AT - Program Director - CDL - 100% Traveling

We need to output HTML fragment with sections: headings

for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must only include sections that have real 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 given. So we should not create those sections. We need sections: maybe "About the role" (job summary), "Responsibilities", "Requirements" (maybe combine required and preferred?), "Qualifications" maybe not separate, "Skills". We need to decide. We must not repeat job title as heading. Use

for each section heading. We need to preserve all substantive info, no boilerplate. Remove cookie/navigation/legal/EEO etc. The posting includes at end: "Note This is not necessarily an exhaustive list..." and "I have read and understand...". Those are boilerplate? The note about not exhaustive list maybe considered boilerplate? It's part of job description but could be considered generic. The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The note about not exhaustive list might be considered boilerplate but it's part of description. However it's generic; maybe we should drop it. Also the statement "I have read and understand..." is definitely boilerplate (employee acknowledgment). Remove. We need to keep all substantive info: job summary, responsibilities (I, II, III), Experience and Education Required, Preferred, Physical Demands, Work Environment. We need to format using

• for any list of duties/requirements/benefits, and

  for prose. We need to decide how to structure. Potential sections: - About the role (job summary paragraph) - Responsibilities (maybe split into sub-sections? but we can just list all responsibilities as

  • ) - Requirements (maybe combine required and preferred? Could separate Required and Preferred as subheadings? But only allowed headings are the listed ones; we could use

    for Requirements and then within that we can have

    for required and

    for preferred? Or we could have separate sections: Requirements and Qualifications? But we need to follow instruction: use headings only for those specific section names. It didn't forbid using other headings? It says: use

    for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we should limit to those. So we can have sections: About the role, Responsibilities, Requirements, Qualifications, Skills. Possibly also Physical Demands and Work Environment could go under Requirements or Qualifications? But they are not exactly those headings. Could we create a section "Requirements" and include subpoints like "Experience and Education Required", "Preferred", "Physical Demands", "Work Environment"? That might be okay as long as we don't invent headings not listed. We can put paragraphs inside the section. Similarly Skills could be a list of skills from the required/preferred sections. We need to avoid filler like "commensurate with experience". Not present. We need to output only HTML fragment. 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 long paragraph; we can keep as

    . Responsibilities: The "Key Responsibilities" sections I, II, III with bullet-like sentences. We'll convert each sentence into

    . Let's list them. 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 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. We need to decide sections. We could have:

    About the role

    job summary

    Responsibilities

    ...

    Requirements

    maybe combine Required and Preferred as

    or

    . Could split into two

    paragraphs: Required and Preferred. But we also have Physical Demands and Work Environment; maybe they go under Requirements as well? Or we could have a separate section "Qualifications" for those? However Qualifications heading is allowed. Could put Physical Demands and Work Environment under Qualifications. Skills: we could extract skills from required/preferred list: communication, interpersonal, problem solving, presentation, management, etc. But we already have them in Requirements; maybe we can create a Skills section listing those skills. But we must not create thin sections; better to have few substantive sections. Perhaps we combine Requirements and Qualifications into one section "Requirements" that includes education, experience, physical demands, work environment, and skills. But the instruction says we can use those headings; we can choose to use only some. We need to preserve all substantive info; we can put them all under Requirements as subpoints. But we