Visual Arts Teacher (Long-Term Sub)

Souhegan High School serves the communities of Amherst, NH, and Mont Vernon, NH in SAU 39. Souhegan High School offers curriculum and programs that challenge and expand the comfortable limits of thought, tolerance, and performance. We are seeking student-centered educators to join our dynamic environment. If you value flexibility, collaboration, and professionalism and desire an opportunity for shared leadership, Souhegan may be exactly what you are looking for.

Position: High School Visual Arts – Souhegan

Contract Period: Contract days per current collective bargaining unit agreement, exempt

Reports To: School Principal or his/her designee

Supervises: n/a

Position Goal: The visual arts teacher is responsible for the education of each pupil in his/her charge, empowering them with the artistic skills necessary to create and critique art. The visual arts teacher is also responsible for working with students, parents, other teachers, and staff toward achieving the goals set forth in the Souhegan High School Mission Statement.

Qualifications

Minimum Education and Experience: Bachelor's Degree

Applicants will be subjected to a criminal background check as required by law. (RSA 189:13-a)

Licensure/Certification Requirements

State of NH Certification endorsement #0200 (or eligible for NH Certification)

Evaluation

Evaluation will be based on ability and effectiveness in carrying out the responsibilities of the position as defined.

Performance will be reviewed by Administrators in cooperation with the Superintendent and in accordance with School

Board policy.

Required Skills

• Promote the learning and growth of all students by/through…
• providing high-quality and coherent instruction.
• instructional practices that establish high expectations and create a safe and effective classroom environment.
• a variety of assessment methods to engage learners.
• ethical, skilled, and collaborative professional practices.
• Expertise in the field of visual arts
• Flexibility and high adaptation skills
• Organization and communication skills
  

Other Preferred Skills And Considerations

• Experience with visual arts curriculum, specifically ceramics and painting
• Experience with AP Art & Design
• Experience with competency-based instructional and assessment practices
• Knowledge of research-based instructional interventions
  
  

General Responsibilities: (Except as specifically noted, the following functions are considered essential to this position)

• Participates in curriculum construction and revision and cooperates with other members of the staff in planning instructional goals, objectives, and methods.
• Employs a pedagogical approach that promotes the understanding of subject matter content to students by providing clear explanations that effectively guide student thinking.
• Provides challenging learning activities, thought-provoking questions and materials that prompt every student to engage in cognitively demanding tasks that are aligned to lesson objectives.
• Routinely employs instructional strategies that are consistent with scholarly research and best practices in content area and grade-level.
• Uses students' learning styles, interests, and needs to plan lesson and homework tasks, design assessments, group students, and differentiate the timing and content of assigned tasks.
• Creates an intellectual environment where students take academic risks by attempting challenging tasks.
• Frequently plans and administers formative and summative assessments that assess student understanding in multiple formats and varied levels of difficulty.
• Systematically reviews results of assessments individually and with colleagues to inform instruction and curriculum revisions.
• Monitors student progress and communicate accordingly to all stakeholders.
• Engages in activities to improve practice, including but not limited to: soliciting feedback on practice, attending professional development, or reading relevant literature.
• Puts students first in all considerations of practice and solve problems with students' needs and feedback as a priority.
• Proposes meaningful goals with concrete steps aimed at improving student learning outcomes.
• Maintains healthy and productive professional relationships with all colleagues so that the professional culture of the school is enhanced.
• Regularly uses two-way communication with families about student performance and learning and respond thoughtfully to communication from families with an attention to student privacy.
• Implements accommodations and modifications as listed on Individual Education Plan (IEP), 504 plans, and other support plans.
• Monitors student behavior in accordance with established standards of conduct, reinforcing positive behavior and responding consistently and effectively to inappropriate behavior.
• Follows policies, procedures, goals, and approved curriculum as required by law, district policy, and administrative regulation.
• Participates in various meetings (e.g. parent conferences, in-service training, faculty meetings, IEP team meetings, etc.).
  
  

General/Physical Requirements: (necessary to fulfill the general duties of the position)

• Ability to communicate with students
• Standing in front of class to perform classroom instruction
• Sitting at desk to perform duties associated with classroom instruction
• Ability to move around the classroom to supervise, interact, and communicate with students
• Escort students to other classes that occur at locations outside the assigned classroom
• Operate a personal computer, telephone, or other related equipment
• Sufficient mobility to function within a general classroom setting:
  
  

Standing: Frequent Lifting: Occasional/Frequent

Walking: Frequent Bending/stooping: Occasional/Frequent

Sitting: Frequent Reaching: Occasional/Frequent

Driving: Infrequent/Rare Push/Pull: Occasional/Frequent

This job description is not intended to be all inclusive, and employees will also perform other tasks and assume other responsibilities as assigned by the supervisor(s).