The posting
Position Responsibilities
Secondary Educator Responsibilities
- Foster a sense of student belonging by cultivating joy and purpose
- Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students and while teaching our advisory social-emotional learning curriculum.
- Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
- Design quality standards-based formative, summative, and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.
- Plan and implement engaging, inquiry-based, collaborative, culturally responsive, and differentiated learning experiences in and beyond the classroom that prompt learners to question, investigate, create, and reflect.
- Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions, including flexible, rigorous, and adaptive Tier I instructional practices that allow students with diverse language and learning styles to effectively access learning.
- Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
- Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
- Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
- Experience with or interest in co-teaching in a flexible learning environment.
- Demonstrate an understanding of interdisciplinary connections, teaching, and/or learning.
- Integrate technology in innovative ways in daily instruction to enhance learning.
- Strive for continuous self-improvement as a life-long learner.
- Model the Core Values in your interactions with all members of the school community.
- Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e., travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
- Facilitate restorative conversations when supporting student behavior in the learning environment.
- Connect with and be available to parents and students during and outside of school hours (in person and via email communication)
Role-Specific Responsibilities
- Work with both performing arts and physical education departments.
- Teach a culturally responsive Middle and High school dance curriculum that develops students’ skills, knowledge, creativity, and confidence through exposure to a wide range of dance styles and choreography, including but not limited to ballet, contemporary, hip hop, jazz, cultural dance styles and improvisation.
- Teach a health core class, as needed, for secondary grades to include standards that address Sexuality, Gender Identity & Expression, Relationships & Consent, Substance Abuse, Mental Health, and more.
- Utilize National Core Arts Standards (NCAS), SHAPE, and CASEL standards to inform curriculum planning, instruction, assessment, and student learning.
- Foster an inclusive and supportive dance environment that encourages creativity, risk-taking, self-expression, collaboration, and appreciation of diverse cultural perspectives.
- Work collaboratively with a variety of secondary grade-level students that might consist of a subset of Grades 6-12 students to lead a dance program while ensuring curriculum alignment, continuity, and excellence in dance education.
- Build on and continue to strengthen the established Secondary dance program by identifying opportunities to enhance student participation, engagement, and artistic experiences.
- Plan, prepare, produce, direct, and/or collaborate with Secondary Performing Arts departments on curricular dance performance opportunities.
- Responsibilities might include: serving as Dance Director for the co-curricular program to include two shows per semester, sponsoring the Dance Honor Society, sponsoring the dance club that meets regularly after school, and being part of the directorial team for the SAS Musical biannually.
- The opportunity to direct the SAS “IASAS” conference dance team will be offered first to the candidate, if supporting Grades 9-12. Responsibilities, if accepted, include auditions, rehearsals, and travel.
- If supporting Grades 9-12 Dance, demonstrate willingness to teach a variety of dance and health courses, in addition to being part of the collaborative Advanced Topics Performing Arts team.
Position Requirements & Qualifications
- Bachelor’s Degree in relevant field
- Master’s Degree in relevant field preferred
- Teaching license or a degree in education
- At least two years of full time teaching experience preferred
- Expertise with teaching dance technique and choreography
- Expertise with teaching health education preferred
- National Core Arts Standards (NCAS), SHAPE, and CASEL standards-based curriculum experience preferred
- Excellent verbal and written English language skills
- Confident technology skills for teaching and administrative tasks
Working Requirements
- Sponsoring and/or coaching after-school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach, and/or sponsor an athletic team or other extracurricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
- Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation, and educator professional learning days.
- Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night", learning conferences, musicals, concerts, and more).
- SAS faculty members are expected to commit to chaperoning learning experiences, including those requiring overseas and/or overnight excursions, Music, and other curricular and co-curricular trips.
