*This is a .5FTE Art position*

***This school has been designated as a Level 4 or 5 School by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed.

Room 13 is an International network of student-run art studios, and Room 13 Boston: Excel High School is the first of these studios in New England. We are seeking an Artist-In-Residence to take over facilitation of the partnership onsite and classes for the studio.

In Room 13 Boston we believe in the potential of every young person to be a leader, creator, and innovator. The Artist-In-Residence uses Room 13's four pillars of learning to support students in their creative journey by showing them that they CAN create amazing things, CAN think deeply about events in the world, and CAN be responsible for their learning, to themselves, and to each other. The pillars of learning are: Creative Freedom - students have the freedom to guide their own artistic development and pick projects and subjects they care about; Reciprocal Learning - while the Artist-In-Residence is the "adult in the room" the foundation of the program is that it is a collaborative community of artists, everyone -- students and adults alike -- is treated as an artist with ideas and feelings of merit; Entrepreneurship - A student Board of Directors runs the program overall and students are free to sell the art they make in class. Through the selling of artwork and utilizing creative skills, funding is generated for future student projects. The Artist-In-Residence has a seat on the board and helps guide students in the real work of running a creative business. Inquiry - Everything starts with an idea, and in Room 13, whether informally or formally, discussions about deep questions are inevitable and often drive artistic practice.

Room 13 exists in a fully equipped studio in the lower level of Excel High School. The arts opportunities in the room are broad and range from drawing and painting, to making and constructing, to digital fabrication and programming. The ideal candidate has experience with large tools and mastery teaching the safety processes for these tools to high school students. In addition to tool capabilities, Artist-In-Residence must have an artistic/ creative specialty of their own. However, the specialty can be related to any medium. Also, every student works on different projects in class, so strong facilitation skills and the ability to multitask is mandatory.

Boston Public Schools seeks an exceptional VISUAL ART TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

REPORTS TO: Principal/Headmaster

RESPONSIBILITIES:

1. Teach: Facilitate two sections of a class with ten students in each section. (85%)
2. Manage: basic day-to-day operations / reporting of in-school non-profit partnership to Room 13 organization. (15%)
3. Creatively provide an interdisciplinary course of study through facilitation and apprenticeship model of instruction
4. Deliver content through discrete instruction, demonstration, practice, and projects
5. Instruct students in safety and all industry related curriculum materials
6. Instruct students in aspects of various creative industries
7. Maintain records as required by the school, district, state, or parent non-profit
8. Build and maintain partnerships that assist in getting students into authentic learning experiences
9. Participate in team meetings /curriculum development/ and professional development activities that support student achievement and program and school functioning
10. Share in administrative duties as determined by the Headmaster or designee
11. Perform other related duties as requested by Headmaster

CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:

1. Accountability for Student Achievement

(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

• Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort
• Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
• Passionate and optimistic about their students, their content, and the teaching profession

1. Communicating Content Knowledge

(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

• Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
• Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
• Can convey content in creative and engaging ways that align to standards

1. Equitable & Effective Instruction

(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

• Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
• Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
• Builds a productive learning environment where every student participates and is valued as part of the class community

1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning

1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
• Seeks to participate in and contribute to a collaborative adult learning community.

QUALIFICATIONS - REQUIRED:

1. Hold a valid Massachusetts Teaching License for Visual Art at the appropriate level.
2. Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB.
3. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
4. Education: Hold a Bachelor's degree.
5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

QUALIFICATIONS - PREFERRED:

1. Experience teaching in urban schools.
2. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
3. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).

Terms: BTU, Group I

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.