Opportunities for employment within the Glen Rose Independent School District represent potential career paths for individuals seeking positions in education and related support services. These vacancies encompass a range of roles, from teaching staff and administrative personnel to support roles in areas such as transportation, food service, and maintenance.
Securing a position within a school district offers the advantage of contributing to the community’s educational infrastructure. Moreover, these roles frequently provide access to benefits packages, professional development opportunities, and a structured work environment. Historically, employment in education has been viewed as a stable career path, with the potential for long-term growth and impact.
This analysis will delve into the available employment sectors, application procedures, and relevant resources for prospective candidates seeking to join the Glen Rose ISD team. Understanding these components is essential for navigating the application process effectively.
1. Current Vacancies
The section detailing “Current Vacancies” serves as the primary access point for individuals seeking employment opportunities within Glen Rose Independent School District. It directly reflects the existing demand for personnel across various departments and skill sets within the district.
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Position Title and Description
Each listed vacancy includes a specific job title and a detailed description of responsibilities. This allows potential applicants to assess whether their skills and experience align with the requirements of the position. For example, a posting for a “High School Math Teacher” would outline the curriculum to be taught, the grade levels involved, and any specific certifications required.
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Department and Location
The listing indicates the department (e.g., Special Education, Transportation) and specific school or facility (e.g., Glen Rose High School, District Administration Building) where the position is located. This provides clarity for candidates regarding the work environment and daily commute considerations.
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Application Deadline
A defined application deadline is provided for each vacancy. This critical piece of information establishes a timeframe within which applications must be submitted to be considered. Missing the deadline typically disqualifies an applicant from consideration.
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Required Qualifications and Certifications
The qualifications section specifies the mandatory education, certifications, and experience needed for the role. Examples include a valid Texas teaching certificate for teaching positions, a Commercial Driver’s License for bus drivers, or a specific degree in accounting for financial roles. These requirements are non-negotiable and must be met for an application to be considered.
In essence, “Current Vacancies” encapsulates the actionable component of the district’s human resource needs. The details provided within each listing are paramount for prospective employees in determining suitability and preparing a competitive application tailored to the requirements of the Glen Rose ISD.
2. Application Process
The “Application Process” constitutes a pivotal stage in securing employment within Glen Rose ISD, serving as the formalized pathway for individuals to express interest and demonstrate their qualifications for existing vacancies. A comprehensive understanding of this process is essential for all prospective candidates.
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Online Submission Platform
Glen Rose ISD utilizes an online platform for application submission. This system allows candidates to create profiles, upload resumes and supporting documentation, and apply for specific listed openings. This method streamlines the process for both the applicant and the district’s human resources department, enabling efficient tracking and review of applications. Failure to utilize the online platform as directed may result in an application not being considered.
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Required Documentation
The “Application Process” necessitates the submission of specific documents, which typically include a resume, cover letter, transcripts (if applicable to the position), and copies of relevant certifications. The absence of required documentation can lead to an application being deemed incomplete and subsequently rejected. Some positions may require additional materials, such as letters of recommendation or a portfolio of work, as specified in the individual job posting.
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Background Checks and Fingerprinting
As part of the standard protocol for employment in Texas public schools, all potential employees are subject to mandatory background checks and fingerprinting. This is to ensure the safety and well-being of students and staff. A successful background check is a prerequisite for final employment. Costs associated with fingerprinting may be the responsibility of the applicant initially, although reimbursement policies may vary.
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Interview Procedures
Candidates whose applications are deemed suitable may be invited for an interview. The interview process may involve a single interview or a series of interviews with different members of the hiring committee. The purpose of the interview is to further assess the candidate’s qualifications, experience, and suitability for the position. Depending on the role, candidates may be asked to participate in demonstrations, such as teaching a mock lesson or completing a skills assessment.
Successful navigation of the Glen Rose ISD “Application Process” significantly enhances the likelihood of securing an interview and ultimately being considered for available positions. Adhering to the outlined steps, submitting all required documentation, and preparing thoroughly for potential interviews are crucial for maximizing a candidate’s chances of success in obtaining “glen rose isd job openings”.
3. Required Qualifications
The “Required Qualifications” represent the foundational criteria established by Glen Rose ISD for each employment opportunity. These stipulations are non-negotiable and serve as the initial filter through which all applications are evaluated, ensuring that only candidates possessing the necessary skills, knowledge, and credentials are considered for further assessment.
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Educational Attainment
The level of formal education is a primary requisite. Teaching positions typically mandate a bachelor’s degree, and some specialized roles may require advanced degrees. Support staff positions, such as those in maintenance or food service, may stipulate a high school diploma or equivalent. Educational attainment ensures a baseline level of knowledge and competence relevant to the specific job duties. For instance, a special education teacher position requires a degree in special education or a related field to meet the diverse learning needs of students with disabilities.
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Certifications and Licenses
Certain positions necessitate specific certifications or licenses to comply with legal and regulatory standards. Teaching roles invariably demand a valid Texas teaching certificate, demonstrating competence in pedagogy and subject matter expertise. Bus drivers must possess a Commercial Driver’s License (CDL) with appropriate endorsements. These credentials demonstrate that candidates have met established professional standards and are legally authorized to perform specific tasks. The absence of a required certification disqualifies an applicant, regardless of other qualifications.
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Experience
Prior experience in a related field is often a significant factor in the selection process. The level of experience required varies depending on the position’s complexity and responsibilities. Senior administrative roles may demand several years of experience in educational leadership, while entry-level positions may require minimal or no prior experience. For example, a principal position requires proven experience in school administration, teacher supervision, and curriculum development. Experience provides practical knowledge and skills that complement formal education and certifications.
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Skills and Competencies
In addition to formal qualifications, specific skills and competencies are essential for successful job performance. These may include communication skills, problem-solving abilities, technical proficiency, and interpersonal skills. The specific skills required vary depending on the nature of the position. A technology support specialist, for example, must possess strong technical skills, including knowledge of computer hardware, software, and networking. Skills and competencies are assessed through application materials, interviews, and potentially skills-based assessments.
The “Required Qualifications” within Glen Rose ISD are designed to ensure that all employees possess the necessary aptitude and credentials to effectively contribute to the district’s educational mission. These qualifications are a crucial component of the hiring process, safeguarding the quality of instruction and support services provided to students and the community.
4. Employee Benefits
The provision of comprehensive “Employee Benefits” is a critical aspect of “glen rose isd job openings”, influencing both the attractiveness of the positions and the overall well-being of district personnel. The benefits package is a significant component of the total compensation offered by Glen Rose ISD.
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Health Insurance
Health insurance coverage constitutes a primary element of employee benefits. Glen Rose ISD typically offers various health insurance plans, potentially including options for medical, dental, and vision coverage. The district may contribute a portion of the premium costs, reducing the financial burden on employees. Access to affordable and comprehensive health insurance promotes employee health and financial security, and is a key consideration for candidates evaluating “glen rose isd job openings”.
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Retirement Plans
Retirement plans, such as those administered by the Teacher Retirement System of Texas (TRS), are a significant long-term benefit offered to eligible employees. These plans provide a mechanism for employees to save for retirement through contributions made by both the employee and the district. Retirement benefits offer financial security after an employee’s service to the district concludes, thereby attracting and retaining qualified personnel. Participation in TRS is often mandatory for teaching staff and other eligible positions.
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Paid Time Off (PTO)
Paid Time Off (PTO), encompassing vacation days, sick leave, and holidays, is a crucial benefit that contributes to work-life balance. Glen Rose ISD provides employees with a certain number of PTO days annually, allowing them to take time off for personal matters, illness, or vacation. Adequate PTO policies reduce employee burnout and contribute to job satisfaction, which positively impacts the district’s ability to fill “glen rose isd job openings” with qualified candidates.
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Professional Development Opportunities
Opportunities for professional development are an important benefit, particularly for educators. Glen Rose ISD may offer or subsidize workshops, conferences, and training programs designed to enhance employees’ skills and knowledge. Continuing education opportunities not only benefit the individual employee but also improve the overall quality of instruction and services provided by the district. Providing professional development opportunities encourages employees to stay current with best practices and advances their careers, making “glen rose isd job openings” more attractive.
The “Employee Benefits” package directly influences the competitiveness of “glen rose isd job openings”. A strong benefits offering enhances the district’s ability to attract and retain highly qualified individuals, ensuring the continued provision of quality education and support services within the Glen Rose community.
5. Salary Schedules
Salary schedules represent a critical factor for individuals considering “glen rose isd job openings,” providing transparency regarding compensation expectations and career advancement opportunities. The schedules dictate the earning potential for various positions within the district, based primarily on experience and educational attainment. Understanding the framework of these schedules is essential for potential applicants to assess the financial viability of employment options.
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Experience Increments
Salary schedules typically incorporate incremental increases based on years of experience. Each year of service within the district, or recognized prior experience from other educational institutions, corresponds to a step increase on the salary schedule. This structure acknowledges and rewards the accumulated knowledge and expertise gained over time. For example, a teacher with five years of experience will typically earn a higher base salary than a newly hired teacher with no prior experience, reflecting the value placed on practical classroom experience.
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Educational Attainment Levels
Higher levels of educational attainment, such as master’s degrees or doctorates, often correlate with higher placement on the salary schedule. Employees who pursue advanced degrees are typically recognized with a higher starting salary or a faster rate of advancement through the salary steps. This incentivizes continued professional development and reflects the district’s investment in highly qualified personnel. A teacher with a master’s degree might begin at a higher salary point than a colleague with only a bachelor’s degree, acknowledging the additional knowledge and skills gained through graduate studies.
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Position-Specific Classifications
Different positions within the district, such as teachers, administrators, and support staff, are classified under distinct salary schedules or pay scales. Each classification reflects the unique responsibilities, required qualifications, and market value of the specific role. For instance, a principal will typically earn a higher salary than a classroom teacher, reflecting the greater administrative responsibilities and leadership demands of the position. Understanding these classifications is critical for applicants to determine the appropriate salary expectations for their desired role within the district.
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Transparency and Negotiation
Salary schedules are typically publicly available, providing transparency regarding the compensation structure within Glen Rose ISD. While the schedule provides a standardized framework, there may be limited opportunities for salary negotiation, particularly for positions with specialized skills or high demand. Candidates with unique qualifications or extensive experience may be able to negotiate a starting salary that reflects their individual value. However, most positions adhere strictly to the published salary schedule, ensuring equitable compensation across similar roles.
In conclusion, the salary schedules provide a crucial foundation for evaluating “glen rose isd job openings.” By understanding the influence of experience, education, and position classification on compensation, prospective employees can make informed decisions about their career paths within the district. These schedules offer transparency and predictability, contributing to the overall attractiveness and fairness of employment opportunities within Glen Rose ISD.
6. Department Locations
Department locations are intrinsically linked to employment opportunities within Glen Rose ISD. The physical location of a department directly influences the practical aspects of a specific job and is a key consideration for prospective candidates. Understanding these locations is essential for assessing the suitability of available positions.
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School Campuses
A significant portion of “glen rose isd job openings” exist within the district’s school campuses. These locations encompass elementary, intermediate, junior high, and high school facilities. The specific campus where a position is situated impacts daily commute times, the school’s culture, and the grade levels with which an employee will interact. For instance, a teaching position at Glen Rose Elementary School involves working with younger students and adhering to the elementary curriculum, whereas a role at Glen Rose High School entails a different set of responsibilities and interactions.
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Administrative Offices
Certain roles, such as those in finance, human resources, or curriculum development, are located within the district’s administrative offices. These positions typically involve district-wide responsibilities and collaboration with personnel across various campuses. The administrative offices serve as the central hub for decision-making and support services. A position in the district’s technology department, housed within the administrative building, would involve providing technical support to all campuses and staff members.
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Support Service Centers
Glen Rose ISD also operates support service centers that house departments such as transportation, maintenance, and food services. These locations are critical for the smooth functioning of the district’s operations. Employment opportunities in these areas require specific skills and expertise related to the respective service provided. A mechanic working in the transportation department, for instance, is responsible for maintaining the district’s bus fleet, ensuring safe and reliable transportation for students.
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Specialized Program Sites
The district may operate specialized program sites, such as early childhood centers or alternative education facilities, depending on the needs of the student population. These locations cater to specific student demographics and require specialized skills from the staff. A teacher working at an early childhood center would need expertise in early childhood development and age-appropriate teaching strategies.
The diverse array of department locations within Glen Rose ISD reflects the multifaceted nature of the district’s operations and the varied “glen rose isd job openings” available. Understanding these locations, their specific functions, and the types of positions they house is crucial for prospective candidates seeking suitable employment opportunities within the district. Each location presents a unique work environment and contributes to the overall educational mission of Glen Rose ISD.
7. Support Staff Needs
Support staff requirements within Glen Rose ISD directly influence the number and nature of available positions. These needs encompass a wide spectrum of roles that are crucial for the efficient operation of the district, including but not limited to, custodial services, food service personnel, transportation staff, and administrative assistants. A demonstrable increase in student enrollment, for example, necessitates the hiring of additional cafeteria workers to accommodate the increased demand for meal services and bus drivers to manage expanded transportation routes. Therefore, a comprehensive understanding of these support staff needs is essential for identifying relevant vacancies within the district.
The correlation between “glen rose isd job openings” and support staff requisites highlights the practical implications of these roles. Efficient school operations depend heavily on competent support staff. A shortage of custodians, for instance, can lead to unsanitary conditions, potentially impacting student health and safety. Similarly, inadequate administrative support can hinder the efficiency of school offices, affecting communication and overall management. The district’s ability to address these “Support Staff Needs” proactively is critical to maintaining a conducive learning environment. This proactive approach will be exemplified when it fills job opening for bus driver who have CDL license on time.
In summary, the demand for support staff is a fundamental driver of “glen rose isd job openings”. A thorough assessment of these needs is critical for Glen Rose ISD to maintain operational efficiency and provide a safe and productive learning environment for students. The ongoing identification and fulfillment of support staff vacancies present a persistent challenge that requires strategic planning and resource allocation to ensure the effective functioning of the entire school district.
8. Teaching Positions
Teaching positions constitute a significant proportion of “glen rose isd job openings”. The availability of these roles is directly linked to student enrollment, curriculum requirements, and teacher attrition. Understanding the various facets of teaching positions provides valuable insight into the types of employment opportunities within the district.
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Subject Matter Specialization
Teaching positions are typically categorized by subject matter specialization, reflecting the diverse curriculum offered by Glen Rose ISD. Openings may exist for teachers specializing in core subjects such as mathematics, science, English language arts, and social studies, as well as for specialized areas such as foreign languages, fine arts, and career and technical education. For example, a vacancy for a high school physics teacher necessitates a candidate with a strong background in physics and the ability to effectively convey complex scientific concepts to students. These specializations ensure students receive instruction from educators with expertise in their respective fields, thus promoting academic achievement.
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Grade Level Assignment
Teaching positions are also differentiated by grade level, ranging from early childhood education to high school. The specific grade level assignment dictates the curriculum content, instructional strategies, and student developmental needs that a teacher must address. A kindergarten teacher, for instance, requires skills in early literacy development and classroom management techniques appropriate for young children, while a high school teacher focuses on advanced content and college readiness skills. Openings for different grade levels are influenced by student demographics and enrollment trends within the district.
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Certification Requirements
All teaching positions within Glen Rose ISD necessitate a valid Texas teaching certificate. The specific type of certificate required depends on the subject matter and grade level assignment. Certification ensures that teachers have met established standards for pedagogical knowledge and skills. A special education teacher, for example, must hold a special education certificate demonstrating competence in working with students with disabilities. Adherence to certification requirements is essential for maintaining the quality of instruction and complying with state regulations.
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Extracurricular Involvement
Many teaching positions involve extracurricular responsibilities, such as coaching sports teams, sponsoring clubs, or leading academic competitions. These activities provide students with opportunities for enrichment and personal growth beyond the classroom. Teachers who are willing to participate in extracurricular activities are often highly valued by the district. For instance, a mathematics teacher who sponsors the math club or coaches the academic decathlon team contributes to the overall educational experience for students. Extracurricular involvement enhances the connection between teachers and students and promotes a positive school culture.
The characteristics outlined represent key considerations for individuals seeking teaching positions within Glen Rose ISD. These positions offer the opportunity to directly impact student learning and contribute to the overall success of the school district. Therefore, these various needs provide the impetus for the generation of “glen rose isd job openings”.
9. Administrative Roles
Administrative roles within Glen Rose ISD are integral to the creation and management of “glen rose isd job openings”. These positions, which include principals, assistant principals, superintendents, and district-level directors, are directly responsible for staffing decisions, budgetary allocations, and the overall strategic direction of the district. For instance, a principal’s assessment of staffing needs at a school, based on student enrollment and program requirements, directly precipitates the creation of teaching and support staff vacancies. Similarly, the superintendent’s budgetary decisions regarding curriculum initiatives or infrastructure projects can generate administrative support openings. Without these leadership roles, the structured approach to hiring that fills “glen rose isd job openings” would be impossible.
The practical significance of understanding the connection between administrative roles and available positions lies in recognizing the hierarchical structure that governs hiring decisions. Prospective candidates, by familiarizing themselves with the district’s organizational chart and the responsibilities of various administrative positions, can gain insight into the decision-making processes that influence hiring. Furthermore, the competencies and qualifications sought for administrative roles directly shape the requirements for other positions within the district. For example, a district’s emphasis on technology integration, driven by administrative leadership, necessitates the hiring of technology specialists and professional development opportunities for teachers. These roles and the positions to support it increase the number of “glen rose isd job openings”.
In conclusion, administrative positions serve as both the catalyst and the framework for “glen rose isd job openings”. These roles drive the identification of staffing needs, define the qualifications sought in candidates, and oversee the hiring process. Acknowledging this connection is essential for anyone seeking employment within Glen Rose ISD, providing a clearer understanding of the district’s operational structure and the factors that influence employment opportunities.
Frequently Asked Questions Regarding Employment Opportunities
This section addresses common inquiries related to employment vacancies within the Glen Rose Independent School District, providing clarity and essential information for prospective applicants.
Question 1: How can available positions within the district be located?
The district maintains an online platform listing current vacancies. Interested parties should regularly consult the official Glen Rose ISD website for updated listings.
Question 2: What is the process for submitting an application?
All applications must be submitted electronically through the district’s online application portal. Hard copy submissions are not accepted.
Question 3: What documentation is typically required as part of the application?
A complete application generally includes a resume, cover letter, transcripts (if applicable), and copies of any relevant certifications or licenses.
Question 4: Are background checks mandatory for all potential employees?
Yes, all prospective employees are subject to comprehensive background checks and fingerprinting, as mandated by Texas state law.
Question 5: How are salary levels determined for different positions?
Salary levels are established according to the district’s published salary schedules, which take into account factors such as experience, education, and position classification.
Question 6: What benefits are offered to district employees?
Glen Rose ISD provides a range of benefits, potentially including health insurance, retirement plans, and paid time off. Specific details regarding benefits packages can be found on the district website.
These FAQs provide a general overview of the employment landscape within Glen Rose ISD. For detailed information and specific inquiries, consult the district’s official website or contact the Human Resources Department.
The following section delves into resources and strategies for maximizing success in the application process.
Strategies for Securing Employment
This section outlines key strategies designed to enhance the probability of successfully obtaining a position within Glen Rose ISD.
Tip 1: Comprehensive Application Preparation: Ensure all required application materials are meticulously prepared and accurately reflect qualifications and experience. This includes a well-structured resume, a tailored cover letter that addresses the specific requirements of the targeted role, and readily available transcripts and certifications. Incomplete or inaccurate applications may be immediately disqualified.
Tip 2: Alignment with District Values: Research and articulate an understanding of the Glen Rose ISD’s mission, vision, and core values. The application and interview process provide opportunities to demonstrate how personal values and professional goals align with those of the district. Such alignment indicates a strong potential for long-term commitment and contribution.
Tip 3: Targeted Skill Development: Identify the key skills and competencies sought by Glen Rose ISD for the desired position. Pursue professional development opportunities, such as workshops or certifications, to enhance relevant skills. This proactive approach demonstrates a commitment to continuous improvement and increases competitiveness in the application pool.
Tip 4: Professional Networking: Engage with current Glen Rose ISD employees to gain insights into the district’s culture and operations. Networking can provide valuable information about upcoming vacancies, hiring preferences, and the overall work environment. Attending district events or participating in professional organizations affiliated with the district can facilitate networking opportunities.
Tip 5: Interview Preparation: Thoroughly prepare for potential interview questions by practicing responses that showcase relevant skills, experience, and knowledge. Research common interview questions for the specific role and rehearse answers that highlight accomplishments and demonstrate a clear understanding of the position’s responsibilities. Practice professional communication skills and maintain a positive and enthusiastic demeanor throughout the interview process.
Tip 6: Follow-Up Communication: After submitting an application or attending an interview, send a thank-you note to the relevant hiring personnel. This simple gesture demonstrates professionalism and reinforces interest in the position. Inquire about the timeline for the hiring decision and remain responsive to any requests for additional information or documentation.
Tip 7: Highlight Relevant Experience: The application should explicitly outline experience that is directly relevant to the target roles. Candidates can emphasize quantifiable achievements and responsibilities to showcase their ability to meet the job requirements.
Diligent application of these strategies can substantially improve an individual’s prospects of securing employment within Glen Rose ISD. A focused and strategic approach is essential for navigating the competitive job market and maximizing the likelihood of a successful outcome.
The ensuing section delivers a concise conclusion to the comprehensive overview of employment possibilities within Glen Rose ISD.
Glen Rose ISD Job Openings
The preceding analysis has presented a comprehensive overview of opportunities for employment within Glen Rose Independent School District. Key areas explored encompassed current vacancies, the application process, essential qualifications, employee benefits, salary schedules, and the significance of various departmental locations. Furthermore, the examination extended to the support staff, teaching, and administrative roles that collectively form the employment landscape of the district.
The pursuit of positions within Glen Rose ISD requires diligent preparation, a thorough understanding of the district’s requirements, and a commitment to its educational mission. Prospective candidates are encouraged to utilize the resources and strategies outlined to maximize their potential for success. The ongoing commitment to providing quality education necessitates a continual search for qualified and dedicated personnel. It is the intention that this overview serves as a foundational guide for those seeking to contribute to the educational community of Glen Rose ISD.
