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1 May 2019

Part-Time Art Teacher

Pine Street School  New York, New York, United States

Pine Street School - jobs

Job Description

Art Teacher (Part Time)

Pine Street School Seeks a Non-Traditional Art Teacher (Part Time)

We are searching for a part-time teacher & artist who recognizes and appreciates the nature of incorporating art and technology into the classroom as tools used to explore new ways of expressing and creating. The ideal candidate will provide students with environments for teaching, learning and assessing where these two work as one.

The Pine Street Art teacher will be responsible for generating an environment in which students can create and respond to art in various forms, nurturing and guiding their interests and ability for expression. The teacher will be focusing on using the PYP visual arts curriculum and making real connections with the units of inquiry, planning collaboratively with other teachers, accessing materials, and executing teaching and learning experiences which not only teach visual art skills, but also an aesthetic appreciation for the range of visual arts, and the cultural elements of the arts.

The ideal candidate believes art, design & technology provide opportunities for the transformation of teaching and learning and enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions.

This position requires at least 3 years of experience working with children K-5thgrade as an Art Teacher.
You must have completed a Bachelor’s degree, preferably in a related field.
Master’s degree is highly desired.
MUST be able to work Monday – Friday 10:45am – 4:30pm

We are a Spanish and Mandarin immersion school, and so native Spanish OR Mandarin fluency are highly desired but NOT required.

Submit your resume and cover letter to careers@greenivy.com, please include your portfolio.

Job Categories: Arts and Culture. Job Types: Part-Time. Job Tags: arts, design, education, school, teacher, and teaching. States: New York.


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