High School Visual Art Teacher (2022-2023)

  • Secondary
  • Raleigh
  • Applications have closed
  • Memphis Rise Academy profile
  • Active Tennessee licensure in Visual Art (K-12) is preferred, but all applicants welcome.
  • Secondary
  • Raleigh
  • Applications have closed
  • Memphis Rise Academy profile
  • Active Tennessee licensure in Visual Art (K-12) is preferred, but all applicants welcome.

Website Memphis Rise Academy

Overview _____________________________________________________________________

Memphis Rise Academy’s instructional positions provide ambitious and committed teachers with an opportunity to make a uniquely substantive impact on the lives of our middle school students.  We are looking for individuals who are motivated to work in an environment that is focused on preparing students for post-high school success, as well as who have a passion for impacting students beyond just the execution of their curriculum.  Responsibilities of instructional positions are detailed below.

Responsibilities _______________________________________________________________

·      Plan and execute a daily core curricular lesson, generally taught in five 55-minute class periods.  In Visual Art, this is usually inclusive of multiple courses being taught at one time (Visual Art I, Sculpture, Drawing & Painting, AP Studio Art, etc.)

·      Frequently assess students on content and manage the grading and data entry process of assessment cycles.

·      Maintain a well-managed classroom environment, consistent with Memphis Rise Academy’s core values of Responsibility, Excellence, Ambition, Commitment and Honesty, as well as our school’s expectations of structure and urgency.

·      Collaborate with members of the school Leadership Team and other support staff to identify and address challenges in a solutions-oriented, student-centered manner.

·      Implement modifications and accommodations of students’ Individualized Education Plan (IEP).

·      Independently lead or, with another Instructional Team Member or Leadership Team member, an advisory which meets regularly, as well as a Focus Study environment designed to support students in their management of independent academic responsibilities

·      Manage course grade and data profiles regularly, so that weekly report card system reflects accurate student grade profile and interventions planned for student population are informed by most recent data

·      Participate in Memphis Rise Academy Professional Development, beginning in summer and continuing each Friday afternoon (after early dismissals) throughout the year.

·      Assist with school operations related to Registration, Parent-Teacher Conferences, school arrival and dismissal, and parent/community events during school hours.

·      Conduct weekly office hours after school, allowing students access to remediation or other course supports

Other reasonable duties designed to complement those above, assigned by the Principal or members of Memphis Rise Academy’s Administrative Team.

Ideal Candidates _______________________________________________________________

In short, Memphis Rise Academy is open to a wide variety of candidates and has a history of hiring candidates with vastly disparate background and experience.  All candidates for instructional positions at Memphis Rise Academy must hold, at minimum, a bachelor’s degree, and must enter the school year either with a valid Tennessee teaching license holding the necessary endorsement(s), or enrolled in a job-embedded Educator Preparation Program (EPP) which has been confirmed will lead to the issuance of a practitioner license during the first year of employment.

Our ideal candidates are individuals who understand that doing the best we can for students every day is the ultimate goal, and reaching that goal requires flexibility, creativity, true belief in the potential of our students and school, and an asset-based mindset towards all school stakeholders.  We are looking for people who want to commit themselves to preparing our students for college and being engines for them to, in many cases, begin believing that college is not just a possibility, but a realistic and achievable goal.

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