26-27 Elementary Art Teacher

Alpha Academy•Fayetteville, NC

1d•Onsite

About The Position

The Elementary Art Teacher is responsible for developing in each K-5 student an interest in Visual literacy, contextual relevancy, and critical response, while complying with the Arts Education Essential Standards. This role aims to develop students' ability for creative expression in visual terms using artistic skills and techniques consistent with school guidelines, and to discover and develop their talents in art. Key responsibilities include teaching art concepts, history, and techniques, creating engaging lesson plans aligned with state standards, managing classroom supplies, assessing student progress, and fostering creativity and self-expression. The teacher is expected to use the language of visual arts for effective communication, apply creative and critical thinking skills to artistic expression, create art using various tools, media, and processes safely, understand the global, historical, societal, and cultural contexts of visual arts, and recognize interdisciplinary connections and life applications of visual arts. The position requires a North Carolina state certification in art education, a bachelor's degree, strong communication skills, and the ability to collaborate with other educators to integrate art with other subjects.

Requirements

North Carolina state certification in art education
A bachelor's degree
Strong communication skills
Ability to collaborate with other educators to integrate art with other subjects
Ability to use the language of visual arts to communicate effectively
Ability to apply creative and critical thinking skills to artistic expression
Ability to create art using a variety of tools, media, and processes safely and appropriately
Ability to understand the global, historical, societal, and cultural contexts of the visual arts
Ability to understand the interdisciplinary connections and life applications of the visual arts
Ability to use critical analysis to generate responses to a variety of prompts
Degree in education / Art or B.A / B.S degree in teaching (from accredited institutions) or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction
Ability to establish and maintain cooperative and effective working relationships with others
Ability to communicate effectively orally and in writing
Knowledge and implementation of relevant technology
Meet professional teacher education requirements of school, district and state
Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things (Data Conception)
Ability to speak and/or signal people to convey or exchange information, including receiving instructions, assignments and/or directions from superiors (Interpersonal Communication)
Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. (Language Ability)
Ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format (Language Ability)
Ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables (Intelligence)
Ability to record and deliver information, to explain procedures, to follow oral and written instructions (Verbal Aptitude)
Ability to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology (Verbal Aptitude)
Ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory (Numerical Aptitude)
Ability to inspect items for proper length, width and shape (Form/Spatial Aptitude)
Ability to coordinate hands and eyes rapidly and accurately in using office equipment (Motor Coordination)
Ability to handle a variety of items such as office equipment and hand tools (Manual Dexterity)
Must have minimal levels of eye/hand/foot coordination (Manual Dexterity)
Ability to differentiate between colors and shades of color (Color Discrimination)
Ability to deal with people beyond giving and receiving instructions (Interpersonal Temperament)
Adaptability to performing under stress and when confronted with emergency situations (Interpersonal Temperament)
Ability to talk and hear (Physical Communication)
Ability to communicate via telephone (Physical Communication)
Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity
Ability to motivate students
Ability to maintain a clean and orderly environment
Ability to perform general clerical duties
Ability to maintain order and discipline in a classroom
Ability to operate common office machines
Ability to maintain basic files and records
Ability to understand and follow oral and written instructions
Ability to establish and maintain effective working relationships as necessitates by work assignments

Responsibilities

Have materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity.
Get the class started quickly and get students on task quickly at the beginning of each lesson.
Maintain a high level of student time-on-task.
Establish a set of rules and procedures that govern the handling of routine administrative matters.
Establish a set of rules and procedures that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.
Establish a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities.
Frequently monitor the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities.
Stop inappropriate behavior promptly and consistently, yet maintain the dignity of the student.
Begin lesson or instructional activity with a review of previous materials.
Introduce the lesson or instructional activity and specific learning objectives when appropriate.
Speak fluently and precisely.
Present the lesson or instructional activity using concepts and language understandable to the students.
Provide relevant examples and demonstrations to illustrate concepts and skills.
Assign tasks that students handle with a high rate of success.
Ask appropriate levels of questions that students handle with a high rate of success.
Conduct lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns.
Make transitions between lessons and between instructional activities within lessons efficiently and smoothly.
Make sure that the assignment is clear.
Summarize the main point(s) of the lesson at the end of the lesson or instructional activity.
Maintain clear, firm and reasonable work standards and due dates.
Circulate during class work to check all students’ performance.
Routinely use oral, written, and other work products to check student progress.
Pose questions clearly and one at a time.
Provide feedback on the correctness or incorrectness of in-class work to encourage student growth.
Regularly provide prompt feedback on assigned out-of-class work.
Affirm a correct oral response appropriately, and move on.
Provide sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.
Have an instructional plan which is compatible with the school and system-wide curricular goals.
Use diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks.
Maintain accurate records to document student performance.
Have an instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty.
Use available human and material resources to support the instructional program.
Treat all students in a fair and equitable manner.
Interact effectively with students, co-workers, parents, and community.
Carry out non-instructional duties as assigned and/or as need is perceived.
Adhere to established laws, policies, rules, and regulations.
Follow a plan for professional development and demonstrate evidence of growth.
Perform other related work as required.