Job Posting for Arts Instructor (Music) at Detroit Prep
Detroit Prep exists to holistically support the education and development of students who have the determination, drive, and skills to shape their own path of high achievement with the ultimate goal of creating civically engaged, joyful citizens who are ready to change the world.
The Arts Instructor (Music) at Detroit Achievement Academy (DAA) and Detroit Prep (DP) is responsible for teaching daily music classes to kindergarten through fifth grade students. In addition, the Arts Instructor (Music) will perform a variety of tasks to holistically support students and the school community (e.g. when requested, greeting students at arrival, covering lunch duty, and/or meeting with small reading groups.) The Arts Instructor (Music) collaborates with classroom teachers on an evolving set of projects within the scope of Expeditionary Learning. The Arts Instructor (Music) reports to the Principal
Implement the principles and components of Expeditionary Learning and the Responsive Classroom model. Teachers at DAA and DP are expected to commit to learning these models.
Teach daily music classes.
Plan challenging and engaging lessons and experiences for students to help students achieve content and curriculum standards. Ensure that lessons have multiple entry points and support structures so that children with different abilities and learning styles are successful.
Work with inclusion staff to understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed.
Utilize a workshop model as the main format for instructional time. Keep whole group and lecture style lessons to a minimum.
Work to help plan, develop and refine the arts curriculum to address both local and national standards and motivate students to participate in the arts. Ensure the arts curriculum reflects the diversity of the student population and the importance of art in different cultures and time periods.
Plan an annual arts expedition using an agreed upon framework. Expeditions should be designed to teach core grade level content and skills and should be anchored by authentic and well-designed projects. Expeditions should also include meaningful fieldwork and service opportunities.
Develop strong long-range plans including a curriculum map for the year. Provide plans to the Principal and share with other staff as needed.
When not engaged in an arts expedition, work with teaching teams to plan projects and activities related to classroom learning expeditions.
Incorporate diversity issues and multi-cultural content into instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials.
Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality.
Display student work documenting the process that went into creating the work. Involve students in developing and creating displays.
Ensure students have regular opportunities to share their work with others through Community Crew and other performances and/or showcases of work. Work with the arts team and/or teaching teams to plan exhibitions of student work.
Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, student performances, reflections, and performance assessments with rubrics as appropriate. Use assessment data to plan for instruction and to set short and long-range goals.
Regularly analyze student data to improve instruction, ensure equity and make program recommendations and improvements.
Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose.
Plan for the collection of portfolio items outlined in the criteria for portfolio collection established by the teaching staff. Support students in selecting and reflecting on arts pieces for their portfolio. Work with the teaching teams to coordinate the process.
Social Curriculum/School Culture
Create and maintain a physically and emotionally safe environment for students.
Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students.
Involve students in creating classroom rules. Establish and consistently apply logical consequences for not following them.
Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise.
Collaboration, Collegiality and Professionalism
Communicate and plan regularly with teaching teams to best meet the needs of individual students and bring the arts into learning expeditions. Meet formally with each team at least twice per semester.
Seek information and support from the Director of Student Services to best support students in classes with special needs. Attend child study meetings as needed or required.
Be on time for classes, duties, team meeting and professional development activities.
Communicate about and plan for absences in advance with teaching teams and the Principal.
Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal when needed.
Make classes open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.
Dedication to our mission: A steadfast belief that all students can achieve at the highest levels, regardless of demography.
Determination: A willingness to make things happen and a sense of urgency around educational equity for all students.
Strong communication: The ability to communicate in a direct and sensitive fashion with students, parents, and colleagues.
Team player: A desire to work in a team-oriented environment and collaborate with colleagues.
Growth mindset: An ability to receive frequent feedback with humility and a strong desire to grow and develop as an educator.
Reflective attitude: An ability to constantly reflect on student data as well as personal areas of strength and growth.
Flexibility: Willingness to work in an ever-changing field and face challenges with a positive attitude
Professional integrity: A personal alignment with the values and ethical standards of Detroit Achievement Academy.