POSITION NEEDED: School Year 2018-2019 POSTING DATES: March-May, 2018
In grades Pre-K-8 a constructivist model is used in music instruction. The philosophy calls for an environment founded on the belief that students can be empowered with the kinesthetic skills and cognitive understanding that enables them to create their own music and movement, rather than merely reproduce music and movement that was created by adults. General music is a structured program that develops fluency with the musical language by playing instruments, active singing, exploring and creating movement and building critical listening skills.
Teaching duties may include:
Music classes grades Pre-K-8 (Orff-Schulwerk)
Chorus (7th and 8th grade)
Guitar, Intermediate through Advanced.
Other music electives based on experience including a Choice class in the Prime
Grade 8 Musical
Grade Level Advisor.
Organize and run three Middle School Hootenannies/Sing-Alongs.
Assist with planning and leading Prime assemblies (two times a month).
Organize and lead two Primary School sing-a-longs.
Work with Grade 8 Team to incorporate music into school events such as Thanksgiving
Assembly, Love Your Body Day, Science Fair, Grandparents Day, Open House events, etc.
Work with Prime students to incorporate music and movement into school events such as
Thanksgiving assembly and Grandparents’ Day.
Attend Open House events and offer a sample class as needed.
Work with students and dance teacher to plan a K-2 ‘Informance’ which is shared with parents. Work
with students and dance teacher to create a grade 3-4 Performance to share with parents.
Organize and take two Prime grade to a performance by the Cleveland orchestra.
Chaperone class trips.
Bachelor of Arts, Bachelor of Fine Arts, or Master of Fine Arts in Music.
Recommended experience in early music and small ensembles.
Strong communication and collaborative skills.
Two years or more teaching experience.
Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability
required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Ability to read, analyze, and interpret professional journals. Ability to write reports. Ability to effectively present information and respond to questions from parents and colleagues.
Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this Job, the employee is regularly required to stand; use hands to finger, handle, climb, balance, stoop, kneel or crouch, talk and hear. The employee is frequently required to walk and reach with hands and arms. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.
Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to high.
Hathaway Brown School Performing Arts Department Mission Statement
The philosophy of the Performing Arts Department is to nurture creativity and instill a passion for excellence in music, dance, and theatre. The vertical integration of each discipline empowers each student at every stage of development to achieve her personal artistic potential so that she has the skills to successfully pursue the arts in the collegiate or professional arena. The Performing Arts curriculum enables our students to build a life-long relationship with the arts.
We guide our students to be actively engaged in the creative process. This encourages taking artistic risks, fostering respect, resiliency, and strengthening the individual and collaborative voice. Through the balanced development of kinesthetic skill, cognitive understanding, and aesthetic awareness, our students build a creative intelligence that is spontaneous, transformative, and resilient. We strive to provide an arts program that is on the cutting edge of expression, finding new ways to reflect our changing times and the growth journey of young women. Our faculty provides opportunities for our students to explore the artistic cultures of our world, making connections beyond our borders.
Our primary role as arts educators is to empower personal artistry in our students. In turn, our students become a creative community who learn to respect each other’s personal uniqueness and their contribution to the artistic whole. As ensemble artists, they become an integral part of the legacy at Hathaway Brown and the community at large. We believe in the power of the arts to change a heart, connect a community, bring meaning to life, and be an agent of change.
Please submit referrals or resume, cover letter and teaching philosophy to: Gerri Jeffrey, Director of Human Resources, preferably via email to: firstname.lastname@example.org; Hathaway Brown School, 19600 North Park Boulevard, Shaker Heights, Ohio 44122
An equal opportunity employer, Hathaway Brown believes that a multicultural perspective is an essential element of a 21st Century education, and values diversity in its student body, faculty and staff. Compensation and opportunities for professional growth are exceptional.
Non Scholae Sed Vitae Discimus:
We Learn Not For School, But For Life
Hathaway Brown is a school for girls, and it's so much more.
It’s a school for scientists and writers and artists and budding entrepreneurs. It’s a training ground for athletes and dancers and musicians and actresses. It’s a place where young people are empowered to ask questions, challenge conventions and explore opportunities.
And everything we do is guided by the motto above.
Since 1876, HB has given students the tools they need to confidently embrace all the possibilities that exist for them beyond our Shaker Heights campus. The faculty’s dedication to hands-on experiential learning at all levels can be observed every day in the classrooms, libraries, science labs, theatres, dance studios and art rooms, as well as on the athletic fields.
In addition to the superior academic preparation they receive, at every turn HB students are inspired to become the best people they can be. We encourage girls of all ages and boys in our Early Childhood program to take chances, stretch their minds, work together, and pick themselves up and start over when they need to.
The results of this philosophical ap...proach are both astounding and humbling. Through the years, we’ve amassed more than our fair share of awards and accolades in every discipline you can imagine. Students continually perform with notable distinction on high-level tests and in the rate at which they’re accepted to their first-choice, top-tier colleges and universities. In fact, from 2009-2011, HB produced more National Merit Finalists than any other girls’ school in the country.
But no matter how well they fare by these measures, all of our students are able to apply what they’ve learned in the classroom to their lives. They know how to test theories, hold authority accountable, find beauty in overlooked places, implement creative solutions, and lend a hand where it’s needed.
Wherever they go from here, HB graduates bring strong character, unparalleled intelligence, unbridled enthusiasm, and an unquenchable thirst for knowledge along with them.