Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students growth and achievement.
Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
Respond to learners diverse needs using responsive, measurable, and research-informed interventions and extensions.
Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
Integrate technology in innovative ways in daily instruction to enhance learning.
Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
Strive for continuous self-improvement as a life-long learner.
Model the Core Values in your interactions with all members of the school community.
Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
Facilitate restorative conversations when supporting student behavior in the learning environment.
Connect with and be available to parents and students during and outside of school hours (in person and via email communication)
Role-Specific Responsibilities
Work with both performing arts and physical education departments.
Teach high school culturally responsive dance curriculum from novice to advanced courses within the program including more than one of the following contemporary, hip hop, jazz, ballet, choreography and performance techniques
Teach health core class for all grade 10 to include standards that address Sexuality, Gender Identity & Expression, Relationships & Consent, Substance Abuse, Mental Health, and more.
Demonstrate willingness to teach a variety of dance performance, health and advanced level courses in addition to Advanced Topics Performing Arts
Utilize National Core Arts Standards (NCAS), SHAPE, and CASEL standards to plan, teach and assess.
Plan, prepare, and/or collaborate with secondary Performing Arts departments on performances and/or opportunities for sharing learning with an audience.
Run organized and efficient rehearsals that develop performance skills
Serve as Dance Director for the co-curricular program to include two shows per semester, sponsor the Dance Honor Society, sponsor the dance club that meets regularly after school, and be part of the directorial team for the SAS HS Musical bi-annually
Direct the SAS IASAS conference dance team each year. This includes auditions, rehearsals and travel.
Work collaboratively with the middle school dance program to ensure 6-12 dance program excellence
Position Requirements & Qualifications
Bachelor's Degree in relevant field
Master's Degree in relevant field preferred
Teaching license or a degree in education
At least two years of full time teaching experience preferred
Expertise with teaching dance technique and choreography
Expertise with teaching health education
National Core Arts Standards (NCAS), SHAPE, and CASEL standards-based curriculum experience preferred
Excellent verbal and written English language skills
Working Requirements
Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including Back-to-School Night, learning conferences, musicals, concerts, and more).
SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co-curricular trips.
