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Summary Report for:
53-3022.00 - Bus Drivers, School or Special Client

Transport students or special clients, such as the elderly or persons with disabilities. Ensure adherence to safety rules. May assist passengers in boarding or exiting.

Sample of reported job titles: Bus Driver, Bus Driver/Monitor, Driver, School Bus Driver, School Bus Driver/Custodian, School Bus Driver/Mechanic, School Bus Driver/Teacher Assistant, Shuttle Bus Driver, Special Education Bus Driver, Special Needs Bus Driver

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Tasks  |  Technology Skills  |  Tools Used  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Follow safety rules as students board and exit buses or cross streets near bus stops.
  • Comply with traffic regulations to operate vehicles in a safe and courteous manner.
  • Maintain order among pupils during trips to ensure safety.
  • Check the condition of a vehicle's tires, brakes, windshield wipers, lights, oil, fuel, water, and safety equipment to ensure that everything is in working order.
  • Escort small children across roads and highways.
  • Report any bus malfunctions or needed repairs.
  • Pick up and drop off students at regularly scheduled neighborhood locations, following strict time schedules.
  • Maintain knowledge of first-aid procedures.
  • Prepare and submit reports that may include the number of passengers or trips, hours worked, mileage, fuel consumption, or fares received.
  • Read maps and follow written and verbal geographic directions.
  • Drive gasoline, diesel, or electrically powered multi-passenger vehicles to transport students between neighborhoods, schools, and school activities.
  • Regulate heating, lighting, and ventilation systems for passenger comfort.
  • Keep bus interiors clean for passengers.
  • Report delays, accidents, or other traffic and transportation situations, using telephones or mobile two-way radios.
  • Make minor repairs to vehicles.

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Technology Skills

  • Internet browser software — Web browser software
  • Map creation software — AOL MapQuest; Microsoft MapPoint
  • Operating system software — Microsoft Windows

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Tools Used

  • Automotive doors — Powered service doors
  • Bar code reader equipment — Barcode scanners
  • Busses — Passenger buses
  • Emergency medical services first aid kits — Emergency first-aid kits
  • Emergency vehicle exits — Emergency exit doors
  • Exterior automobile lighting — Bus warning lights
  • Fire extinguishers — Portable fire extinguishers
  • Global positioning system GPS receiver — Global positioning system GPS receivers
  • Lifts — Wheelchair lifts
  • Mobile phones — Cell phones
  • Portable data input terminals — On-board data input terminals
  • Radio frequency identification devices — Radio frequency identification RFID devices
  • Security cameras — Digital surveillance camera systems
  • Tire pressure gauge — Tire pressure gauges
  • Two way radios
  • Vehicle traction control systems — Snow chains
  • Wheelchair accessories — Wheelchair restraint systems

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Knowledge

  • Transportation — Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.
  • Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
  • Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.

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Skills

  • Operation and Control — Controlling operations of equipment or systems.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Speaking — Talking to others to convey information effectively.
  • Service Orientation — Actively looking for ways to help people.

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Abilities

  • Depth Perception — The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
  • Far Vision — The ability to see details at a distance.
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
  • Response Orientation — The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
  • Peripheral Vision — The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
  • Spatial Orientation — The ability to know your location in relation to the environment or to know where other objects are in relation to you.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Night Vision — The ability to see under low light conditions.
  • Speech Recognition — The ability to identify and understand the speech of another person.

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Work Activities

  • Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
  • Operating Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.

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Detailed Work Activities

  • Follow safety procedures for vehicle operation.
  • Inspect motor vehicles.
  • Report vehicle or equipment malfunctions.
  • Drive passenger vehicles.
  • Maintain professional knowledge or certifications.
  • Record operational details of travel.
  • Read maps to determine routes.
  • Receive information or instructions for performing work assignments.
  • Assist customers to ensure comfort or safety.
  • Clean vehicles or vehicle components.
  • Notify others of emergencies, problems, or hazards.
  • Maintain vehicles in good working condition.

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Work Context

  • In an Enclosed Vehicle or Equipment — 98% responded “Every day.”
  • Physical Proximity — 34% responded “Moderately close (at arm's length).”
  • Freedom to Make Decisions — 59% responded “Some freedom.”
  • Contact With Others
  • Frequency of Decision Making — 71% responded “Every day.”
  • Structured versus Unstructured Work — 45% responded “Some freedom.”
  • Face-to-Face Discussions — 46% responded “Every day.”
  • Spend Time Sitting — 13% responded “Less than half the time.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 62% responded “Continually or almost continually.”
  • Exposed to Contaminants — 65% responded “Once a week or more but not every day.”
  • Impact of Decisions on Co-workers or Company Results — 45% responded “Very important results.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 67% responded “Every day.”
  • Consequence of Error — 56% responded “Extremely serious.”
  • Exposed to Disease or Infections — 28% responded “Every day.”
  • Frequency of Conflict Situations — 13% responded “Every day.”
  • Time Pressure — 47% responded “Every day.”
  • Deal With External Customers — 38% responded “Important.”
  • Importance of Being Exact or Accurate — 40% responded “Very important.”
  • Telephone — 16% responded “Once a month or more but not every week.”
  • Responsible for Others' Health and Safety — 40% responded “Very high responsibility.”
  • Work With Work Group or Team — 40% responded “Important.”
  • Importance of Repeating Same Tasks — 36% responded “Extremely important.”
  • Deal With Unpleasant or Angry People — 38% responded “Once a month or more but not every week.”
  • Outdoors, Exposed to Weather — 49% responded “Every day.”
  • Spend Time Making Repetitive Motions — 33% responded “Never.”

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Job Zone

Title Job Zone Two: Some Preparation Needed
Education These occupations usually require a high school diploma.
Related Experience Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public.
Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers.
SVP Range (4.0 to < 6.0)

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Education


Percentage of Respondents
Education Level Required
71   High school diploma or equivalent Help
21   Less than high school diploma
7   Doctoral degree

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Credentials

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Interests

Interest code: RC

  • Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
  • Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

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Work Styles

  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Integrity — Job requires being honest and ethical.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Persistence — Job requires persistence in the face of obstacles.
  • Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.

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Work Values

  • Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
  • Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
  • Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.

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Wages & Employment Trends

Median wages (2015) $14.18 hourly, $29,490 annual
State wages Local Salary Info
 
Employment (2014) 497,000 employees
Projected growth (2014-2024) Average (5% to 8%) Average (5% to 8%)
Projected job openings (2014-2024) 93,000
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2015 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Bus drivers external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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