Rhythm and Movement / Dance Teacher

Group: Faculty

Reports to: Elementary Principal, Secondary Principal and Head of Visual and Performing Arts

Direct reports: None

Position Summary:

The Dance, Rhythm & Movement Teacher is responsible for developing students’ physical expression, creativity, confidence, and understanding of dance and movement from Early Years through High School. The teacher will provide age-appropriate Rhythm & Movement experiences for our youngest learners (1-year-olds through Pre-K) and progressive dance instruction for Middle and High School students, introducing students to a variety of dance styles, techniques, creative processes, and performance opportunities.

This position also plays an important role in the school’s performing arts program by collaborating with the Drama Department on movement and choreography for productions, as well as leading the school’s Cheerleading Squad and supporting school spirit through dances, cheers, and performances at home games and community events.

Educational Philosophy & Approach

The Dance, Rhythm & Movement program should provide students with a progressive experience that develops from exploration and foundational movement in Early Years to artistic expression, technical development, collaboration, and performance in Secondary School.

Students should have opportunities to:

• Develop foundational body awareness, coordination, rhythm, balance, spatial awareness, and movement skills.

• Explore movement through play, music, imagination, and creative expression in Early Years.

• Develop fundamental dance techniques and vocabulary as they progress through the grades.

• Experience a variety of dance styles, traditions, and approaches.

• Develop their own artistic voice, creativity, and confidence as dancers and choreographers.

• Understand the importance of discipline, rehearsal, commitment, and preparation.

• Learn what it means to be part of an ensemble and contribute to a collaborative artistic process.

• Create and perform dances for school presentations, productions, celebrations, and community events.

• Develop an appreciation for dance as both an individual form of expression and a collaborative art form.

1. Curriculum Planning & Instruction

• Plans and delivers developmentally appropriate Rhythm & Movement classes for Early Years students from 1-year-olds through Pre-K.

• Develops age-appropriate foundational skills in rhythm, coordination, balance, body awareness, spatial awareness, musicality, and creative movement.

• Plans and teaches progressive dance instruction for Middle School and High School students, demonstrating clear curricular progression across year levels.

• Introduces students to a variety of dance styles, techniques, traditions, and approaches.

• Supports students in developing both technical dance skills and their individual artistic voice.

• Teaches students the importance of discipline, rehearsal, commitment, preparation, and constructive feedback.

• Develops students’ understanding of ensemble work, collaboration, shared responsibility, and collective artistic expression.

• Provides opportunities for students to choreograph, create, rehearse, and perform original dance works.

• Differentiates instruction to meet a range of abilities, developmental levels, learning profiles, and interests.

• Collaborates with colleagues to connect dance and movement learning to broader school-wide and interdisciplinary learning experiences.

2. Assessment, Observation & Documentation

• Engages in ongoing formative and summative assessment practices appropriate to the developmental level and course expectations.

• Uses observation, performance, rehearsal processes, student reflection, choreography, and other evidence to monitor student growth.

• Provides meaningful feedback that supports students’ technical development, creative process, artistic voice, and collaborative skills.

•  Documents and shares student performances and creative processes as appropriate to celebrate learning and contribute to the school community.

3. Social-Emotional Development

• Builds a safe, inclusive, and supportive environment where students feel comfortable exploring movement, taking creative risks, and expressing themselves.

• Fosters confidence, resilience, self-management, collaboration, empathy, communication, and respect through dance and movement experiences.

• Encourages students to develop their individual artistic identity while understanding the responsibilities and value of being part of an ensemble.

• Promotes positive relationships, teamwork, discipline, and shared responsibility within dance and performance groups.

• Uses culturally responsive practices to expose students to diverse dance traditions and honor different identities and forms of expression

4. Learning Environment & Classroom Management

• Creates and maintains safe, organized, and inspiring dance and movement spaces that encourage exploration, creativity, and student agency.

• Establishes clear routines and expectations for movement, rehearsal, performance, equipment use, and transitions.

• Ensures that dance spaces and equipment are appropriately organized, maintained, and used safely.

• Selects music, movement experiences, choreography, and resources that are developmentally and culturally appropriate.

• Manages rehearsals and performance preparation effectively while maintaining a positive and productive learning environment.

5. Performance, Drama Collaboration & School Spirit

• Collaborates with the Drama Department on the dance and movement components of Middle School and High School drama productions.

• Works with drama teacher to develop choreography, movement, ensemble work, and other performance elements that support theatrical productions.

• Develops and prepares student dance pieces for school presentations, showcases, assemblies, celebrations, and community events.

• Leads and develops the school’s Cheerleading Squad.

• Teaches and develops appropriate cheers, dances, movement sequences, and performance skills for the Cheerleading Squad.

• Prepares the Cheerleading Squad to perform at Home Games, school celebrations, and other school events.

• Promotes positive school spirit, teamwork, leadership, sportsmanship, and community engagement through the cheer program.

• Contributes actively to the broader performing arts program and cultural life of the school.

• Contribute to the broader performing arts program and help create a cohesive performing arts experience across divisions.

• Collaborate with colleagues across divisions to support interdisciplinary learning and school-wide events.

• Communicate effectively with students, colleagues, and families regarding performances, rehearsals, and program expectations.

• Support opportunities for students to share their work with the wider school community.

• Participate in school events, performances, and activities as required.

6. Time and Professional Commitment

• Full-time teachers work, generally, from 7:45–4:00 daily.

• Elementary specialists receive planning time within their work week and time before student arrival and after departure.

• Expected to offer a minimum of one extended learning activity (or equivalent) over the course of one of the two annual extended learning sessions.

• Expected to participate in occasional Saturday, weekday afternoon, and evening school events—particularly art exhibitions, community design showcases, and PYPx—as directed by the divisional principal or Head of Visual Arts.

7. Professionalism & Ethical Practice

• Upholds professional and ethical standards consistent with IB and school policies.

• Acts as an advocate for dance, movement, and the performing arts as important disciplines that support creativity, confidence, collaboration, and student well-being.

• Engages in continuous professional growth in dance education, movement pedagogy, choreography, inclusive practices, and age-appropriate teaching methodologies.

• Communicates clearly and respectfully with colleagues, families, and students; listens actively and contributes constructively to team planning and reflection.

• Shares resources, seeks and gives feedback, and supports colleagues’ professional growth.

• Manages time effectively to meet planning, assessment, rehearsal, performance, and reporting deadlines while prioritizing student learning.

• Uses preparation and collaboration time efficiently to design engaging, differentiated, and meaningful learning experiences.

• Demonstrates flexibility and responsiveness when adapting choreography, rehearsals, performances, or lessons to student and program needs.

• Demonstrates proactive problem-solving and a solutions-focused approach to challenges.

8. Skills, Qualifications, and Experience

• Fluent English communication; bilingual proficiency (English/Spanish) is an advantage.

• Bachelor’s degree (BA/BS) or Master’s degree (MA/MS) in Dance, Dance Education, Performing Arts, Education, or a related field.

• Teaching certification/licensure in Dance, Performing Arts, Physical Education, Elementary/Secondary Education, or a related field preferred.

• Minimum three years teaching experience in dance, movement, or performing arts, with experience working across multiple age levels.

• Demonstrated experience teaching young children and developing foundational movement and rhythm skills.

• Strong knowledge of dance technique, choreography, creative movement, and a variety of dance styles.

• Demonstrated experience developing and directing student performances and ensembles.

• Experience collaborating with drama/theater programs and contributing choreography or movement to theatrical productions.

• Experience coaching or directing cheerleading, dance teams, spirit squads, or similar performance groups is an advantage.

• Strong classroom management, communication, collaboration, organization, and rehearsal-management skills.

• Experience supporting diverse learners through differentiated movement and dance practices.

•  International teaching experience in an IB school environment is highly preferred.

Attributes:

Collaborative, reflective, internationally minded, emotionally intelligent, creative, flexible, and professional.

Note: Position responsibilities and duties may be adjusted based on the needs of the school. Teacher placement within the division will be determined by the Divisional Principals.