: over 2/3 of the time; Noise Level Moderate: between 1/3 and 2/3 of the time; Weight & Force Lifting and carrying requirements Up to 25 pounds: under 1/3 of the time; Travel Requirements N/A
We'll make list items.
Job Information: Approved Date: 4/1/2026; Established Date: 1/1/2021; Title Code: C23049; Title: TEACHER ASSISTANT: LIBRARY MEDIA; Alternate Title: Teacher Assistant: Library Media; Reports to Generic: Principal; Reports to Specific: ORG
for prose. We must preserve all substantive information, not invent or summarize away detail. Remove boilerplate: cookie/navigation/legal/EEO etc. There's none obvious. Also remove duplicated lines. Also remove application instructions (none). Also remove Job ID/requisition numbers as headings; we can fold minor metadata into short
or drop it. The posting includes Approved Date, Established Date, Title Code, Title, Alternate Title, Reports to Generic, Reports to Specific, Division, Business Unit, Department, Negotiated Agreement, HR JOB INFORMATION Unit, Days Worked, FLSA Exemption Status, Grade, etc. Also Essential Job: Months Worked: 10 Hours Worked: 7 Job Family etc. This is metadata; we can include in a short
maybe under a section like "Job Information". But we need heading? The instruction: use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says use those headings for those categories. It doesn't forbid other headings? 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 map content to those categories. Job Information like dates, title code maybe not needed? But we must preserve ALL substantive information. However, we could include that info in a
under About the role or maybe under Requirements? But it's not really a requirement. Could we create a section "Job Information"? Not in the list; but instruction says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). The "e.g." suggests those are examples, not exclusive. But safer to stick to those headings. However, we need to preserve all substantive info; we could embed the metadata in a paragraph under About the role or maybe under Requirements as "Additional information". But that might be considered inventing? Not really; we are just placing info.
Better: Use About the role for job summary and maybe some general info like start date, title code, etc. Use Responsibilities for essential duties. Use Requirements for minimum qualifications (education, experience, etc). Use Qualifications for licenses/certifications, career ladder requirements? Actually Qualifications could be separate from Requirements. But we can combine.
We need to avoid thin sections. Let's decide sections:
- About the role: include Position Summary (Job Summary) and maybe start date, title code, reports to, etc.
- Responsibilities: Essential Duties/Responsibilities (list).
- Requirements: Minimum Qualifications (Education, Experience, Knowledge, Skills, Abilities, Licenses and Certifications, Driving Requirements, Career Ladder Requirements, Physical Demands/Working Conditions?). Physical demands maybe separate but could be part of Requirements.
But we also have Physical Demands/Working Conditions section; we could make a separate section if we want, but heading not in list. Could we treat as "Requirements"? Might be okay.
We must not create sections with filler like "commensurate with experience". We have no such.
We need to output only HTML fragment.
Let's extract content.
Job Summary: "Works under the direction of the principal and media specialist. Performs the daily routine operations of the media center including checking materials in and out, sending out overdue notices, shelving materials, preparation of instructional materials, monitoring student traffic, and checking student sign-in and passes. Works directly with individual students or in small groups to reinforce skills initially introduced by the library media specialist. Uses and troubleshoots technology and computerized information in a variety of settings."
That's prose.
Essential Duties/Responsibilities: many bullet-like sentences. We'll make - each.
List them:
- Ensures that the organizational system of the media center is maintained by correctly and independently returning materials (both book and non-book) to the correct location and in proper shelf order.
- Assists teachers and students in researching, selecting, and locating appropriate print and non-print media for use in lessons and assignments.
- Assists with developing and printing out bibliographic lists as needed.
- Supports teachers and students in the proper use of online databases and other digital resources.
- Promotes the proper operation, handling, and care of library media center equipment.
- Assists in training and supervising student or parent volunteers in the daily operation of the library media center.
- Works with small groups of students to discuss and/or reinforce instructional outcomes and library media skills.
- Assists in maintaining and updating online bibliographic records.
- Locates and corrects errors in the PAC under the direction of the library media specialist.
- Assists in conducting automated collection inventory and in generating related statistical reports.
- Assists in preparation of forms, notices, letters and other correspondence.
- Manages the circulation desk.
- Runs and maintains statistical reports on usage.
- Acts as a key team member in arranging and designing the library media center displays/learning centers and related use of space.
- Assists in facilitating reading incentive programs.
- Works with the media specialist to maintain the physical appearance of the media center as a clean, orderly, and attractive environment.
- Runs, prepares and distributes overdue notices routinely and maintains related obligation lists/records.
- Participates in workshops and in-service training when appropriate.
- Performs circulation activities (receiving and processing new materials, check-in, check-out, and shelving materials).
- Performs other related duties as assigned within the same classification or lower.
That's a lot; we keep all.
Minimum Qualifications: includes Education, Experience, Knowledge, Skills, Abilities And Other Characteristics, Licenses and Certifications, Driving Requirements, Career Ladder Requirements, Qualification Requirements for Employment in Higher Grade..., Qualification Requirements For Title I Facilities..., Eligibility for Consideration for Promotional Increase..., LEADERSHIP ROLE N/A, PHYSICAL DEMANDS/WORKING CONDITIONS.
We need to preserve all substantive info. We'll break into sub-sections maybe using
for prose and
- for lists.
Education: "High School Diploma or Equivalency Certificate required. Other: To work in a Title I-funded school, 48 college credit hours or a passing score on a paraprofessional assessment issued by ETS or NES, required."
Experience: "Previous training and/or experience in a library media center environment preferred."
Knowledge, Skills, Abilities And Other Characteristics: list of items.
We'll extract each sentence as list item.
List:
- Aptitude for reference work, ability to use core reference materials (print and non-print), and a basic understanding of the Dewey Decimal System.
- Ability to assess needed tasks, take initiative to complete them, and work well independently.
- Ability to exercise considerable patience, courtesy, tact, and good judgment in dealing with students, teachers, administrators, fellow employees, and the general public.
- An interest in and an affinity for direct work with young people.
- Love of literature and books (desired).
- Ability to exercise considerable patience, courtesy, tact, and good judgement in working with students, teachers, administrators, fellow employees and parents. (Note duplicate of earlier but slightly different; we keep both? Might be duplicate; we can deduplicate but instruction says preserve ALL substantive information, remove duplicated lines. This is duplicate-ish but not exact. We'll keep one maybe.)
- Ability to develop proficiency (with training and instruction) in the use of online library management systems.
- Willingness to learn and implement instructional methods, strategies, and techniques to assist teachers in the education of students.
- Demonstrated ability to effectively work and communicate with diverse populations.
- Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred).
Licenses and Certifications: "Employee must retain active licenses, certifications, and enrollment as a condition of employment. To work in a Title I-funded school, a passing score on a paraprofessional assessment, in lieu of 48 college credit hours, issued by ETS or NES required."
Driving Requirements: "N/A"
Career Ladder Requirements: "Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires: Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university."
Qualification Requirements For Title I Facilities Requires: "New hires or transfers who have successfully achieved the Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the mandated requirements for Title I and/or relevant laws in place are eligible for placement at Grade XX (Higher Grade). However, placement in Grade XX (Higher Grade) is contingent on having met the aforementioned requirements and the school's Title I status. Grade placement may be reduced if the school no longer qualifies as Title I and/or you voluntarily transfer to a non-Title I Teacher Assistant position."
Eligibility for Consideration for Promotional Increase from Lower Grade to Higher Grade requires: "Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university. Consistent maintenance of an effective and orderly work environment. Consistent compliance with general office procedures such as (1) standards contained in the AACPS Employee Handbook; (2) demonstration of discretion and excellent customer service; and (3) regular and punctual attendance."
LEADERSHIP ROLE N/A: we can drop as it's N/A.
PHYSICAL DEMANDS/WORKING CONDITIONS: includes details.
We'll extract:
Physical Demands: Standing: under 1/3 of the time; Walking: under 1/3 of the time; Sitting: between 1/3 and 2/3 of the time; Keyboarding: between 1/3 and 2/3 of the time; Talking: between 1/3 and 2/3 of the time; Hearing: between 1/3 and 2/3 of the time; As required by the duties and responsibilities of the position.
Vision: The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job. No special vision requirements
Work Environment: Location Office, school or similar indoor environment: over 2/3 of the time; Noise Level Moderate: between 1/3 and 2/3 of the time; Weight & Force Lifting and carrying requirements Up to 25 pounds: under 1/3 of the time; Travel Requirements N/A
We'll make list items.
Job Information: Approved Date: 4/1/2026; Established Date: 1/1/2021; Title Code: C23049; Title: TEACHER ASSISTANT: LIBRARY MEDIA; Alternate Title: Teacher Assistant: Library Media; Reports to Generic: Principal; Reports to Specific: ORG
for prose and
- for lists. Education: "High School Diploma or Equivalency Certificate required. Other: To work in a Title I-funded school, 48 college credit hours or a passing score on a paraprofessional assessment issued by ETS or NES, required." Experience: "Previous training and/or experience in a library media center environment preferred." Knowledge, Skills, Abilities And Other Characteristics: list of items. We'll extract each sentence as list item. List: - Aptitude for reference work, ability to use core reference materials (print and non-print), and a basic understanding of the Dewey Decimal System. - Ability to assess needed tasks, take initiative to complete them, and work well independently. - Ability to exercise considerable patience, courtesy, tact, and good judgment in dealing with students, teachers, administrators, fellow employees, and the general public. - An interest in and an affinity for direct work with young people. - Love of literature and books (desired). - Ability to exercise considerable patience, courtesy, tact, and good judgement in working with students, teachers, administrators, fellow employees and parents. (Note duplicate of earlier but slightly different; we keep both? Might be duplicate; we can deduplicate but instruction says preserve ALL substantive information, remove duplicated lines. This is duplicate-ish but not exact. We'll keep one maybe.) - Ability to develop proficiency (with training and instruction) in the use of online library management systems. - Willingness to learn and implement instructional methods, strategies, and techniques to assist teachers in the education of students. - Demonstrated ability to effectively work and communicate with diverse populations. - Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred). Licenses and Certifications: "Employee must retain active licenses, certifications, and enrollment as a condition of employment. To work in a Title I-funded school, a passing score on a paraprofessional assessment, in lieu of 48 college credit hours, issued by ETS or NES required." Driving Requirements: "N/A" Career Ladder Requirements: "Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires: Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university." Qualification Requirements For Title I Facilities Requires: "New hires or transfers who have successfully achieved the Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the mandated requirements for Title I and/or relevant laws in place are eligible for placement at Grade XX (Higher Grade). However, placement in Grade XX (Higher Grade) is contingent on having met the aforementioned requirements and the school's Title I status. Grade placement may be reduced if the school no longer qualifies as Title I and/or you voluntarily transfer to a non-Title I Teacher Assistant position." Eligibility for Consideration for Promotional Increase from Lower Grade to Higher Grade requires: "Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university. Consistent maintenance of an effective and orderly work environment. Consistent compliance with general office procedures such as (1) standards contained in the AACPS Employee Handbook; (2) demonstration of discretion and excellent customer service; and (3) regular and punctual attendance." LEADERSHIP ROLE N/A: we can drop as it's N/A. PHYSICAL DEMANDS/WORKING CONDITIONS: includes details. We'll extract: Physical Demands: Standing: under 1/3 of the time; Walking: under 1/3 of the time; Sitting: between 1/3 and 2/3 of the time; Keyboarding: between 1/3 and 2/3 of the time; Talking: between 1/3 and 2/3 of the time; Hearing: between 1/3 and 2/3 of the time; As required by the duties and responsibilities of the position. Vision: The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job. No special vision requirements Work Environment: Location Office, school or similar indoor environment: over 2/3 of the time; Noise Level Moderate: between 1/3 and 2/3 of the time; Weight & Force Lifting and carrying requirements Up to 25 pounds: under 1/3 of the time; Travel Requirements N/A We'll make list items. Job Information: Approved Date: 4/1/2026; Established Date: 1/1/2021; Title Code: C23049; Title: TEACHER ASSISTANT: LIBRARY MEDIA; Alternate Title: Teacher Assistant: Library Media; Reports to Generic: Principal; Reports to Specific: ORG