Theatre Teacher

GLO•Saint Louis, MN

1d•Onsite

About The Position

The Theatre Teacher is responsible for designing and delivering developmentally responsive theatre instruction for students in grades 1–12 within a specialized learning environment serving students with learning differences. Instruction is inclusive, structured, and responsive to individual learning profiles, supporting students with dyslexia, dysgraphia, ADHD, executive functioning challenges, and related needs. Theatre plays a vital role in supporting students’ creativity, confidence, communication, collaboration, and self-expression. The Theatre Teacher creates a structured and engaging environment where students can explore dramatic arts through meaningful, individualized, and shared experiences. Instruction is designed to be accessible, scaffolded, and responsive, allowing all students to engage in theatre through multiple entry points. The Theatre Teacher integrates evidence-based instructional practices that support attention, processing, memory, organization, and executive functioning, ensuring that all students can participate successfully in theatre experiences. The Theatre Teacher collaborates with colleagues, Student Study Teams, specialists, and families to ensure that instruction aligns with student needs and supports overall student development.

Requirements

Bachelor’s degree in Theatre Education, Theatre, Drama, Performing Arts, or a related field required
Valid teaching license or ability to obtain licensure preferred
Experience teaching theatre across multiple grade levels preferred
Experience working with students with learning differences strongly preferred
Strong understanding of theatre pedagogy across elementary, middle, and upper school levels
Ability to design accessible, differentiated instruction for diverse learners
Understanding of learning differences, including dyslexia, ADHD, dysgraphia, and executive functioning challenges
Ability to scaffold instruction and provide multiple entry points for participation
Strong classroom management and organizational skills
Ability to build trusting relationships with students and families
Clear written and verbal communication skills
Ability to collaborate effectively within a multidisciplinary team
Ability to adapt instruction in response to student needs and changing circumstances
Commitment to reflective practice and continuous professional growth
Demonstrated commitment to diversity, equity, and inclusion
Ability to use instructional and administrative technology, including audio, video, and presentation tools, where appropriate
Hear, speak, and effectively communicate in the English language, including following oral and written instructions, in order to communicate with people inside and outside the organization
Sit or stand at a desk for extended periods of time and perform long hours of work sitting at a computer and in meetings
Apply manual dexterity and visual acuity for computer keyboarding and office equipment use, and review detailed reports and information
Move around the school and office or classroom area repeatedly for prolonged times throughout the day.
Work a flexible schedule, including attending and presenting at events and meetings that occur outside of typical work hours as required/scheduled
Must be able to use computers, telephones, photocopiers, and related office equipment

Responsibilities

Design and deliver differentiated theatre instruction across grades 2–12 informed by student learning profiles and developmental levels
Provide structured, scaffolded instruction in theatre skills, dramatic expression, storytelling, and performance
Develop students’ skills in areas such as voice, movement, improvisation, character development, collaboration, and performance preparation
Create opportunities for students to build confidence, communication skills, and self-expression through theatre experiences
Support development of expressive language, social communication, and perspective-taking through structured theatre experiences
Plan and prepare lessons that balance direct instruction, guided practice, rehearsal, and creative application
Adapt instruction to meet a range of learning needs, including processing speed, attention, memory, language, social, and executive functioning challenges
Incorporate multisensory, experiential, and movement-based approaches to support access and engagement
Foster creativity, collaboration, flexibility, and student voice through theatre experiences
Use formative assessment to adjust instruction, pacing, grouping, and supports
Plan, organize, and coordinate after-school student theatre performances each school year
Lead or coordinate student rehearsals outside of regular school hours in preparation for performances
Communicate clearly with students, families, colleagues, and supervisors regarding rehearsal schedules, performance expectations, and production logistics
Support age-appropriate casting, rehearsal planning, staging, and performance preparation
Collaborate with colleagues and school leadership to ensure performances are organized, inclusive, accessible, and aligned with student needs
Coordinate basic production needs, including scripts, props, costumes, music, sound, space, supervision, and performance-day logistics, as appropriate
Observe and assess student participation, skill development, and engagement using formal and informal measures
Adjust instruction in response to student needs and learning patterns
Monitor student growth in communication, participation, collaboration, and performance skills
Maintain appropriate documentation of student progress as required
Participate in Student Study Team meetings as appropriate to support whole-child understanding
Support development of executive functioning skills such as organization, planning, task initiation, sustained attention, self-regulation, and persistence within the theatre setting
Establish clear routines and structures that support predictability, participation, and safe engagement in theatre activities
Support development of executive functioning skills such as planning, sequencing, rehearsal routines, and sustained participation within theatre activities
Encourage risk-taking, self-expression, and confidence in dramatic participation
Foster a classroom culture grounded in belonging, respect, and positive relationships
Monitor and respond to students’ social-emotional and behavioral needs
Maintain appropriate professional boundaries with students
Collaborate with classroom teachers and division teams to support cross-curricular connections where appropriate
Communicate regularly and professionally with families regarding student participation and growth
Partner with counselors, specialists, and support staff to meet student needs
Participate in division meetings, faculty meetings, and professional learning opportunities
Support opportunities for students to share theatre work in developmentally appropriate and low-pressure ways
Provide information to supervisors, colleagues, and families in written, verbal, and in-person formats as needed
Engage in reflective practice and continuous professional growth
Attend required training sessions and meetings
Uphold confidentiality and ethical standards
Demonstrate commitment to equity, belonging, and inclusive practices
Supervise students in classrooms and transitions
Contribute to program development, including theatre curriculum and opportunities for students to share their work
Perform miscellaneous projects and tasks as requested by Division Directors and/or the Vice President of Learning/Head of School