Gym Teacher / Athletic Director

Job Details

Job Type

Full-time

Concord, NH

Description

POSITION TITLE: Gym Teacher/Athletic Director

FLSA:   Exempt

SCHOOL: St John Regional School - Concord, NH

STATUS: Full-Time

ACCOUNTABILITY

The Bishop of Manchester is the visible principal and foundation of unity in the particular diocese entrusted to him. In a unique and visible way, he makes Christ’s mission present and enduring as Shepherd of the Christian Community. In order to fulfill his mission, the Bishop employs suitable, chosen collaborators (clerics, religious, or lay people). He shares with them the apostolic mission and entrusts various responsibilities to them.

Each teaching position employed in our Catholic Schools helps to extend the ministry of the Bishop in particular ways as outlined in the position description. All employees of diocesan Catholic schools assist the Bishop of Manchester in serving the families of the Catholic Church in New Hampshire. 

This position reports directly to the Principal at St. John Regional School.

POSITION OVERVIEW

This position’s main responsibility is to provide instruction for physical and athletic education to elementary and middle school aged students.

Requirements and Essential Job Functions:

1. Must be amenable to teaching the Catholic faith and have a sincere desire to foster faith and teach children.

2. Must have a working understanding of child developmental psychology.

3. Must promote an engaging classroom presence and understand the value of real-world learning.

4. Must possess skills in communication, listening, collaboration, adaptability, empathy and patience. 

5. Must be able to work actively and collaboratively with faculty and exchange best practices. 

6. Must engage in ongoing Professional Development through participation in the school cohort, Diocesan initiatives, and independent attendance at workshops and possess a lifelong love of learning. 

7. Must create curriculum maps and lesson plans for instruction physical education.

8. Complete Diocesan Educator application: https://www.catholicnh.org/assets/Documents/Schools/TeacherApplication.pdf

9. Perform other duties as assigned.

Gym Teacher Duties:

As a result of participating in physical education programs, students will:

• Engage in a physically active lifestyle.
• Achieve and maintain a health enhancing level of physical fitness.
• Demonstrate competency in motor skills and movement patterns, proficiency in a few, and applies these skills and patterns in a variety of physical activities.
• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the development of motor skills and the learning and performance of physical activities.
• Identify that physical activity provides opportunities for health enhancement, enjoyment, challenge, self-expression, and social interaction.
• Exhibit responsible personal and social behavior that respects self and others in physical activity settings.

Athletic Director Duties Include:

• Prepare budgets for athletic programs and allocate athletic funds.
• Provide leadership and guidance for sports activities and programs.
• Supervise purchase and maintenance of athletic equipment and facilities.
• Ensure compliance with government rules and league policies.
• Act as a liaison with selectors, leagues and government agencies.
• Coordinate with Coaches on team travel, game scheduling and practice sessions.
• Prepare and present reports on team performance and needs for improvement.
• Mediate any disputes arising between Coaches and Athletes.

Curriculum Guideline 1: Engages in a physically active lifestyle (psychomotor).

Rationale: In today’s society, physical activity is an essential part of a comprehensive, healthy lifestyle. By participating in an array of physical activities on a regular basis, in school and out of-school, the student develops both meaningful and enjoyable physical interests. Acquired competencies in movement result when one participates in structured and unstructured play. The teaching of cognitive concepts allows the student to understand the relationship of physical activity to physiological effects of the body, social behaviors and one’s emotional well-being.

Student Performance Indicators:

K-2: The student will be able to: 

a) Participate in daily physical activity during and after school. 

b) Identify the physiological changes in the body during physical activity. 

c) Identify benefits gained from participation in physical activity. 

d) List activities that will promote a physically active lifestyle. 

Grades 3-5: 

The student will be able to: 

a) Participate in daily physical activities that promote healthy lifestyles based on personal abilities and interests. 

b) Discuss reasons for participating in physical activity. 

c) Identify personal reasons for participating in physical activity (e.g. improvement through practice, enjoyment, social interaction, personal challenge). 

d) Describe health benefits that result from regular and appropriate participation in physical activity. 

Grades 6-8:

The student will be able to: 

a) Participate in daily physical activities that promote a healthy lifestyle based on personal abilities and interests. 

b) Set personal physical activity goals. 

c) Identify long-term benefits that may result from regular participation in physical activity.

Curriculum Guideline 2: Achieves and maintains a health enhancing level of physical fitness (psychomotor).

Rationale: The student will be encouraged to reach his/her highest level of wellness for work and pleasure through the application of wellness concepts and involvement in physical activities. The student should exhibit both the ability and willingness to accept responsibility for one’s personal fitness leading to an active healthy lifestyle.

Student Performance Indicators

K-2: 

The student will be able to: 

a) Participate in daily health-enhancing physical activities. 

b) Participate in aerobic, anaerobic, flexibility and muscular strength and endurance activities. 

c) Progress in vigorous activities from shorter periods to longer periods of time. 

Grades 3-5: 

The student will be able to: 

a) Participate in daily health-enhancing physical activities. 

b) Participate in formal physical fitness assessment. 

c) Describe short- and long-term benefits of engaging in health-related fitness. 

d) Use personal fitness assessment data to enhance his/her understanding of fitness. 

e) Show improvement in all components of health-related fitness. 

f) Participate in aerobic, anaerobic, flexibility and muscular strength and endurance activities. 

g) Identify health-related fitness components inherent in various activities.

h) Use a beginning level of technology to record physical fitness assessment data.

Grades 6-8:

The student will be able to: 

a) Participate in daily health-enhancing physical activities. 

b) Design a comprehensive personal fitness plan (goals, strategies, timeline) based upon fitness assessment results. 

c) Identify effects of activity on stress levels. 

d) Use personal fitness assessment data to enhance his/her understanding of fitness. 

e) Identify health-related fitness components inherent in various activities. 

f) Show improvement in all components of health-related fitness. 

g) Participate in aerobic, anaerobic, flexibility and muscular strength and endurance activities. 

h) Participate in formal physical fitness assessment. 

i) Use a beginning level of technology to analyze, assess and improve one’s fitness level.

Curriculum Guideline 3: Demonstrates competency in motor skills and movements patterns, proficiency in a few, and applies these skills and patterns in a variety of physical activities (psychomotor). 

Rationale: As with all academic subject areas, movement forms are the foundations of an active and productive life. The daily quality application of movement forms is the process by which skillful movers are developed. Successful development of movement forms provide an opportunity to enjoy participation in physical activities and reach advanced levels of performance which, in turn, increases the likelihood of lifetime participation in a wide variety of leisure and work-related physical activities.

Student Performance Indicators 

K-2: 

The student will be able to: 

a) Demonstrate locomotor, non-locomotor, and manipulative skills in a developmentally appropriate form. 

b) Apply fundamental motor skills in a variety of physical activities, such as low-organized games, rhythmic activities, fitness activities, tumbling/gymnastics.

Grades 3-5: 

The student will be able to: 

a) Demonstrate developmentally mature patterns in a wide variety of locomotor, non-locomotor, and manipulative skills. 

b) Apply fundamental motor skills in a variety of physical activities, such as low organized games, rhythmic activities, fitness activities, tumbling and gymnastics. 

c) Begin to combine fundamental motor skills to develop more complex motor skills. 

d) Begin to use more complex motor skills in a variety of physical activities. 

Grades 6-8: 

The student will be able to: 

a) Combine and refine fundamental motor skills to competently participate in a variety of physical activities. 

b) Apply fundamental and complex motor skills in a variety of physical activities. 

c) Demonstrate use of strategies and tactics within a variety of physical activities.

Curriculum Guideline 4: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the development of motor skills and the learning and performance of physical activities (cognitive).

Rationale: Cognitive information is essential in understanding and enhancing motor skill acquisition and performance. Knowledge of movement concepts and practice in applying these concepts by the student increase the likelihood of independent learning. This results in more effective participation in physical activity on a regular basis. 

Student Performance Indicators 

K-2: 

The student will be able to: 

a) Begin to use a movement vocabulary. 

b) Begin to describe the critical elements of fundamental motor skills. 

c) Distinguish differences in time, space, force, flow and direction. 

d) Use feedback from teachers to improve motor skill performance and cognitive understanding. 

Grades 3-5: 

The student will be able to: 

a) Use a movement vocabulary when describing motor skill performance. 

b) Describe critical elements of fundamental motor skills and begin to identify the critical elements of more complex skills. 

c) Explain the use of movement concepts during motor skill performance. 

d) Use feedback from teachers, peers, and other mediums (visual aids, computers, etc.) to improve motor skill performance and cognitive understanding. 

e) Transfer concepts learned in other skills and games for performance of new skill and game. 

Grades 6-8:

The student will be able to: 

a) Use a movement vocabulary when describing motor skill performance. 

b) Describe critical elements of complex motor skills. 

c) Analyze the use of movement concepts during motor skill performance. 

d) Use feedback from teachers, peers, other mediums, and a beginning level of self-assessment to improve motor skill performance and cognitive understanding. 

e) Identify when, why, and how to use strategies and tactics within game play.

Curriculum Guideline 5: Identifies that physical activity provides opportunities for health enhancement, enjoyment, challenge, self-expression, and social interaction (cognitive). 

Rationale: The student needs opportunities to articulate feelings associated with physical activity. This creates an understanding that movement is a meaningful part of everyday life. 

Student Performance Indicators

K-2: 

The student will be able to: 

a) Identify the value of participation in physical activities. 

b) Describe what it is like to work in a group. 

Grades 3-5: 

The student will be able to: 

a) Identify the value of participation in physical activities. 

b) Describe the benefits and challenges of working in a group. 

Grades 6-8: 

The student will be able to: 

a) Identify the value of personally participating in physical activities. 

b) Articulate the various roles of group members. 

c) Reflect on personal role(s) within a group.

Curriculum Guideline 6: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (affective). 

Rationale: The student needs learning opportunities to develop acceptable social and personal behaviors in physical activity settings. The student works toward participating responsibly both individually and as a member of a group. This allows for a productive learning environment. 

Student Performance Indicators 

K-2: 

The student will be able to: 

a) Accept responsibility for his/her participation in physical activity settings. 

b) Work cooperatively and productively with a partner or small groups. 

c) Identify and follow safety rules for all activities. 

d) Display responsible behaviors in physical activity settings. 

e) Recognize the existence of individual uniqueness in physical activity settings.

f) Display consideration for others in physical activity settings. 

g) Discuss the importance of including all students in physical activity settings. 

h) Resolve conflict in socially acceptable ways. 

Grades 3-5: 

The student will be able to: 

a) Describe responsible behavior in physical activity settings. 

b) Work productively and respectfully with others to achieve a group goal. 

c) Identify and follow safety rules for all activities. 

d) Demonstrate responsible behavior in physical activity settings. 

e) Recognize and accept the existence of individual uniqueness in physical activity settings. 

f) Display acceptance of others through verbal and non-verbal behaviors. 

g) Identify individual similarities and differences in physical activity settings. 

h) Demonstrate a tolerance for individual differences. 

i) Resolve conflict in socially acceptable ways. 

Grades 6-8: 

The student will be able to: 

a) Accept responsibility for being part of a group by contributing toward group success. 

b) Participate productively in both cooperative and competitive group activities. 

c) Identify, follow and when appropriate, create safety guidelines for participation in activities.

d) Demonstrate responsible behavior in physical activity settings. 

e) Discuss the difference between ethical and unethical behavior in physical activity settings. 

f) Demonstrate ethical behavior in physical activity settings. 

g) Accept the existence of individual uniqueness in physical activity settings. 

h) Demonstrate positive attitudes towards self and others through verbal and non-verbal behaviors. 

i) Display sensitivity toward others in physical activity settings. 

j) Develop strategies for including others in physical activity settings. 

k) Resolve conflicts and accept decisions of judgment in socially acceptable ways.

EDUCATION, EXPERIENCE, AND SKILLS REQUIRED

1. Bachelor’s degree in education, concentration in specific academic subject matter, or equivalent experience preferred. *The diocese will work with uncertified individuals to become state certified educators.

2. An understanding of the Catholic faith and a practicing Catholic in good standing with the Church is preferred.

3. Ability to complete the Safe Environment protocol trainings and successfully pass a background and criminal history check.

4. Excellent communications skills, verbal and written; excellent human relations and interpersonal skills.

5. Must be a self-starter; well organized; perform multiple tasks simultaneously and work with efficiency. 

6. Ability to maintain confidentiality.

7. Ability to work collaboratively in a team environment and individually. 

8. Proficiency in computer technology for the use of standardized testing platform, professional development platform, and curriculum mapping platform.

9. Ability to represent the Diocese and the school community.

ENVIRONMENT

1. St. John’s school building - clean, well-lit, environmentally comfortable

2. Lifting and carrying objects up to ten pounds frequently required.

3. Occasionally required to reach shoulder level; reaching below shoulder level frequently required.

4. Frequent hand manipulation is required in operating equipment; occasional hand manipulation is required in grasping and/or handling materials and objects and/or handling controls.

5. Other physical activity (twisting, bending, squatting, kneeling, climbing) is occasionally required.

6. Position requires working at a desk approximately half of the workday; balance of time divided between standing and walking.

7. Use of stairs required daily.