Coach - High School Boys Tennis Varsity Head

Gilbert Public Schools; United States; Vor Ort; USD 15.000 - 21.000; Vollzeit

Zusammenfassung

Gilbert Unified School District is seeking a Varsity Head Coach for High School Boys Tennis at Mesquite High School. The role focuses on overseeing the program, planning practices, ensuring safety, and developing student-athletes both on and off the court.

The position requires leadership, adherence to NFHS rules, and collaboration with the site administrator/athletic director to maintain a strong athletic program. This is a supplemental athletic stipend role with annual expectations.

Qualifikationen

• Experience with high school athletics and NFHS rules.
• Education: High School Diploma or GED.
• NFHS Level 1 Certification required; DPS Fingerprint Clearance Level One IVP.

Aufgaben

• Ensure that athletes and coaches cleared by District before participation.
• Provide safe instruction, conditioning and supervision.
• Prepare practice plans and progression for players.
• Match athletes based on maturity, skill, age, size and speed.
• Develop game strategies and analyze opposition for competition.
• Lead coaches and supervise staff to ensure program continuity.
• Advance the district mission by promoting academics and athletics.

Jobbeschreibung

Coach - High School Boys Tennis Varsity Head JobID: 18265

• Date Posted:
  10/27/2026
  
• Location:
  Mesquite High
  
• Date Available:
  10/28/2026
  
• Closing Date:
  01/04/2027
  

Job Grade: Supplemental Athletic Stipend

Location: Mesquite High School

Application Procedure: Apply online

Fingerprint Clearance Card: Must have a Level One IVP Fingerprint Clearance Card prior to processing. Please follow these steps: Step One Step Two

Coach - High School Varsity Head

Purpose Statement

A Varsity Head Coach serves in an oversight capacity under the direction of the site Administrator/Athletic Director. They are responsible for all of the structure, planning, safety, and development of the players and coaches in their assigned area in order to maintain a successful program for the institution.

Essential Functions

• Ensure that athletes and coaches have been properly cleared by District personnel before participating in practice or competition.
• Demonstrate awareness of the maturity, physical development and readiness of athletes with appropriate plans for safe instruction, conditioning and supervision.
• Be physically present, provide competent instruction, structure practices that are appropriate for the age and maturity of players, prevent foreseeable injuries and respond to injury or trauma in an approved manner. Make sure facilities are locked and that students are denied access when a competent staff member cannot be physically present to supervise.
• Assess the health and physical/maturational readiness skills and physical condition of athletes. A progression of skill development and conditioning improvement should be apparent from practice plans.
• Identify foreseeable causes of injury inherent in defective indoor and outdoor facilities or hazardous environments. Improve unsafe environments, repair or remove defective equipment or disallow athlete access.
• Provide instruction that accounts for a logical sequence of fundamentals that lead to an enhanced progression of player knowledge, skill, and capability.
• Match athletes with consideration for maturity, skill, age, size and speed to the degree possible. Mismatches in these areas should be avoided.
• Prepare practice plans that account for a progression of cardiovascular and musculoskeletal conditioning regimens that prepare athletes sequentially for more challenging practices and competitive activities.
• Warn parents and athletes of unsafe practices specific to their sport and the potential for injury or death.
• Provide standard emergency care (first aid, CPR) in response to a range of traumatic injuries.
• Select, train, and supervise coaches to ensure that appropriate skill and knowledge levels exist among members of the coaching staff to ensure appropriate levels of improvement, safety, and well-being among athletes.
• Manage overall athletic program to ensure continuity of the program between levels (freshmen, junior varsity and varsity) and provide a central focus for program accountability.
• Know and teach the Emergency Response Plan to team members to ensure an expedited response by EMS and an effective transition of care and supervision to emergency medical personnel.
• Advance the mission of the District and school by creating an atmosphere of learning beyond the classroom that promotes the development of academic and athletic skills.
• Provide the necessary leadership and model behavior that promotes the physical, mental, moral, and emotional well-being of the coaches and athletes within the program.
• Analyze opposition and develop game strategies for the purpose of preparing the team and individual athletes for competition.
• Know and follow all NFHS Rules, District Policies, and AIA/Conference Bylaws regarding safety, fair play, eligibility, and funding.
• Conduct and support various activities for the purpose of promoting the program in the community and recognizing team and individual players' accomplishments.
• Place the emotional and physical well-being of their student‑athletes above their personal desire to win.
• Act in a professional manner and be a positive role model for student‑athletes at all times.
• Support athletes during the college recruiting process and assists them in achieving their college objectives.
• Provide organized camps and clinics, within District guidelines, to promote your program and bring community members into your school.

Other Functions

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
• Attend various meetings, workshops, conferences, and clinics for the purpose of receiving and conveying information related to their role.

Job Requirements

Mental Requirements

Learning Development- Level E Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications. Learning development is obtained by the completion of a college curriculum resulting in a bachelor's degree in a specialized field; advanced mathematics, very advanced language development, proficient understanding of practical systems.

Problem Solving - Level 2 Work situations require consideration and interpretation of circumstances or information to choose the most effective responses. Solutions may be somewhat technical, yet are relatively straightforward, obvious and well-defined once problems are understood. Responses come from the realm of prior learning and experiences.

Physical Requirements

Physical Skill - Level A Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.

Physical Effort - Level 1 Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.

Social Requirements

Human Relations Skill- Level B Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. Skills in establishing harmonious relationships and gaining cooperation are important.

Scope of Contacts - Level 1 The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.

Work Environment

Performance Environment - Level A Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.

Physical Working Conditions - Level 1 Generally good working conditions. Little or no exposure to extremes in noise, temperature, etc. little or no exposure to safety or health hazards.

Accountability

Level of Accountability -Level B Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.

Organizational Impact - Level 3 Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.

Experience, Education, and Certifications

• Experience: Job related experience within the specialized field with increasing levels of responsibility is required. Familiarity with and understanding of AIA and NFHS governing rules for required sports.
• Education: High School Diploma or GED
• Certifications/Clearances: Arizona Teaching Certificate or NFHS Level 1 Certification. Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed.

Compensation Details

• FLSA Status: Non Exempt
• Pay Schedule: Supplemental Athletic Stipend

Non Discrimination Statement

Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District's activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education's Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.