Description
*Please make sure to include a cover letter addressed to Sarah Grenert-Funk when submitting your materials.
Oregon Episcopal School seeks an Upper School Ceramics and Art Teacher to begin duties in August 2024.
OUR MISSION: Oregon Episcopal School prepares students for higher education and lifelong learning by inspiring intellectual, physical, social, emotional, artistic, and spiritual growth so that they may realize their power for good as citizens of local and world communities.
ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together enhancing the vibrancy of the school community.
The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, diverse learning community. Committed to the professional development of our faculty, teachers are guided by the Learning and Teaching at OES faculty growth model.
As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose- toward inclusion and respect, service and justice, and commitment beyond ourselves.
JOB SUMMARY :
The US ceramics and art teacher at OES teaches inquiry-based art classes to students in grades nine through twelve. The teacher collaborates with colleagues to design and implement curriculum and learner-centered activities that build visual art skills toward the expression of authentic creative voice. These art studio experiences allow students to develop skills in creative problem-solving and collaboration and engage students in thinking deeply about concepts, applications, and audiences. Furthermore, the teacher should understand and model the importance of involvement in the community, ongoing professional learning, and authentic collaboration with colleagues to advance the School's mission. Teachers at OES are expected to bring an innovative, energetic spirit to the classroom, constantly seeking ways to make problem-solving essential to adolescents. This individual should have a strong facility with technology, and a flexible mindset that enriches collaboration and design thinking.
In addition to the qualifications detailed below, the successful teacher will promote the School's commitment to attracting and retaining a highly talented and diverse faculty, possess excellent communication and interpersonal skills, and have the ability to support the School's educational mission. As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging a diverse student body and strengthening the inclusive community of OES.
In addition to teaching or administrative responsibilities, faculty participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association (for the Upper School), or coaching (in the Middle and Upper Schools) are encouraged to apply for these additional opportunities for student engagement and are strongly considered.
ESSENTIAL DUTIES:

• Create, communicate, and maintain clear, consistent, and appropriate learning objectives and expectations aligned with Department goals.
• Provide frequent, constructive, objective, and prompt feedback.
• Seek and constructively use professional feedback.
• Design assessments and activities as tools for student learning and growth.
• Recognize, respect, and promote the cultural differences and diversity of the individuals in the classroom and community.
• Collaborate positively and effectively with colleagues.
• Communicate responsibly and professionally with colleagues, families, and students.
• Establish and maintain appropriate relationships and boundaries with students and families that promote learning.
• Seek to understand, value, and respond to each student and believe in their potential for growth.
• Differentiate instruction and experiment with teaching strategies.
• Establish and maintain appropriate standards for student behavior using Restorative Practice methods which encourage reflection and problem solving and support positive self-esteem and relationship building.
• Integrate technology in teaching and assessment.
• Attend all division meetings, learning and teaching, department, and teaching team meetings.
• Meet established deadlines for completion of tasks such as report writing, course descriptions, weekly check-in forms, etc.
• Actively participate in the life of the school by attending and/or chaperoning school activities and events, contributing to our admissions open house, and participating in the admissions process as assigned.
• Engage fully in OES-sponsored DEIA development activities as assigned.
• Chaperone and contribute to one of the opening of school year trips
• Serve as an advisor to a group of students.
• Design and implement a Winterim Course
• Participate in the residential program through occasional attendance at community dinners and/or events, evening duty one Wednesday afternoon a year, and offer an activity one weekend a year.

Requirements
MINIMUM QUALIFICATIONS:

• BFA or equivalent in Art or related field
• A wide range of visual art skills and abilities including traditional studio art and time-based work
• One to three years of experience teaching Artor completion of a teaching certification program
• Intercultural competence, ability to work with sensitivity and effectiveness with students, families, and colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities
• Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets, and other web-based applications; database and
• Video-conferencing experience, as appropriate to job duties; flexibility and willingness to learn as digital tools evolve
• Ability to pass a criminal background check

PREFERRED QUALIFICATIONS:

• MA/MS, MFA, or equivalent in art/educationor related field
• A wide range of visual art and project-based learning skills and abilities, which might include, but are not limited to:
  • A high proficiency in ceramics studio techniques including wheel throwing and hand building
  • Sculpture (additive and subtractive techniques)
  • Traditional drawing and painting (representational and abstract)
  • Maker space classroom experience
  • Graphic design and animation (traditional and technical tools including silk screen printing)

• • Proficient with Adobe suite, particularly Photoshop, Illustrator, and Lightroom
  • Photography and Videography (visual storytelling, digital video, and audio recording processes)
  • Performing arts/technical theater
  • Interactive design (website design, installation)
  • Coding and maker practices, engineering, and robotics
  • Arts integration skills, critique techniques, and visual thinking strategies
  • History of art/ cultural exploration strategies
• Demonstrated and successful history with innovation in the teaching of art, technology integration, curriculum design, and inquiry-based learning
• Experience teaching studio art courses from 9th through 12th grade
• Experience working with students of all age ranges in a creative capacity
• Five years experience teaching at a secondary or post-secondary school
• Experience in teaching English Language Learners (ELL), particularly international students

KNOWLEDGE, SKILLS, AND ABILITIES:

• Experience and independent management of ^06 -^6 clay and firing processes (low-mid range)
• Good understanding of Raku firing
• Ability to use a Peter Pugmill
• Expertise in management of ceramic clay and glaze materials
• Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice
• Ability to consistently apply principles of equity, inclusion, and anti-racism in day-to-day work and in the broader workplace community
• Organizational skills, ability to work well on teams

PHYSICAL REQUIREMENTS:

• Ability to sit at computer and keyboard for moderate periods
• Mobility sufficient to move about the campus, including climbing stairs
• Sight and hearing adequate to perform the duties of the job, ability to communicate clearly
• Ability to lift and carry up to 25 pounds on an occasional basis
• Ability to work in a Ceramics Lab and school classroom setting which includes exposure to water and dust/dirt
• Ability to lift up to 50 lbs repetitively for some tasks
• Ability to bend at the waist holding up to 20 lbs (kiln loading)