2026-27 Assistant Boys Basketball Coach - Paradise Valley HS
for each section heading. Use - for any list of duties/requirements/benefits. For prose use
.
We need to decide what to list as lists. Essential functions are many bullet-like sentences; we can make each as
- . Same for skills, knowledge, abilities maybe list.
We must not invent content.
Let's extract:
Purpose Statement: "The job of Assistant Coach is done for the purpose/s of designing and implementing program activities in accordance with applicable rules and regulations related to the sport; providing supervision of student athletes during all aspects of their participation in program; using sound instructional techniques in overseeing program; serving as a positive role model to student athletes to the community, and to various organizations. Individuals in this job classification are assigned to a position for a specific sport at the Varsity, JV/Frosh or Junior High level. This job reports to Athletic Director"
Also note: "ALL COACHES MUST BE A DISTRICT APPROVED VOLUNTEER. PLEASE ALSO APPLY FOR Chaperone /Community Volunteer/Volunteer Coach"
We can combine purpose statement and that note in About the role.
Essential Functions list:
- Assesses student athletes for the purpose of providing feedback to students on their individual performance and/or determining team placement.
- Attends a variety of meetings, workshops, conferences, etc. for the purpose of receiving and conveying information related to their role.
- Communicates with parents, students, officials, administrators and community for the purpose of providing information, assistance and/or direction.
- Instructs student athletes for the purpose of promoting individual growth in athletic skills, teamwork, and sportsmanship.
- Maintains a variety of records (e.g. game/student athlete statistics, insurance, signed permission forms, emergency information, schedules, equipment inventories, etc.) for the purpose of complying with district, athletic conference, and state requirements.
- Manages uniforms, equipment and school facilities for the purpose of maintaining items in a responsible and safe manner.
- Monitors student athletes' academic eligibility for the purpose of both complying with AIA requirements as well as providing appropriate intervention (e.g. counseling, tutoring, etc.) to students identified as needing assistance to maintain their athletic eligibility.
- Supervises student athletes during all areas of participation for the purpose of ensuring activities are conducted in an environment with minimal risk of injury to the participants.
- Teaches sports techniques, playing rules, strategies, and playing tactics for the purpose of preparing the team and individual student athletes for the competition.
Other Functions: "Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit."
Job Requirements: Minimum Qualifications Skills, Knowledge And Abilities
Skills: list:
- adapting to changing work priorities;
- administering first aid;
- applying pertinent laws, codes, policies, and/or regulations;
- organizing and communicating information and concepts.
Knowledge:
- basic math, including calculations using fractions, percents, and/or ratios;
- review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions;
- analyze situations to define issues and draw conclusions.
Specific knowledge based competencies:
- equipment used in activity/program;
- injury prevention and appropriate treatment protocols;
- pertinent laws, codes, policies, and/or regulations;
- participant eligibility, attendance and discipline guidelines;
- public relations protocols;
- relevant professional standards and practices;
- safety practices and procedures.
Ability:
- schedule activities, meetings, and/or events;
- gather and/or collate data;
- consider a wide variety of factors when using equipment.
- Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods.
- Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of types of job-related equipment.
- Problem solving is required to analyze issues and create action plans.
- Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate to significant.
- Specific ability based competencies required to satisfactorily perform the functions of the job include:
- communicating with persons of varied educational and cultural backgrounds;
- dealing with frequent interruptions;
- exhibiting strong leadership;
- maintaining confidentiality;
- meeting deadlines and schedules;
- modeling sportsmanship and enforcing sportsmanlike behavior among students;
- motivating participating student athletes;
- providing a firm, fair, and consistent discipline approach;
- setting priorities;
- working extended hours that may include evenings and/or weekends.
Responsibility: "Responsibilities include: working under limited supervision following standardized practices and/or methods; directing other persons within a small work unit; utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization’s services."
Work Environment: "The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under some temperature extremes and under conditions with exposure to risk of injury and/or illness."
Experience: "Job related experience is required."
Education: "High school diploma or equivalent."
Equivalency Required Testing Certificates and Licenses Continuing Educ./Training Clearances Criminal Background Clearance Valid Arizona DPS Level I IVP Fingerprint Clearance Card www.azdps.gov/services/public/fingerprint
FLSA Status - Non Exempt
We need to include these as part of Requirements.
Pay: Salary: $2,431.00
Schedule: Season Dates: 11/02/2026 - 02/06/2027
Location: Paradise Valley High School Temporary FTE: 1.0 (maybe include in a short p)
We must not create sections for Benefits if not present.
Now produce HTML.
We'll have:
About the role
... purpose statement ... ALL COACHES MUST BE A DISTRICT APPROVED VOLUNTEER. PLEASE ALSO APPLY FOR Chaperone /Community Volunteer/Volunteer Coach
Responsibilities
- ... essential functions ...
- ... other functions ...
Requirements
We need to break into sublists? Could just list all items as - under Requirements. But we have many categories; we could keep as
paragraphs for each category and then
for lists within. The rule: Use - for any list of duties/requirements/benefits, and
for prose. So for each list we should use
- . For prose like "Experience: Job related experience is required." that's not a list; we can put in
. Similarly education.
Thus Requirements section may contain multiple
for skills, knowledge, abilities, etc., and for experience, education, testing, clearances, FLSA.
Let's structure:
Requirements
Skills
but we cannot use h4? Not prohibited but we should stick to h3 for section headings only. Using h4 may be okay but not required. Safer to just use headings? The instruction: use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So they expect those exact headings. So we should not add extra headings like Skills. Instead we can embed lists directly under Requirements heading, but we need to differentiate categories. Could use
to label each category then
for list.
Thus:
Requirements
Skills:
... etc.
But we must not add extra headings; using with bold is okay.
Similarly for Knowledge, Ability, Responsibility, Work Environment, Experience, Education, Testing/Certificates/Clearances, FLSA.
Let's extract each.
Skills list:
- adapting to changing work priorities;
- administering first aid;
- applying pertinent laws, codes, policies, and/or regulations;
- organizing and communicating information and concepts.
Knowledge list (general):
- basic math, including calculations using fractions, percents, and/or ratios;
- review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions;
- analyze situations to define issues and draw conclusions.
Specific knowledge based competencies list:
- equipment used in activity/program;
- injury prevention and appropriate treatment protocols;
- pertinent laws, codes, policies, and/or regulations;
- participant eligibility, attendance and discipline guidelines;
- public relations protocols;
- relevant professional standards and practices;
- safety practices and procedures.
Ability list (maybe break into sublists but we can combine):
- schedule activities, meetings, and/or events;
- gather and/or collate data;
- consider a wide variety of factors when using equipment.
- Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods.
- Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of types of job-related equipment.
- Problem solving is required to analyze issues and create action plans.
- Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate to significant.
- Specific ability based competencies required to satisfactorily perform the functions of the job include:
- communicating with persons of varied educational and cultural backgrounds;
- dealing with frequent interruptions;
- exhibiting strong leadership;
- maintaining confidentiality;
- meeting deadlines and schedules;
- modeling sportsmanship and enforcing sportsmanlike behavior among students;
- motivating participating student athletes;
- providing a firm, fair, and consistent discipline approach;
- setting priorities;
- working extended hours that may include evenings and/or weekends.
We could flatten all ability items into a single list.
Responsibility: prose.
Work Environment: prose.
Experience: prose.
Education: prose.
Testing/Certificates/Licenses/Clearances
. We need to decide what to list as lists. Essential functions are many bullet-like sentences; we can make each as
About the role
... purpose statement ... ALL COACHES MUST BE A DISTRICT APPROVED VOLUNTEER. PLEASE ALSO APPLY FOR Chaperone /Community Volunteer/Volunteer Coach
Responsibilities
- ... essential functions ...
- ... other functions ...
Requirements
We need to break into sublists? Could just list all items asparagraphs for each category and then
- for lists within. The rule: Use
- for any list of duties/requirements/benefits, and
for prose. So for each list we should use
- . For prose like "Experience: Job related experience is required." that's not a list; we can put in
. Similarly education. Thus Requirements section may contain multiple
- for skills, knowledge, abilities, etc., and
for experience, education, testing, clearances, FLSA. Let's structure:
Requirements
Skills
but we cannot use h4? Not prohibited but we should stick to h3 for section headings only. Using h4 may be okay but not required. Safer to just useheadings? The instruction: use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So they expect those exact headings. So we should not add extra headings like Skills. Instead we can embed lists directly under Requirements heading, but we need to differentiate categories. Could use
to label each category then
- for list.
Thus:
Requirements
Skills:
- ... etc.
But we must not add extra headings; using
with bold is okay. Similarly for Knowledge, Ability, Responsibility, Work Environment, Experience, Education, Testing/Certificates/Clearances, FLSA. Let's extract each. Skills list: - adapting to changing work priorities; - administering first aid; - applying pertinent laws, codes, policies, and/or regulations; - organizing and communicating information and concepts. Knowledge list (general): - basic math, including calculations using fractions, percents, and/or ratios; - review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; - analyze situations to define issues and draw conclusions. Specific knowledge based competencies list: - equipment used in activity/program; - injury prevention and appropriate treatment protocols; - pertinent laws, codes, policies, and/or regulations; - participant eligibility, attendance and discipline guidelines; - public relations protocols; - relevant professional standards and practices; - safety practices and procedures. Ability list (maybe break into sublists but we can combine): - schedule activities, meetings, and/or events; - gather and/or collate data; - consider a wide variety of factors when using equipment. - Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods. - Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of types of job-related equipment. - Problem solving is required to analyze issues and create action plans. - Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate to significant. - Specific ability based competencies required to satisfactorily perform the functions of the job include: - communicating with persons of varied educational and cultural backgrounds; - dealing with frequent interruptions; - exhibiting strong leadership; - maintaining confidentiality; - meeting deadlines and schedules; - modeling sportsmanship and enforcing sportsmanlike behavior among students; - motivating participating student athletes; - providing a firm, fair, and consistent discipline approach; - setting priorities; - working extended hours that may include evenings and/or weekends. We could flatten all ability items into a single list. Responsibility: prose. Work Environment: prose. Experience: prose. Education: prose. Testing/Certificates/Licenses/Clearances
- . For prose like "Experience: Job related experience is required." that's not a list; we can put in