Position Purpose:

Creates a dynamic and engaging classroom environment that inspires students to explore the possibilities of visual art. Develops a thoughtful curriculum that nurtures creative thinking and enhances individual students' artistic skills while aligning with curricular objectives. Fosters collaborative group projects that promote teamwork and cultivate a strong sense of community. The person in this role must be a passionate Arts advocate and support the Middle School, faculty, and students to ensure we live our mission and values daily. This position starts in August 2026.

Essential Functions:

• Utilizes a studio-based approach to teach a diverse range of media, including drawing, painting, ceramics, design, printmaking, woodworking, fiber art, mixed media 3D, and digital art, to students in grades 5 through 8.
• Teaches students across grades 5 through 8, often working with 2 to 3 grade levels per year, depending on the Middle School schedule and program structure.
• Collaborates with colleagues and administrators on the development, evaluation, and enhancement of the arts program.
• Actively evaluates new tools and methods for classroom use.
• Monitors inventory and sources art supplies as needed.
• Oversees student ePortfolio as the main assessment tool in the Art studio.
• Regularly displays and curates student artwork throughout the year, including summer installations, to highlight the Middle School visual arts pipeline for students, families, and prospective families.
• Collaborates with the Art Faculty on the yearly all-school Art Show and participates in the biennial Faculty Art Show as part of the school's professional artistic community.
• Actively seeks opportunities to showcase student artwork beyond the school community, including partnerships with local galleries and other public exhibition spaces, and shares student summer enrichment opportunities and arts awards applications.
• Creates an inclusive classroom community and personally demonstrates cultural competency, with a focus on integrating diverse voices into the curriculum.
• Sustains and deepens expertise in visual arts through continued professional development, active personal artistic practice, and engagement with current trends in contemporary art, studio practice, and arts education.
• Partners regularly with parents and guardians, teachers, advisors, and administrators to support students' academic, social-emotional, and behavioral growth.
• Attends weekly grade-level team meetings, faculty meetings, department and program meetings, open houses, Barbara Crawford Gallery openings, and other school events as required.
• Advises approximately ten students, providing academic and social-emotional support, maintaining regular communication with parents and guardians, and delivering advisory curriculum focused on identity, studentship skills, diversity, and belonging.
• Establishes a safe and productive studio environment, including visual arts safety protocols, and uses effective classroom management techniques to support engaged and effective learning.
• Performs additional duties as assigned, including lunch/recess supervision and internal classroom coverage for colleagues.

Qualifications:

• At a minimum, a Bachelor's Degree in Visual Arts.
• Proven ability as an artist and demonstrated ability in a large variety of media.
• Knowledge of studio-based art classroom methods, applicable safety procedures in the Art studio, and the use and maintenance of kiln and art classroom tools.
• Comfort with a team-based work structure; works well collaboratively and demonstrates flexibility.
• Enthusiasm for and comfort using technology in and out of the classroom.
• Ability to foster creativity and serve as an advocate for the Arts.
• Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
• Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
• Outstanding planning and problem-solving skills.
• A clear interest in, knowledge of, and ability to work with Middle School students.
• Ability to work collaboratively with colleagues.
• Ability to work on multiple projects simultaneously.
• Excellent verbal and written communication skills.

About Springside Chestnut Hill Academy

Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education. Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth. Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives. SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond. Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.

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Connections working at Springside Chestnut Hill Academy