Teacher, Special Education (CAST)

We need to output HTML fragment with sections: About the role? The job overview is a paragraph. Then Responsibilities (list). Then Qualifications (list maybe). Also Knowledge, Skills And Abilities could be part of Qualifications or separate Skills section. Physical Requirements maybe not needed unless we have a section? The instruction: include a section ONLY when posting has real, specific content for it. Physical Requirements is present; we could include a section maybe "Physical Requirements". But they didn't list that as a possible heading; they gave examples: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. They didn't list Physical Requirements, but we could still include if content exists? The instruction: "Use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It says e.g., not exclusive. So we can add Physical Requirements as a heading if we want. However they also say "Prefer a few substantive sections over many thin ones." Physical Requirements is a short list; maybe we can incorporate into Qualifications or Requirements? But it's distinct. Could include as a section. We must not repeat job title as heading. No Job ID etc. Remove boilerplate. We need to preserve all substantive information. Let's extract: Job Overview paragraph: "The Transition Teacher of Special Education is responsible for providing appropriate special education services specific to transition for eligible high school students in accordance with Federal and State regulations and School Board policies and procedures." Roles And Responsibilities: list items: - Collaborates with special education leadership to provide professional learning on special education transition topics. - Works with businesses to establish worksites for students; collaborates with other teachers regarding supporting the accommodations and modifications a student may require on a job site; provides or coordinates job coaching services when necessary. - Assists students in obtaining employment related skills. - Monitors students' progress towards postsecondary goals and provides additional information and activities to help them reach these goals. - Provides direct instruction to students in various transition specific classes such as Education for Employment and Career and Transition, etc., on topics to include but not limited to resume writing, interviewing skills, completing job applications, searching for colleges/technical schools, and other postsecondary options. - Communicates and collaborates on transition related topics in various ways (i.e. presentations, small group, individual) with students, staff and families. - Participates in interdepartmental (i.e. school counseling, CTE, etc.) collaboration within the school building. - Collaborates with adult services organizations to facilitate services for new, current, and exiting students. - Attends IEP meetings as needed and assists in developing transition plans for students in need of transition services; assists case managers in assessing students' transition needs utilizing a variety of vocational and career assessment tools. - Conducts surveys and other transition assessments of students in special education, including exit surveys. - Collects and maintains current data for state requirements. - Collects and analyzes data on student workplace readiness and independent living skills and work experiences. - Coordinates transportation for students to community locations and work sites. - May assist the school by managing a caseload of special education students. Qualifications: Education: Bachelor's Degree required Experience: Demonstrated successful teaching experience Licenses and Certifications: Holds or is eligible for a Virginia teaching license with an endorsement in Special Education Knowledge, Skills And Abilities: - Possess excellent organizational and time management skills. - Must be a self-starter who is comfortable and competent with leadership responsibilities. - Possess knowledge of technology applications related to transition. - Ability to apply knowledge of current research and theory to instructional programs. - Five years of successful classroom teaching experience in special education secondary level preferred. - Ability to be flexible and manage daily changing activities. - Ability to establish and maintain effective relationships with students, peers, administrators, and parents. - Excellent oral and written communication skills, interpersonal skills, and professional and personal characteristics necessary for working effectively with school personnel, members of the community and business partners. Physical Requirements: - While performing the duties of this job, the employee is regularly talking, expressing or exchanging ideas by means of the spoken word. - The employee must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly. - The employee must possess normal cognitive abilities including the ability to learn, recall and apply certain practices and policies. - Frequently sitting and/or remaining in a stationary position for long periods of time. - Exerting up to 25 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Reports to: Supervisor, Transition FLSA Status: Exempt Months/Days/Hours: 10 months, 200 days, 7 hours per day Salary Level: Licensed Scale Salary Scale: https://www.lcps.org/compensation Remote Work Eligible: No Union Designation: Certified We need to include sections only if real specific content. We have Salary Level and Schedule (Months/Days/Hours). So we can include Pay section (Salary Level) and Schedule section (Months/Days/Hours). Benefits? Not mentioned. So we omit Benefits. We could combine Pay and Schedule into one section? Better separate. We need to use

for section headings. Use

• for any list of duties/requirements/benefits, and

  for prose. Thus:

  About the role

  ...overview...

  Responsibilities

  ... each responsibility as
  • ...

  Qualifications

  maybe we split into Education, Experience, Licenses, Knowledge Skills Abilities as sublists? Could just make a single list but that would lose nuance. Better to have subheadings? Not allowed? Only h3 for section headings; we could use

  but not specified. Probably better to keep Qualifications as a section with subpoints using

  and maybe separate paragraphs for each category. Could do:

  Qualifications

  Education: Bachelor's Degree required

  Experience: Demonstrated successful teaching experience

  Licenses and Certifications: Holds or is eligible for a Virginia teaching license with an endorsement in Special Education

  Knowledge, Skills and Abilities

  but h4 not allowed? Might be okay but they said use h3 for section headings (e.g...). Not prohibited to use other headings but they'd be non-standard. Safer to keep everything under Qualifications as a list with items that include the categories. Could do:

  Qualifications

  • Education: Bachelor's Degree required
  • Experience: Demonstrated successful teaching experience
  • Licenses and Certifications: Holds or is eligible for a Virginia teaching license with an endorsement in Special Education
  • Knowledge, Skills and Abilities:
    • Possess excellent organizational and time management skills.
    ...
  That is nested lists; still using
  • . Acceptable. Physical Requirements: Could be its own section

    Physical Requirements

    ... Pay:

    Pay

    Salary Level: Licensed Scale

    maybe also include link? Could include as

    Salary Scale: https://www.lcps.org/compensation

    Schedule:

    Schedule

    10 months, 200 days, 7 hours per day

    Reports to, FLSA Status, Remote Work Eligible, Union Designation: Could be included in a

    under maybe "Additional Information" but not required. The instruction: do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short

    or drop it. So we can include a short paragraph for Reports to, FLSA Status, Remote Work Eligible, Union Designation. We must not include boilerplate like EEO etc. Not present. Now construct HTML. Let's draft:

    About the role

    The Transition Teacher of Special Education is responsible for providing appropriate special education services specific to transition for eligible high school students in accordance with Federal and State regulations and School Board policies and procedures.

    Responsibilities

    • Collaborates with special education leadership to provide professional learning on special education transition topics.
    • Works with businesses to establish worksites for students; collaborates with other teachers regarding supporting the accommodations and modifications a student may require on a job site; provides or coordinates job coaching services when necessary.
    • Assists students in obtaining employment related skills.
    • Monitors students' progress towards postsecondary goals and provides additional information and activities to help them reach these goals.
    • Provides direct instruction to students in various transition specific classes such as Education for Employment and Career and Transition, etc., on topics to include but not limited to resume writing, interviewing skills, completing job applications, searching for colleges/technical schools, and other postsecondary options.
    • Communicates and collaborates on transition related topics in various ways (i.e. presentations, small group, individual) with students, staff and families.
    • Participates in interdepartmental (i.e. school counseling, CTE, etc.) collaboration within the school building.
    • Collaborates with adult services organizations to facilitate services for new, current, and exiting students.
    • Attends IEP meetings as needed and assists in developing transition plans for students in need of transition services; assists case managers in assessing students' transition needs utilizing a variety of vocational and career assessment tools.
    • Conducts surveys and other transition assessments of students in special education, including exit surveys.
    • Collects and maintains current data for state requirements.
    • Collects and analyzes data on student workplace readiness and independent living skills and work experiences.
    • Coordinates transportation for students to community locations and work sites.
    • May assist the school by managing a caseload of special education students.

    Qualifications

    • Education: Bachelor's Degree required
    • Experience: Demonstrated successful teaching experience
    • Licenses and Certifications: Holds or is eligible for a Virginia teaching license with an endorsement in Special Education
    • Knowledge, Skills and Abilities:
      • Possess excellent organizational and time management skills.
      • Must be a self-starter who is comfortable and competent with leadership responsibilities.
      • Possess knowledge of technology applications related to transition.
      • Ability to apply knowledge of current research and theory to instructional programs.
      • Five years of successful classroom teaching experience in special education secondary level preferred.
      • Ability to be flexible and manage daily changing activities.
      • Ability to establish and maintain effective relationships with students, peers, administrators, and parents.
      • Excellent oral and written communication skills, interpersonal skills, and professional and personal characteristics necessary for working effectively with school personnel, members of the community and business partners.

    Physical Requirements

    • While performing the duties of this job, the employee is regularly talking, expressing or exchanging ideas by means of the spoken word.
    • The employee must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
    • The employee must possess normal cognitive abilities including the ability to learn, recall and apply certain practices and policies.
    • Frequently sitting and/or remaining in a stationary position for long periods of time.
    • Exerting