Girls Outdoor Track Head Coach

North Smithfield School Department JOB DESCRIPTION Position Title:VARSITY/HEAD COACH Reports to:Athletic Director/Building Administrator Approved by:Superintendent of SchoolsDate: 12/2/09; 4/16/18 POSITION SUMMARY: ?To advise, coordinate, and support a staff of high school and middle school coaches in conjunction with the Athletic Director and respective Principal. ?To instruct athletes in the fundamental skills, strategy, and physical training necessary for them to realize a degree of individual and team success. ?To organize and supervise the total sports program. QUALIFICATIONS: ?Rhode Island Certification as Secondary Teacher preferable ?Valid Rhode Island Coaches’ Certificate ?Valid first aid and CPR certificate ?NFHS certification TERMS OF EMPLOYMENT: ?Annual appointment ?Salary to be established by the North Smithfield School Committee EVALUATION: ?Evaluated by the Building Principal and Athletic Director. PERFORMANCE RESPONSIBILITIES: 1.SUPERVISORY RESPONSIBILITIES ?Establish the fundamental philosophy, skills, and techniques to be taught by staff. ?Design staff meetings to insure staff awareness of overall program. ?Inform staff of regulations, pending activities, and other issues. ?Delegate specific duties, supervise, implement, and work with staff to improve the total program. 2.ADMINISTRATIVE RESPONSIBILITIES ?Assist the Athletic Director with scheduling, providing transportation, and requirements for tournament and special sports events. ?Assist in the scheduled events or practices. ?Coordinate the program with maintenance and school employees in conjunction with the Athletic Director. ?Fulfill school system and RIIL requirements concerning physical examinations, parental consent, and eligibility. ?Ensure a safe environment for the program. ?Advise the Athletic Director and recommend policy, method, or procedural changes. ?Refer all requests or grievances from students and/or parents through proper channels. ?If no parent representatives are in place to attend NSAA meetings, the Varsity Coach must attend scheduled NSAA meetings during the season in order to obtain funding for the specific sport. 3.STUDENT RESPONSIBILITIES ?Provide training rules and regulations to each athlete. ?Give constant attention to a student athlete’s grades, conduct, and attendance. ?Provide assistance and safeguards for each participant. ?Initiate policies concerning injuries, medical attention, and emergencies. ?Complete paperwork on athletic injuries and submit to Athletic Director’s office within 24 hours. ?Direct student managers, assistants, and statisticians. ?Responsible for conduct of student athletes at all home/away games/meets as well as the bus trip to and from all away games/meets. ?Maintain procedures concerning due process for students. ?Assist athletes in their post-graduate goals. ?Instill in each player a respect for equipment and school property. 4.BUDGETARY AND EQUIPMENT RESPONSIBILITIES ?If required, participate in budget development with the Athletic Director. ?Responsible for operating within budget allocations. ?Accountable for all equipment and submit annual inventory. ?Properly inventory all equipment. ?Examine locker rooms before and after practices and games on general cleanliness of the facility. ?Provide security prior to leaving building. 5.PUBLIC RELATIONS RESPONSIBILITIES ?Organize pre-season meetings. ?Promote the sport within and without the school setting. ?Maintain effective relationships with local media, Booster Club, parents, officials, volunteers, and fans. 6.OTHER ?Perform such other duties that may be assigned by the Athletic Director or Building Administrator. ENVIRONMENTAL CONDITIONS Environmental conditions are a means of describing the physical surroundings of a worker in a specific job. Frequent exposure to hot, cold, humid, or windy conditions, caused by the weather. Noise – Level 3 – Moderate level of intensity. TEMPERAMENTS Temperaments for the purpose of collecting occupational data are defined as personal traits required by a worker by specific job-worker situations. The temperaments required for this position include: ?Directing Others – Adaptability to accepting responsibility for the direction, control, or planning of an activity. ?Influencing People – Adaptability to influencing people about the opinions, attitudes, or judgments about ideas or things. ?Making Judgments – Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria. ?People – Adaptability to dealing with people beyond giving and receiving instructions. PHYSICAL DEMANDS Physical demands are a way of describing the physical activities that a job requires. Rating Key: ?Occasionally – Up to 1/3 of the time. ?Frequently – From 1/3 to 2/3 of the time. ?Constantly – 2/3 or more of the time. 1.Strength – Heavy – Lifting of 50 to 100 pounds maximum with frequent lifting and/or carrying of objects weighing up to 25 to 50 pounds. 2.Standing – (C) 3.Walking – (O) 4.Lifting – (O) 5.Balancing – (O) – To maintain a body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, or erratically moving surfaces. 6.Stooping – (O) – Bending the body downward and forward by bending the spine at the waist. 7.Kneeling – (O) – Bending the legs at the knees to come to rest on the knee or knees. 8.Crouching – (O) – Bending the body downward and forward by bending legs and spine. 9.Reaching – (F) – Extending the hand(s) and arm(s) in any direction. 10.Handling – (F) – Seizing, holding, grasping, turning, or otherwise working with hand or hands. 11.Fingering – (F) – Picking, pinching, or otherwise working with fingers primarily. 12.Talking – (C) – Expressing or exchanging ideas by means of the spoken word. 13.Hearing – (C) – Perceiving the nature of sounds by the air. 14.Near Acuity – (C) – Clarity of vision at 20 inches or less. 15.Far Acuity – (C) – Clarity of vision at 20 feet or more. 16.Depth Perception – (O) – Three-dimensional vision. Ability to judge distances and spatial relationships so as to see objects where and as they really are. 17.Field of Vision – (F) – Observing an area that can be seen up and down or right to left when eyes are fixed on a given point. GENERAL EDUCATION DEVELOPMENT General educational development embraces those aspects of education (formal and informal) which contribute to the worker’s reasoning development and ability to follow instructions. This is education of a general nature. Ordinarily, such education is obtained in elementary school, high school, or college. However, it derives also from experience and self-study. Ratings are based on a low of “1” and a high of “6.” REASONING – LEVEL 5 Ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of technical instructions in mathematical or diagrammatic form. Deal with several abstract and concrete variables. MATHEMATICS – LEVEL 3 Compute discount, interest, profit, and loss; commission, markup, and selling price; ratio and proportion, and percentage. Calculate surfaces, volumes, weights, and measures. ALGEBRA: Calculate variables and formulas; monomials, and polynomials; ratio and proportion variables; square roots and radicals. GEOMETRY: Calculate plane and solid figures; circumference, area, and volume. Understand kinds of angles, and properties of pairs of angles. LANGUAGE – LEVEL 4 READING: Read novels, poems, newspapers, periodicals, journals, manuals, dictionaries, thesauruses, and encyclopedias. WRITING: Prepare business letters, expositions, summaries, and reports, using prescribed format and conforming to all rules of punctuation, grammar, diction, and style. SPEAKING: Participate in panel discussions, dramatizations, and debates. Speak extemporaneously on a variety of subjects. SPECIFIC VOCATIONAL PREPARATION For the purpose of rating jobs, training time is defined as the amount of general educational development and specific vocational preparation required of a worker to acquire the knowledge and abilities necessary for average performance in a particular job-worker situation. Ratings are based on a low of “1” and a high of “9.” Level 8 is required for this position. Over 4 years up to and including 10 years. APTITUDES Specific capacities/abilities of an individual in order to learn or perform adequately in a task or job duty. Ratings are based on a low of “5” and a high of “1.” ?Intelligence: General learning ability – Level 3 – Average ability required. ?Verbal: Ability to understand meanings of words and ideas associated with them, and to use them effectively – Level 2 – Above average ability required. ?Numerical: Ability to perform arithmetic operations quickly and accurately – Level 4 – Below average ability required. ?Spatial Perception: Ability to comprehend forms in space and understand relationships of plane and solid objects – Level 3 – Average ability required. ?Form Perception: Ability to perceive pertinent detail in objects or in pictorial or graphic material – Level 3 – Average ability required. ?Clerical Perception: Ability to perceive pertinent detail in verbal or tabular matter – Level 4 – Below average ability required. ?Motor Coordination: Ability to coordinate eyes and hands or fingers rapidly and accurately in making precise movements – Level 3 – Average ability required. ?Finger Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately – Level 4 – Below average ability required. ?Manual Dexterity: Ability to move the hands easily and skillfully – Level 3 – Average ability required. ?Eye/Hand/Foot Coordination: Ability to move the hand and foot coordinately with each other in accordance with visual stimuli – Level 2 – Above average ability required. ?Color Discrimination: Ability to perceive or recognize similarities or differences in colors, or in shades or other values of the same color or to identify a particular color – Level 5 – Below average ability required. Note:The above description has been developed based on the guidelines as defined by the Americans with Disabilities Act (1990.) Essential functions, tasks, and activities were identified through on-site analysis and confirmation from the employer. This description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.