Temporary Teacher (9-12 Physical Ed)
for headings. Use - for any list of duties/requirements/benefits. Use
for prose.
We need to remove boilerplate: Posting Date, Primary Location maybe? It's metadata; we can fold into short
or drop. 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
for Posting Date and Location maybe. But we should not create sections for them.
We must not repeat the job title as a heading. The page already shows it, so we don't output
Teacher.
We need to output only HTML fragment.
Let's extract content:
CHARACTERISTICS OF THE CLASS: Under the supervision of the school principal, responsible for the instruction, progress, and discipline of all pupils in assigned classes, and performs related duties as required.
That's prose.
ESSENTIAL FUNCTIONS: list of duties. It's a long sentence with many clauses separated by semicolons. We can break into list items for each major duty. But we must preserve all substantive information; we can convert to - each duty. However we need to be careful not to lose details. Could keep as prose but instruction says use
- for any list of duties/requirements/benefits. The essential functions is a list; we should make list.
Let's parse duties:
- Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements;
- implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work;
- exhibits and applies knowledge of the curriculum content related to subject areas and instructional level;
- participates in programs to improve student attendance;
- promotes anti-vandalism programs in the schools;
- establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code;
- maintains accurate attendance records and seating charts;
- encourages student growth in self-discipline and positive self-concept;
- ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students;
- initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures;
- communicates with parents or guardians and counsels pupils on the pupil's academic progress, attendance, and conduct;
- participates in in-service meetings and professional staff meetings and uses pertinent information and materials provided;
- may coordinate and attend class field trips;
- may work in extra-curricular and after-school activities;
- utilizes appropriate resources available in the community.
We can make each bullet a
- .
Minimum Qualifications: Education and Experience. Successful completion of all student teaching requirements as well as all course work required to obtain the appropriate teaching certificate(s) issued by the Illinois State Board of Education.
License Requirements Teachers must possess at least one of the following valid teaching licenses issued by the Illinois State Board of Education: Professional Educator License (PEL) or Educator License with Stipulations (ELS), properly endorsed for this position.
Knowledge, Abilities, and Skill. Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques. Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with pupils, parents and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of pupils. Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.
Physical Requirements. Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle and finger objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use offer visual acuity. (Note: "offer visual acuity" seems typo; we keep as is.)
Benefits: list of items under headings Health & Wellness, Financial Security, Work-Life Balance. We need to make a list? The instruction: use
- for any list of duties/requirements/benefits. So we can create a
for benefits, each benefit as - . However the benefits are grouped; we could keep headings inside
- maybe? But we should not create extra headings inside
- ? It's okay to have text. We'll just list each benefit item.
Let's extract benefits:
Health & Wellness: Your Care, Your Choice CPS Is Committed To Providing Comprehensive Health Coverage To Our Employees And Their Eligible Dependents. You'll Have Access To a Variety Of Choices To Best Fit Your Needs: Medical Plan Options Pharmacy Dental Vision Behavioral Health & EAP Employee Wellness Program
Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: Basic Life Insurance Life and Disability Insurance Pension Plans Supplemental Retirement Plans (403(b) and 457(b)) Flexible Spending Accounts (FSAs) Spot Pet Insurance
Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: Paid Leave Sick Leave Vacation Days Parental Leaves Short-Term Disability Religious Holidays Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.
We could break each benefit item into separate
- . But there are many; we could keep as prose but instruction says use list for benefits. We'll create a
with each distinct benefit as - . However grouping may lose some nuance but still preserve all items.
Let's list items:
- Medical Plan Options
- Pharmacy
- Dental
- Vision
- Behavioral Health & EAP
- Employee Wellness Program
- Basic Life Insurance
- Life and Disability Insurance
- Pension Plans
- Supplemental Retirement Plans (403(b) and 457(b))
- Flexible Spending Accounts (FSAs)
- Spot Pet Insurance
- Paid Leave
- Sick Leave
- Vacation Days
- Parental Leaves
- Short-Term Disability
- Religious Holidays Leaves
Also maybe "Your Care, Your Choice" etc but that's description; we could keep as part of first
- maybe. But we need to preserve all substantive information; we can include a
before list describing benefits overview. Then list items.
Pay: Salary Range $64,469.94 to $82,839.39. We'll make a
maybe under Pay heading.
Schedule: none, so omit.
Now About the role: we can use CHARACTERISTICS OF THE CLASS as prose.
Responsibilities: ESSENTIAL FUNCTIONS as list.
Requirements: maybe Minimum Qualifications (Education and Experience) as list? It's just one sentence. Could be
. But we have also License Requirements, Knowledge, Abilities, and Skill, Physical Requirements. Could combine into Requirements section with subheadings? But we only allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. So we need to map content to these.
We could put:
- About the role: CHARACTERISTICS OF THE CLASS.
- Responsibilities: ESSENTIAL FUNCTIONS.
- Requirements: Minimum Qualifications (Education and Experience) + License Requirements.
- Qualifications: Knowledge, Abilities, and Skill.
- Skills: maybe same as Qualifications? Actually Knowledge, Abilities, and Skill could be Skills. But we already have Qualifications for knowledge/abilities? Might be overlapping. Let's think: Usually Requirements = minimum qualifications (education, experience, license). Qualifications = preferred qualifications? But we have only one set. We could put Requirements for Education and Experience + License Requirements. Qualifications for Knowledge, Abilities, and Skill. Skills for maybe same? But we need to avoid filler. Could combine Knowledge, Abilities, and Skill into Skills section. Then Qualifications maybe not needed. But we need to follow instruction: include a section ONLY when posting has real, specific content for it. So we can decide which sections to include based on content.
We have content for:
- About the role (CHARACTERISTICS)
- Responsibilities (ESSENTIAL FUNCTIONS)
- Requirements (Education and Experience, License Requirements)
- Skills (Knowledge, Abilities, and Skill) (maybe also Physical Requirements? Could be part of Requirements? Physical requirements could be part of Requirements as well.)
- Benefits
- Pay
We could also include Physical Requirements under Requirements.
Thus sections: About the role, Responsibilities, Requirements, Skills, Benefits, Pay.
We must not create Qualifications if we don't have distinct content beyond what we already used.
Let's craft:
About the role
Under the supervision of the school principal, responsible for the instruction, progress, and discipline of all pupils in assigned classes, and performs related duties as required.
Responsibilities
- Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements.
- Implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work.
- Exhibits and applies knowledge of the curriculum content related to subject areas and instructional level.
- Participates in programs to improve student attendance.
- Promotes anti-vandalism programs in the schools.
- Establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code.
- Maintains accurate attendance records and seating charts.
- Encourages student growth in self-discipline and positive self-concept.
- Ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students.
- Initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures
for prose. We need to remove boilerplate: Posting Date, Primary Location maybe? It's metadata; we can fold into short
or drop. 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
for Posting Date and Location maybe. But we should not create sections for them. We must not repeat the job title as a heading. The page already shows it, so we don't output
Teacher.
We need to output only HTML fragment.
Let's extract content:
CHARACTERISTICS OF THE CLASS: Under the supervision of the school principal, responsible for the instruction, progress, and discipline of all pupils in assigned classes, and performs related duties as required.
That's prose.
ESSENTIAL FUNCTIONS: list of duties. It's a long sentence with many clauses separated by semicolons. We can break into list items for each major duty. But we must preserve all substantive information; we can convert to - each duty. However we need to be careful not to lose details. Could keep as prose but instruction says use
- for any list of duties/requirements/benefits. The essential functions is a list; we should make list.
Let's parse duties:
- Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements;
- implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work;
- exhibits and applies knowledge of the curriculum content related to subject areas and instructional level;
- participates in programs to improve student attendance;
- promotes anti-vandalism programs in the schools;
- establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code;
- maintains accurate attendance records and seating charts;
- encourages student growth in self-discipline and positive self-concept;
- ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students;
- initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures;
- communicates with parents or guardians and counsels pupils on the pupil's academic progress, attendance, and conduct;
- participates in in-service meetings and professional staff meetings and uses pertinent information and materials provided;
- may coordinate and attend class field trips;
- may work in extra-curricular and after-school activities;
- utilizes appropriate resources available in the community.
We can make each bullet a
- .
Minimum Qualifications: Education and Experience. Successful completion of all student teaching requirements as well as all course work required to obtain the appropriate teaching certificate(s) issued by the Illinois State Board of Education.
License Requirements Teachers must possess at least one of the following valid teaching licenses issued by the Illinois State Board of Education: Professional Educator License (PEL) or Educator License with Stipulations (ELS), properly endorsed for this position.
Knowledge, Abilities, and Skill. Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques. Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with pupils, parents and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of pupils. Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.
Physical Requirements. Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle and finger objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use offer visual acuity. (Note: "offer visual acuity" seems typo; we keep as is.)
Benefits: list of items under headings Health & Wellness, Financial Security, Work-Life Balance. We need to make a list? The instruction: use
- for any list of duties/requirements/benefits. So we can create a
for benefits, each benefit as - . However the benefits are grouped; we could keep headings inside
- maybe? But we should not create extra headings inside
- ? It's okay to have text. We'll just list each benefit item.
Let's extract benefits:
Health & Wellness: Your Care, Your Choice CPS Is Committed To Providing Comprehensive Health Coverage To Our Employees And Their Eligible Dependents. You'll Have Access To a Variety Of Choices To Best Fit Your Needs: Medical Plan Options Pharmacy Dental Vision Behavioral Health & EAP Employee Wellness Program
Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: Basic Life Insurance Life and Disability Insurance Pension Plans Supplemental Retirement Plans (403(b) and 457(b)) Flexible Spending Accounts (FSAs) Spot Pet Insurance
Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: Paid Leave Sick Leave Vacation Days Parental Leaves Short-Term Disability Religious Holidays Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.
We could break each benefit item into separate
- . But there are many; we could keep as prose but instruction says use list for benefits. We'll create a
with each distinct benefit as - . However grouping may lose some nuance but still preserve all items.
Let's list items:
- Medical Plan Options
- Pharmacy
- Dental
- Vision
- Behavioral Health & EAP
- Employee Wellness Program
- Basic Life Insurance
- Life and Disability Insurance
- Pension Plans
- Supplemental Retirement Plans (403(b) and 457(b))
- Flexible Spending Accounts (FSAs)
- Spot Pet Insurance
- Paid Leave
- Sick Leave
- Vacation Days
- Parental Leaves
- Short-Term Disability
- Religious Holidays Leaves
Also maybe "Your Care, Your Choice" etc but that's description; we could keep as part of first
- maybe. But we need to preserve all substantive information; we can include a
before list describing benefits overview. Then list items.
Pay: Salary Range $64,469.94 to $82,839.39. We'll make a
maybe under Pay heading.
Schedule: none, so omit.
Now About the role: we can use CHARACTERISTICS OF THE CLASS as prose.
Responsibilities: ESSENTIAL FUNCTIONS as list.
Requirements: maybe Minimum Qualifications (Education and Experience) as list? It's just one sentence. Could be
. But we have also License Requirements, Knowledge, Abilities, and Skill, Physical Requirements. Could combine into Requirements section with subheadings? But we only allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. So we need to map content to these.
We could put:
- About the role: CHARACTERISTICS OF THE CLASS.
- Responsibilities: ESSENTIAL FUNCTIONS.
- Requirements: Minimum Qualifications (Education and Experience) + License Requirements.
- Qualifications: Knowledge, Abilities, and Skill.
- Skills: maybe same as Qualifications? Actually Knowledge, Abilities, and Skill could be Skills. But we already have Qualifications for knowledge/abilities? Might be overlapping. Let's think: Usually Requirements = minimum qualifications (education, experience, license). Qualifications = preferred qualifications? But we have only one set. We could put Requirements for Education and Experience + License Requirements. Qualifications for Knowledge, Abilities, and Skill. Skills for maybe same? But we need to avoid filler. Could combine Knowledge, Abilities, and Skill into Skills section. Then Qualifications maybe not needed. But we need to follow instruction: include a section ONLY when posting has real, specific content for it. So we can decide which sections to include based on content.
We have content for:
- About the role (CHARACTERISTICS)
- Responsibilities (ESSENTIAL FUNCTIONS)
- Requirements (Education and Experience, License Requirements)
- Skills (Knowledge, Abilities, and Skill) (maybe also Physical Requirements? Could be part of Requirements? Physical requirements could be part of Requirements as well.)
- Benefits
- Pay
We could also include Physical Requirements under Requirements.
Thus sections: About the role, Responsibilities, Requirements, Skills, Benefits, Pay.
We must not create Qualifications if we don't have distinct content beyond what we already used.
Let's craft:
About the role
Under the supervision of the school principal, responsible for the instruction, progress, and discipline of all pupils in assigned classes, and performs related duties as required.
Responsibilities
- Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements.
- Implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work.
- Exhibits and applies knowledge of the curriculum content related to subject areas and instructional level.
- Participates in programs to improve student attendance.
- Promotes anti-vandalism programs in the schools.
- Establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code.
- Maintains accurate attendance records and seating charts.
- Encourages student growth in self-discipline and positive self-concept.
- Ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students.
- Initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures
- for any list of duties/requirements/benefits. The essential functions is a list; we should make list. Let's parse duties: - Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements; - implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work; - exhibits and applies knowledge of the curriculum content related to subject areas and instructional level; - participates in programs to improve student attendance; - promotes anti-vandalism programs in the schools; - establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code; - maintains accurate attendance records and seating charts; - encourages student growth in self-discipline and positive self-concept; - ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students; - initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures; - communicates with parents or guardians and counsels pupils on the pupil's academic progress, attendance, and conduct; - participates in in-service meetings and professional staff meetings and uses pertinent information and materials provided; - may coordinate and attend class field trips; - may work in extra-curricular and after-school activities; - utilizes appropriate resources available in the community. We can make each bullet a
- .
Minimum Qualifications: Education and Experience. Successful completion of all student teaching requirements as well as all course work required to obtain the appropriate teaching certificate(s) issued by the Illinois State Board of Education.
License Requirements Teachers must possess at least one of the following valid teaching licenses issued by the Illinois State Board of Education: Professional Educator License (PEL) or Educator License with Stipulations (ELS), properly endorsed for this position.
Knowledge, Abilities, and Skill. Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques. Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with pupils, parents and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of pupils. Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.
Physical Requirements. Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle and finger objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use offer visual acuity. (Note: "offer visual acuity" seems typo; we keep as is.)
Benefits: list of items under headings Health & Wellness, Financial Security, Work-Life Balance. We need to make a list? The instruction: use
- for any list of duties/requirements/benefits. So we can create a
- for benefits, each benefit as
- . However the benefits are grouped; we could keep headings inside
- maybe? But we should not create extra headings inside
- ? It's okay to have text. We'll just list each benefit item. Let's extract benefits: Health & Wellness: Your Care, Your Choice CPS Is Committed To Providing Comprehensive Health Coverage To Our Employees And Their Eligible Dependents. You'll Have Access To a Variety Of Choices To Best Fit Your Needs: Medical Plan Options Pharmacy Dental Vision Behavioral Health & EAP Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: Basic Life Insurance Life and Disability Insurance Pension Plans Supplemental Retirement Plans (403(b) and 457(b)) Flexible Spending Accounts (FSAs) Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: Paid Leave Sick Leave Vacation Days Parental Leaves Short-Term Disability Religious Holidays Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details. We could break each benefit item into separate
- . But there are many; we could keep as prose but instruction says use list for benefits. We'll create a
- with each distinct benefit as
- . However grouping may lose some nuance but still preserve all items. Let's list items: - Medical Plan Options - Pharmacy - Dental - Vision - Behavioral Health & EAP - Employee Wellness Program - Basic Life Insurance - Life and Disability Insurance - Pension Plans - Supplemental Retirement Plans (403(b) and 457(b)) - Flexible Spending Accounts (FSAs) - Spot Pet Insurance - Paid Leave - Sick Leave - Vacation Days - Parental Leaves - Short-Term Disability - Religious Holidays Leaves Also maybe "Your Care, Your Choice" etc but that's description; we could keep as part of first
- maybe. But we need to preserve all substantive information; we can include a
before list describing benefits overview. Then list items. Pay: Salary Range $64,469.94 to $82,839.39. We'll make a
maybe under Pay heading. Schedule: none, so omit. Now About the role: we can use CHARACTERISTICS OF THE CLASS as prose. Responsibilities: ESSENTIAL FUNCTIONS as list. Requirements: maybe Minimum Qualifications (Education and Experience) as list? It's just one sentence. Could be
. But we have also License Requirements, Knowledge, Abilities, and Skill, Physical Requirements. Could combine into Requirements section with subheadings? But we only allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. So we need to map content to these. We could put: - About the role: CHARACTERISTICS OF THE CLASS. - Responsibilities: ESSENTIAL FUNCTIONS. - Requirements: Minimum Qualifications (Education and Experience) + License Requirements. - Qualifications: Knowledge, Abilities, and Skill. - Skills: maybe same as Qualifications? Actually Knowledge, Abilities, and Skill could be Skills. But we already have Qualifications for knowledge/abilities? Might be overlapping. Let's think: Usually Requirements = minimum qualifications (education, experience, license). Qualifications = preferred qualifications? But we have only one set. We could put Requirements for Education and Experience + License Requirements. Qualifications for Knowledge, Abilities, and Skill. Skills for maybe same? But we need to avoid filler. Could combine Knowledge, Abilities, and Skill into Skills section. Then Qualifications maybe not needed. But we need to follow instruction: include a section ONLY when posting has real, specific content for it. So we can decide which sections to include based on content. We have content for: - About the role (CHARACTERISTICS) - Responsibilities (ESSENTIAL FUNCTIONS) - Requirements (Education and Experience, License Requirements) - Skills (Knowledge, Abilities, and Skill) (maybe also Physical Requirements? Could be part of Requirements? Physical requirements could be part of Requirements as well.) - Benefits - Pay We could also include Physical Requirements under Requirements. Thus sections: About the role, Responsibilities, Requirements, Skills, Benefits, Pay. We must not create Qualifications if we don't have distinct content beyond what we already used. Let's craft:
About the role
Under the supervision of the school principal, responsible for the instruction, progress, and discipline of all pupils in assigned classes, and performs related duties as required.
Responsibilities
- Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements.
- Implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work.
- Exhibits and applies knowledge of the curriculum content related to subject areas and instructional level.
- Participates in programs to improve student attendance.
- Promotes anti-vandalism programs in the schools.
- Establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code.
- Maintains accurate attendance records and seating charts.
- Encourages student growth in self-discipline and positive self-concept.
- Ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students.
- Initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures
- for any list of duties/requirements/benefits. So we can create a