Head Basketball Coach and District Basketball Operations/Teacher

Lengthh of Position: Permanent

Type of Benefits: Full

Months per year: 10

Number of hours per week: 37.50

Number of days per week: 5

State Salary Schedule: Yes

Position Overview

We are seeking an experienced and visionary leader to create a sustainable basketball program from the ground up. The ideal candidate will be responsible for developing and implementing a comprehensive basketball program that emphasizes athletic excellence, academic achievement, and character development at the middle and high school levels.

Essential Duties and Responsibilities

Program Development and Leadership

• Design and implement a comprehensive basketball program from middle school through high school levels
• Establish and maintain a regimented and structured documented program that ensures consistency across all levels
• Create and maintain detailed documentation of program policies, procedures, and development plans
• Ensure total compliance with all local NCHSAA regulations and guidelines, including MCS Athletic Handbook
• Thorough knowledge of all the Athletic Policies approved by the McDowell County Schools Board of Education and is responsible for its implementation by the entire staff of the sports program
• Understand the proper administrative line of command and refer to all requests of grievances through proper channels. Awareness of all public/staff/departmental meetings that require attendance
• Establish the fundamental philosophy, skills, and techniques to be taught by staff. Design conferences, clinics and staff meetings to insure staff awareness of overall program
• Delegate specific duty, supervise implementation, and at season’s end, analyze staff effectiveness and evaluate all assistants
• Maintain discipline adjust grievances, and work to increase morale and cooperation
• Assist the athletic director in scheduling, providing transportation, and requirements for tournament and special sports events
• Assist in the necessary preparation to hold scheduled sport events or practices and adhere to scheduled facility times. Coordinate program with maintenance and school employees.
• Develop and implement effective strategies for student-athlete recruitment, retention and expiration of opportunities for those who seek to play at the JUCO/Collegiate levels.

Athletic Development

• Create and oversee year-round training and conditioning programs spring/summer/fall
• Plan and execute summer camps and off-season development programs
• Promote multi-sport participation amongst all student-athletes
• Support and actively collaborate with other athletic programs within district school
• Implement modern coaching techniques and strategies to maximize player development and improve players safety

Community Engagement and Program Management

• Actively participate in fundraising initiatives and program development activities (i.e. Booster Club)
• Build and maintain strong relationships with students, parents, faculty, and community stakeholders
• Establish a relationship with athletic directors, coaches and administrators at local middle schools to develop feeder programs
• Create and maintain a strong sense of pride in community, programs and within oneself

Student-Athlete Development

• Mentor and motivate student-athletes to achieve excellence in academics, athletics, and beyond
• Monitor academic progress and maintain high academic standards for all program participants. Including remediation for those who require it and setting attainable goals for all
• Implement character development and leadership programs
• Foster a positive team culture that emphasizes sportsmanship and personal growth

Qualifications and Requirements

Education and Experience

• Bachelor's degree required
• Valid Teaching License required
• Proven successful coaching experience at the high school level or higher
• Demonstrated experience in program building and development

Skills and Abilities

• Strong leadership and organizational skills
• Excellent communication and interpersonal abilities
• Proven ability to motivate and develop student-athletes
• Demonstrated success in recruiting and retention
• Proficiency in current basketball strategies and techniques
• Knowledge of strength and conditioning principles
• Understanding of NCHSAA rules and regulations

Personal Qualities

• Commitment to academic excellence and athletic achievement
• Strong moral character and ethical standards
• Ability to build and maintain positive relationships
• Dedication to continuous program improvement
• Willingness to participate in all aspects of program development

Physical Requirements

• Ability to demonstrate athletic movements and techniques
• Capable of standing for extended periods
• Ability to lift and move athletic equipment
• Valid driver's license and ability to travel as needed

Additional Responsibilities

• Manage program budget and resources
• Coordinate with athletic administration on scheduling and facility usage
• Supervise and evaluate assistant coaches
• Maintain equipment inventory and safety standards
• Attend professional development opportunities
• Participate in athletic department meetings and events
• All other duties as assigned

The successful candidate will be expected to create a positive, competitive program that emphasizes character development, academic achievement, and athletic excellence while building a strong sense of community and school pride.

Teacher Job Description

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.

B. MAJOR FUNCTION: Management of Student Behavior

The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non- instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.

C. MAJOR FUNCTION: Instructional Presentation

The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students’ performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time.

E. MAJOR FUNCTION: Instructional Feedback

The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.

F. MAJOR FUNCTION: Facilitating Instruction

The teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.

G. MAJOR FUNCTION: Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.

H. MAJOR FUNCTION: Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.

ADDITIONAL JOB FUNCTIONS

Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.