Teacher, English Learner (EL) (26-27)
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It lists examples but not limited to those. We can use any appropriate heading. We need to not repeat job title as heading. We should include sections only when posting has real specific content.
We have content for Qualifications, Salary/Status (but note: Salary/Status includes "Certified Schedule/Full-time, 10 months". That's salary/status info. Should we include Pay and Schedule sections? The posting says "Salary/Status Certified Schedule/Full-time, 10 months". That's both salary status and schedule. We could create a Pay
with content? But the posting does not give actual salary amount, just "Certified". It says "Salary/Status Certified Schedule/Full-time, 10 months". That's not a specific salary figure; it's more like employment type. The instruction: never create Pay/Schedule/Benefits sections unless the posting actually states them. It says "never create Pay/Schedule/Benefits sections unless the posting actually states them." It also says "never emit a heading followed by filler/placeholder text (e.g. 'commensurate with experience', 'not specified', 'N/A', 'varies', 'TBD')". Here we have "Certified Schedule/Full-time, 10 months". That's not a placeholder; it's actual info about schedule and status. Should we treat that as Schedule section? The posting includes schedule info: Full-time, 10 months. So we could have a Schedule section with that content. Pay: we have "Certified" which is not a pay amount. It might be considered status, not pay. The instruction says only create Pay if posting actually states them. It does not state a salary amount, so we should not create Pay section. For Schedule, we have explicit schedule: Full-time, 10 months. So we can create Schedule section.
Reports To: Principal. That's metadata; we could fold into a short p or drop. The instruction: do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it. Reports To is minor metadata; we can include in a short p maybe under a general "Details" paragraph? But we could also just drop it. However we need to preserve ALL substantive information; do NOT invent or summarize away detail. Reports To is substantive? It's minor but still info. We could include it in a paragraph at top:
Reports to Principal.
Place of Work: also minor metadata; we could include in same paragraph. We have Essential Functions (a big list). Knowledge, Skills, Abilities (list). Education And Experience (list). Also there is "General Definition of Work" which is a prose description; we could treat that as a section maybe "About the role" or just aafter heading? The instruction says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we could use About the role
for the General Definition of Work paragraph.
We also have "Essential Functions" which could be Responsibilities. So we could use Responsibilities
for Essential Functions.
"Knowledge, Skills, Abilities" could be Skills
or Knowledge, Skills, Abilities
. The instruction examples include Skills. We'll use Skills
for that section.
"Education And Experience" could be Qualifications
(but we already have Qualifications section earlier). Actually we have a Qualifications section earlier in the posting: "Qualifications To perform this job successfully..." That's a separate section. So we have two qualification-like sections: the early "Qualifications" and later "Education And Experience". We should combine? The instruction: Prefer a few substantive sections over many thin ones. We could merge Qualifications and Education And Experience into one Qualifications section. But we must preserve all info; we can combine them under Qualifications
and include both the bullet points from Qualifications and Education And Experience.
Similarly, "Knowledge, Skills, Abilities" could be under Skills.
Thus sections: About the role (General Definition of Work), Responsibilities (Essential Functions), Qualifications (combined Qualifications + Education And Experience), Skills (Knowledge, Skills, Abilities), Schedule (Full-time, 10 months). Possibly also a brief metadata paragraph for Reports To and Place of Work.
We must not include Benefits, Pay unless stated. Not present.
We must not include filler like "commensurate with experience". Not present.
We need to use - for any list of duties/requirements/benefits. So for Responsibilities, Qualifications, Skills we need to turn the content into lists. However the content includes many sentences; we can break each sentence into a list item. Must preserve all substantive information; we can't lose detail. So we need to convert each distinct statement into a list item. That may be many items but okay.
We must use
for prose. So the About the role can be a paragraph.
Schedule: we can put a
with the schedule info.
Metadata: Reports To and Place of Work can be a short p.
Let's extract content.
General Definition of Work paragraph:
"The English Learner (EL) Teacher, under moderate supervision, performs instructional work with limited decision-making discretion providing leadership in the educational environment that encourages and nurtures learning for all students. The teacher supervises, monitors, and evaluates students while developing lesson plans to ensure all student needs are met. The EL Teacher also serves as the EL leader for implementing school-wide Language Instruction Educational Plan (LIEP) for all identified English Learners at respective schools. Employee performs school-based work to carry out Board of Education policies under the direction of the principal."
We'll keep as one paragraph.
Responsibilities (Essential Functions) list items: need to break each sentence or clause.
Let's list them:
- Adhere to all state, federal, and local laws, policies, and procedures
- Adhere to the North Carolina Professional Teaching Standards
- Assist school administration in implementing all policies and rules governing student life and conduct.
- Develop reasonable rules of classroom behavior and procedure.
- Maintain order in the classroom in a fair and just manner
- Create a culture of effectiveness by setting high standards and expectations for all students
- Plan and implement an EL program of study that meets the needs, interests, and abilities of assigned students
- Instruct students individually and in groups using various teaching methods
- Create a classroom environment that provides for student engagement in the learning process and enables students to achieve learning objectives
- Guide the learning process toward the achievement of curriculum goals and in accordance with goals established by the district and establish clear objectives for all lessons, units, projects and communicates these objectives to students
- Establish learning objectives based on student needs, requirements of North Carolina Department of Public Instruction (NCDPI), Standard Course of Study, and district curriculum framework
- Prepare for classes assigned, and show written evidence of preparation upon request
- Diagnose the learning challenges of students on a regular basis, seeking the assistance of central office staff as required.
- Maintain accurate records as required for Individual Education Plans (IEPs) and 504 Plans
- Provide an instructional program to meet the needs of all students including students with disabilities and limited English proficiencies
- Establish and maintain school-based Language Instruction Educational Plans (LIEPs) instructional schedule and service delivery for ELs
- Prepare materials and classrooms for class activities
- Encourage students to explore learning opportunities and persevere through challenges
- Use appropriate techniques and strategies which promote critical, creative, and evaluative thinking capabilities of students
- Prepare, administer, and grade tests and assignments to assess students' progress
- Assign and grade classwork and homework
- Act as test administrator for the North Carolina Test Program and fulfill requirements as designated in the North Carolina School Test Coordinator's Handbook, the Proctor's Guide for the North Carolina Testing Program, and the North Carolina State Board of Education Policy GCS-A-010
- Observe and assess students' performance, behavior, social development, and physical health on a regular basis
- Meet with parents/guardians to discuss student progress, determine priorities and resource needs, and encourage parent involvement.
- Confer with parents/guardians, counselors, and administrators to resolve students' behavioral and academic problems.
- Foster strong school-home relations for parents/guardians of students in EL classrooms.
- Facilitate and support communications between EL student's school and home to ensure parent engagement
- Prepare and implement enrichment programs and remediation
- Attend Professional Learning Community (PLC) and staff meetings for data analysis and instructional planning; assist other school staff with understanding EL policy and procedures through formal and informal training
- Participate in professional development focused on the acquiring and improving skills and knowledge
- Perform safety functions/drills to maintain a safe instructional environment. Take all necessary safety precautions to protect students, equipment, materials, and facilities
- Perform related work as assigned or required
We need to ensure each item ends with a period? Not required.
Qualifications section: combine the earlier Qualifications paragraph and Education And Experience.
Earlier Qualifications paragraph:
"To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions."
That's more like intro; we could keep as prose or list? It's not a list of specific qualifications; it's generic. The actual qualifications are listed after? Actually after that paragraph there is no explicit list; the qualifications are maybe the "Education And Experience" section. So we might treat the Qualifications section as just the Education And Experience list, with maybe a brief intro paragraph.
Education And Experience list:
- Bachelor's degree required
- Valid NC Teaching certification or eligible for NC Teaching certification in assigned area
- Equivalent combination of education and experience
We'll make those list items.
Skills section: Knowledge, Skills, Abilities list.
Let's extract each bullet:
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Skilled in communication, both verbal and written
- Skilled in computers and software including Microsoft Office and Google Workspace
- Ability to learn and use specialized tools, equipment, or software related to instructional practice and business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
We'll list those.
Schedule section: "Certified Schedule/Full-time, 10 months". Actually the phrase "Certified Schedule/Full-time, 10 months" seems to combine status and schedule. We could output schedule: Full-time, 10 months. The "Certified" maybe refers to certification status. We could include as part of schedule? Might be better to have a short p: "Certified, Full-time,
for prose. So the About the role can be a paragraph. Schedule: we can put a
with the schedule info. Metadata: Reports To and Place of Work can be a short p. Let's extract content. General Definition of Work paragraph: "The English Learner (EL) Teacher, under moderate supervision, performs instructional work with limited decision-making discretion providing leadership in the educational environment that encourages and nurtures learning for all students. The teacher supervises, monitors, and evaluates students while developing lesson plans to ensure all student needs are met. The EL Teacher also serves as the EL leader for implementing school-wide Language Instruction Educational Plan (LIEP) for all identified English Learners at respective schools. Employee performs school-based work to carry out Board of Education policies under the direction of the principal." We'll keep as one paragraph. Responsibilities (Essential Functions) list items: need to break each sentence or clause. Let's list them: - Adhere to all state, federal, and local laws, policies, and procedures - Adhere to the North Carolina Professional Teaching Standards - Assist school administration in implementing all policies and rules governing student life and conduct. - Develop reasonable rules of classroom behavior and procedure. - Maintain order in the classroom in a fair and just manner - Create a culture of effectiveness by setting high standards and expectations for all students - Plan and implement an EL program of study that meets the needs, interests, and abilities of assigned students - Instruct students individually and in groups using various teaching methods - Create a classroom environment that provides for student engagement in the learning process and enables students to achieve learning objectives - Guide the learning process toward the achievement of curriculum goals and in accordance with goals established by the district and establish clear objectives for all lessons, units, projects and communicates these objectives to students - Establish learning objectives based on student needs, requirements of North Carolina Department of Public Instruction (NCDPI), Standard Course of Study, and district curriculum framework - Prepare for classes assigned, and show written evidence of preparation upon request - Diagnose the learning challenges of students on a regular basis, seeking the assistance of central office staff as required. - Maintain accurate records as required for Individual Education Plans (IEPs) and 504 Plans - Provide an instructional program to meet the needs of all students including students with disabilities and limited English proficiencies - Establish and maintain school-based Language Instruction Educational Plans (LIEPs) instructional schedule and service delivery for ELs - Prepare materials and classrooms for class activities - Encourage students to explore learning opportunities and persevere through challenges - Use appropriate techniques and strategies which promote critical, creative, and evaluative thinking capabilities of students - Prepare, administer, and grade tests and assignments to assess students' progress - Assign and grade classwork and homework - Act as test administrator for the North Carolina Test Program and fulfill requirements as designated in the North Carolina School Test Coordinator's Handbook, the Proctor's Guide for the North Carolina Testing Program, and the North Carolina State Board of Education Policy GCS-A-010 - Observe and assess students' performance, behavior, social development, and physical health on a regular basis - Meet with parents/guardians to discuss student progress, determine priorities and resource needs, and encourage parent involvement. - Confer with parents/guardians, counselors, and administrators to resolve students' behavioral and academic problems. - Foster strong school-home relations for parents/guardians of students in EL classrooms. - Facilitate and support communications between EL student's school and home to ensure parent engagement - Prepare and implement enrichment programs and remediation - Attend Professional Learning Community (PLC) and staff meetings for data analysis and instructional planning; assist other school staff with understanding EL policy and procedures through formal and informal training - Participate in professional development focused on the acquiring and improving skills and knowledge - Perform safety functions/drills to maintain a safe instructional environment. Take all necessary safety precautions to protect students, equipment, materials, and facilities - Perform related work as assigned or required We need to ensure each item ends with a period? Not required. Qualifications section: combine the earlier Qualifications paragraph and Education And Experience. Earlier Qualifications paragraph: "To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions." That's more like intro; we could keep as prose or list? It's not a list of specific qualifications; it's generic. The actual qualifications are listed after? Actually after that paragraph there is no explicit list; the qualifications are maybe the "Education And Experience" section. So we might treat the Qualifications section as just the Education And Experience list, with maybe a brief intro paragraph. Education And Experience list: - Bachelor's degree required - Valid NC Teaching certification or eligible for NC Teaching certification in assigned area - Equivalent combination of education and experience We'll make those list items. Skills section: Knowledge, Skills, Abilities list. Let's extract each bullet: - Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area - Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students - Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning - Skilled in communication, both verbal and written - Skilled in computers and software including Microsoft Office and Google Workspace - Ability to learn and use specialized tools, equipment, or software related to instructional practice and business needs - Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations - Ability to communicate effectively - Ability to reason, make judgments, and maintain effective working relationships - Ability to employ positive communication skills in all settings/mediums - Ability to problem-solve utilizing sound judgment - Ability to maintain confidentiality regarding school system business - Ability to take initiative, work independently, and exercise sound judgement - Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment We'll list those. Schedule section: "Certified Schedule/Full-time, 10 months". Actually the phrase "Certified Schedule/Full-time, 10 months" seems to combine status and schedule. We could output schedule: Full-time, 10 months. The "Certified" maybe refers to certification status. We could include as part of schedule? Might be better to have a short p: "Certified, Full-time,