AT - Program Director - CDL - 100% Traveling
Ancora Education · Leesport, PA · 3 wk ago
ManagementFull-time
We need to output HTML fragment with sections: Use for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to include only sections that have real specific content. The posting includes a job summary, responsibilities (Key Responsibilities I, II, III), Experience and Education Required, Preferred, Physical Demands, Work Environment, etc. No explicit Benefits, Pay, Schedule. So we should not create those sections.
We need headings: maybe "About the role" for job summary, "Responsibilities" for key responsibilities, "Requirements" for required experience/education, "Qualifications" maybe for preferred? But we can combine. The instruction: use
for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to include only sections that have real specific content. The posting includes a job summary, responsibilities (Key Responsibilities I, II, III), Experience and Education Required, Preferred, Physical Demands, Work Environment, etc. No explicit Benefits, Pay, Schedule. So we should not create those sections.
We need headings: maybe "About the role" for job summary, "Responsibilities" for key responsibilities, "Requirements" for required experience/education, "Qualifications" maybe for preferred? But we can combine. The instruction: use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can choose appropriate headings based on content.
We have content: Job Summary (About the role). Responsibilities (Key Responsibilities). Experience and Education Required (Requirements). Experience and Education Preferred (Qualifications). Physical Demands and Work Environment could be under "Skills"? Not exactly. Could be under "Requirements" as well. But we can create a section "Physical Demands" maybe not in list but we should only use allowed headings? The instruction says use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests those as examples. Safer to stick to those headings. We can map:
- About the role: job summary.
- Responsibilities: key responsibilities.
- Requirements: required experience/education.
- Qualifications: preferred experience/education.
- Skills: maybe we can include physical demands and work environment under Skills? Or we could omit if not clearly matching. But we need to preserve all substantive information; we cannot drop physical demands and work environment. So we need to include them somewhere. Could create a section "Skills" and put physical demands and work environment there. Or we could create a custom heading like "Physical Demands & Work Environment". The instruction says use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't say we cannot use other headings, but suggests those as examples. Safer to use those headings; we can put physical demands and work environment under "Skills". That seems plausible: skills include physical demands and work environment.
Thus sections: About the role, Responsibilities, Requirements, Qualifications, Skills.
We need to use - for any list of duties/requirements/benefits. So for responsibilities we need to break into list items. The responsibilities are enumerated I, II, III with subpoints. We'll create a
with - for each major responsibility (I, II, III) and maybe subpoints as nested
or just as sentences within - . Probably better to keep as
- with sub-bullets.
Similarly for Requirements (Experience and Education Required) we need list.
Qualifications (Preferred) also list.
Skills: we can list physical demands and work environment as bullet points.
We must not repeat job title as heading. Not include Job ID etc. Remove boilerplate like EEO etc. The posting ends with a note and signature lines; we should drop those.
We must preserve all substantive information; do not invent or summarize away detail. So we need to keep all details from the sections we include.
Let's extract content.
Job Summary paragraph: "Reporting to the Director of Quality Assurance/Regional Program Director, the CDL Program Director is responsible for providing leadership for the CDL Program. The CDL Program Director provides subject matter expertise and actively participates in curriculum development, revision, and implementation process. As the subject matter expert in a particular program, the CDL Program Director provides product knowledge training to the Account management group, utilizing materials generated via the centralized curriculum development process. This position is responsive to the Account management staff when asked to engage with potential students and actively participates in new student orientation. The CDL Program Director is responsible for hiring, assigning, orienting, developing, evaluating, and recognizing Driver Trainers within the program(s) of study. The CDL Program Director will convene meetings with faculty on a regular basis. The CDL Program Director is also responsible for monitoring and supporting the student population within his/her assigned responsibility. The CDL Program Director plays an active role in the student advising process, including advising students during the provisional period, meeting with students who initiate a complaint, advising students who have career-oriented questions, and consulting with students whose engagement and/or academic progress is in question. The CDL Program Director analyzes student population data, working with faculty and staff to identify students who may be at risk, and contacting students to identify barriers to success and to provide support and information concerning student services. Finally, the CDL Program Director is responsible for continuous improvement of the program. Actively engaged in the development and maintenance of the campus effectiveness plan, the CDL Program Director collects data for purposes of analyzing program performance."
That's the About the role.
Responsibilities: Key Responsibilities I, II, III with subpoints.
Let's capture them exactly.
I. Provides Services to Students
- Supplements Driver Trainer advising for students receiving failing assessments.
- Provides academic advising/counseling as needed to students.
- Provides referrals to outside resources when counseling needs go beyond the scope of the school.
- Provides or arranges for student tutoring when needed.
- Leads student retention initiatives for students in the program who experience barriers to success.
- Maintains regular contact with all students within the program area and responds to their questions and/or concerns in a timely manner.
- Posts office hours for students.
- Refers students to appropriate staff for non-academic problem resolution.
- Contacts students who miss days from class or whose absence during the week results in more than four absences during the course.
- Maintains records of interactions and correspondence with students (i.e. phone calls, emails, mail).
- Monitors contact, and results of contact, from Driver Trainers to students in assigned program area(s).
- Makes calls weekly to students who (a) were not called or could not be reached; (b) did not return as promised; or (c) did not offer plans to return by a specific date.
- Offers appropriate academic advice and demonstrates genuine interest in students.
- Identifies students needing tutoring.
II. Oversees Status of Quality of Curriculum, Instructional Materials, Equipment, and Facilities
- Serves as a subject matter expert regarding academic curriculum for program area.
- Actively provides feedback in the curriculum development/revision process led by the Home Office Executive team.
- Provides implementation of new and revised curriculum.
- Provides weekly recaps of cohort performance.
III. Oversees Faculty Performance and Development
- Orients, monitors, supervises, mentors, and assists new Driver Trainers when assigned.
- Provides leadership and supports all staff and supervises their instructional and program needs.
- Attends weekly day and evening faculty meetings.
- Meeting topics may include improvement of course offerings, methods of instructional delivery, selection of texts, and such other purposes which serve to improve the quality of the instructional program.
- Provides information to all departments as trends and changes in program specialty areas occur.
- Attends faculty meetings and in-service programs.
- Maintains a record of professional development activities.
- Maintains current personal knowledge of federal and state institutional regulations, and accreditation standards related to program area.
- Participates in preparation of government and accreditation reports and ensures their timely submission and accuracy.
- Assists the Director of Quality Assurance/Regional Program Director in evaluating data collected from student questionnaires and conducts faculty conferences when necessary to discuss the results and provides recommendations for improvement.
- Collaborates with peers and associates to ensure coordination of interdepartmental activities.
- Performs all duties of a full-time Driver Trainer.
Now Experience and Education Required:
- High school diploma or GED.
- CDL License with at least 2 years driving experience.
- 5 years of industry experience in the field of instruction.
- 2 years of experience in a management or supervisory role.
- Knowledge regarding faculty development, including requirements, delivery methods, and reporting.
- Motivation, dedication, professionalism, integrity, and enthusiasm for teaching.
- Knowledge of industry standards and requirements within the field of instruction.
- Knowledge of and ability to facilitate learning on course content within the field of instruction.
- Ability to develop and use collaborative relationships for the purpose of accomplishing work objectives; developing relationships with other individuals by listening, sharing ideas, and appreciating others' efforts.
- Superior verbal and written communication skills.
- Interpersonal relationship skills necessary for positive interactions with students, alumni, faculty, and employers.
- Excellent presentation skills and ability to present ideas effectively to individuals or groups in a formal setting.
- Management skills in planning, organizing, controlling and evaluating programs and policies in a dynamic and changing environment.
- Knowledge of the federal FMCSA and state Department of Motor Vehicle standards.
Experience and Education Preferred:
- Associate’s Degree or higher, documented specialized competency within the field of instruction, or equivalent work experience in the field of instruction.
- 5 years of experience in academic instruction in a post-secondary environment.
- 10 years of experience in the field of instruction.
- Working knowledge of federal/state government education regulations.
- 3 years of experience in a management or supervisory role.
- Previous experience as an academic program director.
- Experience in student guidance, or related fields.
- Working knowledge of federal/state government regulations.
Physical Demands:
- Mobility & Balance: Ability to frequently climb in/out of the cab, bend, squat, kneel, twist and reach to perform pre/post-trip inspections and navigate tight spaces.
- Strength: Ability to crank trailer landing gear (often 100+ lbs), handle training and safety equipment, and potentially assist with loading/unloading (if applicable).
- Endurance: Ability to sustain physical activity and be alert during extending driving and instructional periods, including exposure to varying weather conditions such as heat, cold, wind, rain, ice or snow.
- Sensory Acuity and Overall Health: Must possess and maintain a valid DOT Medical Examiner’s Certificate and meet DOT physical qualifications required to hold a CDL, with or without reasonable accommodations, as required by Federal regulations.
- Specific Tasks & Considerations: Demonstrating Skills: Physically showing students how to couple/uncouple trailers, perform inspections, and maneuver the large vehicle.
- Environmental Exposure: Working outdoors in various conditions including extreme heat, cold, rain, or snow while training.
Work Environment:
- Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
- Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- While performing the duties of this job, the employee is usually not exposed to weather conditions.
- The noise level in the work environment is usually moderate.
Note: The note about not exhaustive list etc. Should we include? It's substantive but maybe boilerplate? It's a disclaimer. The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. This note is not exactly those but could be considered boilerplate. However it's part of job description. Might be considered legal boilerplate. Safer to drop it? The instruction says remove legal/EEO/equal-opportunity/scam-warning boilerplate. This note is about not exhaustive list and management rights; could be considered legal. I'd drop it.
Also the final lines: "I have read and understand the above job description..." etc. That's application instruction/acknowledgement; drop.
Now we need to output HTML fragment only.
Structure:
About the role
...job summary...
Responsibilities
- ...I...
...
But we have subpoints; we could nest inside - . For clarity, we can make each major responsibility a
- and inside that a
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests those as examples. Safer to stick to those headings. We can map:
- About the role: job summary.
- Responsibilities: key responsibilities.
- Requirements: required experience/education.
- Qualifications: preferred experience/education.
- Skills: maybe we can include physical demands and work environment under Skills? Or we could omit if not clearly matching. But we need to preserve all substantive information; we cannot drop physical demands and work environment. So we need to include them somewhere. Could create a section "Skills" and put physical demands and work environment there. Or we could create a custom heading like "Physical Demands & Work Environment". The instruction says use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't say we cannot use other headings, but suggests those as examples. Safer to use those headings; we can put physical demands and work environment under "Skills". That seems plausible: skills include physical demands and work environment.
Thus sections: About the role, Responsibilities, Requirements, Qualifications, Skills.
We need to use - for any list of duties/requirements/benefits. So for responsibilities we need to break into list items. The responsibilities are enumerated I, II, III with subpoints. We'll create a
with - for each major responsibility (I, II, III) and maybe subpoints as nested
or just as sentences within - . Probably better to keep as
- with sub-bullets.
Similarly for Requirements (Experience and Education Required) we need list.
Qualifications (Preferred) also list.
Skills: we can list physical demands and work environment as bullet points.
We must not repeat job title as heading. Not include Job ID etc. Remove boilerplate like EEO etc. The posting ends with a note and signature lines; we should drop those.
We must preserve all substantive information; do not invent or summarize away detail. So we need to keep all details from the sections we include.
Let's extract content.
Job Summary paragraph: "Reporting to the Director of Quality Assurance/Regional Program Director, the CDL Program Director is responsible for providing leadership for the CDL Program. The CDL Program Director provides subject matter expertise and actively participates in curriculum development, revision, and implementation process. As the subject matter expert in a particular program, the CDL Program Director provides product knowledge training to the Account management group, utilizing materials generated via the centralized curriculum development process. This position is responsive to the Account management staff when asked to engage with potential students and actively participates in new student orientation. The CDL Program Director is responsible for hiring, assigning, orienting, developing, evaluating, and recognizing Driver Trainers within the program(s) of study. The CDL Program Director will convene meetings with faculty on a regular basis. The CDL Program Director is also responsible for monitoring and supporting the student population within his/her assigned responsibility. The CDL Program Director plays an active role in the student advising process, including advising students during the provisional period, meeting with students who initiate a complaint, advising students who have career-oriented questions, and consulting with students whose engagement and/or academic progress is in question. The CDL Program Director analyzes student population data, working with faculty and staff to identify students who may be at risk, and contacting students to identify barriers to success and to provide support and information concerning student services. Finally, the CDL Program Director is responsible for continuous improvement of the program. Actively engaged in the development and maintenance of the campus effectiveness plan, the CDL Program Director collects data for purposes of analyzing program performance."
That's the About the role.
Responsibilities: Key Responsibilities I, II, III with subpoints.
Let's capture them exactly.
I. Provides Services to Students
- Supplements Driver Trainer advising for students receiving failing assessments.
- Provides academic advising/counseling as needed to students.
- Provides referrals to outside resources when counseling needs go beyond the scope of the school.
- Provides or arranges for student tutoring when needed.
- Leads student retention initiatives for students in the program who experience barriers to success.
- Maintains regular contact with all students within the program area and responds to their questions and/or concerns in a timely manner.
- Posts office hours for students.
- Refers students to appropriate staff for non-academic problem resolution.
- Contacts students who miss days from class or whose absence during the week results in more than four absences during the course.
- Maintains records of interactions and correspondence with students (i.e. phone calls, emails, mail).
- Monitors contact, and results of contact, from Driver Trainers to students in assigned program area(s).
- Makes calls weekly to students who (a) were not called or could not be reached; (b) did not return as promised; or (c) did not offer plans to return by a specific date.
- Offers appropriate academic advice and demonstrates genuine interest in students.
- Identifies students needing tutoring.
II. Oversees Status of Quality of Curriculum, Instructional Materials, Equipment, and Facilities
- Serves as a subject matter expert regarding academic curriculum for program area.
- Actively provides feedback in the curriculum development/revision process led by the Home Office Executive team.
- Provides implementation of new and revised curriculum.
- Provides weekly recaps of cohort performance.
III. Oversees Faculty Performance and Development
- Orients, monitors, supervises, mentors, and assists new Driver Trainers when assigned.
- Provides leadership and supports all staff and supervises their instructional and program needs.
- Attends weekly day and evening faculty meetings.
- Meeting topics may include improvement of course offerings, methods of instructional delivery, selection of texts, and such other purposes which serve to improve the quality of the instructional program.
- Provides information to all departments as trends and changes in program specialty areas occur.
- Attends faculty meetings and in-service programs.
- Maintains a record of professional development activities.
- Maintains current personal knowledge of federal and state institutional regulations, and accreditation standards related to program area.
- Participates in preparation of government and accreditation reports and ensures their timely submission and accuracy.
- Assists the Director of Quality Assurance/Regional Program Director in evaluating data collected from student questionnaires and conducts faculty conferences when necessary to discuss the results and provides recommendations for improvement.
- Collaborates with peers and associates to ensure coordination of interdepartmental activities.
- Performs all duties of a full-time Driver Trainer.
Now Experience and Education Required:
- High school diploma or GED.
- CDL License with at least 2 years driving experience.
- 5 years of industry experience in the field of instruction.
- 2 years of experience in a management or supervisory role.
- Knowledge regarding faculty development, including requirements, delivery methods, and reporting.
- Motivation, dedication, professionalism, integrity, and enthusiasm for teaching.
- Knowledge of industry standards and requirements within the field of instruction.
- Knowledge of and ability to facilitate learning on course content within the field of instruction.
- Ability to develop and use collaborative relationships for the purpose of accomplishing work objectives; developing relationships with other individuals by listening, sharing ideas, and appreciating others' efforts.
- Superior verbal and written communication skills.
- Interpersonal relationship skills necessary for positive interactions with students, alumni, faculty, and employers.
- Excellent presentation skills and ability to present ideas effectively to individuals or groups in a formal setting.
- Management skills in planning, organizing, controlling and evaluating programs and policies in a dynamic and changing environment.
- Knowledge of the federal FMCSA and state Department of Motor Vehicle standards.
Experience and Education Preferred:
- Associate’s Degree or higher, documented specialized competency within the field of instruction, or equivalent work experience in the field of instruction.
- 5 years of experience in academic instruction in a post-secondary environment.
- 10 years of experience in the field of instruction.
- Working knowledge of federal/state government education regulations.
- 3 years of experience in a management or supervisory role.
- Previous experience as an academic program director.
- Experience in student guidance, or related fields.
- Working knowledge of federal/state government regulations.
Physical Demands:
- Mobility & Balance: Ability to frequently climb in/out of the cab, bend, squat, kneel, twist and reach to perform pre/post-trip inspections and navigate tight spaces.
- Strength: Ability to crank trailer landing gear (often 100+ lbs), handle training and safety equipment, and potentially assist with loading/unloading (if applicable).
- Endurance: Ability to sustain physical activity and be alert during extending driving and instructional periods, including exposure to varying weather conditions such as heat, cold, wind, rain, ice or snow.
- Sensory Acuity and Overall Health: Must possess and maintain a valid DOT Medical Examiner’s Certificate and meet DOT physical qualifications required to hold a CDL, with or without reasonable accommodations, as required by Federal regulations.
- Specific Tasks & Considerations: Demonstrating Skills: Physically showing students how to couple/uncouple trailers, perform inspections, and maneuver the large vehicle.
- Environmental Exposure: Working outdoors in various conditions including extreme heat, cold, rain, or snow while training.
Work Environment:
- Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
- Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- While performing the duties of this job, the employee is usually not exposed to weather conditions.
- The noise level in the work environment is usually moderate.
Note: The note about not exhaustive list etc. Should we include? It's substantive but maybe boilerplate? It's a disclaimer. The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. This note is not exactly those but could be considered boilerplate. However it's part of job description. Might be considered legal boilerplate. Safer to drop it? The instruction says remove legal/EEO/equal-opportunity/scam-warning boilerplate. This note is about not exhaustive list and management rights; could be considered legal. I'd drop it.
Also the final lines: "I have read and understand the above job description..." etc. That's application instruction/acknowledgement; drop.
Now we need to output HTML fragment only.
Structure:
About the role
...job summary...
Responsibilities
- ...I...
...
But we have subpoints; we could nest inside - . For clarity, we can make each major responsibility a
- and inside that a
- for any list of duties/requirements/benefits. So for responsibilities we need to break into list items. The responsibilities are enumerated I, II, III with subpoints. We'll create a
- with
- for each major responsibility (I, II, III) and maybe subpoints as nested
- or just as sentences within
- . Probably better to keep as
- with sub-bullets.
Similarly for Requirements (Experience and Education Required) we need list.
Qualifications (Preferred) also list.
Skills: we can list physical demands and work environment as bullet points.
We must not repeat job title as heading. Not include Job ID etc. Remove boilerplate like EEO etc. The posting ends with a note and signature lines; we should drop those.
We must preserve all substantive information; do not invent or summarize away detail. So we need to keep all details from the sections we include.
Let's extract content.
Job Summary paragraph: "Reporting to the Director of Quality Assurance/Regional Program Director, the CDL Program Director is responsible for providing leadership for the CDL Program. The CDL Program Director provides subject matter expertise and actively participates in curriculum development, revision, and implementation process. As the subject matter expert in a particular program, the CDL Program Director provides product knowledge training to the Account management group, utilizing materials generated via the centralized curriculum development process. This position is responsive to the Account management staff when asked to engage with potential students and actively participates in new student orientation. The CDL Program Director is responsible for hiring, assigning, orienting, developing, evaluating, and recognizing Driver Trainers within the program(s) of study. The CDL Program Director will convene meetings with faculty on a regular basis. The CDL Program Director is also responsible for monitoring and supporting the student population within his/her assigned responsibility. The CDL Program Director plays an active role in the student advising process, including advising students during the provisional period, meeting with students who initiate a complaint, advising students who have career-oriented questions, and consulting with students whose engagement and/or academic progress is in question. The CDL Program Director analyzes student population data, working with faculty and staff to identify students who may be at risk, and contacting students to identify barriers to success and to provide support and information concerning student services. Finally, the CDL Program Director is responsible for continuous improvement of the program. Actively engaged in the development and maintenance of the campus effectiveness plan, the CDL Program Director collects data for purposes of analyzing program performance."
That's the About the role.
Responsibilities: Key Responsibilities I, II, III with subpoints.
Let's capture them exactly.
I. Provides Services to Students
- Supplements Driver Trainer advising for students receiving failing assessments.
- Provides academic advising/counseling as needed to students.
- Provides referrals to outside resources when counseling needs go beyond the scope of the school.
- Provides or arranges for student tutoring when needed.
- Leads student retention initiatives for students in the program who experience barriers to success.
- Maintains regular contact with all students within the program area and responds to their questions and/or concerns in a timely manner.
- Posts office hours for students.
- Refers students to appropriate staff for non-academic problem resolution.
- Contacts students who miss days from class or whose absence during the week results in more than four absences during the course.
- Maintains records of interactions and correspondence with students (i.e. phone calls, emails, mail).
- Monitors contact, and results of contact, from Driver Trainers to students in assigned program area(s).
- Makes calls weekly to students who (a) were not called or could not be reached; (b) did not return as promised; or (c) did not offer plans to return by a specific date.
- Offers appropriate academic advice and demonstrates genuine interest in students.
- Identifies students needing tutoring.
II. Oversees Status of Quality of Curriculum, Instructional Materials, Equipment, and Facilities
- Serves as a subject matter expert regarding academic curriculum for program area.
- Actively provides feedback in the curriculum development/revision process led by the Home Office Executive team.
- Provides implementation of new and revised curriculum.
- Provides weekly recaps of cohort performance.
III. Oversees Faculty Performance and Development
- Orients, monitors, supervises, mentors, and assists new Driver Trainers when assigned.
- Provides leadership and supports all staff and supervises their instructional and program needs.
- Attends weekly day and evening faculty meetings.
- Meeting topics may include improvement of course offerings, methods of instructional delivery, selection of texts, and such other purposes which serve to improve the quality of the instructional program.
- Provides information to all departments as trends and changes in program specialty areas occur.
- Attends faculty meetings and in-service programs.
- Maintains a record of professional development activities.
- Maintains current personal knowledge of federal and state institutional regulations, and accreditation standards related to program area.
- Participates in preparation of government and accreditation reports and ensures their timely submission and accuracy.
- Assists the Director of Quality Assurance/Regional Program Director in evaluating data collected from student questionnaires and conducts faculty conferences when necessary to discuss the results and provides recommendations for improvement.
- Collaborates with peers and associates to ensure coordination of interdepartmental activities.
- Performs all duties of a full-time Driver Trainer.
Now Experience and Education Required:
- High school diploma or GED.
- CDL License with at least 2 years driving experience.
- 5 years of industry experience in the field of instruction.
- 2 years of experience in a management or supervisory role.
- Knowledge regarding faculty development, including requirements, delivery methods, and reporting.
- Motivation, dedication, professionalism, integrity, and enthusiasm for teaching.
- Knowledge of industry standards and requirements within the field of instruction.
- Knowledge of and ability to facilitate learning on course content within the field of instruction.
- Ability to develop and use collaborative relationships for the purpose of accomplishing work objectives; developing relationships with other individuals by listening, sharing ideas, and appreciating others' efforts.
- Superior verbal and written communication skills.
- Interpersonal relationship skills necessary for positive interactions with students, alumni, faculty, and employers.
- Excellent presentation skills and ability to present ideas effectively to individuals or groups in a formal setting.
- Management skills in planning, organizing, controlling and evaluating programs and policies in a dynamic and changing environment.
- Knowledge of the federal FMCSA and state Department of Motor Vehicle standards.
Experience and Education Preferred:
- Associate’s Degree or higher, documented specialized competency within the field of instruction, or equivalent work experience in the field of instruction.
- 5 years of experience in academic instruction in a post-secondary environment.
- 10 years of experience in the field of instruction.
- Working knowledge of federal/state government education regulations.
- 3 years of experience in a management or supervisory role.
- Previous experience as an academic program director.
- Experience in student guidance, or related fields.
- Working knowledge of federal/state government regulations.
Physical Demands:
- Mobility & Balance: Ability to frequently climb in/out of the cab, bend, squat, kneel, twist and reach to perform pre/post-trip inspections and navigate tight spaces.
- Strength: Ability to crank trailer landing gear (often 100+ lbs), handle training and safety equipment, and potentially assist with loading/unloading (if applicable).
- Endurance: Ability to sustain physical activity and be alert during extending driving and instructional periods, including exposure to varying weather conditions such as heat, cold, wind, rain, ice or snow.
- Sensory Acuity and Overall Health: Must possess and maintain a valid DOT Medical Examiner’s Certificate and meet DOT physical qualifications required to hold a CDL, with or without reasonable accommodations, as required by Federal regulations.
- Specific Tasks & Considerations: Demonstrating Skills: Physically showing students how to couple/uncouple trailers, perform inspections, and maneuver the large vehicle.
- Environmental Exposure: Working outdoors in various conditions including extreme heat, cold, rain, or snow while training.
Work Environment:
- Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
- Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- While performing the duties of this job, the employee is usually not exposed to weather conditions.
- The noise level in the work environment is usually moderate.
Note: The note about not exhaustive list etc. Should we include? It's substantive but maybe boilerplate? It's a disclaimer. The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. This note is not exactly those but could be considered boilerplate. However it's part of job description. Might be considered legal boilerplate. Safer to drop it? The instruction says remove legal/EEO/equal-opportunity/scam-warning boilerplate. This note is about not exhaustive list and management rights; could be considered legal. I'd drop it.
Also the final lines: "I have read and understand the above job description..." etc. That's application instruction/acknowledgement; drop.
Now we need to output HTML fragment only.
Structure:
About the role
...job summary...
Responsibilities
- ...I... ...
- inside
- . For clarity, we can make each major responsibility a
- and inside that a
- for each major responsibility (I, II, III) and maybe subpoints as nested