The Director of Athletics is responsible for the overall strategic vision for athletics and physical education at Gilman School. Reporting directly to the Headmaster and overseeing a department staff of thirteen, s/he oversees the implementation of all curricular and co-curricular programs related to athletics, in accordance with the School’s philosophical approach. S/he is a critical leader for the entire school community and serves on the Leadership Team that directs Gilman’s overall operations.
Strategic Vision & Planning
Working with the Headmaster, senior administration, and the Athletics Department staff, the Director of Athletics:
• Establishes and oversees the implementation of the School’s Statement of Values and Guiding Principles regarding athletics;
• Articulates the School’s approach to athletics to its various constituencies: students, parents, faculty, staff, administration, Board of Trustees, alumni, league officials, and interested parties;
• Supervises the development and implementation of the intramural, interscholastic, and physical education curricula and programs;
• Serves as the primary bridge between the athletics program and the other curricular and programmatic areas of the School;
• Supports, with the College Counseling Office and in aligned pursuit of expressed college counseling goals, the School’s guidance and advocacy of students aspiring to play sports in college;
• Supports the Admissions Office with the processing of prospective applicants and families.
Leadership & Management
Working with the Athletics Administration staff, the Director of Athletics leads, manages, and oversees the following:
• Direct supervision and evaluation of the Athletics Department staff: assistant directors, trainers, administrative support;
• Oversight of the hiring, staffing, orientation, evaluation, and mentoring of all coaches, both intramural and interscholastic;
• Indirect supervision of the physical education teachers and gym and field maintenance staff;
• Support of varsity coaches in the administration of their programs;
• Support of the training staff in its care of students, faculty, and staff;
• Coordination, with Athletics Trainer and Nurse, of the education of the coaching staff regarding safety, CPR, and first aid;
• Establishment and administration of the budget for the Athletics Department;
• Maintenance, with the Buildings and Grounds staff, of the athletics facilities;
• Supervision of scheduling of athletics facilities for Gilman and non-Gilman use;
• Representation of Gilman in league and NIAAA matters;
• Communication, in coordination with the Director of Marketing and Communications, of athletics-related messaging to the media and other internal and external audiences, as appropriate and necessary;
• Advising of the Student Athletic Association.
Additionally, the Director:
• Meets regularly with the Headmaster to provide current updates;
• As appropriate, teaches a class, serves as an advisor, and/or coaches a sport;
• Extends him/herself beyond the job description to support the mission and goals of the School.
Compensation is highly competitive in the Baltimore area and is commensurate with the position.
Originally established in 1897 as “The Country Day School for Boys,” Gilman School is rooted in the belief that, in order to build character, school should provide every boy with strong academics and a full-day program that includes afternoon sports. Today, Gilman educates boys in kindergarten through Grade 12 through a rich, college-preparatory program of offerings in academics, athletics, and the arts. The School subscribes to the teacher-coach model and takes great pride in the fact that its teachers connect with the students through activities outside the classroom. Most Gilman teachers are involved in athletics and/or physical education. Teachers also help to cultivate students’ interests in music and performing arts through a variety of groups, bands, and productions.
Set on a 68-acre campus in the northern part of Baltimore City, the school serves roughly 1000 students in three divisions: Lower School (K-Grade 5), Middle School (Grades 6-8), and Upper School (Grades 9-12). Facilities include separate buildings for each of the three divisions, an Upper School science building, an auditorium, and a shared dining hall. Athletic facilities include an arena and other gymnasiums, indoor pool, weight room, locker rooms, game and practice fields, tennis courts, and alpine tower. Gilman has a full-time faculty of nearly 140, and the average class size is 16 students. A strong coordinate program with two neighboring girls schools—Roland Park Country School and The Bryn Mawr School—provides students in the Upper School with a broad and comprehensive curriculum and with opportunities for coeducational classes on all three campuses.
The Lower School
Gilman’s Lower School serves roughly 300 students in a nurturing environment that seeks to channel each boy’s innate curiosity. The curriculum consists of language arts (including reading, phonics, writing, spelling, grammar, and vocabulary), math, science, and social studies. Students are organized by homeroom, with much of the core instructional time taking place in those groups. For reading and math in the first through fifth grades, the boys break into slightly smaller groups for instruction. Resource subjects include French, Spanish, computer, design and woodworking, library, music, studio art, swimming instruction, and physical education/athletics. Enrichment activities and programs include class plays, character development, environmental awareness club, student newspaper, and community outreach efforts.
The Middle School
Gilman’s Middle School serves approximately 250 students and strives to develop in each of them the skills that will prepare them for high school, college, and beyond. In each of his three years in the Middle School, a student takes language arts, math, a social studies/history course, modern foreign language, and a sequential Talk class focusing on life skills, as well as other required classes as determined by his grade level. In addition to Latin, eighth grade students take one elective each semester, choosing from art, design and woodworking, computer, technology, and journalism. All students participate in physical education/athletics. Homeroom and advisory groups foster the student-teacher relationship, which is paramount to the support a student receives to successfully transition to the Upper School.
The Upper School
Gilman’s Upper School offers a rigorous college preparatory curriculum to approximately 450 boys. Students take five major courses each semester (English, mathematics, foreign language, lab science, history). They must also complete courses in art, music, and religion, participate in either interscholastic or intramural athletics, and complete 50 hours of community service during their Upper School careers. Advanced Placement (AP) courses are offered in numerous disciplines. The tri-school coordinate program vastly expands the course menu for Upper School students, who can take advantage of co-educational offerings in English, history, language, and science. Classes last 70 minutes and meet every other day of a ten-day academic cycle, with an additional shorter period occurring on one other day in the cycle. An advisory program creates a structure by which teachers can keep track of and support each boy’s progress. Upon graduation, Gilman students matriculate to a healthy variety of the nation’s most selective colleges and universities.
For more information about Gilman, please visit the school’s website: gilman.edu.
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