Teacher - Physical Education, Gr. 9-12 (long-Term Substitute) (SY26-27)

We need to output HTML fragment with sections for headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Use

for each heading. Use

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

  for prose. Do NOT repeat job title as heading. Do NOT put Job ID/requisition numbers as headings; fold minor metadata into short

  or drop it. Preserve all substantive info; do not invent or summarize away detail. Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. Include a section ONLY when posting has real, specific content for it — never emit heading followed by filler/placeholder text (e.g., "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless posting actually states them. Prefer few substantive sections over many thin ones. We need to parse the posting. Key content: - "THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/14/26 and ends 12/01/2026." This is schedule info: start and end dates. Also note: "Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay." This gives pay info: per diem rate (but not a specific amount). It says "All substitutes begin at the per diem rate of pay." No specific amount given. According to rule: never create Pay/Schedule/Benefits sections unless posting actually states them. It does state schedule (start/end dates) and mentions per diem rate of pay (but not a specific amount). Is that enough to create Pay section? The rule says: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state pay: "All substitutes begin at the per diem rate of pay." That's a statement about pay, albeit not a numeric amount. Should we include Pay section? It says "never create Pay/Schedule/Benefits sections unless the posting actually states them." It does state them (per diem rate). So we can include Pay section with that statement. However, we must avoid filler placeholder like "commensurate with experience" etc. This is not placeholder; it's a statement. So we can include Pay section. Schedule: start and end dates given. So we can include Schedule section. Benefits: Not mentioned. No benefits described. So we should NOT create Benefits section. About the role: The posting includes description: "Boston Public Schools (BPS) seeks an exceptional Physical Education Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher. Reports to: Principal/Head of School". That's about the role. So we can have About the role section. Responsibilities: The posting includes "Responsibilities Teach: Physical Education Core Competencies: Using the Rubric of Effective Teaching..." It then lists many competencies with sub-bullets. Those are responsibilities/requirements. We need to format as list items. The text includes headings like "Core Competencies:" then bullet-like sentences. We can treat each sentence as a list item. However, we need to preserve all substantive info. We'll create a

  with
  • for each responsibility/competency. Qualifications: The posting includes "Qualifications - Required Education: Hold a Bachelor's degree. Hold a Massachusetts Teaching License in Physical Education at the appropriate level. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the Standards of Effective Teaching established by the BPS as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment." Then "Qualifications - Preferred Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s))." Thus we have required qualifications and preferred qualifications. We can combine into Qualifications section with sub-lists maybe. But we must not create thin sections; we can have one Qualifications section with required and preferred as separate
    or we can separate into Required and Preferred headings? The instruction says use

    for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It does not forbid subheadings inside sections? Probably not; but we can keep it simple: one Qualifications section with two lists: Required and Preferred. However, we need to use

    • for any list of duties/requirements/benefits. So we can have

      for intro then

      for required, then another
      for preferred. Skills: Not explicitly listed separate; the core competencies could be considered skills. But we already have Responsibilities covering those. The instruction says we can have Skills section if there is specific content. The posting includes core competencies which are skills. But we already used them under Responsibilities. Might be duplication. Better to keep them under Responsibilities as duties. The Skills section may be redundant. We'll not create Skills unless there is distinct skill list not covered elsewhere. We'll skip Skills. Requirements: Could be similar to Qualifications. But we already have Qualifications. The instruction includes Requirements as a possible heading. But we can choose to not create Requirements if we already have Qualifications covering required education etc. However, the posting includes "Ability to meet the Standards of Effective Teaching established by the BPS as outlined above." That's a requirement. So Qualifications covers it. Thus sections: About the role, Responsibilities, Qualifications, Pay, Schedule. We need to ensure we don't include filler like "Reports to: Principal/Head of School" - that's fine. We need to remove boilerplate: The long EEO statement at end, accommodation info, etc. Also remove duplicated lines. Also remove application instructions like "For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central)." That's application instruction? It's info about becoming a sub; maybe we keep as part of About the role? It's not a duty; it's a link for further info. The instruction says remove application instructions. That line is likely an application instruction. So we should drop it. Also remove the duplicated lines: The posting repeats "Qualifications - Required Education:" and "Qualifications - Preferred Experience". We'll keep content but not duplicate headings. We need to preserve all substantive information. So we need to include the start/end dates, per diem rate statement, the description about BPS vision, responsibilities list, qualifications required and preferred. Now format. We'll output:

      About the role

      Boston Public Schools (BPS) seeks an exceptional Physical Education Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher. Reports to: Principal/Head of School

      Responsibilities

      • Teach Physical Education
      • Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:
      • Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice): Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort; assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks; passionate and optimistic about their students, their content, and the teaching profession
      • Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons): Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires; demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards; can convey content in creative and engaging ways that align to standards
      • Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment): Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work; uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation; builds a productive learning environment where every student participates and is valued as part of the class community
      • Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment): Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
      • Parent/Family Engagement (III-A-1. Parent/Family Engagement): Engages with families and builds collaborative, respectful relationships with them in service of student learning
      • Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration): Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development; seeks to participate in and contribute to a collaborative adult learning community
      But note: The first bullet "Teach Physical Education" is separate; then the list of core competencies includes many sub-bullets. We could combine them but it's okay. Now Qualifications section:

      Qualifications

      Required:

      • Hold a Bachelor's degree.
      • Hold a Massachusetts Teaching License in Physical Education at the appropriate level.
      • Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
      • Ability to meet the Standards of Effective Teaching established by the BPS as outlined above.
      • Current authorization to work in the United States (must have such authorization by first day of employment).

      Preferred:

      • Experience teaching in urban schools.
      • Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
      • Certification in Moderate Disabilities and/or English as a Second Language (at the appropriate grade level(s)).
      We need to preserve the statement about BPS values linguistic diversity etc. Could include as a