Winter Coaching Positions

2026-2027 Winter Coaching Positions Provide effective leadership in teaching all team members the skills, techniques and sportsmanship required for interscholastic competition in the respective sport. Mentor and support students through college and career processes. Organize, schedule and supervise all practices and contests throughout the season and postseason. Typical responsibilities include, but are not limited to: Teach relevant skills, tactics and techniques Monitor and enhance performance by providing encouragement and constructive feedback Identify strengths and areas in need of improvement Advice about health and lifestyle issues Develop training programs year-round Undertake administrative tasks Assist with sports promotion/development Communicate regularly with families and local community Provide college and career readiness guidance and support Location(s): Athletics, District-Wide Anticipated Start Date: November 16, 2026 Posting Dates: 3/3/2026-Until Filled Applications are screened on a continual basis. However, we expect applications to be screened by November 11, 2026. Required Qualifications: The Ithaca City School District is committed to eliminating race, class, and disability as predictors of academic performance, co-curricular participation, and discipline. Qualified candidates will demonstrate a basic awareness of these commitments and a strong willingness to support these efforts. All applicants must meet the NYSED Coaching certification requirements for certified teachers and/or non-certified teachers. All applicants must have updated CPR/AED & First Aid certification, fingerprint clearance, concussion certification, DASA certification, Temporary License (non-certified teachers), S.A.V.E. & Child Abuse certification. Desired Characteristics: An educational leader whose competency, energy, and commitment will help ensure that students thrive; Proven ability to interact effectively with students and their families who represent cultures that are diverse in terms of race, class, ethnicity, sexual orientation, and other characteristics in order to build an effective and collaborative school community; Ability to implement culturally responsive curriculum; create an inclusive classroom; and differentiate instruction in order to engage the learning styles and needs of each student as an individual.