Town School for Boys seeks a full time Art Teacher and Advisor for grades 5-8 beginning in the 2019-20 school year. Art is taught in all grade levels from K-8 and emphasizes the driving question, “What does it mean to be an artist”?
We seek an inspired teacher to create a program that uses art as a platform for storytelling and personal expression, as well as instills a lifelong appreciation for art. We hope to find a candidate with a vision for a Visual Arts program for the 21st century and with the ability to design, implement, and assess a sequential art program. The ideal teacher loves this age group, has a strong foundation in visual arts including experience in ceramics and 3-dimensional art. The position also includes offering electives in the Upper School program which could include woodworking, printmaking, digital design, animation, and photography. In the past, the school has celebrated a school-wide Arts Festival with displays of student work from across the grades throughout the school building. This position also involves mentoring and training a full time Resident Teacher who is part of Town’s New Teacher Institute. This includes regular communication about the progress of the Resident Teacher with the Director of the New Teacher Institute.
The school recently opened The Dolby Family Center for Performing Arts, a state-of-the art performing arts facility, and is in the process of building out a performing arts program across grades K-8. We are particularly interested in art teachers who are enthusiastic about incorporating San Francisco and the broader Bay Area’s artistic resources and cultural institutions into the classroom experience.
Candidates should have a strong background and experience in exposing students to the joy and appreciation of art through a variety of mediums which include painting, drawing, and clay. This individual will create a supportive and positive climate that develops in each student the skills, attitudes, and knowledge to advance his artistic ability using current methodology, curricula, and materials.
Bachelor of Arts degree, preferably in Art, Art Education or related field
Masters in Art or Art Education preferred
A vision for a Visual Arts program in the 21st century, with the ability to design, implement, and assess a sequential art program
Experience in a broad range of materials and techniques
Demonstrated ability and commitment to a classroom community respecting the diverse needs of all children through implementation of art knowledge gained from global history and diverse cultural practices
Ability to collaboratively partner with teachers to integrate and connect art across the academic program
Ability to use technology for communication and classroom purposes
In-depth knowledge and continued interest in current art education research, best practices and professional growth
Strong work ethic, sense of humor, and a kind spirit
Familiarity with the National Visual Arts Standards, and the National Core Arts Education Standards
All school personnel must successfully complete a fingerprint background check through Live Scan and provide current tuberculosis clearance.
The ideal candidate will have a minimum of two years of teaching and experience working with middle school/elementary age students. Candidates should demonstrate passion for working with middle school students and be knowledgeable about this developmental stage of growth. The candidate should have a strong background in the area of the social and emotional learning which is as important as the academic curriculum at Town. The position involves collaborating closely with our entire Arts department (five full time and three part-time teachers), other grade level colleagues, teachers in other grades, the Director of Teaching, Learning and Innovation, and the Upper School Head. Collaboration with the librarians and educational technologists is also expected. Good communication skills are essential.
Instructional approaches and course content should be differentiated to suit a range of learning levels and styles and reflect a diversity of perspectives and backgrounds. The ideal candidate will demonstrate a commitment to developing and implementing innovative approaches to learning, such as using project-based learning, inquiry, and teaching for understanding/understanding by design. Cultural competency is an expectation of this candidate and includes integration of diversity and global awareness into the curriculum. Faculty should frequently communicate with colleagues and with parents about student progress. Faculty are expected to take an active role in the school by contributing to committees, chaperoning field trips, and attending student performances and athletic events.
Town School for Boys Mission
At Town School learning is prized, love of school is essential, and boyhood is celebrated.
As an all boys’ school, Town provides a rich, challenging and rigorous educational experience that addresses the distinctive energy levels and developmental styles of boys. Town values being a diverse community that nurtures integrity, sensitivity and respect in its boys, and prepares them to become productive and contributing members of an ever-changing world.
We value learning and academic excellence. We support and encourage each boy to do his best while helping him discover his strengths and talents.
We value programs that balance academic effort, social interaction, physical activity and artistic expression while embracing character education.
We value respect for ourselves and others. We model integrity, honesty and kindness in our daily lives and we take responsibility for our own actions.
We value diversity, which brings the variety of perspectives that are integral to an excellent education and a dynamic community. We believe it is essential that every member of the community is equally valued and included in the life of the school.
We value commitment to community service. We seek opportunities to improve our greater community through volunteer activities sponsored by the school as part of our role as good citizens.
Statement of Teaching Philosophy
Our goal is for each boy to be engaged in an environment that weaves together collaboration, critical thinking, integrity, empathy, and creativity. These broad skills, as well as a firm grounding in core academic competencies, offer boys an excellent preparation for their further education. We promote social and emotional learning as a foundation of academic excellence and self-discovery. We prepare students to meet challenges in the world by helping them develop an appreciation for a variety of perspectives from the local to the global. We celebrate diversity by fostering a community of learners built on mutual respect. Learning experiences are inclusive, relevant, flexible, innovative, and adapted to reflect the needs of all kinds of learners. In our joyful, active, and collaborative school, boys flourish.
We achieve these goals through an authentic curriculum that originates in the classroom, travels through the halls, and extends into the world. Our teaching balances traditional methods with key student-centered approaches including inquiry, project-based learning, and teaching for understanding. We stay relevant and current through our testing of innovative, research-based approaches. We model a commitment to lifelong learning, and we hone our craft by pursuing professional development and sharing knowledge with one another.
Statement on Diversity, Inclusion, and Equity:
Diversity, inclusion, and equity are essential core values of Town School. The best education for our students requires a diverse experience because a broad spectrum of ideas is essential for understanding different perspectives, challenging assumptions, and inspiring curiosity, to support critical and complex thinking.
We are committed to creating an inclusive and welcoming environment where each boy is free to be himself, and where boys are confident and secure in their own identities. We equip each boy with the tools to explore differences in experiences, background, beliefs and ideas. We seek to provide each student with the support and resources he needs to succeed and thrive at Town School.
A diverse and vibrant community is essential. To build and sustain such a community, we reach out to enroll students and families from a broad range of socioeconomic backgrounds, cultures, races, religions, and sexual orientations, and we recruit and retain faculty, staff and administrators from the same broad range of backgrounds. We cultivate an environment where every member of the Town community senses they matter as a significant part of the life of the school. Only when each person feels valued and is engaged may the school and the individual achieve their full potential.
Town School for Boys admits students of any race, color, religion, or national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. The School does not discriminate on the basis of race, color, religion, sexual orientation, or national and ethnic origin in the administration of its educational policies, scholarship programs, athletic and other school-administered programs.
Salary and benefits are commensurate with our peer schools in the San Francisco Bay Area and with like NAIS schools.
Since its founding in 1939, Town School for Boys has specialized in educating, nurturing, and celebrating boys. Town provides a rich, challenging, and rigorous educational experience that directly serves the distinctive learning styles, energy levels, and developmental needs of boys in grades K-8. The school cultivates integrity, sensitivity, empathy, and respect in its boys; values diversity, equity, and inclusion; and prepares students to become productive citizens of a constantly evolving world. Town’s faculty and staff are dedicated to advancing the school’s mission, philosophy and core values. Distinguishing features of Town School include its engaging curricula, warm faculty and staff, supportive parent network, and the diversity of interests and backgrounds represented in its student and alumni bodies.