Teacher AUT-Severe Level I - Special Education

We need to output HTML fragment with sections only if content present. The posting includes License and Certification Qualifications, Required Education Qualifications, Required Experience Qualifications, Preferred Skills Qualifications, Primary Responsibilities, Physical Demands. No Pay, Schedule, Benefits. Also maybe "Qualifications" sections: we have License and Certification Qualifications, Required Education Qualifications, Required Experience Qualifications, Preferred Skills Qualifications. Could combine? But rules: use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we should map content to those headings. Likely we have sections: Qualifications (including license/cert, education, experience), Skills (preferred skills), Responsibilities (primary responsibilities), maybe Physical Demands could be part of Responsibilities? But it's separate; maybe we can include as a section "Physical Demands" but not in list of allowed headings; but we can still use

for any heading? The instruction: 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? Probably we should stick to those categories. Physical Demands could go under Requirements? Might be considered part of Requirements. But we could create a section "Physical Demands" as heading; not prohibited. The instruction: "use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It doesn't forbid other headings, but says use

for section headings. So we can use any heading but must be

. We'll include sections: Qualifications, Skills, Responsibilities, Physical Demands. We must not repeat job title. No metadata like Job ID. We need to preserve all substantive information. So we need to include all bullet points from each section. We need to format lists with

• . For prose, use

  . We need to avoid boilerplate like EEO etc. Not present. We need to avoid filler like "commensurate with experience". Not present. We need to output only HTML fragment. Let's craft:

  Qualifications

  License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education

  Required Education Qualifications: Bachelors Degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university

  Required Experience Qualifications: Previous teaching experience

  But maybe better to combine into a list? The instruction: Use
  • for any list of duties/requirements/benefits. The qualifications are not a list but separate lines; could be

    each. Could also make a list: each qualification as

  • . Probably better to use
    • for each qualification line. Similarly for Preferred Skills Qualifications: a long list of skills. Use
      • . Primary Responsibilities: a long paragraph with many sentences; could be broken into list? It's a paragraph of duties; we can treat as

        but it's long; maybe better as

        • each duty. The instruction: Use
          • for any list of duties/requirements/benefits. So we should split responsibilities into list items. Physical Demands: also a paragraph; could be list. Let's extract responsibilities lines: They are separated by periods. We'll split each sentence into
          • . Need to preserve all info. Let's copy responsibilities text: "Responsible for planning and providing for appropriate learning experiences for students based on the districts AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals. Demonstrate command of school subject being taught.Provide direct instruction and/or specially designed instruction to students in special programs consistent with the districts curriculum and Individual Education Programs (IEP).Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs.Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers.Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms.Develop and prioritize long and short-term instructional objectives based on the districts AKS curriculum.Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.Analyze student work and assessments to determine instructional needs.Prepare written lesson plans to support instructional objectives of the AKS for all students.Plan appropriate assessment of student learning.Evaluate, select, and modify resources and activities.Review resources including district core materials.Select core materials and other resources that match the AKS.Select resources that match the learner(s) needs.Select resources that reflect scientifically based research on effective instruction.Oversee assessment activities.Administer screening and diagnostic assessment instruments in a timely manner to children referred to special education and interpret evaluation results to parents and regular classroom teachers.Provide initial focus for the lesson.Communicate specific learning objectives to students in a clear manner.Link lesson content to students prior knowledge, background experience, and/or real-world application of content.Capture student attention through active involvement.Organize content for presentation of the lesson.Present information in a logical sequence.Organize the presentation of content into blocks or steps based on the students needs and the complexity of the material.Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning.Assess students learning of the AKS and provide specific feedback to students and parents on a frequent basis.Provide collaborative learning opportunities.Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice.Explicitly teach essential content-related vocabulary.Utilize a variety of nonverbal/visual representations of content and skills.Explicitly teach students to summarize their learning.Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.Access and/or build students background knowledge and experience.Use and teach questioning and cuing/prompting techniques.Utilize technology effectively to plan, teach, and assess.Use inquiry-based problem-solving learning strategies with students in all content areas.Teach and require students to set personal goals for improving their academic achievement.Teach students to compare and contrast knowledge, concepts, or content.Provide formative assessment that measures student progress toward AKS objective(s).Monitor students progress in learning through a variety of techniques on a frequent basis.Adjust instructional plans based on formative assessment results.Provide criteria that allow students to measure their own progress toward an objective(s).Provide summative assessment, which measures student achievement of objectives(s).Assess students learning of the AKS.Provide assessments that are appropriate for the learner(s).Maintain assessment records for each student.Communicate assessment results to students.Utilize assessment results to plan for subsequent instruction.Organize the learning environment to maximize student time on task.Organize and arrange the classroom to facilitate learning.Ensure smooth transitions from one activity to another.Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.Maintain behavior, which is conducive to learning.Define and communicate behavior expectations to students in a clear manner.Monitor behavior and provide appropriate feedback to students.Deal effectively with inappropriate behavior.Focus on student behavior rather than personality.Treat sensitive situations with discretion.Encourage participation from all students.Establish mutual respect between the teacher and students.Convey warmth, friendliness, and enthusiasm.Assist with the physical needs of special education students when appropriate.Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed.Ensure safe travel of students within the school environment and on study trips as needed.Provide to support ostomy care, catheterization, and/or other medically related procedures as needed.Oversee the due process.Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned.Coordinate and/or serve on eligibility and placement teams.Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms.Inform designated school administrative personnel of program progress, issues, and/or concerns.Comply with federal, state, and district due process policies and procedures.Participate professional growth activities.Participate in professional growth and professional learning activities.Apply new knowledge and skills acquired in planning and delivery of student instruction.Demonstrate evidence of progress toward individual goals plan.Execute professional responsibilities.Use standard written expression.Use acceptable oral expression.Demonstrate punctuality to class, to assigned duties, and to other school activities.Submit records, reports, and forms accurately and in a timely manner.Provide clear plans for substitute teachers.Maintain regular attendance.Demonstrate a willingness to share ideas, methods, and materials.Cooperate with staff and support the development of activities/goals of the local school.Encourage positive home/school communications.Perform other duties as assigned." We need to split into list items. Each sentence ends with a period. Some sentences have no space after period (e.g., "taught.Provide"). We'll need to handle that. We'll just split by period and trim. Similarly for Preferred Skills Qualifications: a long list separated by line breaks? The text: "Preferred Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certificationKnowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practicesUnderstanding of the teaching/learning processAbility to infuse technology into instruction to increase student learningAbility to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and communityExcellent oral and written communication and human relations skillsExemplary teaching and diagnostic assessment skillsMastery of subject areaKnowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process" No spaces between some items. We'll need to split by capital letters? Might be messy. Perhaps better to keep as a single paragraph

            preserving the text as is, since it's not a clear list. The instruction says use

            • for any list of duties/requirements/benefits. This is a list of skills but not formatted as list. Could still treat as

              . Safer to keep as

              . Similarly License and Certification Qualifications, Required Education Qualifications, Required Experience Qualifications could be

              each. Physical Demands: also a paragraph; we can keep as

              . Thus we will have sections:

              Qualifications

              License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education

              Required Education Qualifications: Bachelors Degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university

              Required Experience Qualifications: Previous teaching experience

              Skills

              Preferred Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certificationKnowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practicesUnderstanding of the teaching/learning processAbility to infuse technology into instruction to increase student learningAbility to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and communityExcellent oral and written communication and human relations skillsExemplary teaching and diagnostic assessment skillsMastery of subject areaKnowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process

              Responsibilities

              • Responsible for planning and providing for appropriate learning experiences for students based on the districts AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals.
              • Demon