Teacher Sp Ed - SLD Self Cont - Special Education

We need to output HTML fragment with sections only if posting has real content. The posting includes sections: License and Certification Qualifications, Required Education Qualifications, Required Experience Qualifications, Preferred Skills Qualifications, Primary Responsibilities, Physical Demands. Also maybe Benefits, Pay, Schedule not present, so omit. Use

for each heading. Use

• for any list of duties/requirements/benefits. The content includes many bullet-like sentences but not explicitly list markers. We need to decide what constitutes a list. The instruction: "Use
  • for any list of duties/requirements/benefits". The posting includes many responsibilities as sentences separated by periods. Could treat each sentence as a list item? Might be overkill but we can convert each bullet-like line into
  • . However the text is a paragraph with many sentences. Could we wrap entire responsibilities in

    ? The rule says use

    • for any list of duties/requirements/benefits. If we treat responsibilities as a list, we should break into items. But the instruction also says "Prefer a few substantive sections over many thin ones." Might be okay to keep responsibilities as

      with sentences. However they explicitly say use

      • for any list of duties/requirements/benefits. The responsibilities are a list of duties. So better to make
        • each duty. Similarly for qualifications: License and Certification Qualifications is a single sentence; could be

          . Required Education Qualifications: single sentence. Required Experience Qualifications: single sentence. Preferred Skills Qualifications: many bullet-like sentences separated by line breaks? Actually they are separated by no punctuation but each skill separated by no clear delimiter; they are concatenated with no punctuation? Let's examine: "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". It's a run-on without punctuation. Hard to split. Probably better to keep as

          . Similarly responsibilities are many sentences separated by periods; we could split by period and make

        • . That would be many items but okay. Physical Demands: paragraph. We must not include boilerplate like EEO etc. Not present. We must not repeat job title. We must not include Job ID etc. We must output only HTML fragment. Let's craft sections:

          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

          We added semicolons to separate but that's adding content not originally there? The original had no punctuation; adding semicolons could be considered altering. Better to keep as is but maybe wrap in

          without alteration. However it's a run-on sentence; still okay as

          . We'll keep original text exactly.

          Primary 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 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.

          Physical Demands

          While performing the duties of this job, the employee is frequently required to stand; walk; use hands to touch, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to sit; climb or balance; and stoop, kneel, or crouch. The employee must occasionally lift