To provide instruction to deaf, hard-of-hearing, and/or language delayed children. To create, with the students, a community of learners where students feel respected and honored. Design curricula and activities to meet academic standards and IEP goals. To be responsible to communicate learning goals, high standards, and expected outcomes to students. Engage in building positive relationships with parents and collaborate with colleagues, in order to enhance each student’s ability to learn most effectively.
Our ideal Art Teacher will have:
•Experience in establishing a creative environment in which the Arts are explored, discovered and celebrated both in and out of the classroom.
•Experience working with children and implementing effective art instruction.
•Experience collaborating with colleagues to build an interdisciplinary world-class art program while cultivating a school environment that prioritizes aesthetics and makes learning visible to the community.
•Proficiency delivering content area knowledge; ability to teach arts classes in a variety of mediums and techniques; and willingness to implement a full arts curriculum, including performance arts.
•Passion and sustained commitment to ensure that joyful, rigorous instruction is delivered every day.
•An entrepreneurial spirit, be mission-aligned, and feel excited to be part of an innovative team.
•Knowledge of instructional technology and its applications to the Teaching of the Arts.
•Knowledge and respect for the cultural norms and language of the Deaf community.
Knowledge, Skills, Abilities and Expectations
We expect our Teachers to:
•Be fierce advocates for our students, fueled by the belief that failure is not an option.
•Fully dedicate themselves as active participants in driving our students’ growth and
in building our school community.
•Welcome opportunities to build collaborative networks among their peers.
•Be masters of their craft and aspire to be experts in their field.
•Consistently seek out opportunities to grow both in the art of pedagogy and in their
•Lead both in the classroom and out, building a strong alliance of mutual trust and
accountability with their students, parents, and communities.
•Ability to meet certification credentials, as established by the RI Department of Education
•RI Certificate in academic content area – Art Education
•RI Certificate in Deaf Education and/or Special Education
•ASL proficiency required
•Written language competency
•Ability to work effectively as part of an educational team
•Outstanding references from current and former supervisors
Works under the general supervision of the Director
•Design and develop Arts curriculum and course materials for school-wide instruction (PreK through grade 12).
•Deliver instruction to students on the Arts and its many forms and traditions.
•Teach and encourage students to express themselves through various art forms.
•Provide an exciting classroom experience to students.
•Maintain files, art records, art works, artifacts and art portfolios of students.
•Assess, evaluate and grade students’ performance in understanding of the Arts.
•Meet students’ instructional needs and goals.
•Order, maintain and manage inventory control of art supplies and materials.
•Assist and support this School’s commitment to Art Education for all students.
•Plan and provide leadership for Annual Community Arts and Culture Night.
•Ability to work with other teachers to promote interdisciplinary studies.
Demonstrated competencies in the following areas are a must
•Behavior and classroom management: Ability to establish and maintain high expectations and engagement.
•Accountability and Data Driven: Proven record of student achievement as evidenced by student work, learning, and classroom data.
•Preparation: Ability to plan and implement Arts Learning Standards for each grade level taught, commit to collegial relationships, and work collaboratively to deliver instruction.
•Self-Reflection: Ability to seek, accept, and implement feedback from colleagues, students, and administration on an on-going basis for continuous improvement.
•Stamina and Grit: Ability to handle the intensity required to work the school calendar and exhibit resilience to persevere and turn challenges into opportunities for students; ability to work independently.
•Complete case management, as assigned, including scheduling meetings, scheduling evaluations, developing IEPs, monitoring Medicaid related services, monitoring student progress, communication with outside support staff and student’s LEA, and maintaining complete and organized student records. Participate in IEP team meetings.
Reasonable accommodations can be made for qualified individuals with a disability.