Media Arts Teacher High School

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HAVERHILL PUBLIC SCHOOLS

HAVERHILL, MASSACHUSETTS 01830

HAVERHILL PUBLIC SCHOOLS IS A DIVERSE ENVIRONMENT AND IS PROUD TO BE AN EQUAL OPPORTUNITY EMPLOYER. ALL QUALIFIED CANDIDATES WILL RECEIVE CONSIDERATION

ANNOUNCEMENT OF POSITION

Title of Position: TEACHER OF ART

HAVERHILL HIGH SCHOOL

ANTICIPATED OPENING

Work Year: September - June

Effective Date of

Employment: School Year

The Fine Arts Academy is seeking an energetic and creative individual with a passion for teaching media arts to young adults in grades 9-12. The ideal candidate will demonstrate a solid foundation in visual arts media: including but not limited to, film and video production, history of film, digital photography, and/or graphic/web design. The candidate must be proficient with MAC software: Adobe Premiere, Adobe After Effects, and Photoshop. The successful candidate will work in conjuction with the Theatre department on a variety of productions and aid in the development of light and sound design. Experience with live audio mixing, and proficiency in stage lighting, is a plus. The individual must see themselves as a team player who is able to collaborate with faculty, parents and community groups. Potential classes include: Intro to Film, Graphic Design, History of Film, and Theatrical Design. Please send a digital portfolio of personal and student work along with curriculum vitae and teaching philosophy.

We are interested in candidates who are focused on the achievement, equity, and access of all learners in and beyond the classroom.

Application Process: Interested candidates should submit a cover letter, resume, official copies of undergraduate/graduate transcripts, license information, three current professional letters of reference, including one from a direct supervisor, professor, or evaluator, and a portfolio of recent student work and current studio work if applicable.

Salary: Range - $53,753 (Bachelor Step 1) - $102,987 (Masters 60 Step 14)
•  Competitive Salary
•  Eight GIC Health Plan Options
•  Dental Insurance
•  Flexible Spending Accounts
•  Life Insurance Options
•  Auto and Home Insurance Options
•  Wellness Programs and Discounts
•  Employee Assistance Programs
•  Credit Union with Competitive Rates
•  403 (b) Retirement
•  Personal and Sick Days
•  Teacher Tuition Reimbursement Organizational Relationship

or Line of Authority:

Directly responsible to the Principal in matters

related to the building and the Superintendent of

Schools and/or his/her designees.

Statement of Duties:
•  Advise classroom teachers regarding art lessons in conjunction with their regular instructional program.
•  Attend in-service meetings as required.
Curriculum and Planning:

• Possesses sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

• Possesses knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.

• Ability to design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.

• Ability to design well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Assessment:

• Ability to design and administer a variety of informal and formal methods and assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.

• Ability to design and analyze results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Analysis:

• Individually and with colleagues, draw appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.

• Regularly share with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seek feedback from them about instructional or assessment practices that will support improved student learning.

• Based on assessment results, provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance.

Instruction:

• Consistently define high expectations for the quality of student work and the perseverance and effort required to produce it; often provide exemplars, rubrics, and guided practice.

• Ability to consistently use instructional practices that are likely to motivate and engage most students during the lesson.

• Use appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Learning Environment:

• Use rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

• Develop students' interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.

• Consistently create learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.

Cultural Proficiency:

• Consistently use strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.

• Anticipate and respond appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.

Expectations:

• Clearly communicate and consistently enforce specific standards for student work, effort, and behavior.

• Effectively model and reinforce ways that students can master challenging material through effective effort, rather than having to depend on innate ability.

• Consistently adapt instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.

Family and Community Engagement:
•  Use a variety of strategies to support every family to participate actively and appropriately in the classroom and school community. Collaboration with Students:

• Regularly update parents on curriculum throughout the year and suggest strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.

• Consistently provide parents with clear, user-friendly expectations for student learning and behavior.

Communication:

• Regularly use two-way communication with families about student performance and learning and responds promptly and carefully to communications from families.

• Always communicate respectfully with families and demonstrates understanding of and sensitivity to different families' home language, culture, and values.

Reflection:

• Regularly reflect on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

• Propose challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.

Professional Growth:
•  Consistently seek out and apply, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities. Collaboration with Colleagues:
•  Consistently and effectively collaborate with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention. Decision-Making:
•  Consistently contribute relevant ideas and expertise to planning and decision making at the school, department, and/or grade level. Shared Responsibility:
•  Within and beyond the classroom, consistently reinforce school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Additional Responsibilities:
•  Responsible for instructional and general duties as indicated by the Principal, directives of the Superintendent of Schools or his/her designee and policies of the Haverhill School Committee. Qualifications:
•  Licensed by the Department of Elementary and Secondary Education - Visual Art - 5-12 - Required . click apply for full job details