Digital Media/Digital Arts Teacher - Whitcomb Middle School

Title of Position:                               

Digital Media/Digital Arts Teacher - Whitcomb Middle School (Grades 6-8)

Work Year:                                        

2024-25 School year

Start Date:

August 26, 2024

Salary:                                              

In accordance with the Teachers’ Salary Scale according to education and experience.

Organizational Relationship or Line of Authority:                         

Directly responsible to the building Principal in all matters pertaining to the building.  Jointly responsible to appropriate Principal and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum.

Statement of Duties:

• Design hands-on learning activities that include the creation of various types of digital media, as well as consumption of media, as described in the Digital Literacy and/or Media Arts standards.
• Teach essential technology usage through project-based learning to help students develop skills immediately useful in their educational and life experiences.
• Lessons should address a variety of curriculum topics including digital citizenship, digital design, research skills, effective visual communication, image manipulation, introduction to video and/or animation, and introduction to coding.
• Demonstrate knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject areas.
• Demonstrate knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress.
• Assess student work and based on results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Define high expectations for the quality of student work and the perseverance and effort required to produce it.
• Use rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Use strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Regularly share with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seek feedback from them about instructional or assessment practices that will support improved student learning.
• Use strategies to support every family to participate actively and appropriately in the classroom and school community.
• Update parents throughout the year and suggest strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employ two-way communication with families about student performance and learning and respond promptly and respectfully to communications from families.
• Show understanding of and sensitivity to different families' home language, culture, and values.
• Reflect on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and use insights gained to improve practice and student learning.
• Seek out and apply ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
• Demonstrate sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protect student confidentiality appropriately.
• Consistently fulfill professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrate regular attendance.
• Responsible for instructional and general duties as assigned by the Principal, Assistant Superintendent and directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee.

Qualifications:

• Creative person with an understanding of the myriad ways information is delivered.
• A strong writing background, art training and extensive technology skills are required.  
• Bilingual (Spanish or Portuguese) preferred
• Licensed by the Massachusetts Department of Elementary and Secondary Education with an appropriate license for the position covering grades 6-8, the following MA Department of Elementary and Secondary Education (DESE) Teacher Licensure are strongly preferred for this position: Visual Arts (PreK-8 or 5-12), Digital Literacy/Computer Science (covering grades 5-12)
• Dual certifications also preferred.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.