Master Scheduler - Secondary

Position Type:
Support Staff (Non-Classroom)/Master Scheduler - Secondary

Date Posted:
2/4/2026

Location:
Desert Ridge Junior High

Date Available:
7/1/26

Closing Date:
5/22/26
Position Length: 12 Month Short

Job Grade: 113

Hourly Rate: $20.14 and up depending on experience

Hours Per Day: 8

Application Procedure: Apply online

Fingerprint Clearance Card: Must have a Level One IVP Fingerprint Clearance Card prior to processing. Please follow these steps: Step OneStep Two

Master Scheduler - Secondary

Purpose Statement
The job of Master Scheduler - Secondary is done for the purpose/s of coordinating the development of the master schedule, student schedules, initiating and completion of the course selection process, providing a variety of reports and reference materials, and ensuring compliance with district, state, and federal guidelines.

Essential Functions

• Meets with Department Heads and Administrators for master schedule predevelopment activities (e.g. determine course offerings, course selection timeline, FTE allotment, teaching assignments, room assignments, etc.)
• Prepares a wide variety of materials for the course selection process (e.g. course selection forms, course tally report, FTE allotment spreadsheet, insufficient course enrollment report)
• Coordinates with counseling to ensure students have selected courses that meet graduation requirements (e.g. preparation of credit checks, verification of student course selection forms, hand placement of students in specialty classes, mass loading of core classes, etc.)
• Assists Special Education ICDC with course selection for students to ensure IEP compliance. Determines placement of classes to define staffing patterns, and FTE allotment.
• Creates master schedule utilizing complex scheduling software tools and reports. Analyzes results to determine placement of courses and teaching assignments. Determines completion of master schedule by percentage of successfully completed students schedules.
• Verifies student schedules and assignments for the purpose of ensuring compliance with student requests, teaching assignments, and /or administrative requirements.
• Processes a variety of documents and materials (e.g. class change requests, room and teacher assignments, student aide forms, etc.)
• Supports assigned administrative personnel (e.g. Counselors, Administrators, etc.) for the purpose of providing assistance with their administrative and counseling functions.
• Creates various Ad Hoc reports for Administration, Counselors, faculty, staff and District employees.

Other Functions

• Other responsibilities include administrative assistant (HS) and/or registrar/records clerk (JH).
• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.

Job Requirements
Mental Requirements
Learning Development- Level C Sufficient to read and write technical instruction, understand standardized methods, operate specialized and varied equipment, perform standard mathematical applications. Learning development involves the equivalent of some technical or vocational training beyond high school, often resulting in a certification.
Problem Solving - Level 2 Work situations require consideration and interpretation of circumstances or information to choose the most effective responses. Solutions may be somewhat technical, yet are relatively straightforward, obvious and well-defined once problems are understood. Responses come from the realm of prior learning and experiences
Physical Requirements
Physical Skill - Level A Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.
Physical Effort - Level 1 Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.
Social Requirements
Human Relations Skill- Level B Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. skills in establishing harmonious relationships and gaining cooperation are important.
Scope of Contacts - Level 2 Interpersonal contacts extend to peers in other work groups, or to clients/customers who speak the language, either within or outside the organization. interactions with higher levels of authority beyond the immediate supervisor must be conducted on an intermittent basis.
Work Environment
Performance Environment - Level A Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.
Physical Working Conditions - Level 1 Generally good working conditions. Little or no exposure to extremes in noise, temperature, etc. little or no exposure to safety or health hazards.
Accountability
Level of Accountability -Level B Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.
Organizational Impact - Level 2 Work results impact the accuracy, reliability, and acceptability of further results beyond the immediate work section. work results are noticeable and represent a portion of, or support product or service received by the customer or general public.

Experience, Education, and Certifications
Experience: Job related experience with increasing levels of responsibility is desired.
Education: High School diploma or equivalent.
Certifications/Clearances: Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed.

Compensation Details
FLSA Status: Non Exempt
Pay Schedule: Hourly - Grade 113
Work Calendar: Jr High & High School - Support 12 Short Months

Non Discrimination Statement
Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District's activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.
This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.
Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education's Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.

Attachment(s):

• Master Scheduler - Secondary.pdf