Substitute Bus Monitor
Listed on 2026-06-27
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Education / Teaching
Child Development/Support
Substitute Bus Monitor
The job of a Substitute Bus Monitor was established for the purpose of providing support within the student transportation services area with specific responsibilities for assisting special education students during transport to and from school and/or special activities; and ensuring the safety and sanitation of assigned vehicles. This is a temporary position.
Education and Experience:
High school diploma or equivalent. Job related experience desired.
Knowledge:
Thorough knowledge of school District policies and procedures pertinent to the duties of the job. Thorough knowledge of handling discipline and working with students.
Skills/Effort:
Written and verbal communication skills necessary to handle difficult and emotional situations. Skills in organization and maintenance of records and files. Ability to make decisions in non-routine situations requiring good judgment. Ability to establish and maintain effective working relationships with students, teachers, parents and other individuals/groups with interest in the District. Ability to handle disciplinary actions and disruptions.
Working Conditions:
Generally, conducts duties in a vehicle with some exposure to environmental conditions. The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. The job is performed under some temperature extremes and under conditions with some exposure to risk of injury.
Has the ability to react calmly and quickly in emergency situations.
Disclaimer Statement This job description is not intended as a complete listing of job duties. The incumbent is responsible for the performance of other related duties as assigned/required. The administration has the exclusion right to alter this job description at any time without notice.
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