-
Job Description
BASIC FUNCTION:
Develop and implement the operational software parameters necessary to create routing schemes, routes and schedules in accordance with laws, rules, regulations, student assignment plan and Board policy. Assign bus drivers to designated routes and special event trips; assign regular and special education students to appropriate and safest bus stop according to residence or location of childcare or afterschool program.
REPRESENTATIVE DUTIES:
ESSENTIAL DUTIES:
• Schedule bus drivers and vehicles in order to assure an effective and efficient utilization of drivers and vehicles; establish routes and schedules in accordance with established guidelines; review routes and schedules to accommodate changes; update route sheets for drivers.
• Assist in the installation and use of various transportation operational software applications; troubleshoot and resolve software and hardware related problems; install version updates; re-install other programs as needed.
• Train new and temporary staff in department procedures, protocols and software use; assign access and login codes to all department staff.
• Provide reports and data to the Transportation Manager for the purposes of improving the safety of our students and the efficiency of the transportation program.
• Analyze proposals from school Board, district administrators and citizen committees in order to evaluate program impact, program cost and feasibilities.
• Assign regular and special education students to appropriate and safest bus stop according to residence or location of childcare or afterschool program.
• Investigate, write reports and/or resolve student incidents, vehicle accidents and students complaints.
• Answer telephones; direct inquiries to the appropriate department or person as needed; place telephone calls to request, or provide or verify information; resolve pupil transportation issues and concerns.
• Communicate with faculty, District departments, parents and the public; communicate with City personnel regarding road improvement and construction activities effecting bus routes; communicate with the Director regarding changes of school zoning issues.
• Monitor bus activity utilizing assigned GPS software; monitor Sigalert traffic reports to notify drivers regarding road conditions.
• Prepare, implement and communicate emergency routing scenarios.
• Operate a two-way radio to communicate with drivers as needed; communicate with drivers regarding schedule or route changes, vehicle breakdowns, accidents, emergencies, road conditions, road hazards and other concerns; notify drivers or authorities as appropriate; review routes for drivers as needed.
• Prepare and maintain a variety of logs, records and files related to transportation; maintain student assignment software and District vehicle inventory.
• Operate a variety of office equipment including a copier, fax machine, computer and applicable software applications.
• Attend conferences and user group meetings regarding updates to technology in the transportation field.
OTHER DUTIES:
Substitutes for the dispatcher when they are absent for the purpose of ensuring the dispatcher job is covered and buses are flowing smoothly.
May drive a school bus as needed.
Perform related duties as assigned.
KNOWLEDGE OF:
Applicable laws, codes, rules and regulations related to pupil transportation.
Modern office practices, procedures and equipment.
District policy and industry standards related to routine and student assignment.
Student Assignment Plan, District boundaries and eligibility criteria.
Health and safety regulations.
Operation of a computer, automated transportation systems and a two-way radio.
Telephone techniques and etiquette.
Record-keeping techniques.
Health and safety regulations.
Interpersonal skills using tact, patience and courtesy.
Oral and written communication skills.
ABILITY TO:
Plan, coordinate and develop bus routes and schedules.
Assign bus drivers and students to designated routes and special event trips.
Review routes and schedules to accommodate changes.
Read maps and utilizing mapping programs.
Maintain a variety of logs, records and files.
Interpret, apply and explain laws, codes, rules and regulations related to assigned activities.
Operate a variety of office equipment including a computer and applicable software.
Operate a two-way radio.
Observe legal and defensive driving practices.
Plan and organize work.
Answer telephones and greet the public courteously.
Understand and resolve issues, complaints or problems.
Meet schedules and time lines.
Communicate effectively both orally and in writing.
Establish and maintain cooperative and effective working relationships with others.
EDUCATION AND EXPERIENCE:
Any combination equivalent to: graduation from high school and four years of experience driving a school bus including some experience in planning and scheduling bus routes including experience in operating an automated transportation system.
LICENSES; CERTIFICATES AND OTHER REQUIREMENTS:
Valid and current California Class A or B Commercial Driver License with appropriate passenger, school bus and air brake endorsements
California Special Driver Certificate issued by the Department of Motor Vehicles (DMV)
Valid Medical Examiner's Certificate
Valid First Aid and CPR Certificate (when required) issued by an authorized agency
Department of Justice fingerprint clearance through the California Highway Patrol
Good DMV driving record and ability to maintain insurability under the District's vehicle insurance policy
Incumbents in this classification are subject to federal drug and alcohol testing requirements
ENVIRONMENT:
Indoor environment.
Constant interruptions.
PHYSICAL DEMANDS:
Hearing and speaking to exchange information in person and on the telephone.
Seeing to read a variety of materials.
Dexterity of hands and fingers to operate a computer keyboard.
Sitting for extended periods of time.
Bending at the waist, kneeling or crouching to file materials.
EXAMINATION INFORMATION:
The first step in the examination process is the application screening and whether or not the candidate meets the minimum qualifications listed.
The testing process may consist of a written exam; an oral exam; a performance exam; a structured interview (SI); a qualification appraisal interview (QAI); an evaluation of training & experience/education (T&E) and/or any combination thereof.
ONLY the No Child Left Behind (NCLB) test requires and is mandated to have a passing score of 70 on each of the three parts of the test.
All other tests will have a passing score set between 50 and 99 depending of a variety of factors affecting that specific recruitment.
All candidates must pass the first examination process to be invited to the next step/test in the process.
As the testing process consists of a minimum of two examination processes; the weight of each those processes may be determined at any step in the processes.
Qualified candidates will be notified of the date, time, and place of the examination(s)/test(s).
Candidates will be notified of the minimum pass points/test score for each examination and/or test in the examination process.
OTHER: Proof of identification for completion of Form I-9, Employment Eligibility Verification, must be submitted at the time of processing for employment.
SALARIES: All salaries as stated are based on present information and are subject to change. Appointments are made at the minimum salary shown in the posting and increases are granted at intervals based on anniversary date.
Notification of Non-Discrimination Policy
The Berkeley Unified School District is committed to fostering a positive working environment for its employees. Accordingly, BUSD practices shall be free from discrimination, harassment, intimidation and bullying of any employee based on an employee's actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.
The Board also prohibits retaliation against any district employee or job applicant who complains, testi?es or in any way participates in the district's complaint procedures instituted pursuant to this policy.
The following employee has been designated to handle questions and complaints of alleged discrimination regarding Board Policy 4030:
Compliance Officer and Title IX Coordinator
2020 Bonar Street, Room 116
Berkeley, CA 94702
Phone: 510-486-9338
Email: nondiscrimination@berkeley.net
Closing Date/Time: Wed, 30 Apr 2025 -
ABOUT THE COMPANY
-
-
Berkeley Unified School District
Show moreAbout the District
Since the founding of the University of California, Berkeley in 1868 and the establishment of Berkeley’s first high school in 1879, Berkeley’s community has been proud to be a leader in public education. In 1968, the Berkeley Unified School District was the nation’s first school district to desegregate without a court order. What you should know about our District:
- Students are our priority.
- We take pride in our diversity.
- We hold high expectations for ourselves and our students.
- We treat each other with respect and act with integrity.
Berkeley Unified is responsible for educating more than 9,400 individual students in 11 public elementary schools, 3 middle schools, one comprehensive high school, and an alternative high school. In addition, the district has 3 preschool facilities and an Adult School serving several thousand students each year. With a tradition of excellence rooted in a vibrant community, Berkeley Unified alumni have become national and international leaders in business, civic society, politics, academia, sports and the arts. Students and staff in Berkeley Unified come from a wide variety of ethnic and socioeconomic backgrounds, surrounded by one of the most intellectually and culturally rich regions in the United States.
The Mission, Vision, Values, and Goals of Berkeley Unified are encapsulated in the four E’s:
- Excellence
- Equity
- Engagement
- Enrichment
Excellence in Learning, in Teaching, and in Service to our Students and Families
Equity in Access, in Resource Allocation, and Educational Outcomes
Engagement with Parents, Guardians, Families, and Community
Enrichment in Curriculum with Music & the Arts, Libraries, Gardens & Nutrition, Science & Health, Physical Education & Sports
Parent and Community Involvement
The Vision for BUSD is one in which parents, family, and community are an integral part of each school. When parents and families get personally involved in education, their children do better in school and grow up to be more successful in life. This is why Berkeley has dedicated resources and specialized staff to support the home-school partnership and to give all parents/guardians access to understanding opportunities and services available for their children.Public Support
Over the past 25 years, the Berkeley Unified School District’s ability to provide well-rounded educational resources and opportunities to all students has been significantly boosted by the generous financial support of local taxes that augment the General Fund for specific purposes.Berkeley voters have overwhelmingly supported the Berkeley Schools Excellence Program (BSEP), a special local tax first adopted in 1986 and renewed consistently since then, most recently as Measure A in 2006. (1986 to present)
Berkeley voters are as committed to the safety and modernization of school and district facilities as to the students and educational programs they house, most recently evidenced in the renewal of a maintenance special tax and a new facilities bond in 2010.
- Facilities Bonds (1992, Measure BB of 2002, Measure I of 2010)
- Maintenance Parcel Tax (Measure H of 2010)
Very Low Class Size
Berkeley Public schools have among the lowest class sizes in the state. While many school districts have exceeded 20 students in kindergarten through third grade, thanks to the BSEP tax measure Berkeley has maintained 20:1 since 1984. Grades 4 and 5 classrooms have average student-teacher ratios of 26-1, again much lower than the state average.- All Berkeley elementary schools have fewer students than the state average of 525 students — in fact, the Berkeley average is 375.
- The average student-teacher ratio in academic classrooms in middle school is less than 28:1, and many math classes are 20:1.
- The average student-teacher ratio in academic classrooms in high schools is 28:1.
Because the Berkeley community recognizes that public education is the cornerstone of a productive, creative, and healthy society, all of our schools benefit from the generosity of monetary and in-kind donations. Visit our “Public Support” page to find out more about the generosity and commitment of our supporters and how the many different funding and volunteer organizations enhance each child’s education in the Berkeley Public Schools.
-