AT - Program Director - CDL - 100% Traveling
Ancora Education · Longmont, CO · 1 mo 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 decide which sections have content.
The posting includes: Job Summary (intro), Key Responsibilities (I, II, III), Experience and Education Required, Experience and Education Preferred, Physical Demands, Work Environment, Note (disclaimer). Also there is mention of "Note This is not necessarily an exhaustive list..." and "I have read..." which is boilerplate, should be removed.
We should not repeat job title as heading. No Pay, Schedule, Benefits mentioned, so we should not create those sections.
We need to include sections only when posting has real specific content.
Thus we can have sections: About the role (maybe from Job Summary), Responsibilities (Key Responsibilities), Requirements (Experience and Education Required), Qualifications (maybe Experience and Education Preferred?), Skills (maybe list of skills from required/preferred), Physical Demands, Work Environment.
But we must follow headings list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We can use any of those that have content.
We need to use
for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide which sections have content.
The posting includes: Job Summary (intro), Key Responsibilities (I, II, III), Experience and Education Required, Experience and Education Preferred, Physical Demands, Work Environment, Note (disclaimer). Also there is mention of "Note This is not necessarily an exhaustive list..." and "I have read..." which is boilerplate, should be removed.
We should not repeat job title as heading. No Pay, Schedule, Benefits mentioned, so we should not create those sections.
We need to include sections only when posting has real specific content.
Thus we can have sections: About the role (maybe from Job Summary), Responsibilities (Key Responsibilities), Requirements (Experience and Education Required), Qualifications (maybe Experience and Education Preferred?), Skills (maybe list of skills from required/preferred), Physical Demands, Work Environment.
But we must follow headings list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We can use any of those that have content.
We need to use - for any list of duties/requirements/benefits, and
for prose.
We need to preserve all substantive information, not invent or summarize away detail. So we need to include details from the posting.
We need to avoid boilerplate like EEO, legal, etc. Also remove duplicated lines.
We need to output only HTML fragment, no /, no markdown fences.
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 a lot of prose; we can put in
.
Key Responsibilities: three sections I, II, III with bullet-like statements. We need to convert to
- . We'll need to preserve each bullet.
I. Provides Services to Students: then list of bullet points (starting with "Supplements Driver Trainer advising..." etc). We'll need to extract each bullet.
Let's list them:
- 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 Class A 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.
- Ability to show sensitivity to the needs and requirements of adult learners.
- 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.
- Superior verbal and written communication skills.
- Interpersonal relationship skills necessary for positive interactions with students, alumni, faculty, and employers.
- Excellent creative and problem solving skills in dealing with students, alumni, employers, faculty, and staff.
- 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 is boilerplate; we should remove.
Also the statement "I have read and understand the above job description..." is boilerplate; remove.
Now we need to decide sections.
We have:
- About the role: could be the Job Summary paragraph.
- Responsibilities: the Key Responsibilities (I, II, III) content.
- Requirements: Experience and Education Required.
- Qualifications: Experience and Education Preferred (maybe treat as Qualifications).
- Skills: Could combine some skill statements from Required/Preferred? But we already have many skill-like items in Requirements. However the instruction says use
- for any list of duties/requirements/benefits, and
for prose. So we can put skill lists as
- under Skills section.
But we need to avoid duplication: If we put skill items under Requirements, we shouldn't duplicate them under Skills. However the instruction says we should preserve all substantive information; we can categorize them differently but must not lose info. We could put all required items under Requirements (including knowledge, skills, etc.) and then maybe Skills section could be empty -> we should not create empty section. So we should only create Skills section if there is distinct skill content not already covered. The posting includes many skill statements under Required (communication, interpersonal, problem solving, presentation, management skills, etc.) and also under Preferred (some). We could treat Requirements as including both experience/education and skills; but the heading list includes Requirements and Skills separate. We could split: Requirements = experience/education (diploma, CDL, years experience). Skills = the skill statements (communication, problem solving, etc.). Qualifications = preferred experience/education.
Let's do that.
Thus:
- About the role: Job Summary paragraph.
- Responsibilities: Key Responsibilities (I, II, III) as
- .
- Requirements: Experience and Education Required (the bullet list of diploma, CDL, years experience, etc.) as
- .
- Qualifications: Experience and Education Preferred as
- .
- Skills: list of skill statements from Required (motivation, dedication, etc.) and maybe also from Preferred? But we already used Preferred for qualifications. We'll extract skill statements from Required that are not experience/education: Motivation, dedication, professionalism, integrity, enthusiasm for teaching; Ability to show sensitivity to adult learners; Knowledge of industry standards; Knowledge of and ability to facilitate learning; Superior verbal and written communication skills; Interpersonal relationship skills; Excellent creative and problem solving skills; Excellent presentation skills; Management skills in planning, organizing, controlling and evaluating programs; Knowledge of federal FMCSA and state DMV standards.
Also maybe some from Preferred that are skills: Working knowledge of federal/state government education regulations (but that's more knowledge), Previous experience as academic program director (experience), Experience in student guidance (experience). We'll keep skills as those
for prose. We need to preserve all substantive information, not invent or summarize away detail. So we need to include details from the posting. We need to avoid boilerplate like EEO, legal, etc. Also remove duplicated lines. We need to output only HTML fragment, no /, no markdown fences. 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 a lot of prose; we can put in
. Key Responsibilities: three sections I, II, III with bullet-like statements. We need to convert to
- . We'll need to preserve each bullet.
I. Provides Services to Students: then list of bullet points (starting with "Supplements Driver Trainer advising..." etc). We'll need to extract each bullet.
Let's list them:
- 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 Class A 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.
- Ability to show sensitivity to the needs and requirements of adult learners.
- 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.
- Superior verbal and written communication skills.
- Interpersonal relationship skills necessary for positive interactions with students, alumni, faculty, and employers.
- Excellent creative and problem solving skills in dealing with students, alumni, employers, faculty, and staff.
- 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 is boilerplate; we should remove.
Also the statement "I have read and understand the above job description..." is boilerplate; remove.
Now we need to decide sections.
We have:
- About the role: could be the Job Summary paragraph.
- Responsibilities: the Key Responsibilities (I, II, III) content.
- Requirements: Experience and Education Required.
- Qualifications: Experience and Education Preferred (maybe treat as Qualifications).
- Skills: Could combine some skill statements from Required/Preferred? But we already have many skill-like items in Requirements. However the instruction says use
- for any list of duties/requirements/benefits, and
for prose. So we can put skill lists as
- under Skills section.
But we need to avoid duplication: If we put skill items under Requirements, we shouldn't duplicate them under Skills. However the instruction says we should preserve all substantive information; we can categorize them differently but must not lose info. We could put all required items under Requirements (including knowledge, skills, etc.) and then maybe Skills section could be empty -> we should not create empty section. So we should only create Skills section if there is distinct skill content not already covered. The posting includes many skill statements under Required (communication, interpersonal, problem solving, presentation, management skills, etc.) and also under Preferred (some). We could treat Requirements as including both experience/education and skills; but the heading list includes Requirements and Skills separate. We could split: Requirements = experience/education (diploma, CDL, years experience). Skills = the skill statements (communication, problem solving, etc.). Qualifications = preferred experience/education.
Let's do that.
Thus:
- About the role: Job Summary paragraph.
- Responsibilities: Key Responsibilities (I, II, III) as
- .
- Requirements: Experience and Education Required (the bullet list of diploma, CDL, years experience, etc.) as
- .
- Qualifications: Experience and Education Preferred as
- . - Skills: list of skill statements from Required (motivation, dedication, etc.) and maybe also from Preferred? But we already used Preferred for qualifications. We'll extract skill statements from Required that are not experience/education: Motivation, dedication, professionalism, integrity, enthusiasm for teaching; Ability to show sensitivity to adult learners; Knowledge of industry standards; Knowledge of and ability to facilitate learning; Superior verbal and written communication skills; Interpersonal relationship skills; Excellent creative and problem solving skills; Excellent presentation skills; Management skills in planning, organizing, controlling and evaluating programs; Knowledge of federal FMCSA and state DMV standards. Also maybe some from Preferred that are skills: Working knowledge of federal/state government education regulations (but that's more knowledge), Previous experience as academic program director (experience), Experience in student guidance (experience). We'll keep skills as those
- .
- Qualifications: Experience and Education Preferred as
- .
- Requirements: Experience and Education Required (the bullet list of diploma, CDL, years experience, etc.) as
- under Skills section.
But we need to avoid duplication: If we put skill items under Requirements, we shouldn't duplicate them under Skills. However the instruction says we should preserve all substantive information; we can categorize them differently but must not lose info. We could put all required items under Requirements (including knowledge, skills, etc.) and then maybe Skills section could be empty -> we should not create empty section. So we should only create Skills section if there is distinct skill content not already covered. The posting includes many skill statements under Required (communication, interpersonal, problem solving, presentation, management skills, etc.) and also under Preferred (some). We could treat Requirements as including both experience/education and skills; but the heading list includes Requirements and Skills separate. We could split: Requirements = experience/education (diploma, CDL, years experience). Skills = the skill statements (communication, problem solving, etc.). Qualifications = preferred experience/education.
Let's do that.
Thus:
- About the role: Job Summary paragraph.
- Responsibilities: Key Responsibilities (I, II, III) as
- for any list of duties/requirements/benefits, and