Teacher - Dance

Location
Boston, MA, US
Salary
Competitive
Posted
Mar 01, 2018
Ref
10485
Reports to: Headmaster

Job Description: Part-Time Modern Dance Teacher

General description and goals:

The Boston Arts Academy, a public high school for the visual and performing
arts, is starting its 20th year in September 2018 with 480 students in Grades 9
- 12. It is a joint project of the Professional Arts Consortium, Inc.,
(comprising the Berklee College of Music, Boston Architectural Center, the
Boston Conservatory, Emerson College Massachusetts College of Arts, and the
School of the Museum of Fine Arts) and the Boston Public Schools. The Boston Arts
Academy is charged with being a laboratory and a beacon for artistic and
academic innovation. The Boston Arts Academy prepares a diverse community of
aspiring artist-scholars to be successful in their college or professional
careers and to be engaged members of a democratic society.

This innovative school features a college preparatory curriculum supporting
integrated and interdisciplinary teaching and learning among arts and academic
disciplines. Students explore the arts in both traditional and new media forms.
The Academy's program is enriched by the involvement of the six members of the
Professional Arts Consortium. Both the program and the student body at the
Academy reflect the culture, ethnic and linguistic diversity of Boston.

The Academy is a Pilot School and a member of the Boston Pilot Schools Network,
a group of Boston Public Schools that, by union contract, have been granted
increased autonomy and flexibility to be laboratories of educational innovation.
This includes the right to extend the school day and year for both faculty and
students.

Teachers at the Academy undertake a number of special responsibilities. The
Academy offers academic classes as well as classes in the visual and performing
arts. Often classes integrate artistic and academic subjects. Faculty members
work together to develop curriculum in all areas. The school day for students
and teachers has been scheduled to run from 8:00 a.m. to 4:30 p.m., Monday through
Thursday, and 8:00 a.m. to 3:30 p.m. on Fridays. Two times a month, there are
scheduled meetings for teachers until 5 p.m.

The school year for students will be similar to the Boston Public Schools, but
the actual school calendar may differ in terms of professional days for teachers
and other aspects. All students will be members of an Advisory Group and most
faculty will serve as Advisors. (Advisory is a small group of students who come
together periodically to provide academic, social and emotional support to all
students.) Many teachers also teach a grade-level writing course to students.
Students are assessed through a variety of measures: Traditional tests,
performances, exhibitions, and portfolios. More comprehensive material about the
approach to teaching and learning is available upon request, as well as on the
website.

Responsibilities:

  1. Teach Modern technique and Ballet technique courses from beginning level to advanced level with an emphasis on both Horton based and Limon based modern techniques, with an average teaching load of 7 classes per week.
  2. Set modern dance masterworks on students
  3. Teach Jazz Dance class to intermediate and advanced level dance majors.
  4. Teach Seminar class
  5. Assistant-teach Senior Choreography Project developing cogent choreographic themes through the use of improvisational tools and Embodied Research.
  6. Coach students for auditions, SpringFest dance concert, choreography projects and senior concert.
  7. Write assessment narratives on-line twice a year for every student and meet with individual student's parent/guardian for bi-annual narrative conference.
  8. Lead an advisory group of 8-12 students, providing advice, support and evaluation for assigned students.
  9. Serve on the assessment panel for the 10 th grade benchmark jury for their Sophomore Review process.
  10. Lead sophomore class through the development of the 10 th grade benchmark Digital Portfolio component.
  11. Along with other core dance faculty, participate in strategic planning, and department management. Areas include but are not limited to assessment, recruitment and outreach, implementing technology, student case management, and festival participation.
  12. Accept flexible assignments, such as team and interdisciplinary teaching, working with different age groups, abilities, and levels.
  13. Work with university, college and community collaborators.
  14. Perform general administrative tasks to teaching and advising.
  15. Attend weekly department meeting as well as weekly faculty meeting.
  16. Conduct audition workshops for applicants, as well as auditions and call back.
  17. Participate in school community events that pertain to dance.
  18. Arrange and attend evening meetings with families of students in Advisory Group (and other students as appropriate) at least twice a year, and be generally accessible to families.
  19. Participate in one annual retreat (usually in January).
  20. Work an extended day, with occasional additional time as required for student performance and presentation activities.
  21. Participate in intensive professional development activities during the school year and after/before the academic year in order to increase skills as special education teachers. Our goal is to have all new teachers certified in special education within two years.
  22. Take part in curriculum workshops, tentatively scheduled for Tuesday,
September 1 and Wednesday, September 2, 2009.
  1. Do weekly formative assessments, based on dance specific criteria.

Qualifications

Required :
  1. Strong modern dance background and knowledge of specific modern curriculum.
  2. Strong background in movement improvisation and choreographic composition.
  3. Three years teaching experience, preferably in an urban, high school setting.
  4. A team player who can collaborate with the department chair(s) and other dance faculty in building a culture of seriousness and professionalism in the department as well as developing and adjusting the dance curriculum to align with school goals.
  5. Experience in performing and teaching rudimentary ballet technique.
  6. Commitment to receive certification in special education.
  7. Proven commitment to the arts as an important element in a complete education.
  8. Proven commitment to cultural, ethnic and linguistic diversity as a significant element in a complete education.
  9. Experience and/or willingness to be trained in integrated or theme-based curriculum and performance, or portfolio-based assessment: Includes teaching in a diverse setting with focus on Inclusion and incorporating strategies for English Language Learners.
  10. Ability to take on responsibilities and prioritize quickly.
  11. Holds a minimum bachelors degree (copy of transcript required)
  12. Ability to work within a complex bureaucracy
  13. Excellent communication skills.
  14. Possession of (or eligibility to receive) a Massachusetts preliminary license in Dance. For more information on teacher licensure, call the Massachusetts Department of Education at 781-338-6600.
  15. Meets/will meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB.
  16. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
  17. Possession of (or eligibility to receive) a Massachusetts preliminary license in Dance

Preferred:
  1. Knowledge and experience in the development of sequential modern curriculum and sequential ballet curriculum, from beginning level to advanced level
  2. Professional performance experience.
  3. Experience (or ability) in choreography.
  4. Experience working in a heterogeneous classroom.
  5. Experience teaching technology including such programs as: Imovie, Soundforge, Google Sites, Powerpoint, Prezzi and Google Presentation.
  6. Three years teaching experience, preferably in an urban high school setting.
  7. Masters Degree
  8. Ability and/or certification to teach in multiple subject areas.
  9. Special education, reading or bilingual certification.
  10. Fluency in languages in addition to English.
  11. Experience as an artist.
  12. Interest or experience in more than one discipline.
  13. Experience working with local cultural institutions.
  14. Experience working in a heterogeneous classroom.
  15. Experience with portfolio assessment.
  16. Experience in interdisciplinary processes associated with multidisciplinary performance.

Terms: BTU, Group I

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