Openings as of 11/3/2026
Apply online at dcsd.k12.nv.us/employment
For more information, please email Dan Senger at dsenger@dcsd.k12.nv.us
Please apply online at dcsd.k12.nv.us/employment
For questions please call DHS Athletics Department, Dan Senger (775) 782-5136 x1823 or email dsenger@dcsd.k12.nv.us
For more information please email Kristin Steinkraus, Athletic Director at ksteinkraus@dcsd.k12.nv.us
CLASSROOM TEACHER
TERMS OF EMPLOYMENT:
FLSA STATUS
SUMMARY OF POSITIONUnder the direction of the site administration, performs professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; create a class environment favorable to learning and personal growth, establish effective rapport with students; motivate students to develop skills, attitudes and knowledge; establish positive relationships with parents and with other school and district staff members. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
NON-ESSENTIAL FUNCTIONSPerform related duties as assigned. WORK CONTACTSFrequent contact with students, parents, school staff, and other District personnel. REQUIRED KNOWLEDGE, SKILLS & ABILITIESConsiderable knowledge of the principles and practices for effective teaching techniques and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; of effective interpersonal communication; and stages of child development. SKILL TOSkill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications. ABILITY TO
SUPERVISION RECEIVEDWork is performed under the direction of the site principal or a designated vice-principal, who will at least annually evaluate the classroom teacher's performance. Work is evaluated through observations and results achieved. SUPERVISION EXERCISEDNone CONDITIONS OF WORK Work is performed under the following conditions:Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments. Hazards:Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment). SAFETY SENSITIVE:
ACCEPTABLE EXPERIENCE AND TRAININGBachelor's Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work. LICENSES/CERTIFICATESPossession of a valid Nevada Teaching Certificate issued by the State of Nevada.
PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTSThe physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
EMPLOYEE PUNCTUALITY AND APPEARANCEIn order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position. NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYERThe Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act. The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment. Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources. Notification may be made in person, in writing, or by calling (775) 782-7177. The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:Executive Director of Human Resources1638 Mono AvenueMinden, Nevada 89423Phone: (775) 782-7177
SPECIAL EDUCATION TEACHER - COMPREHENSIVE LIFE SKILLS / AUTISM
SUMMARY OF POSITIONUnder the direction of the site administration, Perform professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; teach academic, affective, behavioral, prevocational, and/or vocational subjects and skills to eligible students with handicaps in the school, community, and/or home setting, adapting teaching techniques and methods of instruction to meet individual student needs. Determine individual needs of disabled students and program accordingly. Create a class environment favorable to learning and personal growth; establish effective rapport with students; motivate students to develop skills, attitudes, and knowledge; establish positive relationships with parents and with other staff members. RESPONSIBILITIES AND ESSENTIAL FUNCTIONSThis list of Essential Duties and Responsibilities is not exhaustive and may be supplemented. Plan curriculum, prepare lessons, and arrange materials/equipment used by students based on the Individual Education Plan (IEP); meet all state and federal mandates for IEP development, maintenance and IDEA eligibility. Instruct students in academic, affective, prevocational/vocational, and/or life skills based upon the IEP. Deliver services to students by collaboration with regular and special education specialists through the school, community and home.Confer with other members of staff to facilitate students' learning the Least Restrictive Environment based upon the IEP.Maintain knowledge of the continuum of services and assist IEP teams in appropriate student placement. Administer appropriate ability and achievement tests and interpret results. Observe, evaluate, prepare and maintain records and reports on progress of students. Support the continued improvement of special education programs through training and piloting various programs. Chair the IEP meetings and oversee the development and implementation of the IEP. Configure the appropriate continuum of services based upon student needs. Meet and instruct assigned classes in the location and at the times designated. Guide the learning process toward the achievement of established district curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects. Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor. Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student in order to determine student's instructional needs in meeting the district's competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary. Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences. Collect, analyze, and report on data for select state and district reports. Provide transition assessments, planning, and agency coordination for students and families of students for whom school sites require additional assistance due to specialized needs. Administer group standardized tests and proficiency tests to students in accordance with district testing programs and IEP requirements. Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations. Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities. Develop and maintain a code of conduct for the classroom which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner. Make provisions for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so. Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency. Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner. Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required. Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty. Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations. Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students. Attend building and district meetings to promote communication and mutual decision making among the staff. Serve on district committees that develop curriculum and enhance instruction.NON-ESSENTIAL FUNCTIONSPerform other duties and associated responsibilities as the Administrator may assign.Perform related duties as assigned. WORK CONTACTSWorks in close cooperation with the Director of Inclusive Education, school administration, school psychologists, counselors, speech pathologists, and health services personnel, special education consultants, special education teachers and regular education teachers. Frequent contact with students, parents, and other school personnel. REQUIRED KNOWLEDGE, SKILLS & ABILITIESConsiderable knowledge of the principles and practices for effective teaching techniques and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; IDEA requirements; of effective interpersonal communication; and stages of child development. SKILL TOSkill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications. ABILITY TO
SUPERVISION RECEIVEDWork is performed under the direction of the site principal and/or the Executive Director of Inclusive Education, who will at least annually evaluate the classroom teacher's performance. Work is evaluated through observations and results achieved. SUPERVISION EXERCISEDSpecial education para-educators are assigned by the building administration. CONDITIONS OF WORKWork is performed under the following conditions:Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments.Hazards:Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment). SAFETY SENSITIVE:
ACCEPTABLE EXPERIENCE AND TRAININGBachelor's Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work. LICENSES/CERTIFICATESPossession of a valid Nevada Teaching Certificate issued by the State of Nevada:1. Valid Nevada Exceptional Pupil Education Endorsement in appropriate areas.2. Valid Nevada Special Education Generalist Endorsement.PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
JOB DESCRIPTION
SUMMARY OF POSITIONPerforms moderately difficult work in the performance of custodial work involving the cleaning, maintenance and repair of buildings, premises, and entryways. The Custodian provides students and staff with a safe, attractive, comfortable, clean, efficient, and orderly site in which to learn, play, develop, teach and work.RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
NON-ESSENTIAL FUNCTIONSPerform other related duties as assigned. WORK CONTACTSThe position requires frequent contact with teachers and District staff. Occasional contact with the general public. REQUIRED KNOWLEDGE, SKILLS & ABILITIESKnowledge of: the cleaning methods, materials and equipment used in custodial work; occupational hazards and equipment common to the work; safe and correct use of hand and power tools and equipment common to custodial work; methods, materials and equipment used in maintenance and repair work including minor plumbing and electrical; safety precautions and safe work practices. ABILITY TOSafely and correctly perform custodial duties on buildings and premises Operate equipment and tools common to custodial work including vacuum cleaners, shampooers, and waxers. Lift up to 60 lbs; bend, pull and push; Move furniture or equipment. Climb Ladders. Operate snow removal equipment and/or shovel snow. Understand and follow orders and written instructions. Meet schedules and timelines. Interact with staff and students in a positive and proper manner. Establish and maintain effective working relationships. Maintain good physical condition. Work independently in the absence of a supervisor. Appropriately handle stress and interact with others. Maintain regular attendance and punctuality. SUPERVISION RECEIVEDWork is performed independently in accordance with established procedures under the general supervision of the Head Custodian and the Director of Facilities. The Director of Facilities with input from the Head Custodian and Site Administration will at least annually evaluate the Custodian's performance. SUPERVISION EXERCISEDMay occasionally provide instruction, training and direction to less experienced custodians. CONDITIONS OF WORK
SAFETY SENSITIVE:
ACCEPTABLE EXPERIENCE AND TRAININGOne (1) year experience in custodial work and some experience in minor maintenance and repair work and high school graduation; or any equivalent combination of experience and training that provides the knowledge, skills and abilities to perform this work. LICENSES/CERTIFICATESPossession of or ability to obtain a valid Nevada driver's license. PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
SUMMARY OF POSITIONPerforms moderately difficult work in the performance of custodial work involving the cleaning, maintenance and repair of buildings, premises, and entryways; supervises, coordinates, and evaluates the work requirements of a custodial staff set by the Facilities Supervisor. Responsible for maintaining the physical school plant in a safe and clean operating condition.RESPONSIBILITIES AND ESSENTIAL FUNCTIONSThis list of Essential Duties and Responsibilities is not exhaustive and may be supplemented.
NON-ESSENTIAL FUNCTIONSPerform other related duties as assigned.WORK CONTACTSFrequent contact with co-workers, supervisors' students, parents, teachers, administrators, law enforcement personnel, and other district staff members. Occasional contact with the general public.REQUIRED KNOWLEDGE, SKILLS & ABILITIESKnowledge of the principles of supervision; knowledge of the cleaning methods, materials and equipment used in custodial work; knowledge of the occupational hazards and equipment common to the work; knowledge of the safe and correct use of hand and power tools and equipment common to the work; knowledge of the methods, materials and equipment used in minor maintenance and repair work; knowledge of safety precautions and safe work practices. The ability to perform the following work activities with or without reasonable accommodations:
SUPERVISION RECEIVEDWork is performed independently under the direction of the Facilities Supervisor. The Facilities Supervisor, with the input from the Site Administrator, shall at least annually evaluate the Head Custodian's performance.SUPERVISION EXERCISEDProvides instruction, direction and training to custodial staff. Supervises and evaluates the cleaning of the school. In cooperation with the Facilities Supervisor and the Site Administrator, the Head Custodian, shall evaluate the performance of the custodial staff and cleanliness of the school on a regular basis.CONDITIONS OF WORKWork is performed under the following conditions:
ACCEPTABLE EXPERIENCE AND TRAININGTwo (2) years progressively responsible experience in custodial work including some lead or supervisory responsibility and high school graduation; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform this work.LICENSES/CERTIFICATESPossession of and ability to maintain a valid Nevada's driver's license.ABILITY TO: NON-ESSENTIAL FUNCTIONS:Perform other related duties as assigned.PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTSThe physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
EMPLOYEE PUNCTUALITY AND APPEARANCEIn order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYERThe Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act. The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment. Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources. Notification may be made in person, in writing, or by calling (775) 782-7177.The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:Executive Director of Human Resources1638 Mono AvenueMinden, Nevada 89423Phone: (775) 782-7177
MIDDLE SCHOOL SCIENCE CLASSROOM TEACHER
SUMMARY OF POSITIONUnder the direction of the site administration, performs professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; create a class environment favorable to learning and personal growth, establish effective rapport with students; motivate students to develop skills, attitudes and knowledge; establish positive relationships with parents and with other school and district staff members. RESPONSIBILITIES AND ESSENTIAL FUNCTIONSThis list of Essential Duties and Responsibilities is not exhaustive and may be supplemented. Meet and instruct assigned classes in the location and at the times designated. Guide the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units, and projects. Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor. Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student. Strive by instruction and action to implement the district's philosophy of education, instructional goals and objectives and performance expectations as outlined in the District's Teacher Evaluation System. Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences. Employ a variety of classroom assessment techniques in order to determine student's instructional needs in meeting the district's competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary. Administer group standardized tests and proficiency tests to students in accordance with district testing programs. Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations. Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities. Develop and maintain a code of conduct for the classroom, which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner. Make provision for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so. Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency. Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner. Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required. Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty. Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations. Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students. Attend building and district meetings to promote communication and mutual decision making among the staff. Serve on district committees that develop curriculum and enhance instruction. NON-ESSENTIAL FUNCTIONSPerform related duties as assigned. WORK CONTACTSFrequent contact with students, parents, school staff, and other District personnel. REQUIRED KNOWLEDGE, SKILLS & ABILITIESConsiderable knowledge of the principles and practices for effective teaching techniques and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; of effective interpersonal communication; and stages of child development. SKILL TOSkill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications. ABILITY TO
ACCEPTABLE EXPERIENCE AND TRAININGBachelor's Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work. LICENSES/CERTIFICATESPossession of a valid Nevada Teaching Certificate issued by the State of Nevada.1. Valid Nevada Elementary Certificate, or2. Valid Nevada Secondary Certificate with sufficient coursework in major/minor field(s) of specialization. PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTSThe physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
SUBSTITUTE BUS DRIVER
FUNCTION
Performs work in the operation of a school bus and/or other passenger vehicles; ensures the safe and efficient transportation of students and/or assigned personnel along predetermined, scheduled routes or to special events.
SUPERVISION RECEIVED
Work is performed in accordance with established procedures under the general supervision of the Transportation Supervisor, who will at least annually evaluate the Bus Driver's performance.
SUPERVISION EXERCISED
None
ESSENTIAL FUNCTIONS
Transport passengers in a safe and courteous manner.
Maintain proper order and discipline among students riding the bus.
Inspect buses in accordance with predetermined safety inspection requirements, and report any discrepancies to the Vehicle Maintenance Department.
Follow established incident/accident procedures; report all incidents/accidents and complete required reports; report all mechanical defects and malfunctions to appropriate personnel.
Install tire chains as required.
Administer emergency first aid to students as required until competent medical help can be obtained.
Clean, sweep, wash and fuel buses.
Maintain records concerning vehicle maintenance, mileage, and number of children transported. Prepare student conduct reports.
Attend scheduled safety meetings.
NON-ESSENTIAL FUNCTIONS
Performs other duties as assigned.
WORK CONTACTS
Frequent contacts with students, parents and district staff.
CONDITIONS OF WORK
School bus environment; subject to driving in adverse weather conditions, fumes, noise and emergency student and traffic situations.
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Knowledge of safe driving practices; provisions of the Nevada Motor Vehicle Code and Education Code applicable to the operation of vehicles transporting students; operation of a bus; first aid practices; record-keeping techniques; oral and written communication skills; interpersonal skills using tact, patience and courtesy. The ability to perform the following work activities with or without reasonable accommodations:
¨ Operate a bus observing legal and defensive driving practices.
¨ Maintain vehicles in a clean and safe condition.
¨ Monitor student passengers’ behavior.
¨ Perform first aid as needed.
¨ Learn a designated bus route including stops and traffic hazards.
¨ Meet schedules and timelines.
¨ Understand and carry out oral and written instructions.
¨ Use tact, patience and courtesy with those contacted in the course of work.
¨ Establish and maintain effective working relationships.
¨ Work independently in the absence of a supervisor.
¨ Maintain regular attendance and punctuality.
¨ Maintain good physical condition.
ACCEPTABLE EXPERIENCE AND TRAINING
Some experience in bus driving and high school education; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform this work.
SPECIAL REQUIREMENTS
ü Must possess a current Nevada Commercial Driver's License and a current Nevada School Bus Driver's Certificate from the Nevada Department of Education.
ü Must pass the required Department of Motor Vehicle physical examination.
ü Must be physically fit to perform duties including being able to lift, push, pull, carry a minimum of 35 pounds.
ü Must possess the mental and emotional stability to insure normal driving competence and efficiency.
ü Must have a good driving record.
191 days
Bus Driver Salary Schedule
Non-Exempt
MUST BE HIGHLY QUALIFIED - PLEASE SEE ACCEPTABLE EXPERIENCE & TRAINING BELOW
SUMMARY OF POSITIONUnder the guidance of site administration, assists a certificated teacher in reinforcing instruction to individual or small groups of students in a classroom environment; assist in the preparation of instructional materials and implementation of lesson plans, curriculum and teaching methodologies; provide routine clerical support. RESPONSIBILITIES AND ESSENTIAL FUNCTIONSThis list of Essential Duties and Responsibilities is not exhaustive and may be supplemented. Assist individual or small groups of students, reinforcing instruction as directed by the teacher; monitor and oversee student drills, practices and assignments in various subjects; confer with the teacher concerning lesson plans and materials to meet student needs. Assist students with reading program activities; assist and motive students to improve their reading and writing measures; read books to students and observe their reading abilities as assigned; assist students with letter and word pronunciation and recognition; reinforce reading instruction including phonics, vocabulary and comprehension in learning centers, small groups or one-on-one with students; assist students with spelling, math and writing exercises and assignments. Assist students in completing classroom assignments, homework, make up work, and projects; adapt activities and materials under the direction of the teacher as needed; assist students in the operation of a variety of instructional technology; assure student understanding of classroom rules and procedures; assist students by answering questions, providing proper examples, emotional support, friendly attitude and general guidance. Observe and control behavior of students in the classroom according to approved procedures; monitor students during outdoor, lunch, library, and recess activities as directed; accompany students on field trips and to/from bus stops as assigned; assist with yard duty as assigned; monitor and report progress regarding student performance and behavior. Perform a variety of clerical duties in support of classroom activities such as preparing, typing, duplicating and filing instructional materials; maintain student records, notes and files as assigned.Provide classroom support to the teacher by setting up computers, audio-visual equipment, work areas/centers and displays, bulletin boards, and distributing and collecting paper, supplies and materials; assemble student booklets. Assist with arrangement and storage of classroom materials, furniture and accessories for appropriate learning environment; assure the health and safety of students by following established practices and procedures; maintain learning environment in a safe, orderly and clean manner. Communicate with faculty, staff, administrators and others to exchange information and resolve issues or concerns related to student activities and behavior. Operate a variety of classroom and office equipment including a computer, copier and laminator as assigned. Report observations and incidents relating to students and respond to emergency situations and assist in resolving immediate safety concerns. Assist students with test preparation skills; administer and proctor various tests including CELDT, ADEPT or others as assigned by the position.As assigned, supervise students on the playground, in the cafeteria, lunch area, classroom, restrooms, and school hallways to observe student activities to ensure safe and appropriate behavior. Effectively manage students under supervision including the enforcement of school rules and district policies. Assists in guiding students in the development of desirable and acceptable social skills and habits. Assists in ensuring general welfare and safety of students; reports accidents and hazardous conditions to the site administration. Attend meetings and in-services as assigned. NON-ESSENTIAL FUNCTIONSPerforms other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. WORK CONTACTSFrequent contact with certificated personnel, students, and other District personnel. Limited contact with parents. REQUIRED KNOWLEDGE, SKILLS & ABILITIES
SKILL INPerform multiple tasks with a potential need to upgrade skills in order t
ABILITY TOAssist with instruction and related activities in a classroom or assigned learning environment. Reinforce instruction to individual or small groups of students as directed by the teacher. Perform a variety of clerical duties in support of classroom activities. Learn guidelines and materials related to the classroom reading and other programs as assigned by the position. Assist in the preparation of instructional materials and implementation of lesson plans. Read books to students and assist with reading, math and writing activities as assigned. Understand and follow oral and written directions. Establish and maintain cooperative and effective working relationships with others. Communicate effectively both orally and in writing. Monitor, observe and report student behavior and progress according to approved policies and procedures. Maintain confidentiality. Operate standard office and classroom equipment. Observe health and safety regulations. Maintain records and files. Demonstrate flexibility in working with others in a variety of circumstances. Problem solve to identify issues and create action plans. Exercise independence, judgment, and problem-solving skills. Meet deadlines. Appropriately handle stress and interact with others; and maintain regular attendance and punctuality. SUPERVISION RECEIVEDWork is performed in accordance with established procedures under the guidance of the classroom teacher and general supervision of the site administrator. The site administrator shall at least annually evaluate the Instructional Para-Educator. CONDITIONS OF WORKWork is performed under the following conditions:
ACCEPTABLE EXPERIENCE AND TRAINING1. High school graduation or equivalent; and2. Be "Highly Qualified" by meeting one of the following criteria; and
Some experience providing academic assistance to students is preferred. LICENSES/CERTIFICATESPossession of or ability to obtain a valid Nevada Driver's License. Experience working with children is highly desirable. PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTSThe physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
SUMMARY OF POSITION
Under the guidance of site administration and a certified teacher, facilitates communication for deaf, hard-of-hearing (D/HH), and hearing students, faculty, and staff in the educational environment; interprets all communication including formalized instruction, classroom discussions, and incidental conversations; and preforms related work as required. An interpreter's role in the K – 12 Educational setting is to facilitate communication between the D/HH student(s) and the hearing person/people in their educational environment. Interpreters must collaborate with the classroom teachers, other Education Support Professionals, and the Teacher of the deaf and hard-of-hearing.
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
Facilitates communication for deaf and hard of hearing (D/HH) students in the educational environment; interprets all communication including formalized instruction, lectures, assignments, classroom discussions, other school activities, inter-pupil conversations; counseling, office, and other possible on- campus transactions.
Communicates with supervising instructional staff, professional support personnel, directs parents to teacher for any communication regarding students for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
Engages in professional development as is necessary to maintain or increase knowledge and skill
May assist with lesson planning and preparation as it relates to D/HH student learning. Perform related duties as assigned.
KNOWLEDGE OF
The implications of hearing loss in the educational setting; knowledge of various communication modalities (MCE, PSE, ASL, or Cued Language); knowledge of deaf education; knowledge of child development, language development, learning theories, and curriculum design.
ABILITY TO
Demonstrate mental and physical stamina commensurate with the position; Perform multiple tasks with a potential need to upgrade skills in order to meeting changing job conditions; Display knowledge of applicable federal and state laws, school district regulations, procedures, and practices related to general and special education; Work effectively with D/HH students; Work effectively with administrators, colleagues, district office, school-based staff, students, parents and community; Interpret and apply oral and written instructions; Maintain confidentiality of student records, contact and other areas; Provide appropriate supervision to ensure student safety; Work independently and identify potentially more effective methods of work operation; Maintain accurate, complete and correct records as required by law; Perform a variety of duties, often changing from one task to another of a different nature; Under the supervision of school personnel, effectively communicate (verbal and written) with students, parents, colleagues, administration and all other members of the educational community; Use web-based programs, e-mail, and technology effectively; Understand a variety of learning styles; Appropriately handle stress and interact with others; and Maintain regular attendance and punctuality.
Work is performed in accordance with established procedures under the guidance of the Case manager, Deaf Hard-of-Hearing teacher, and/or the site administrator. The site administrator shall at least annually evaluate the Educational Interpreter.
Frequent contact with certified personnel, students, and other District personnel. Limited contact with parents.
PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations. Applicants and incumbents are encouraged to discuss potential accommodations with the employer.
Work is performed under the following conditions:
Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat. May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods. May involve work in crowded environments.
Hazards: Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment).
EMPLOYEE PUNCTUALITY AND APPEARANCE
In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.
Knowledge of Manually Coded English (MCE), Pidgin Signed English (PSE), Cued Language, and/or American Sign Language depending on the communication needs of the D/HH student(s). High school graduation or equivalent; or any equivalent combination of experience and training which demonstrates an ability to perform the duties of the position.
PREFERRED QUALIFICATIONS
Educational Interpreter Performance Assessment (EIPA) Score of 4.0 or higher.
Must maintain registration as an Educational Interpreter with the State of Nevada's Aging and Disability Services Division's Nevada Interpreter/CART Registry. Out of state applicants must become registered as an Educational Interpreter within 30 days of hire. Applicant must be in possession of or ability to obtain a valid Nevada Driver's License.
NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER
The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act. The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment. Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources. Notification may be made in person, in writing, or by calling (775) 782-7177.
The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:
Executive Director of Human Resources
1638 Mono Avenue
Minden, Nevada 89423
Phone: (775) 782-7177
SCHOOL PSYCHOLOGIST
SUMMARY OF POSITIONUnder the guidance of the Inclusive Education Department, the School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist monitors the completion of case study evaluations and participates in Individual Education Plan (IEP) conferences and problem-solving meetings designing systems, programs and services that maximize students' social, emotional, and educational success. In collaboration with staff, families, students, and communities, the school psychologist promotes effective educational environments. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS Conduct psychological assessments and interpret results for students and participate in IEP conferences, team meetings, and problem-solving meetings.Provide individual or group counseling/psychotherapy per IEP requirements.Monitor completion of case study evaluations and participate in IEP conferences and problem-solving meetings.Lead crisis intervention efforts and provide insight into the development of functional assessments and behavior intervention plans.Integrate psychological services into the classroom environment as appropriate.Provide assistance to staff in the design and implementation of appropriate interventions and accommodations for students.Evaluate and/or translate research into practice and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.Contribute to program development that furthers the integration of social, coping, and problem-solving in the classroom.Provide support services to parents/guardians as needed.Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families.Provide and/or assist in professional development for staff, parents, and/or community.Participate in professional growth activities on a yearly basis including recertification for CPI, workshops, in-services, professional reading materials, and/or other available offerings.Proficiently use technology to communicate, compile reports, and collect data. Participate in building or program activities and meetings as appropriate. NON-ESSENTIAL FUNCTIONSPerform related duties as assigned. WORK CONTACTSFrequent contact with teachers, students, parents, district staff, and other school personnel is required. REQUIRED KNOWLEDGE, SKILLS & ABILITIESKnowledge of school psychology theory, child development, child and adolescent psychopathology and psychometric principals as related to psychoeducational testing, including the skill in assessing learning disabilities and adjustment difficulties and planning programs to serve students with exceptional needs; uses and limitations of standardized individual and group tests and alternative assessment techniques, including semi-projective devices; growth and development, motivation, the learning process, the dynamics of personality, and methods used to help alleviate personal and learning problems; individual and group counseling techniques; community health and social service resources; IDEA requirements; and federal and state laws and District policies, regulations and procedures as related to psychoeducational services. ABILITY TO
SUPERVISION RECEIVEDWork is performed under the administrative direction of the Inclusive Education Department, who will annually evaluate the performance of the School Psychologist with input from other school administrators.. Work is reviewed through the school psychologist evaluation model. SUPERVISION EXERCISEDNone CONDITIONS OF WORKWork is performed under the following conditions:Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat. May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods. May involve work in crowded environments.Hazards:Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment). SAFETY SENSITIVE:
ACCEPTABLE EXPERIENCE AND TRAININGMaster's (MA or MS) or Educational Specialist (Ed.S.) degree from a regionally accredited college or university with a concentration in school psychology. LICENSES/CERTIFICATES
PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
*MUST BE HIGHLY QUALIFIED. PLEASE SEE ACCEPTABLE EXPERIENCE & TRAINING SUMMARY OF POSITIONUnder the guidance of site administration and a certificated teacher(s), works with individual and/or small groups of students in the supervision and instruction of students in the general education classroom, in a self-contained classroom, or the community; assisting students by modeling the necessary skills to perform assignments; follow educational and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; and assisting student(s) by providing for special health care needs. Employees in this job classification will receive a variety of assignments including classroom support, lunchroom, playground, etc. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
WORK CONTACTSFrequent contact with certificated personnel, students, and other District personnel. Limited contact with parents. REQUIRED KNOWLEDGE, SKILLS & ABILITIESBasic math, including calculations using fractions, percents, and/or ratios; concepts of grammar and punctuation; reading fluency and comprehension, age appropriate activities; health and safety standards; oral and written communication skills, using correct English grammar, spelling, punctuation, and math. SKILL INPerform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions; adhere to safety practices; operate standard office equipment including using pertinent software applications; maintain and protect sensitive confidential information encountered in the course of work; display knowledge of principles and practices of general child behavior intervention techniques; display knowledge of federal and state laws, school district regulations, procedures, and practices related to general and special education; display knowledge of standard office practices and procedures, including the filing and the operation of standard office equipment. ABILITY TOPrepare and maintain accurate records. Maintain and protect sensitive confidential information encountered in the course of work. Participate in physical activities which are part of the students' basic program. Gather and/or collate data. Use basic, job-related equipment. Demonstrate flexibility in working with others in a variety of circumstances. Work with data utilizing defined but different processes. Operate equipment using standardized methods. Work with a wide diversity of individuals. Work with a variety of data. Utilize a variety of job-related equipment. Problem solve to identify issues and create action plans. Adapt to changing work priorities. Communicating with diverse groups. Work with constant interruptions. Provide sensitive customer services to students who are emotionally/behaviorally disabled, violent, and verbally aggressive. Maintain accurate student records. Display courtesy and tact in all interactions through the course of work. Follow oral and written instructions. Pay close attention to detail. Exercise independence, judgment, and problem-solving skills. Meet deadlines. Appropriately handle stress and interact with others. Maintain regular attendance and punctuality. SUPERVISION RECEIVEDWork is performed in accordance with established procedures under the guidance of the special education teacher and general supervision of the site administrator. The site administrator shall at least annually evaluate the special education aide. SUPERVISION EXERCISEDNone CONDITIONS OF WORKWork is performed under the following conditions:
Some experience providing academic and physical assistance to special students is preferred. A Licensed CNA would meet the experience and training necessary. LICENSES/CERTIFICATESPossession of or ability to obtain a valid Nevada Driver's License. Experience working with special needs children is highly desirable. Some positions may desire the ability to sign and use sign language.PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTSThe physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:
SUMMARY OF POSITIONUnder the guidance of site administration and a certificated teacher(s), works with individual and/or small groups of students in the supervision and instruction of students in the general education classroom, in a self-contained classroom, or the community; assisting students by modeling the necessary skills to perform assignments; follow educational and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; and assisting student(s) by providing for special health care needs. Employees in this job classification will receive a variety of assignments including classroom support, lunchroom, playground, etc. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
SPEECH-LANGUAGE PATHOLOGIST
SUMMARY OF POSITIONUnder the guidance of the site administration, the Speech-Language Pathologist provides a full range of SLP services to children ages 3-21 to include screening and assessing students' performance levels; individual and group consultation with school staff, parents, and outside agencies; assisting in developing behavior and transition plans; providing information on child development issues to school personnel and parents; collaborating with community agencies regarding individual student plans; and providing recommendations for program development and student placement in a manner consistent with all district, state, and federal requirements. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS Screens and evaluates referred children including selecting appropriate instruments, administering standardized and functional tests, observations, and writing reports which state the evaluation findings with regard to receptive-expressive language, articulation, voice fluency, neuromuscular and non-vocal for the purpose of providing educational program recommendations and special education eligibility Participates as a member of the evaluation team and the individualized education program (IEP) team for students aged 3 to 21 contributing evaluation for the purpose of collaborating on the child's educational plan Develop appropriate Individual Education Programs and/or provide appropriate goals and objectives to other case managers as needed, direct activities of non-certified SLP personnel in order to provide comprehensive student services Work collaboratively with classroom teachers, school psychologists, and other special education providers for the purpose of supporting them in the completion of their work activities to provide services for students Establishes a system of documentation that is measurable, accountable and conforms to state and school policy for confidentiality and progress reporting requirementsPrepare/conduct comprehensive speech /language services in the areas of comprehension, (expressive and receptive language) morphology, fluency, pragmatics, voice, syntax and articulation. Maintains a working knowledge of augmentative communication systems and devices. Coordinates with community agencies including medical, social service and mental health services for the purpose of determining appropriate treatments, etc. to meet the needs of specific students. Consult with students, parents and guardians for the purpose of enhancing student success in school and providing SLP progress reporting updates, annual IEP reviews and evaluations. Facilitates meetings, processes, participates in workshops or seminars etc. for the purpose of gathering information or providing staff trainings/or achieving state mandates. Prepares a wide variety of written materials (e.g. quantity reports, student activities, data documentation, correspondence, internal audits, Medicaid billings etc.) for the purpose of documenting activities, providing written reference and/or conveying information. Participates with other staff in delivering student screenings, including audio logical screenings as prescribed by DCSD guidelines. Research resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals. Maintains accurate records of inventory for the purpose of compliance with state reporting. NON-ESSENTIAL FUNCTIONSPerform related duties as assigned. WORK CONTACTSFrequent contact with teachers, students, parents, district staff, and other school personnel is required. REQUIRED KNOWLEDGE, SKILLS & ABILITIESKnowledge of theories, principles and methodologies in the practice of speech-language pathology; treatment and prevention strategies for speech, language and hearing disorders such a stuttering, articulation, cleft palate, autism spectrum disorder, voice disorders, apraxia, hearing impairment and other language disorders; leadership, collaboration, planning and organization techniques and practices; IDEA requirements; and federal and state laws and District policies, regulations and procedures as related to speech-language services. ABILITY TOProvide effective speech-language pathology services at one or more schools. Work with data of widely varied types and/or purposes. Convey clinical information in a non-technical manner. Create schedules, plan meetings, interpret information and design and implement appropriate therapy. Work respectfully and cooperatively with school staff, parents and community resources. Develop and write Individual Education Plans. Serve as a resource for staff and students. Exercise professional judgment in making decisions. Maintain important records efficiently and accurately and prepare clear and concise reports. Maintain confidentiality of information processed or prepared. Operate standard office equipment including a personal computer using program applications appropriate to assigned duties. Communicate effectively verbally and in writing. Plan, organize, prioritize and manage time. Communicate with students, parents, community representatives, colleagues, and District personnel, both individually and as a group. Work independently and handle multiple priorities. Assess the accomplishments of students. Maintain accurate, complete and correct records as required by law. Meet deadlines. Communicate enthusiasm, excitement and a strong feeling of commitment to the education profession. Appropriately handle stress and interact with others. Maintain regular attendance and punctuality. SUPERVISION RECEIVEDWork is performed under the direction of the site administration, who will annually evaluate the performance of the Speech-Language Pathologist. Work is reviewed through the Speech-Language Pathologist evaluation model. SUPERVISION EXERCISEDNone CONDITIONS OF WORK Work is performed under the following conditions:Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments.Hazards:Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment). SAFETY SENSITIVE:
ACCEPTABLE EXPERIENCE AND TRAININGBachelors or Master's degree from a regionally-accredited college or university in the area of speech and language impairments. LICENSES/CERTIFICATES
SUBSTITUTE TEACHER JOB DUTIES FOR DOUGLAS COUNTY
*PLEASE DO NOT APPLY UNTIL OBTAINING NEVADA SUB TEACHING LICENSE!
JOB DESCRIPTION:
This employee is responsible for carrying out the lesson plans of the teacher
for whom he/she is substituting and meeting the duties of teaching as outlined
in laws and policies.
Duties of this position include but are not limited to:
1. Programming
- Following the lesson plan left by the teacher for whom he/she is
substituting in accordance with district's philosophy, goals and objectives.
- Meeting and instructing assigned classes in the locations and at the times
designated.
- Establishing and maintaining order in the classroom.
- Maintaining a classroom environment conducive to effective learning.
- Taking all necessary and reasonable precautions to protect students,
materials, equipment and facilities.
- Assisting in upholding and enforcing school rules, administrative
regulations, and School Board Policies.
2. Public Relations
- Cooperating with school personnel.
- Establishing and maintaining cooperative relations with other employees.
3. Reporting
- Reporting to the principal or his/her designee at the beginning and end of
the school day.
4. Other responsibilities as directed by the principal.
SUMMARY OF POSITIONUnder the guidance of the Director of Transportation, the bus driver is responsible for operating a school bus and transporting school-aged children and other authorized personnel safely and efficiently over specified routes to and from schools and various activities. Position conducts pre-trip inspections; observes safety regulations and policies; enforces student discipline on the bus; and performs related work. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
NON-ESSENTIAL FUNCTIONSPerform other related duties as assigned by the Director of Transportation. WORK CONTACTSThe position requires frequent contact with students, parents, and District staff. REQUIRED KNOWLEDGE, SKILLS & ABILITIESSafe driving practices; provisions of the Nevada Motor Vehicle Code and Education Code applicable to the operation of vehicles transporting students; operation of a bus; first aid and CPR practices, record keeping techniques; knowledge of local street and road systems; how to properly secure a wheelchair, car seat, and other restraining devices on a school bus. ABILITY TO
SUPERVISION RECEIVEDWork is performed under the supervision of the Transportation Supervisor or Transportation Coordinator. Transportation Supervisor or Transportation Coordinator shall at least annually evaluate the bus driver's performance. SUPERVISION EXERCISEDNone CONDITIONS OF WORKWork is performed under the following conditions:
ACCEPTABLE EXPERIENCE AND TRAININGSome experience in bus driving and high school education; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform this work. LICENSES/CERTIFICATES
SUMMARY OF POSITIONThe Equipment Mechanic performs journey level work in the maintenance and repair of the District's school buses, support vehicles, and various maintenance equipment to assure their safe, effective and efficient operation with no interruptions to the educational and support programs with school bus vehicles safety, the primary concern. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
NON-ESSENTIAL FUNCTIONSPerform related duties as assigned. WORK CONTACTSFrequent contact with bus drivers, department and District staff. REQUIRED KNOWLEDGE, SKILLS & ABILITIESMethods, materials, tools, and equipment used in the maintenance and repair of equipment powered by internal combustion engines, including diesel powered buses, chassis and air brake systems; proper shop safety procedures and safe vehicle operation. Safe driving methods, practices and procedures, applicable laws, codes, rules and regulations related to pupil transportation. ABILITY TOWith or without reasonable accommodation, the employee must be able to:Perform skilled automotive maintenance and repair work. Operate a wide variety of hand and power tools, precision measuring instruments, hydraulic lifts and safety equipment. Locate and diagnose mechanical defects. Maintain accurate records; drive motor vehicles safely, and understand complex mechanical systems. Drive a school bus. Read and understand service manuals and other available service data. Keep accurate records of repair and service operations. Follow oral and written instructions accurately. Analyze problems; identify alternative solutions, project consequences of proposed actions and implement recommendations in support of goals. Operate a computer. Prepare written and verbal reports. Meet deadlines. Prioritize daily tasks. Communicate clearly and concisely, both orally and in writing. Establish and maintain effective working relationships with those contacted in the course of work. Maintain regular attendance and punctuality. SUPERVISION RECEIVEDWork is performed under the supervisor of the Director of Transportation, and technical supervision from the Shop Foreman. The Director of Transportation will annually evaluate the performance of the Equipment Mechanic. The employee is expected to exercise initiative and good judgment in planning and organizing work, completing assignments and handling routine and unusual problems. Work is reviewed through conferences and reports for results achieved. SUPERVISION EXERCISEDNone CONDITIONS OF WORKWork is performed under the following conditions:
ACCEPTABLE EXPERIENCE AND TRAININGCompletion of a recognized automotive apprenticeship or technical school training program, followed by three (3) years' of journey level experience in the maintenance and repair of automobiles, buses, trucks or other mechanic equipment; or an equivalent combination of education, training and experience that provides the knowledge, skills and abilities to perform the work. LICENSES/CERTIFICATESMust possess and maintain a valid Nevada driver's license. Possession of or the ability to obtain and maintain a Class B Commercial Driver's License with appropriate endorsements may be required. ASE certification is preferred. Employee working in this classification may be asked to work varied shifts/hours, possibly weekends, and in inclement weather. PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTSThe physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. These physical standards are generic in nature and tasks may vary dependent on specialized department assignment: While performing the duties of this job, the employee regularly works near moving mechanical vehicle parts and equipment. The employee frequently works with toxic or caustic chemicals such as petroleum products, degreasers, gas, diesel fumes, paint sprays; and may work in awkward or restrictive work spaces. The employee must be able to meet deadlines with severe time constraints. This position may be high volume at times, and the employee may work without direct and/or constant supervision. The employee must also be able to drive a vehicle/bus during adverse weather conditions and through traffic hazards to provide emergency road service to disabled buses and vehicles; and transport pupils to and from school. There is also exposure to fumes, dust, odors, oil and/or grease. The noise level in the work environment may vary from loud to very loud. Ability to lift, pull or otherwise move objects up to 50 pounds without assistance. The physical demands of this position also include frequent lifting, pushing, pulling and/or moving up to 100 pounds. The employee must be able to stand, and walk for a full work day; sit for extended periods of time when operating a school bus; work lying on his/her back while under vehicles; grip, maneuver, safely operate machinery and equipment necessary to make repairs on District vehicles. The ability to reach overhead, above the shoulders and horizontally with hands and arms is required as is bending at the waist, stooping, kneeling and crouching to inspect buses or vehicles. Dexterity of hands and fingers to operate power tools and equipment is required as is some climbing of ladders and frequent climbing of stairs. Specific vision abilities include close vision, distance vision, color vision, depth perception, and the ability to adjust focus. The employee must be able to hear and speak to exchange information via two-way radio and through personal contact.
