Teacher Sp Ed - PID SC - Special 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 etc. Preserve all substantive info. Remove boilerplate. Include a section only when posting has real specific content for it. So we need to parse the given text.
The text includes:
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
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 certification
Knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices
Understanding of the teaching/learning process
Ability to infuse technology into instruction to increase student learning
Ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community
Excellent oral and written communication and human relations skills
Exemplary teaching and diagnostic assessment skills
Mastery of subject area
Knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process
Primary Responsibilities: (long list)
Physical Demands: (list)
We need to map these to sections: About the role (maybe a brief description?), Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule.
We have license/certification qualifications, education qualifications, experience qualifications -> these could go under Requirements or Qualifications. The instruction: Use sections only when posting has real specific content. We have content for Requirements (license/cert, education, experience). We have content for Qualifications? Possibly overlapping. Could combine license/cert, education, experience under Requirements. Preferred Skills Qualifications list could go under Skills. Primary Responsibilities under Responsibilities. Physical Demands maybe could be under About the role? Or maybe under Requirements? But physical demands is not typical; but we have to include only if there is real specific content. It is present. Could we put Physical Demands under About the role? The About the role section is for a brief description of the role; we don't have a separate summary besides responsibilities. Could we treat About the role as a short paragraph summarizing the role? The posting does not have an explicit "About the role" paragraph; but we could synthesize? However instruction: do NOT invent or summarize away detail. So we cannot create content not present. So we should not create an About the role section if there is no explicit "About the role" content. The posting does not have a separate "About the role" heading; but we could maybe treat the first sentence of responsibilities as about role? But that would be summarizing. Better to omit About the role section if no explicit content.
Similarly Benefits, Pay, Schedule: not present, so omit those sections.
Thus we will have sections: Responsibilities, Requirements, Skills. Possibly also Qualifications? But we have license/certification qualifications, education qualifications, experience qualifications. Those could be considered Requirements. The "Preferred Skills Qualifications" is clearly Skills. So we can have:
Responsibilities
with - each responsibility item.
Requirements
with - for license/certification, education, experience.
Skills
with - for each preferred skill.
We must preserve all substantive information. Ensure we don't lose any detail.
We need to extract each bullet from the responsibilities list. The responsibilities list is a long paragraph with many sentences separated by periods. We need to split into list items. The instruction: Use
- for any list of duties/requirements/benefits. So we should convert each distinct duty into a
- . The responsibilities text is a long run-on sentence with many clauses separated by periods. We'll split by periods (.) and treat each as a duty, but need to ensure we don't split abbreviations like "IEP." or "AKS." but that's okay. We'll produce many
- items.
Similarly for Requirements: license/certification, education, experience. Could be three items.
Skills: many items separated by line breaks or sentences. We'll split by line breaks (the text shows each on new line after the heading). We'll treat each line as an item.
We must not include boilerplate like "Physical Demands:" etc. Since we are not including a section for physical demands, we should omit that content entirely? The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. If we omit physical demands, we are losing substantive information. So we need to include it somewhere. Where could we put it? Possibly under Requirements? But physical demands is not a requirement per se, but could be considered a requirement (physical ability). Could be placed under Requirements as well. Or we could create a section "Physical Demands" but we only allowed headings from the list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Physical Demands is not in that list, so we cannot create a heading for it. We could fold it into Requirements as a bullet. That would preserve the info while using allowed heading. Similarly, we could put it under Requirements.
Thus Requirements section will include license/certification, education, experience, and physical demands.
We must not repeat job title. No mention of job ID.
We must not include any boilerplate like EEO etc. Not present.
Thus final HTML:
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.
- 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.
- Utilize 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
for prose. Do NOT repeat job title as heading. Do NOT put Job ID etc. Preserve all substantive info. Remove boilerplate. Include a section only when posting has real specific content for it. So we need to parse the given text. The text includes: 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 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 certification Knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices Understanding of the teaching/learning process Ability to infuse technology into instruction to increase student learning Ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community Excellent oral and written communication and human relations skills Exemplary teaching and diagnostic assessment skills Mastery of subject area Knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process Primary Responsibilities: (long list) Physical Demands: (list) We need to map these to sections: About the role (maybe a brief description?), Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We have license/certification qualifications, education qualifications, experience qualifications -> these could go under Requirements or Qualifications. The instruction: Use sections only when posting has real specific content. We have content for Requirements (license/cert, education, experience). We have content for Qualifications? Possibly overlapping. Could combine license/cert, education, experience under Requirements. Preferred Skills Qualifications list could go under Skills. Primary Responsibilities under Responsibilities. Physical Demands maybe could be under About the role? Or maybe under Requirements? But physical demands is not typical; but we have to include only if there is real specific content. It is present. Could we put Physical Demands under About the role? The About the role section is for a brief description of the role; we don't have a separate summary besides responsibilities. Could we treat About the role as a short paragraph summarizing the role? The posting does not have an explicit "About the role" paragraph; but we could synthesize? However instruction: do NOT invent or summarize away detail. So we cannot create content not present. So we should not create an About the role section if there is no explicit "About the role" content. The posting does not have a separate "About the role" heading; but we could maybe treat the first sentence of responsibilities as about role? But that would be summarizing. Better to omit About the role section if no explicit content. Similarly Benefits, Pay, Schedule: not present, so omit those sections. Thus we will have sections: Responsibilities, Requirements, Skills. Possibly also Qualifications? But we have license/certification qualifications, education qualifications, experience qualifications. Those could be considered Requirements. The "Preferred Skills Qualifications" is clearly Skills. So we can have:
Responsibilities
with- each responsibility item.
Requirements
with- for license/certification, education, experience.
Skills
with- for each preferred skill.
We must preserve all substantive information. Ensure we don't lose any detail.
We need to extract each bullet from the responsibilities list. The responsibilities list is a long paragraph with many sentences separated by periods. We need to split into list items. The instruction: Use
- for any list of duties/requirements/benefits. So we should convert each distinct duty into a
- . The responsibilities text is a long run-on sentence with many clauses separated by periods. We'll split by periods (.) and treat each as a duty, but need to ensure we don't split abbreviations like "IEP." or "AKS." but that's okay. We'll produce many
- items.
Similarly for Requirements: license/certification, education, experience. Could be three items.
Skills: many items separated by line breaks or sentences. We'll split by line breaks (the text shows each on new line after the heading). We'll treat each line as an item.
We must not include boilerplate like "Physical Demands:" etc. Since we are not including a section for physical demands, we should omit that content entirely? The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. If we omit physical demands, we are losing substantive information. So we need to include it somewhere. Where could we put it? Possibly under Requirements? But physical demands is not a requirement per se, but could be considered a requirement (physical ability). Could be placed under Requirements as well. Or we could create a section "Physical Demands" but we only allowed headings from the list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Physical Demands is not in that list, so we cannot create a heading for it. We could fold it into Requirements as a bullet. That would preserve the info while using allowed heading. Similarly, we could put it under Requirements.
Thus Requirements section will include license/certification, education, experience, and physical demands.
We must not repeat job title. No mention of job ID.
We must not include any boilerplate like EEO etc. Not present.
Thus final HTML:
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.
- 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.
- Utilize 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
- for each preferred skill.
We must preserve all substantive information. Ensure we don't lose any detail.
We need to extract each bullet from the responsibilities list. The responsibilities list is a long paragraph with many sentences separated by periods. We need to split into list items. The instruction: Use
- for license/certification, education, experience.