Running head: FINAL PORTFOLIO PAPER 1

FINAL PORTFOLIO PAPER 44

Final Portfolio PaperChris KerlinEndicott CollegeMAA 590A & BJuly 18, 2012Elizabeth Otto

OVERALL

Personal Mission

My personal mission as an educator and future Athletic Director is to always do what is best for kids, as they are the cornerstone for our existence and for what we do as teachers, coaches, and administrators. I will also continually strive mentally, socially, physically, and spiritually to be the best person I can be so I am a great husband to my wife, future father to our children, friend to others, and contributing member of my community and to society as a whole.

Career Objective

My main professional goal is to be an Athletic Director for a respected international school by the 2016/2017 school year. Specifically, I want to work at a European school that is a member school of the International Schools Sport Tournament (ISST) league. My wife and I are also considering a return to the United States, so a stateside Athletic Director position could be another goal as well. To make these goals a reality, I will first take on more leadership roles at my current school in the athletics department, math department, technology department, and my sixth grade team. These are the four main areas that I work in at my current school.

Next school year, I will be taking on a new leadership role as the sixth grade team leader. I will also be taking an active role in the math department as we complete our curriculum review cycle. In the technology department, I will continue working to improve our 1 to 1 laptop program so that it truly impacts student learning. And lastly, next year, I will continue coaching three sports and look to volunteer to help the athletics department run a baseball tournament in the spring of 2013. These roles and experiences will give me an opportunity to hone my leadership skills in many different ways, skills that I have been developing over the past eighteen years as an educator and as a coach. I will also be using these opportunities to enhance my decision-making, problem solving, planning and organizational, communication, and time management capabilities. These skills are all important job competencies for a future Athletic Director, and by working on them next school year, I will ensure that I am a worthy candidate for a future Athletic Director position.

I want to achieve this goal because I feel it is the next level of professional challenge I am looking for in an educational environment. I want to make a positive impact on an athletics department at an international school by using my leadership, management, communication, and collaboration skills to make the athletic and activities programs the best they can be. By achieving this goal, I feel I will be contributing to the lives of the youth the school serves, and this is really what it is all about making a positive difference in the lives of children.

Related to my main professional goal mentioned above, is my personal goal to find an international school that my wife and family can call home for the next 10 to 15 years. One selfish reason I want to achieve this goal is for my familys financial security. Another reason I want to achieve this is because I want my family to have a sense of community in one location abroad, and at our home in Indiana. The last reason I want to achieve this is because I want the personal and professional satisfaction of investing my time and energy into making one school, and its athletic and activities program respected worldwide.

Ten Core Values they are not in order of importance.

1. Coaching I value my coaching experience, and being a coach, because it provides me another opportunity to make a difference in the lives of youth, an opportunity that is different from when I am teaching them mathematics. For some youth, it is their coaches, and not their teachers, that makes a lasting impression on them, and shapes their values and attitudes for the future.

2. Organizational Skills I value the organizational skills I possess because they have led me to produce quality, timely work in all areas of my profession. I believe these skills have contributed greatly to my current success as a teacher and coach, and will continue to do so when I am an Athletic Director in the future.

3. Leadership Skills I value the leadership skills I have been taught by my former colleagues and professors. They have taught me that the group will always accomplish more than the individual, and that it is important to lead with this precept in mind. They have also taught me the value of building consensus within a group so the group can advance towards their common goals.

4. Teamwork I value being a part of a team that works well together towards common goals for the benefit of the students. In the past, I have been very fortunate to work on such teams, and I found it to be professionally invigorating. It makes you want to go to work, do your best, and best of all, it is fun to know you are making a positive difference in the lives of your students.

5. Positive Attitude I value people with a positive attitude. I feel I have a positive attitude and that it rubs off on people when I work with them. With a positive outlook on situations, a group can feel like anything is possible and therefore, they might be more willing to try new things.

6. Quality of Life With a family in the near future, I value living in a clean, safe city with good public transportation, good medical care, and a city that offers many outdoor opportunities. Vienna offers all of these, and is an ideal location to raise children in a great environment abroad. It is for this reason my wife and I may stay in Vienna for some time to come.

7. Professional Satisfaction I have always valued getting feedback from my superiors informing me of my professionalism with regards to my teaching and coaching. I find this type of information very motivating, satisfying, and inspiring. This is definitely something to remember for the future when I am evaluating coaches, as it is a feeling I want to pass on to others when deserved.

8. Sense of Community Again, as I get closer to starting my own family, a sense of community grows more important to me every day. I believe it is important to have a sense of community where you live so your children grow up knowing what it means to be a contributing member of that community. They learn valuable life lessons by participating in, and being an active member of the community.

9. Financial Security Now that I am married and ready to start a family, our financial security has become something I value more than when I was single. It is important that we plan with a sound financial picture in mind so we can support our children and ourselves comfortably in the future. It is because of this reason, and the quality of life we have, that my wife and I might stay in Vienna for some time to come.

10. Belief in the Positive Value of Sport and Physical Activity for Students. Since I was a young boy, I have always loved sports and being active. I have learned many life lessons from sports, and I believe they are valuable lessons for todays youth to learn. I value that coaching sports offers this opportunity.

Five Year Plan

2012/2013 School Year:

Before the 2012/2013 school year begins, I will update my resume to focus on obtaining a position as an Athletic Director. I will also update my online portfolio with all of my graduate course work and coaching experience.

Another task to complete before the 2012/2013 school year begins is to start the process of joining Search Associates, an international school recruitment organization. I will be joining this organization because of the Leadership recruiting fair they offer to prospective international administrators. I will attend their recruiting fair that will be held on November 5th and 6th in Kuala Lumpur, Malaysia. I have three goals in attending this fair. One goal I have is to gauge the interest level I generate as an Athletic Director candidate that does not have any formal experience in the profession. From this experience, I will be able to identify the areas I need to improve in and the areas that are my strengths, as seen by future employers. Another goal I have is to gain experience in the interviewing process for this type of position so I will be better prepared in the future. My final goal in attending this fair is to see if there is actually a position as an Athletic Director at a small school where I can begin my career. I will be looking for a school that is a good fit for my family and can offer me the opportunity to grow as an Athletic Director.

During the 2012/2013 school year, my main focus will be to develop my leadership capabilities through the opportunities I have as a teacher and as a coach at my current school. It is for this reason that I chose to become the sixth grade team, as I feel it is an opportunity to learn more about myself as a leader as I work with a team of teachers towards a common goal. Similarly, I will volunteer to help run a spring baseball tournament at our school so I can gain valuable experience in event management techniques from our experienced Athletic Director. Lastly, as a coach during this school year, I will keep a journal of my experiences for each athletic trip I go on, and for each tournament my teams participate in during the three seasons I coach. The focus of this journal will be to note my observations about the strengths good Athletic Directors have so I can replicate them, and to note my observations of what I would do differently to make the student-athlete experience better.

During the school year, I will also continue my education within the field by taking more classes online. Through the National Interscholastic Athletic Administration Association (NIAAA), I will work towards securing two certificates they offer, the Registered Athletic Administrator certificate and the Certified Athletic Administrator certificate. Additionally, I will investigate other professional development opportunities for Athletic Administrators and coaches looking to broaden my knowledge base about the profession.

Another avenue I will use to keep abreast of available Athletic Director positions in the United States is The Green Sheet from Educational Directions Incorporated. This is a publication that has a listing of available administrative positions at independent schools in the United States.

The last item for this school year is to continue my membership to The International Educator. This is another international school recruitment organization that has an online job notice board. They also publish a newspaper that lists current job openings. I will post my updated resume and online portfolio link to the site. Throughout the school year, I will keep tabs on the available Athletic Director positions that are a good fit for my family and I.

2013/2014 School Year:

If I have not obtained an Athletic Director position for this school year, I will continue with a similar plan as mentioned in the previous school year. I will focus more of my energy on volunteering within the Athletic Department so I can gain additional experience in event management, budgeting, and other athletic administration areas. Also, I will consider giving up coaching one season during the school year so I can make myself more available to the Athletic Department. The last change I will make to my plan to become an Athletic Director will be to increase my recruiting efforts. I will do this by joining International School Services (ISS) and attend two or three of their recruiting fairs. My goal for these recruiting fairs will be to take any job as an Athletic Director so I can gain the experience I require to work at an elite international school.

If I am in my first year as an Athletic Director at a new school, I will use the year to identify areas of strength and weakness within the athletics program. I will seek input from students, parents, teachers and administrators at my school. I will also use this year to formulate a cohesive Athletic Department Team atmosphere. At the culmination of the year, I will initiate a two-year improvement plan with the Athletic Department Team. The plan will have clearly defined goals and objectives that are measurable, and are linked to the schools mission statement.

2014/2015 School Year:

Either I will be in my first year as an Athletic Director or I will be in my second year. If I am in my first year, then I will follow the plan outlined the previous year.

If I am in my second year as an Athletic Director, I will implement the first year of my two-year improvement plan. During the school year, my Athletic Department Team will meet frequently to measure our progress towards our goals. At the culmination of the year, we will reflect and measure our progress towards our goals and make adjustments as needed. From this, a final plan of improvement will be established for the last year of the two-year plan.

2015/2016 School Year:

If I am in my second year as an Athletic Director I will follow the plan outlined for the previous year. If I am in my third year, then I will work towards fulfilling our two-year improvement plan. Again, through collaboration with my Athletic Department team, we will reflect and measure our progress towards our goals as the year progresses. At the culmination of this process, we will look to formulate the next steps with regards to a long term vision for the athletics program.

It is during this school year that I will begin my recruiting efforts to find a new Athletic Director position at an ISST member school in Europe. I will have had three years of experience as an Athletic Director, which will make me more marketable to a high profile school. I will attend recruiting fairs to secure my next position. My goal will be to find a long-term position that I will want to stay at for the next 10 to 15 years.

2016/2017 School Year:

The plan for this school year is to either begin my first year at my new position as an Athletic Director at an ISST member school in Europe, or to complete my plan from the previous year to secure this type of position.

Coaching and Athletic Program Philosophy

I believe the athletics program is an intrinsic part of the total curriculum, providing opportunities in sportsmanship, teamwork, competition, commitment, fun and self-discipline.I believe athletics helps students develop a healthy self-concept, healthy lifestyle habits, and that athletic events add to school spirit and pride. While the athletics program should strive to create teams as competitive as possible, the primary objective should be helping as many student-athletes as possible acquire important skills and character traits that will help them to be successful now and into their adult lives. I believe it is the Athletic Directors responsibility to make sure the athletics program provides these opportunities to as many students as possible.

My coaching philosophy is constantly evolving as I learn more about the art of this endeavor. Recently, I learned about the Positive Coaching Alliance and I fully embrace their mission to transform youth sports so sports can transform youth. I believe sport is a meaningful context to teach students valuable lessons in teamwork, sportsmanship, competition, self-discipline, cooperation, communication, and other life lessons. It is these life lessons that I focus on teaching my athletes, in addition to teaching them how to master the sport itself. I am a positive coach that looks to inspire my athletes to give their best effort at all times. I look to instill discipline in my athletes by holding them to behavior expectations on and off the court, and I strive to make the experience of playing the sport fun so my athletes continue to love playing the sport later in their lives.

Teaching/Educational Philosophy

My educational philosophy is based on the middle school concept that recognizes adolescence as a unique transitional age in which many significant changes occur. It is my belief that it is important to address not only the academic issues facing our students, but also the social, physical, and emotional issues.

As for my mathematics educational philosophy, it can best be summed up in the statement: I believe all people can learn mathematics. It just happens at different rates and times, and is learned in different ways. As an educator, it is my job to offer my students as many ways as possible to learn mathematics and, equally, as many ways for them to show their understanding of it.

An important component in my educational philosophy is my belief that education today needs to focus on preparing our youth for life in the ever-changing 21st century. With that challenge in mind, we need to be encouraging our students to learn the latest technologies and support them when they use those technologies as tools in their lives for problem solving, communication, and inquiry. We, as teachers, need to learn how to integrate these technologies so that instruction in our classrooms matches what the students are experiencing in their daily lives as well as what they will encounter in their futures.

When I am working with a student, my foremost thought is determining what learning approach is best for an individual student. I feel that if I follow that path I know, in my heart and mind, I will have done the right thing for each of my students.

Elevator Pitch

My name is Chris Kerlin, and if you are looking for a positive, hard working, experienced educator and coach, then I am your man! I pride myself on the fact that wherever I have worked over the past seventeen years, I have made a positive contribution to the well-being of the school for the benefit of the students. I have improved math programs, technology programs, teaching programs through interdisciplinary unit planning, and helped improved the overall middle school program at various schools through the implementation of the middle school philosophy. As you can see, I strive to make a positive difference wherever I go and with whatever challenge that lies ahead of me and the school.

As for my future, I am looking to advance my career to a new stage through the world of the athletics program. I recently completed my second Masters degree, this one being in Athletic Administration. This is the next professional challenge for me, and I am excited about the professional satisfaction I will receive by giving all of my efforts to make the athletics program at my new school the best it can be so it can positively impacts as many students as possible.

CAREER STRATEGIES

Resume

Please see my online portfolio at http://chriskerlin.weebly.com/documentation.html. I believe my resume paints a picture of a consistent track record of what I can offer a new school with regards to being an active contributing member of their school. I changed my resume to a two page version, and I also changed the introductory box by taking out my physical address and adding my LinkedIn account URL. I also changed the objective to my resume.

Cover Letter an example I used this past school year.

Christopher L. Kerlin

Mrs. Catherine Funk

Middle School Principal

The American School in London

London, United Kingdom

January 24, 2012

Mrs. Funk,

Please allow me to introduce myself. My name is Chris Kerlin and I would like to formally express my interest in the Assistant Athletic Director (Middle School) position for the 2012/13 school year. This position excites me for many reasons; with the main reason being the fact The American School in London has an outstanding reputation throughout the international school community as being a high quality institution. Another reason I am excited is because my educational and athletics philosophies match up quite well to those of your school. Lastly, I believe The American School in London is a place where I can continue to grow, and challenge myself, both professionally and personally.

Presently, I am in my fourth year at The American International School of Vienna where I have been teaching Middle School Math and Technology, and coaching various sports. Overall, I have been teaching at the Middle School level and coaching for seventeen years, with the past ten years being overseas. This past summer, I started working on my Masters degree in Athletic Administration, and I will complete my degree in the summer of 2012. I am passionate about athletics and the role they play in a well-rounded education. I truly believe athletics plays a big role in educating our youth so they developthe attitudes, skills, knowledge and understanding so they become highly successful, spirited, socially responsible global citizens. It is because of this passion that I am now embarking on this new career path as an Athletics/Activities Director.

During my Athletic Administration course work this past summer and fall; I have realized many of the qualities I have developed over the past seventeen years, as a teacher, coach and technology integrator are qualities befitting a great Athletics Director. These qualities include my leadership capabilities; my ability to collaborate, listen, and communicate with a wide variety of people; and my outstanding organizational skills. I believe, most importantly, I possess great problem-solving skills, which, in my opinion, is an important characteristic of a successful Athletic Director. If you visit my online portfolio website you can learn more about the coursework I have completed, the courses I will complete by the end of the summer, and you can learn more about my qualifications. I have provided a link to my portfolio at the bottom of this letter.

I know I do not have any formal experience as an Athletic Director, but I know in my heart that with my experience as a coach over the past seventeen years; with the new knowledge I am learning about the profession through my graduate course work; and with my outstanding work ethic, positive attitude, and my desire to succeed and excel I will make a great addition to your Middle School, Athletic Department, and to your outstanding school.

I would welcome the opportunity to discuss this letter and my attached resume with you in the near future. I look forward to hearing from you, and I appreciate your time and consideration.

Sincerely,

Chris Kerlin

ckerlin@gmail.com

http://chriskerlin.weebly.com/index.html

Direct link to my graduate course work in Athletic Administration http://chriskerlin.weebly.com/summer-2011.html

Statement of Purpose

I feel as though the purpose of my resume is to show a consistent pattern through the various jobs I have had over the course of my career as an educator and coach. I have tried to highlight my experience with different math curriculums; my efforts to integrate technology into my teaching to improve student learning; and most importantly, my success at taking on leadership roles within the school to make a positive contribution to the overall school community. I have also tried to highlight my wide variety of coaching experiences, and my experiences in budgeting and event planning, and my involvement in extra-curricular activities. Lastly, through my education and interests/hobbies section on my resume, I have tried to show that I am a life-long learner who is continually looking for ways to grow both professionally, and personally.

Writing Samples

Coursework Example Research Paper on Evaluating Coaches

Introduction

According to Leland (1988), many coaches are evaluated informally, and do not know about the procedure, or the criteria being used to assess their coaching performance. With this in mind, there seems to be an inconsistency in evaluating coaches, and giving effective feedback, so coaches can become better at their practice. The purpose of this paper is to examine the issues, challenges, and solutions for properly evaluating coaches so they can become the best coaches they can be.

Issues

Since coaches are a part of the educational environment in middle and high schools, it is a necessity to have proper evaluation procedures in place purely from an organizational standpoint (MacLean & Zakrajsek, 1996). For the educational institution to perform at its best, its teachers and coaches need to be evaluated properly to determine if they are providing a high level of instruction for the student-athletes. In doing so, the institution is ensuring that it is functioning properly, and providing a quality educational experience for its students.

Another issue, with regards to evaluating coaches, has to do with the feedback coaches receive about their practice. From Leland (1988), coaches usually get their feedback informally and from one main source, which are game day results. By not evaluating the coaches performance during practices and in other areas, coaches will not improve their performance in all areas and become the best coach they can be. Most likely, the result will be a tendency for coaches to focus all their energies on one main goal, which is winning at all costs.

The next issue deals with unclear job descriptions. Buford stated that job descriptions are too ambiguous to be of any use in evaluating coaches (as cited in MacLean & Zakrajsek, 1996, p. 447). With vague job descriptions, coaches are left to interpret the exact expectations for their positions and what they are accountable for in their duties as coaches. This will lead to evaluations that could be considered unfair because the coaches will not know all of their roles and responsibilities.

With unclear job descriptions, it is difficult to come up with specific criteria to use to evaluate coaches. As stated in the introduction, coaches seem unsure about the criteria that are being used to evaluate their performance (Leland, 1988). This leads to evaluations that may surprise coaches because there are criteria on the evaluations, which were not made clear at the outset of the process.

The methods used when evaluating coaches are also an issue and a topic of debate. There are many methods to choose from when evaluating coaches. Examples would include using formal athlete evaluations, informal athlete evaluations, formal observations of practices and competitions, informal observations, impressions gained by watching games, formal meetings with the coach, and informal conversations with the coach (Barber & Eckrich, 1998). Deciding which method will generate the right kind of data for the evaluation will need to be considered so that proper feedback can be produced.

Related to the methods issue mentioned above, is the fact there are many other instruments available for use in the evaluation process. Two that were mentioned in the literature, which measure different aspects of coaching were: The Leadership Scale for Sport (LSS), and the Coaching Behavior Questionnaire (CBQ) (Mallett & Ct, 2006). The issue with these instruments is that they were created with a theoretical framework in mind, and are quite removed from the coaches and athletes actual experiences (Mallett & Ct, 2006). Because of this, the results generated from these instruments most likely will not fully match up with the specific criteria of the coachs actual job description.

The last issue to consider is related to who should have input in evaluating coaches. There are many people that could be a part of the evaluation process, and the athletic director needs to decide whom the proper people are that need to be included. Some of the people to consider are: associate athletic directors, athletic trainers, assistant coaches, athletes, coachs self-evaluation, alumni, media, parents of players, and school administrators (Barber & Eckrich, 1998). When making the decision, athletic directors should keep in mind the research of Edwards & Ewen on 360 systems of evaluation, which suggests getting involvement from a mixture of sources because the reliability of the performance review will increase, as well as communication within the organization (as cited in Barber & Eckrich, 1998, p. 303).

Challenges

With the issues mentioned above, challenges will arise and need to be dealt with due to said issues. One challenge that will have to be dealt with will be the fairness of evaluations. If job descriptions and criteria are not clear to the coaches, evaluations can be open to criticism, compared by coaches, and lead to fairness issues. Also, it is important that evaluations are consistent and fair with regards to coaches who coach the same sport; coaches who coach at the same level; and for evaluating assistant coaches who might have similar job descriptions.

Another challenge that will need to be addressed relates to measuring performance. Murphy & Cleveland propose that performance evaluation has been traditionally a measurement problem (as cited in MacLean & Zakrajsek, 1996, p. 448). Also along those same lines, recent debate has concentrated around the failure to measure and specify all aspects of a position (Barber & Eckrich, 1998).

Time and frequency are challenges that seem to be related ideas in evaluating coaches. How often to complete evaluations is a decision athletic directors need to consider in the evaluation process and policy. Mid-season evaluations and feedback give a coach beneficial timely information because they can focus on, and improve, any issues during the second half of the season; end of season evaluations are also recommended (Mallett & Ct, 2006). Yet, athletic directors and those involved in the evaluation process have time constraints put on them by other school duties, so a balance must be achieved between the two.

The last challenge athletic directors need to tackle is how to evaluate coaches and assistant coaches who work at different levels of the same sport. This is needed because the skill sets for the respective coaches will vary greatly. Evaluating a middle school basketball coach should be different than evaluating a high school varsity basketball coach. One coach needs more expertise in the basic techniques used in basketball, and the other coach needs more expertise in tactics. The evaluation criteria used to evaluate coaches of the same sport at different levels should reflect these differences.

Solutions

Job descriptions need to be precise enough to help determine job performance (MacLean & Zakrajsek, 1996). This would be the starting point in developing a meaningful, informative, and fair evaluation system for coaches. By stating clear and concise job descriptions, athletic directors can then evaluate coaches on specific criteria related to it, which is the next solution to creating a good evaluation system for coaches.

Buford, Burkhalter, and Jacobs (1988) have contended that specific evaluation criteria need to be linked to the job descriptions (as cited in MacLean & Zakrajsek, 1996, p. 447). There is no useful purpose in evaluating a coach if the criteria are not actually linked to their job (MacLean & Zakrajsek, 1996). So, as Kurtz, Mueller, Gibbons & Dicataldo (1988) stated, It is crucial to first define performance by giving substance to the specific criteria needed in the assessment process (as cited in MacLean & Zakrajsek, 1996, p. 447).

Once clear job descriptions are developed and performance criteria are established, athletic directors need to determine the methods to employ, and who to involve so they can gather the required data for the evaluation. From a study of 389 intercollegiate athletic directors by Barber & Eckrich (1998), it was found that athletic directors most commonly asked for input from coachs self-evaluations, athletes, senior associate athletic directors, and administrators. They also found that watching games and having formal meetings with the coaches were the most valuable methods of evaluating their coaches (Barber & Eckrich, 1998). Therefore, from a high school perspective, it might be said that athletic directors should include athletes, coaches and themselves in the process. They should also employ the two methods mentioned above, with a possible inclusion of observations at practices, if the pre-determined criteria indicate a need for that.

Once job descriptions and criteria are defined, and methods have been decided upon including the parties involved, it is important to communicate the process to coaches. As Barber & Eckrich (1998) stated, Coaches need to be aware of the criteria and the evaluation process. With clear communication on the evaluation elements and process, coaches will know the areas to focus their attention.

After implementing the evaluation process, it is then important to document and remain consistent with it. By gathering data over a period of time and documenting it, athletic directors will have data not only about the growth and improvement of their coaches, but also of their athletic programs (Mallett & Ct, 2006).

The final solution to creating and implementing a successful evaluation process deals with the athletic directors themselves. Athletic directors must be held more accountable for the evaluation process they employ (Barber & Eckrich, 1998). Administrators need to clearly communicate to athletic directors that informative evaluations of the coaching staff are an expected component of their job duties. Administrators also need to communicate that they should be carried out on a consistent basis so the organization and athletic department can gain more respect within the broader community.

Conclusion

By starting with clear job descriptions for the different levels of coaches; then determining specific criteria linked to them; followed by sound methods and involving the right people; athletic directors will be able to develop sound evaluation processes. With this in place, coaches will receive continuous feedback about their practice and their performance will improve. This ultimately leads to better experiences for the athletes, which is really what this is all about ensuring that athletes receive high quality coaching so they can develop into the best athletes, and teams they can be.

References

Barber, H. H., & Eckrich, J. J. (1998). Methods and criteria employed in the evaluation of

intercollegiate coaches. Journal of Sport Management, 12(4), 301-322. Retrieved from EBSCOhost.

Leland. T. (1988). Evaluating coaches-Formalizing the process. Journal of Physical Education,

Recreation, and Dance, 59, 21 -23.

MacLean, J. J., & Zakrajsek, D. D. (1996). Factors considered important for evaluating Canadian

university athletic coaches. Journal of Sport Management, 10(4), 446-462. Retrieved from EBSCOhost.

Mallett, C., & Ct, J. (2006). Beyond Winning and Losing: Guidelines for Evaluating High

Performance Coaches. Sport Psychologist, 20(2), 213-221. Retrieved from EBSCOhost.

Coursework Example Job Description for High School Coaches

High School Varsity Coach Job Description

General School Expectations:

The coach will plan, organize and implement an appropriate instructional program related to their sport that guides and encourages students to develop and fulfill their potential.

The coach carries out the school and athletic mission statements through their individual sport programs.

Job Goal:

To provide instruction that will lead to the formulation of moral values, strong work ethic, responsibility, teamwork, sportsmanship, self-discipline, leadership, and self-confidence.

Head Coaching Duties and Responsibilities:

1. Professional Expertise

a. To instruct, motivate and support athletes in acquiring the fundamental skills, the strategic nuances of the game, and the physical training necessary for them to realize the highest degree of individual and team success possible.

b. Plans, executes, and documents try out procedures with Junior Varsity Coach. Develops a plan with Junior Varsity Coach to keep as many students involved as possible. This will vary by sport.

c. Plans, communicates and enforces discipline plan for athletes and the team.

d. Has a thorough knowledge of all game rules and league policies and is responsible for their implementation on a consistent basis.

e. Teaches about individual and team goal setting. Reflects with individuals and the team on their goals as the season progresses, and at the end of the season.

f. Has a thorough knowledge of the AISD Athletics & Activities Handbook and is responsible for the sections related to this job.

g. Collects and submits all required paperwork in a timely manner.

h. Updates the athletic director frequently during the season about any issues, concerns, or highlights.

i. Attends Professional Development opportunities when provided.

j. Keeps CPR certification current.

2. Personal Behavior

a. Attends all required meetings before, during and after the season (see Athletic Director if you are an off-campus coach).

b. Has a thorough knowledge of, and models the tenants of the players code of conduct (see in Athletics & Activities Handbook).

c. Leads by example by being respectful to others, especially referees; by communicating clearly to others; by being disciplined in and out of the competitive arena; by being committed to the job and to the players; and by being a good active listener with the parents, players, and others.

3. School Relationships

a. Monitors academic performance of athletes by using bi-weekly academic status forms.

b. Develops and maintains good communication with all staff concerning upcoming home games, away games, and travel absences.

4. Community/Parent Relationships

a. Develops procedures for keeping parents and athletes informed on a weekly basis.

b. Maintains good public relations with Booster Club, volunteers, parents, and the wider community.

5. Travel Responsibilities

a. One week prior to travel, academic check for travel athletes is completed.

b. Collection of train/plane/bus tickets and money for stipends and hotel.

c. Enforces 45 minutes study time on trips over 2 hours in length.

d. Ensures all proper documents for athletes are taken on the trip.

e. Collects passports from each athlete upon arrival at school.

f. Returns passports at the culmination of the trip.

g. Takes a fully stocked first aid kit on the trip.

h. Takes a school provided cell phone for reporting scores and in case of emergencies.

i. Calls housing parents before 10 p.m. to confirm athletes presence.

6. Facilities & Equipment Responsibilities

a. Maintains inventory of uniform and equipment issue.

b. Is accountable for all equipment and uniform collection, and storage.

c. Holds players accountable for exhibiting proper care of facilities at home and away.

d. Maintains the current status of facilities used.

e. Monitors proper use of locker rooms before and after practices and games.

f. Keeps Athletic Director informed of any facilities issues as they happen.

7. Other Responsibilities

a. Reports to the Athletic Director the Seniors who did not meet lettering criteria.

b. Attends post-season banquet, and delivers speech for the awards for their sport.

c. Completes End-of-Season Report.

d. Completes End-of-Season Self-Evaluation.

Coursework Example Athletic Eligibility for Student-Athletes

Athlete Eligibility I made this form as a handout for parents and student-athletes, which will be shared during the pre-season informational evening.

Introduction

We believe the opportunity for participation in athletics is a vital part of a student's educational experience. Such participation is a privilege that carries with it responsibilities to the school, to the activity, to the student body, to the community, and to the students themselves. Involvement in the Athletics Program requires that students and parents be aware of specific guidelines, rules, and expectations for a student-athlete to be eligible to participate. These guidelines, rules, and expectations have been established to ensure the safety of the student-athletes and to maintain the integrity of our Athletics Program.

This handout summarizes the main eligibility requirements for participation in the athletic program, but more detailed information can be found in the Athletic Handbook. Forms will be handed out at the beginning of each season during the student/parent information evening, and are also available in the Athletic Office, High School and Middle School Offices, and on the schools website. If you have further questions, please feel free to contact the Athletic Director with your questions.

Student Eligibility

No student-athlete will be allowed to participate in any athletic activity including preparations and practices, events and games, tournaments and competitions without first meeting the following requirements:

1. Each student-athlete must have an Athletic Activity Participation & Consent Packet signed and completed by their parents/guardians, and by themselves before the first practice. Included in this packet are the required consent, physical, head injury, and insurance forms that we need on record. Also included in the packet is the return from injury form, which needs to be completed when the student-athlete wants to return to practice following an injury.

2. Any student-athlete interested in participating in an athletic activity must be in good academic standing prior to taking part in that activity (see below for more information).

3. The student-athlete and his/her parents/guardians must read and sign the Athletic Code of Behavior and Responsibilities form (see below for more information).

4. Each student-athlete must return a signed Parent Code of Conduct form. This form outlines the expectations for parents with regards to behavior at games and proper communication with coaches (see Athletic Handbook).

5. The student-athlete must meet the age requirements stated by the state athletic association to participate in the different levels of competition available (see Athletic Handbook).

6. Varsity participation will be allowed for freshman athletes upon a successful evaluation meeting between the Athletic Director, Principal, Coach, parents and student-athlete. Criteria for evaluation will include physical capabilities, emotional makeup, social maturity level and intellectual maturity of the student-athlete. Other factors will be considered on a case by case basis.

7. Student-athletes must fulfill all requirements of the athletic activity put forth by the coach including practice attendance expectations and any additional behavior expectations.

Academic Eligibility

All students will be eligible to try out for athletics during any academic grading period, unless they are a senior and wish to play for a junior varsity squad, or they do NOT meet the following eligibility requirements.

A student will be declared eligible if he/she meets the following criteria:

a. He/she does NOT receive two Ds or one F during any grading period.

b. He/she has NOT had any unexcused absences during any grading period.

c. He/she has had NO MORE than 2 tardies during any grading period.

d. He/she has followed the schools behavior policy and had NO infractions during any grading period.

Students who fail to meet these requirements will not be allowed to participate in Athletic Trips, competitions or tournaments that may be scheduled during the year.

Set dates/grading periods for determining eligibility are listed below.

First Season: Progress Reports-1st Quarter, First Quarter Grades, Progress Reports-2nd Quarter

Second Season: First Semester Grades, Progress Reports-3rd Quarter, 3rd Quarter Grades, Progress Reports - 4th Quarter

Athletic Code of Behavior & Responsibilities

1. All students will be expected to abide by the rules, regulations and policies of the school. Students who violate the rules and regulations will be disciplined. All visits to other schools for competition will operate under league rules (see Athletic handbook).

2. All students are expected to conduct themselves with dignity, sportsmanship and a sense of fair play in all competition. Visiting competitors will operate under the same guidelines set down for our own athletes.

3. Smoking, drinking alcohol and the abuse of drugs is not permitted under any circumstances during the athletic season or on any trip. If an administrator, faculty member, coach/sponsor or parent reports a student for any of the above offenses, the following guidelines, with minimum penalties outlined below, will assist the Principal and Athletics Director in determining the appropriate response.

4. All students representing the school on an away trip must conform to the curfew laid down by the host school or host family, whichever is earlier. All participants in a tournament will conform to the same curfew, whether guests or hosts. Exploration of the local environment will not be permitted without the knowledge and consent of the host parent/guardian. If an administrator, faculty member, coach/sponsor or parent reports a student for any of the above offenses, the following guidelines, with minimum penalties outlined below, will assist the Principal and Athletics Director in determining the appropriate response.

First violation: Immediate suspension from the activity/team for 14 days.

Second violation: Automatic and immediate dismissal from the activity/team.

Third violation: Suspension from all extracurricular activities for the school year.

References

Dr. Carol Kluznik, Director, The American International School of Vienna,

phone: +43 1 40132 2121 c.kluznik@ais.at

Dr. Dave Straffon, Principal, The American International School of Vienna,

phone: +43 1 40132 2231d.straffon@ais.at

Mr. Andy Harrison, Athletic Director, The American International School of Vienna,

phone: +43 1 40132 2401 a.harrison@ais.at

Reference Letters

These are my most recent letters of recommendation. They are from my current Athletic Administrator and my current Middle School Principal. They were written for the purpose of gaining acceptance into Endicott Colleges Athletic Administration program.

In the near future, I will be asking for letters of recommendation from my references mentioned earlier and in my online portfolio. The five reminders I will ask them to focus on in their letters are:

My leadership abilities

My communication and collaboration skills

My organizational skills

My work ethic

My positive attitude that remains steadfast even when faced with difficult situations.

OPEN LETTER OF RECOMMENDATION FOR CHRIS KERLINApril 12th, 2011

To whom it may concern:

As I enter my 15th year at AIS Vienna, and my 11th year as the Athletics Director I feel privileged to have been able to work with Chris Kerlin on many levels. Chris came to us from the Cairo American College where I knew him as their soccer and basketball coach. When I heard that we were successful in hiring him I knew we had made a move, which not only improved our teaching faculty but also greatly strengthened our coaching staff.

General:

I have seen Chris devote much of his own time outside the classroom to help improve the quality of the experience our students have through athletics and activities. Chris is a respected member of the faculty and also of the wider school community.

Chris is above all a team player. He is always available to assist when we host tournaments and readily accepts responsibility. He has coped well with on the spot problem solving. He has a calm well-mannered approach yet has high standards both of himself and those under his supervision.

Chris writes well communicating clearly and effectively with the parents both of his students and his athletes.

Coaching:

Chris has coached at the junior varsity and the middle school level in soccer and at the middle school in basketball. Chris has always been willing to coach whichever team I wanted him to. He has taken teams to Championships several times and also coped with teams who have struggled greatly throughout the season. One of his greatest assets is that he can make both these experiences equally positive.

Chris is the type of person who will take advantage of any opportunity offered to him. Should you have any further questions of me I am of course, happy for you to contact me. My contact details are listed at the bottom of this page.

Yours Sincerely

Andy Harrison

Athletics Director

Address: American International School, Vienna, Salmannsdorfer Strae 47, A-1190 Vienna, Austria

E-mail: A.Harrison@ais.at / Telephone: (+43 1) 40 132-240 / Handy: (+43 1) (0) 699-14 01 32 40

Sample Questions for Interviewers

Athletics related:

1. Please describe how coaches are evaluated at your school? If they arent, are you open to changing that? Share my ideas

2. What area or areas need to be improved in the athletics program?

3. Please describe the coaching philosophy in your athletics program.

4. What safety procedures are in place for your student-athletes? Are coaches offered the opportunity to become first aid/CPR/AED certified?

5. How is your athletics program connected to the schools mission statement?

6. How does your athletics program connect to the regular educational program at your school?

7. Please describe your schools budgeting philosophy.

8. Can you tell me about your athletic eligibility process?

9. Can you describe the strengths/weaknesses of your athletic facilities? Are there any facility development plans for the next 5 to 10 years?

10. How do you measure your schools progress towards fulfilling your athletic mission statement?

11. Is there a particular reason this Athletic Director position is currently open?

General:

1. How does your professional development system work? Individual, dept/team focus or whole school driven?

2. What leadership opportunities are available to teachers?

3. How would you describe the decision-making process at your school?

4. What are the focus areas for improvement for the middle school, for the whole school?

5. What are the biggest opportunities facing the school in the next 5 years?

6. What are the biggest challenges facing the school in the next 5 years?

7. What do you like about working at this school? What keeps you here?

8. What are the biggest challenges of living in this country?

9. What connections does the school have to the local, host community?

10. How do you measure your schools progress towards fulfilling your mission statement?

AD questions for coaches:

1. Please describe your coaching philosophy.

2. Please describe your main points during your first practice.

3. How do you incorporate goal setting into your coaching routine for your players and team?

4. How would you deal with a parent that is upset about their childs playing time?

5. Do you have first aid/cpr certification?

6. What are your strengths as a coach?

7. What areas would you like to improve on as a coach?

8. Is there anything you desire from me or the athletic department in support of your efforts to be the best coach possible? How do you best feel supported by an athletic director?

Online Presence

My online presence has two components to it. One component is my online professional portfolio that I have created using Weebly (http://chriskerlin.weebly.com/index.html). I have spent the past few days updating my website with my coursework artifacts from this program. The other component to my online presence is my LinkedIn account (http://at.linkedin.com/pub/chris-kerlin/b/59/577). I have recently updated it to reflect my completion of this Masters program. I have also updated my employment history, added a few new connections, and I have joined the following groups: Athletic Directors United, Athletic Networking, Endicott College Sports Management Alumni Group, and the National High School Athletic Administrators Group.

Personal Branding

I would characterize my personal branding as being student-centered. The focal point in all that I do is based on answering the question, Is it whats best for kids? This is reflected in my teaching philosophy and methods when teaching mathematics or technology. It is also reflected in my coaching philosophy in the way I use coaching to teach valuable life lessons to my athletes. As a future Athletic Director, I will continue to use this mantra as my guide and moral compass when making decisions with regards to the athletics program benefitting all kids.

NETWORK

References/Colleagues

Dr. Carol Kluznik, Director, The American International School of Vienna,

phone: +43 1 40132 2121 c.kluznik@ais.at

Dr. Dave Straffon, Principal, The American International School of Vienna,

phone: +43 1 40132 2231d.straffon@ais.at

Mr. Andy Harrison, Athletic Director, The American International School of Vienna,

phone: +43 1 40132 2401 a.harrison@ais.at

Ms. Annelies Hoogland, Former Principal, International School of Bangkok,

annelies@learninglabyrinth.com.au

Mr. Michael Popinchalk, Former Principal, Cairo American College, Currently Associate

Director, Commission on American and International Schools Abroad, New England Association of Schools and Colleges (NEASC), mpopinchalk@neasc.org

Networking Strategy

My networking strategy involves the use of LinkedIn and simply keeping in close personal contact with my references and the key people mentioned in the next section. I have found the latter to be the most effective way to network, as keeping in touch with those colleagues you had a good experience with is very important. In the international scene, as I am sure it is elsewhere, word of mouth is your greatest ally, and keeping your relationships with those key people can really help you when you least expect it.

Key People/Nodes

Andy Harrison Athletic Director at the American International School of Vienna

Kenny McCauley Athletic Director at Frankfurt International School

Bob Rijpstra Athletic Director at the American School of The Hague

Dr. Deborah Swanton - Dean, School of Sport Science at Endicott College

Dr. Boyun Woo - Assistant Professor at Endicott College

Elizabeth Otto - Assistant Director of Graduate Programs at Endicott College

Sample Recommendation Letter Written by Me

To whom it may concern,

It is my pleasure to write this letter of recommendation for Philip Denver as he prepares to advance to the next level of competitive soccer. I was fortunate to coach Philip for the four years he played Varsity soccer, and I can honestly say he is the consummate student-athlete. He showed great maturity throughout his soccer career here by being able to balance the worlds of athletics and academics. This was evident when he graduated with honors; when he was able to make the state playoff traveling team the four years he played; and when he earned all-tournament honors as a junior and senior.

On the soccer pitch, Philip is technically a very sound player. He shows deftness of touch on his passes; finishes well with composure; and can shield the ball from an opponent for what seems like days on end. Tactically, he has shown a gift for understanding the bigger picture of the game. He is a leader on the pitch, and directs his teammates in a positive fashion so they are in the correct position when the match is on the line.

As you most likely can see, it is my opinion that Philip is ready for the next level of competition. He is not only ready physically, and with regards to his soccer skills and knowledge, but he is also ready from a maturity stand point. I know that Philip will make a positive contribution to your soccer team and university community given the chance. If you have any questions or would like to discuss Philip further, please do not hesitate to contact me at the phone number or email address below.

Sincerely,

Chris Kerlin

Athletic Director and Boys Varsity Soccer Coach

Overland High School

Resources

The Positive Coaching Alliance Resource for professional development

Responsible Sports Season Evaluation Tool Resource for professional development

Coach for America Resource for professional development

Youth Sport Trust Resource for professional development

National Interscholastic Athletic Administrators Association Resource for professional development

Educational Directions Incorporated The Green Sheet Resource for Athletic Administrator jobs at independent schools in the United States

College Sports Information Directors of America Resource for job opportunities

National Association of Collegiate Directors of Athletics Resource for job opportunities

National Federation of State High School Associations Resource of professional development

Indiana High School Athletic Association Resource for job opportunities

Indiana Interscholastic Athletic Administrators Association Resource for professional development

NCAA The Market Careers in College Athletics Resource for job opportunities

GOALS

Conferences to Attend, Dates, Fees

Search Associates, Leadership recruiting fair, November 5th and 6th, 2012 in Kuala Lumpur,

Malaysia. Timeline: During the week of July 23rd, 2012 I will join Search Associates for $200.

ECIS Annual Conference, November 21st 25th, 2012 in Nice, France. Timeline: Submit

paperwork in late August through school to attend the conference.

43rd National Athletic Directors Conference, December 14th 18th, 2012 in San Antonio, Texas.

Timeline: On-line registration will be available in August.

Certifications, Requirements, Dates, Application Deadlines

NIAAAs Registered Athletic Administrator (RAA) $75.00 processing fee

Certification Level Requirements:

Bachelor's Degree or higher from an accredited institution

Approval of Personal Data Form (PDF)

Completion of LTC 501 & 502. In the fall I will enroll online for the two courses. They cost $125.00 a piece and are offered through Ohio University and the University of Maine.

Obtain the verifying signature of a sponsor (athletic administrator, principal, superintendent, state athletic/activities association staff)

Read the NIAAA Code of Ethics

NIAAAs Certified Athletic Administrator (CAA) $150.00 processing fee

Certification Level Requirements:

Bachelor's Degree, or higher, from an accredited institution

Approval of Personal Data Form (PDF)

Two (2) or more years of experience as an athletic administrator

Employed by (or retired from) a school, school district or state high school athletic/activities association in such capacity that the administration of interscholastic athletics is (was) among job responsibilities

Completion of LTC 501, LTC 502, LTC 504 and LTC 506. I have already completed LTC 504 and 506.

Successful completion of the CAA examination. In the spring or summer, I will investigate taking this exam.

Read the NIAAA Code of Ethics

NFHSs Accredited Interscholastic Coach $10 processing fee

The coach must complete the following courses:

NFHS Fundamentals of Coaching

NFHS First Aid for Coaching (American Red Cross) or its equivalent within the last three years

Fundamentals of Coaching Sport-specific course or Teaching Sport Skills course

Research Areas of Interest

My main area of interest to research is a personal one, and it relates to the fact that I hope to be starting a family in the next couple of years. With this in mind, I am interested in becoming the best father and husband I can be for my family. To research this topic, I would like to read two books to start with, which were recommended on the Positive Coaching Alliance website. The first one is called Dad's Playbook: Wisdom for Fathers from the Greatest Coaches of All Time by Tom Limbert. The other one is called All Pro Dad by Mark Merrill. By reading these I will not only be increasing my knowledge about how to be a better father and husband, but I will also be increasing my knowledge about how to be a better coach. As stated in the description of the book by Tom Limbert, After all, dads do what the best coaches do: they motivate, mentor, discipline, and love.

The other area of research I am interested in is learning more about how to implement the philosophy of the Positive Coaching Alliance. As you will see in the next section about my special project, I plan on starting this research by completing the three online courses so I have a solid grounding in the philosophy. Another component of this research is to be more knowledgeable about the research they have carried out regarding the effectiveness of this approach, and lastly, I would like to begin reading the other PCA books on their website to increase my knowledge base even more.

Special Projects

Partnering the AIS Vienna Athletic Program with the Positive Coaching Alliance (PCA)

Step 1: Before the 2012/2013 school year starts, I will email my Athletic Director the PCA website so he can educate himself on the program. In the email, I will share my beliefs about the merits of this type of program and how it will benefit our athletic program and our students. I will also attach The Double-Goal Coach article we read for our capstone class. Lastly, I will inform him of my plans to take the online courses as my professional development for the school year.

Step 2: I will personally complete the three online courses available through PCA by the end of the 2012/2013 school year.

Double Goal Coach I: Coaching for Winning and Life Lessons

Double Goal Coach II: Culture, Practices and Games

Double Goal Coach III: Developing Triple-Impact Competitors

Step 3: Meet with our Athletic Director before the 2013/2014 school year begins. During this meeting, I will share what I have learned through the three courses. I will also discuss with him my idea for implementing this coaching philosophy for our middle school program. I will offer to hold a class on the topics covered in the three courses. An alternative idea, depending on the Athletic Directors response, would be to have our school invite a PCA trainer to our school to conduct one of their Live Workshops for coaches, parents, and athletes.

Community Service/Volunteering

With our 6th grade team, I will continue to work with refugees in Austria through our service learning project. My goal is to integrate this project into our regular classroom instruction so it becomes a central focus of the 6th grade curriculum. This will result in a more meaningful experience for our students, and in the broader context; it will help more refugees transition to their new lives in Vienna.

ACADEMIC ACHIEVEMENT

Courses Taken

Master's, Athletic Administration, Endicott College

Management and Leadership in Sport and Athletic Administration (MAA 510)

Application of Marketing Principles in Sport and Athletic Administration (MAA 515)

Concepts and Issues in Athletic Administration for Secondary Schools (MAA 532A)

Research Methods in Sport and Athletic Administration (MAA 582)

Legal Issues in Sports and Athletic Administration (MAA 520)

College Athletic Administration Concepts and Issues (MAA 532L)

Financial Issues in Sports and Athletic Administration (MAA 565)

Communication in Sport (MAA 570)

Sport and Management Administration Event Planning (MAA 585)

Facilities, Design, and Construction (MAA 587)

Athletic Administration Capstone, I and II (MAA 590 A/B)

Independent Coursework

NIAAA Leadership Course: Athletic Administration Legal Issues 1 (Risk Management)

(LTC 504)

NIAAA Leadership Course: Athletic Administration Legal Issues 2 (Title 9, Sexual

Harassment) (LTC 506)

Major Deliverables

Season of Life Leadership Book Paper: This paper is about a book which I feel is a must read for all coaches, players and parents. It is a powerful book that has impacted me both professionally, and personally. It is my desire to incorporate this books message and philosophy into a professional development opportunity for my coaching staff. The focus of the philosophy is rooted in the idea that sport is a meaningful context to teach youths important life lessons so they can become successful adults later in life.

Evaluation of Coaches Research Paper: The purpose of this paper was to examine theissues, challenges, and solutions for properly evaluating coaches so they can become the best coaches they can be. I believe one of the characteristics I would bring to my new profession is a focus on basing my decisions and actions on current research such as this.

Ten Values Why I am a Strong Athletic Director CandidateAssignment: I was asked to reflect on the ten reasons why I would make a good Athletic Director. These reasons are not really values, but are more reflective of the skills and qualities I possess which make me a good candidate for an Athletic Director position in the future. For the ten values I possess, please refer to the earlier portion of this portfolio paper that addresses this topic. This assignment also includes my response and solution to a scenario where an athletic team has issues with travel due to safety concerns.

Varsity Coach Job DescriptionAssignment: For this assignment I was asked to create a job description for a high school varsity coach. In the future, I feel it is important to include expectations that are measurable, and a measurement system should be established to make the evaluation process as beneficial for the coach as possible. I would also like to create these job descriptions with the coaches themselves so they have input on the process. Lastly, of course, I would adjust this job description for the middle school level because coaching at that level has a different focus and different expectations.

Discussion Notes for Parent Education Meeting:The topic I chose to research and talk about was Parental Pressure in Sports. After researching the topic, I had to give a talk to a mock parent crowd about the issue. I believe this is a good example of how I would actually interact with a parent group, and how I prepare for public speaking engagements. Also, this is another example of how I believe in the importance of using current research when interacting with the public and informing them about aspects of the athletics program with regards to its philosophy, mission, and direction for the future.

Final Literature Review/Research Paper:This was a research paper about the relationship between physical fitness and academic achievement. I chose this topic because I felt it would be good information to share with staff that might not see the value in athletic endeavors. Again, this is another example of using current research to reinforce ones opinions and beliefs.

Risk Management Plan and Matrix: This was a meaningful exercise with regards to evaluating the risk issues for the sport of basketball. This is a very practical method where one can use the matrix to define the locations, descriptions, and level of the risks, as well as the actions or resolutions; the people that are responsible for them; and a timeline for actions and a review of the risks for the future. This will definitely be something I will use as a future Athletic Director.

Lacrosse, Sports Camp, and Baseball Budgets: These were practical exercises related to the budgeting process involved in athletics. I learned about being creative with regards to generating revenue, and the importance of being detailed in your budget. It was a very valuable experience to go through the thought processes, and planning stages for creating a large budget.

Boys Varsity Soccer Tournament Event Planning and Budget: This was another practical exercise that is very transferable to the real life experience of planning future events as an Athletic Director. I learned about defining the purpose and goals of the event; keeping the target population in mind when planning the event; how to market and advertise for the event; how to plan for the staffing of the event; how to budget for the event; how to execute a risk management matrix for the event; and the importance of creating an event checklist with timelines and responsibilities for the event. I also learned the importance of building in planning time after the event to reflect on it, and to create an improvement plan for the future.

Final Portfolio Paper: For our culminating project, we were asked to synthesize all of our experiences over the past thirteen months. This process has made me realize there is still so much to learn about the art of coaching and being a great Athletic Director. It has also made me realize I have a strong foundation to build upon with regards to the various topics I have mentioned throughout this portfolio. This product is something I will keep as a resource for some time to come. It will serve as a great reminder as to what my thoughts and beliefs were at this time in my life, as I am sure these will change as I continue to learn new ideas and concepts, and as I continue to challenge myself both professionally, and personally.

Narrative of course take-aways

There are three main take-aways from the Management and Leadership in Sport and Athletic Administration course. They are the coaching and leadership philosophy from the book I chose to read; a better understanding of how to evaluate coaches from the research paper I completed; and the benefits of using the SLEEPE decision-making model.

By reading the book, Season of Life, by Jeffrey Marx, I learned about the life of Joe Erhmann and his organization Building Men for Others. His coaching philosophy stresses using sport as a context to teach athletes important life lessons in addition to how to play the game. I agree with this philosophy and, as a future Athletic Director, would like to implement it throughout an athletic program so the program makes a long-term, positive impact on the lives of the students.

From my research paper on evaluating coaches I learned about the issues, challenges, and solutions for properly evaluating coaches so they can become the best coaches they can be. The main challenge is finding the time to properly complete the process for the benefit of the coaches. The most important solution to establish a good evaluation system is to start with creating clear and measureable job expectation criteria for the coaches, and making sure they understand these expectations, and the whole evaluation process.

The SLEEPE decision-making model gives me a great method to use when making important decisions as an Athletic Director. It is a nice model because you look at an issue from all possible angles. These angles include the Social, Legal, Economic, Ethical, Political, and Educational ramifications when making a decision about an issue.

As for the Application of Marketing Principles in Sport and Athletic Administration course, I will take-away the process of using a SWOT analysis to look at not only marketing decisions and issues, but also other important decisions and issues I might face in the future. I believe it is good practice to evaluate a situation based on the strengths, weaknesses, opportunities, and threats related to it. In doing so, a more informed decision will be made, which will be quite important as a future Athletic Director.

The Concepts and Issues in Athletic Administration for Secondary Schools course was the most practical course of all the courses, as it directly related to life as a High School Athletic Director. Every assignment I completed for the course is a concrete take-away for me as I can immediately implement it as a starting point for the various topics; topics such as an accident report form, creating an athletic mission statement, addressing concerns about facility development issues and travel safety issues, a high school coachs job description, and ten reasons why I am a strong candidate for an Athletic Director position. Lastly, I completed a very worthwhile research topic on the subject of parental and coaching pressure on youth in sports. For this assignment, we had to give a presentation as if it were for the audience intended, in this case a parent audience. The main take-away for this presentation is about the research which supports the idea that it is much better to be supportive of your childs athletic endeavors as they will enjoy participating more, and they will establish healthy lifestyle habits to last a lifetime. This idea dovetails nicely with the leadership book I read, and the Positive Coaching Alliance philosophy I learned about in my capstone course.

For the Research Methods in Sport and Athletic Administration course, I learned about the research process and how to synthesize several studies into one coherent argument. I now have a great resource to support the connection between physical fitness and academic achievement. This could be useful in the future if the school I am employed at considers cutting back on the time students spend in physical education classes. I will be better prepared to share my opinion based on sound research evidence.

The Legal Issues in Sports and Athletic Administration course also provided some very practical assignments which I can use immediately when I become an Athletic Director. In my gender equity assignment I learned about a replicable process to evaluate an athletic programs compliance with Title IX. This is definitely a great resource for the future. Similarly, the student/parent handbook assignment, the athlete eligibility assignment, and the transportation policy assignment are all examples of documents I can use as a starting point for discussion purposes to improve my schools documents covering these topics. Lastly, through the risk management plan and matrix assignments, I now have a great guide and process to follow for the future. It will help to refer to these when I have to evaluate the risks with any sport in an athletic program. I will be able to use the matrix to define the locations, descriptions, and level of the risks, as well as the actions or resolutions; the people that are responsible for them; and a timeline for actions and a review of the risks for the future. This will definitely be something I will use as a future Athletic Director.

The College Athletic Administration Concepts and Issues course opened my eyes to the possibility of some day becoming an Athletic Director at the collegiate level, and it also helped reinforce the belief that I have the skill set to be an effective Athletic Director at any level. From this course, I learned that to be an effective athletic director a person needs to be able to cooperate and communicate with others; be stern yet flexible; be a good problem solver; and be proactive in all aspects of the job. I also learned to apply the SWOT analysis technique when considering implementing a new sport; when thinking about the strategies to use to implement it; and when determining what will impact the new sports growth. Lastly, I learned a very important fact related to being an Athletic Director in the United States; that is, I will need to be knowledgeable out college entrance requirements for the benefit of my student-athletes looking to play sports at the next level.

From the Financial Issues in Sports and Athletic Administration course, the three budgeting exercises were very practical as they related to the budgeting process involved in athletics. Through my research paper, I learned about being creative with regards to generating revenue. I researched the use of sponsorships, booster clubs, fundraising, facility design and use, and other creative ideas such as clinics and camps, and how tickets are sold to increase revenue streams. I also gained experience in the process of budgeting, and learned the importance of being detailed. It was a very valuable experience to go through the thought processes, and planning stages for creating a large budget.

The main take-away from the Communication in Sport course has to do with the importance of school athletic programs needing to play a major role with regards to instilling self-discipline and similar character traits in our young student-athletes. As the media landscape has changed over the past decade, young student-athletes are bombarded with message about what it means to be a professional athlete, and how to behave in adult life. These images and messages are not always what we want our youths to emulate and hear, but often times they do as their heroes do. With this in mind, again, it is important to teach those valuable life lessons to our student-athletes through sports using such programs like the Positive Coaching Alliance.

The Sport and Management Administration Event Planning course was another course that was very practical and really relates to the real-life experience of being an Athletic Director. For this course my team decided to plan for an international boys varsity soccer tournament. In this exercise, I learned about defining the purpose and goals of an event; keeping the target population in mind when planning an event; how to market and advertise for it; how to plan for the staffing of it; how to budget for it; how to execute a risk management matrix for the event; and the importance of creating an event checklist with timelines and responsibilities for the event. I also learned the importance of building in planning time after the event to reflect on it, and to create an improvement plan for the future.

In the Facilities, Design, and Construction course we were asked to complete a practical athletic site visit and a case statement exercise where we were asked to plan for the development or improvement of a facility. These exercises gave me a great experience with regards to facility design and improvement, and the budgeting process involved in big real-life projects. As part of the process, we also had to plan for the many facets of the endeavor. This included planning for new risk management issues; future facility maintenance and use schedules; new equipment and other related budgetary issues; and planning for future revenue sources. Besides just the experience of the processes involved in these activities, I have two major take-aways from this course. One is the importance of keeping the user in mind when improving and designing a facility, and related to that is making sure you include a diverse representation of people on the planning committees so all angles can be explored and weighed. The other take-away from this is to remember to always keep the mission and vision of the school in mind when designing or improving a facility. Relating the future facility plans to this, and how it is good for the students, will only increase the community buy-in for the project.

For my final courses of the program, Athletic Administration Capstone, I and II, I have two main take-aways that I will use in the future. The first take-away has to do with our exercise related to evaluating and measuring a schools progress towards fulfilling its overall and athletic mission statements. The process of breaking down each sentence of the mission, the key performance factors; then identifying the stakeholders and key performance indicators for each factor; followed by stating the methods and timeline for measurement was an extremely enlightening exercise and useful process to learn. It really sheds light on what a school should be focusing its energy on so it is on a path to fulfill its mission. This process may also shed light on the need for the school to refocus its mission statement so it can actually be measurable, which in the end helps the school formulate a plan for improvement. This ultimately leads to a better school for the students and their learning.

Lastly, the final portfolio paper for our culminating project where we were asked to synthesize all of our experiences over the past thirteen months is something I will take-away with me for the future, not only literally, but also in the sense of the learning that has come from the process of creating it. This process has made me realize there is still so much to learn about the art of coaching and being a great Athletic Director. It has also made me realize I have a strong foundation to build upon with regards to the various topics I have mentioned throughout this portfolio paper, and that I am well-prepared to be an effective Athletic Director should the opportunity arise. This product is something I will keep as a resource for some time to come. It will serve as a great reminder as to what my thoughts and beliefs were at this time in my life. I am sure these will change as I continue to learn new ideas and concepts in the future, and as I continue to challenge myself both professionally, and personally, but in the big picture this is a good thing, and it is good to have this resource as a frame of reference for this point and time in my life.

STANDARD INTERVIEW QUESTIONS

1. Tell us about yourself

Originally, I am from Colorado, but I have been overseas for the past eleven years. During this time I have been fortunate to work at three highly respected schools, the American School of The Hague, Cairo American College, and the American International School of Vienna. At these schools, I have taught middle school mathematics and technology, coached various sports and I have also been a Technology Integrator working with teachers on integrating technology into their teaching to improve student learning. Recently, I finished my second masters degree, this one being in Athletic Administration, and I am looking forward to the new professional challenge this career path will bring. I have always loved sports, and coaching sports, and I believe sports are a meaningful context to teach youth about valuable life lessons.

Personally, I have been married for two years now to the most wonderful and giving woman I know, a woman that makes me a better person by believing in me and supporting me in all the facets of my life. She is also a teacher, and recently she has moved to teaching Humanities at the seventh grade level.

2. What is your greatest strength?

I believe my greatest strength lies in my collaborative leadership abilities. Throughout my career, as a team leader, as a technology integrator, and as a member of the school community at large, I have been very successful in working with a wide array of personality types. I have an ability to bring people together; working towards a common goal; making sure that everyone has input and feels valued in the process. An example of this is when I was the seventh grade team leader and we were working on our team goal of developing interdisciplinary units. By using the various talents of our team members, we developed a quality interdisciplinary unit on sustainability, a unit that was shared with the whole middle school as a model to follow. It was extremely rewarding to lead our team through this process, and to see the end results where our students were making deep learning connections about what they were learning in all their subjects.

3. What is your biggest weakness?

Over the past seventeen years as an educator, coach, team leader, and technology integrator I have gained many valuable and transferable skills that are applicable to being a strong Athletic Director. Skills such as leadership, communication, organization, budgeting, and event planning, but the area I need to improve in is simply gaining more formal experience in the field of athletic administration by being in that role.

4. Where do you see yourself in five years?

Professionally, I see myself working as an Athletic Director in a well respected international school. I envision my work being focused on making the schools athletic and activities program the best that it can be so that it serves to benefit as many students as possible.

Personally, I see myself starting a family and settling down in one community abroad. I feel it is important to do this for the well-being of my family so there is stability in our lives for some time to come.

5. What three words would colleagues, students, supervisors use to describe you? (three words for each group)

Colleagues: Positive because even in difficult times I remain steadfast in being optimistic with a can do attitude in accomplishing things. Collaborative because I am easy to work with and listen to others in a respectful manner. Organized because I am a detail-oriented person who can be counted on to follow through on things in a professional and timely manner.

Students: Caring because they will tell you that by the end of the first day of school I know everyones name and also, I never forget a students birthday. Knowledgeable because I know how the mathematics we are learning is related to the higher levels of mathematics and I am able to explain this to them. Fair because they know I do not play favorites and that I am consistent with enforcing my discipline plan.

Supervisors: Great work ethic because I am always one of the first ones to work in the morning and because my work is always completed with pride. Leader because I have the ability to bring people together to work towards a common goal. Collaborative because I work well with others in a team setting knowing that everyone has valuable contributions to make to the group.

6. What three words would YOU use to describe yourself?

I would say positive, cooperative and a student-centered teacher. I have a really good outlook for everyday of my life, and there is not much that brings me down. I always try to find the positive in every situation, as I truly believe there is something good in every situation. I have always worked well with others and feel that I learn something new from every person I come into contact with during my experiences. And lastly, I love kids and it is the highlight of my day when I get to spend time with them, and I get to teach them something that they did not know before entering our classroom.

7. How would you define your teaching/coaching style in one word/sentence?

Is it what is best for kids? I try to do my best to meet the needs of my students in all regards, whether it be through teaching them mathematics or technology, or coaching them in a sport.

8. How does your philosophy align with the schools?

Our mission is to provide a culture of educational excellence, a nurturing environment, and an atmosphere of open communication. My philosophy matches up quite well with this statement in that I have high expectations for my students in the classroom. I also know that I provide a very nurturing environment in my classroom where my students feel safe and know their thoughts and opinions are valued. With this environment established, my students feel very comfortable communicating their ideas with others in an open and honest way.

We aim to prepare a diverse student body for higher education; to inspire our youth to realize their potential; to foster life-long learning, tolerance, personal integrity, and democratic values; and to prepare our students to become responsible adults, with respect for different cultures and beliefs. As a teacher, one of my greatest strengths is my ability to motivate my students and help them believe in themselves so they know they can do anything they put their mind to. I strive to show my students where the content we are learning applies to their daily lives so they see the value in it. Also, in my day to day interaction with my students, I model what it means to be a tolerant, responsible, culturally caring adult, and it is throug