TJJD - Juvenile Correctional Officer Supervisor -

We need to extract substantive content, format as HTML with headings

for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. Remove boilerplate, navigation, etc. The posting includes Agency Information (some description), Job Description (duties), Pre-Service Training Academy Requirement, Essential Job Duties (list). No explicit Benefits, Pay, Schedule sections. There's mention of "Works assigned shift; and may be required to work in excess of 40 hours per work week, be on-call, and occasional travel." That's schedule info. Could create a Schedule section with that content. Benefits not mentioned. Pay not mentioned. So we can have sections: About the role (maybe from Agency Information?), Responsibilities (Job Description), Requirements (Pre-Service Training Academy Requirement?), Qualifications (maybe not explicit), Skills (maybe from Essential Job Duties). But we need to only include sections when posting has real specific content. We have Agency Information paragraph describing mission etc. That could be "About the role" or "About the agency". The instruction says use headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. So we can map. Agency Information: description of agency mission, values. Could be About the role? Might be better as About the role (since no explicit About the role). We'll put that in

About the role

with

. Job Description paragraph: overview of role. Could be Responsibilities? Actually Job Description is more overview; Responsibilities could be the list of duties. We'll put Job Description under Responsibilities? Might be better to have Responsibilities section with the list of duties from Job Description and Essential Job Duties. But we need to avoid duplication. The Job Description paragraph includes overview; Essential Job Duties is a detailed list. We'll combine them under Responsibilities. Pre-Service Training Academy Requirement: that's a requirement. So Requirements section. Schedule: from "Works assigned shift; and may be required to work in excess of 40 hours per work week, be on-call, and occasional travel." We'll put that under Schedule. No Benefits, Pay. We need to use

• for any list of duties/requirements/benefits. So we need to turn the duties into list items. The Essential Job Duties is a long paragraph with many sentences separated by periods. We need to split into list items. We'll extract each duty as a separate
• . Must preserve all substantive information; do not invent or summarize away detail. So we need to break the paragraph into logical items based on sentences. Let's parse. Essential Job Duties paragraph: "Engages in competency-based training in the techniques and capabilities needed to coach youth under the Texas Model of trauma-informed corrections; and coaches and models appropriate Texas Model techniques and ideals to other JCOs and staff. Acts as coach and role model to other levels of JCOs to help them learn appropriate methods and interventions, with a strong focus on retention and support for newly hired JCOs in their first year. Holds youth accountable in ways that fit the level of behavior, seeking to help youth to learn socially acceptable responses and approaches. Uses good judgment in determining when safety is at risk and higher levels of intervention are required. Helps youth to dentify their responses to stress, fear, and other triggers and works with the youth to learn ways to increase emotional self-regulation skills. Practices and models appropriate self-regulation skills and is able to remain calm during times of stress and crisis. Helps JCOs identify and utilize their own self-regulation skills so they are equipped to co-regulate youth. Gains a basic knowledge of each youths treatment plan and provide support in learning the skills needed to meet those goals. Coach youth on how to resolve conflict with other youth and staff as appropriate. Participates in the Youth Service Team and provides input into each youths treatment plan; and is a responsible and supportive team member, who understands that an effective team is composed of reliable people who provide backup and support for their fellow team members and the facility as a whole. Provides for a predictable schedule for youth that is transparent to them and provides warnings and prompts for all movements and transitions; and exercises independent judgment when the need arises to alter a schedule (while still maintaining transparency and warnings). Implements and monitors youth activities, programs, and behaviors on an individual and group basis, to ensure healthy youth engagement and to provides appropriate role modeling for all youth. Observes and keeps staff informed daily of significant behavioral and treatment-related conditions and events known about a youth and/or the group. Provides services to potentially aggressive/combative youth in a correctional setting with a wide variety of temperaments (volatile, mentally ill, suicidal) and specialized needs (chemically dependent, sexual offenders, emotionally disturbed, etc.). Physically restrains and secures, if necessary, sometimes aggressive youth and participates in follow up debriefing conversations to assess the relationship and determine alternative strategies to avoid future physical restraints. Maintains" It ends abruptly with "Maintains". Probably truncated. We'll keep as is but maybe it's incomplete; we should not invent. We'll keep the sentence as is: "Maintains". That seems odd but we must preserve. Could be a mistake; but we must not invent. We'll include it as a list item ending with "Maintains". Might be better to keep as is. We'll split by periods (.) but careful with abbreviations like etc. We'll just split on ". " and treat each as item. Let's list items: 1. Engages in competency-based training in the techniques and capabilities needed to coach youth under the Texas Model of trauma-informed corrections; and coaches and models appropriate Texas Model techniques and ideals to other JCOs and staff 2. Acts as coach and role model to other levels of JCOs to help them learn appropriate methods and interventions, with a strong focus on retention and support for newly hired JCOs in their first year 3. Holds youth accountable in ways that fit the level of behavior, seeking to help youth to learn socially acceptable responses and approaches 4. Uses good judgment in determining when safety is at risk and higher levels of intervention are required 5. Helps youth to dentify their responses to stress, fear, and other triggers and works with the youth to learn ways to increase emotional self-regulation skills 6. Practices and models appropriate self-regulation skills and is able to remain calm during times of stress and crisis 7. Helps JCOs identify and utilize their own self-regulation skills so they are equipped to co-regulate youth 8. Gains a basic knowledge of each youths treatment plan and provide support in learning the skills needed to meet those goals 9. Coach youth on how to resolve conflict with other youth and staff as appropriate 10. Participates in the Youth Service Team and provides input into each youths treatment plan; and is a responsible and supportive team member, who understands that an effective team is composed of reliable people who provide backup and support for their fellow team members and the facility as a whole 11. Provides for a predictable schedule for youth that is transparent to them and provides warnings and prompts for all movements and transitions; and exercises independent judgment when the need arises to alter a schedule (while still maintaining transparency and warnings) 12. Implements and monitors youth activities, programs, and behaviors on an individual and group basis, to ensure healthy youth engagement and to provides appropriate role modeling for all youth 13. Observes and keeps staff informed daily of significant behavioral and treatment-related conditions and events known about a youth and/or the group 14. Provides services to potentially aggressive/combative youth in a correctional setting with a wide variety of temperaments (volatile, mentally ill, suicidal) and specialized needs (chemically dependent, sexual offenders, emotionally disturbed, etc.) 15. Physically restrains and secures, if necessary, sometimes aggressive youth and participates in follow up debriefing conversations to assess the relationship and determine alternative strategies to avoid future physical restraints 16. Maintains Now Requirements: Pre-Service Training Academy Requirement paragraph. We'll put as list items maybe? It's a paragraph; we can keep as

  or list. Since it's a requirement, we can make

  • with the content. Paragraph: "Pre-Service Training Academy Requirement: Newly hired JCOs or rehired JCOs who have been separated more than 18 months will be required to attend the pre-service training academy and complete on-the-job training on a full-time basis. JCOs who have worked for TJJD and return to employment within 18 months of their separation date will not have to attend the pre-service academy and will be placed in full-time status on their date of employment." We can split into two items. Schedule: "Works assigned shift; and may be required to work in excess of 40 hours per work week, be on-call, and occasional travel." We'll put as

    maybe. About the role: Agency Information paragraph. We'll put as

    . Now ensure we don't include boilerplate like "Agency Information" heading; we just use content. Now produce HTML fragment:

    About the role

    We are committed to transforming lives and building safer communities by working collaboratively, communicating openly, and upholding the highest standards of integrity and professionalism. Our team models accountability, transparency, and respect, taking proactive steps to ensure the physical and emotional safety of youth, staff, and the community. We strive for excellence through continuous growth, thoughtful decision making, and mission driven collaboration, supporting one another while embracing challenges that lead to meaningful, long-term impact.

    Responsibilities

    • Engages in competency-based training in the techniques and capabilities needed to coach youth under the Texas Model of trauma-informed corrections; and coaches and models appropriate Texas Model techniques and ideals to other JCOs and staff
    • Acts as coach and role model to other levels of JCOs to help them learn appropriate methods and interventions, with a strong focus on retention and support for newly hired JCOs in their first year
    • Holds youth accountable in ways that fit the level of behavior, seeking to help youth to learn socially acceptable responses and approaches
    • Uses good judgment in determining when safety is at risk and higher levels of intervention are required
    • Helps youth to dentify their responses to stress, fear, and other triggers and works with the youth to learn ways to increase emotional self-regulation skills
    • Practices and models appropriate self-regulation skills and is able to remain calm during times of stress and crisis
    • Helps JCOs identify and utilize their own self-regulation skills so they are equipped to co-regulate youth
    • Gains a basic knowledge of each youths treatment plan and provide support in learning the skills needed to meet those goals
    • Coach youth on how to resolve conflict with other youth and staff as appropriate
    • Participates in the Youth Service Team and provides input into each youths treatment plan; and is a responsible and supportive team member, who understands that an effective team is composed of reliable people who provide backup and support for their fellow team members and the facility as a whole
    • Provides for a predictable schedule for youth that is transparent to them and provides warnings and prompts for all movements and transitions; and exercises independent judgment when the need arises to alter a schedule (while still maintaining transparency and warnings)
    • Implements and monitors youth activities, programs, and behaviors on an individual and group basis, to ensure healthy youth engagement and to provides appropriate role modeling for all youth
    • Observes and keeps staff informed daily of significant behavioral and treatment-related conditions and events known about a youth and/or the group
    • Provides services to potentially aggressive/combative youth in a correctional setting with a wide variety of temperaments (volatile, mentally ill, suicidal) and specialized needs (chemically dependent, sexual offenders, emotionally disturbed, etc.)
    • Physically restrains and secures, if necessary, sometimes aggressive youth and participates in follow up debriefing conversations to