[26-27] NC Art Teacher

Movement Foundation•Charlotte, NC

3d•Onsite

About The Position

Movement Schools is seeking a passionate, creative, and mission-aligned K-5 Arts Teacher for its North Carolina school community. This role is for educators who believe the arts are essential for self-expression, identity, discipline, and joy. The teacher will design and lead engaging, standards-aligned arts instruction to build scholar creativity, technical skill, and cultural understanding, while intentionally using the arts to develop social-emotional skills, identity, and creative confidence. The goal is to create a structured, joyful, and inclusive environment where K-5 scholars develop their artistic voice and a lifelong appreciation for the arts. In addition to teaching, the role involves supporting school-wide operations when not in session with scholars.

Requirements

Bachelor’s degree in Art Education, Music Education, Theatre Arts, Dance, Fine Arts, or a related field from an accredited college or university.
Valid North Carolina Department of Public Instruction (NCDPI) teaching license in the relevant K–12 arts area (Art Education, Music Education, Theatre Arts, or Dance) — Initial Professional License (IPL), Continuing Professional License (CPL), or Residency License — OR eligibility to obtain through an approved NC alternative licensure pathway.
Passing score on the NCSBE-approved Pearson content licensure exam for the relevant arts area (per NCDPI policy LICN-003), or willingness to attempt within the first year and pass by the third year of an IPL.
Demonstrated artistic skill and a portfolio or body of work in your discipline.
Ability to pass a North Carolina criminal history background check pursuant to N.C.G.S. §§ 115C-218.90 and 115C-332.
Documentation of a negative TB skin test (or chest X-ray) as required by the school's health policies.
Commitment to Movement Schools' mission, values, and high expectations for all scholars.

Nice To Haves

Prior teaching experience in an elementary (K-5) school setting.
Experience teaching across multiple arts disciplines (e.g., visual arts + music, or theatre + dance).
Experience producing scholar exhibitions, performances, or showcases.
Active artistic practice or community involvement in your discipline.
Training in CASEL’s SEL framework or an arts-integrated SEL curriculum (e.g., RULER, Second Step, Sanford Harmony).
Training in trauma-informed practice, restorative practices, or culturally responsive teaching.
Experience using the arts to support scholar identity development, emotional expression, or community building.
National Board Certification in your arts area.
Bilingual (English/Spanish) a plus.

Responsibilities

Plan and deliver standards-aligned K-5 arts instruction grounded in the National Core Arts Standards and the North Carolina Arts Education Essential Standards.
Build scholar skill in the four artistic processes: creating, performing/presenting/producing, responding, and connecting.
Design a sequenced curriculum that develops both technical craft and creative voice across grade levels.
Introduce scholars to a diverse range of artists, traditions, and cultural perspectives.
Create a structured, safe, and inclusive environment where every scholar feels seen as an artist.
Assess scholar growth using portfolios, performances, critiques, and standards-based rubrics.
Differentiate instruction to support scholars with diverse abilities, including those with IEPs and 504 plans.
Maintain art supplies, instruments, and studio/classroom spaces in safe and orderly condition.
Support school-wide culture, arrival/dismissal duties, transitions, and family engagement events.
Lead or coordinate scholar exhibitions, performances, showcases, or assemblies that celebrate scholar work.
Intentionally embed CASEL’s five social-emotional learning competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) into arts lessons, routines, and critique structures.
Use the arts as a structured outlet for K-5 scholars to safely explore identity, process emotion, build self-expression, and develop creative confidence.
Establish classroom rituals — such as artist circles, reflective journaling, peer feedback protocols, and gallery walks — that build empathy, perspective-taking, and creative risk-taking.
Partner with classroom teachers, counselors, and school leaders to align SEL language and approaches across the school day, reinforcing the same competencies scholars practice in core classes.
Use restorative, identity-affirming, and culturally responsive practices in the studio/classroom.
Participate in coaching cycles, professional development, and grade-level planning.
Support school-wide operations during non-instructional blocks — including arrival and dismissal duties, lunch and recess coverage, hallway transitions, family engagement events, and other operational needs as assigned.