Secondary Performing Arts Teacher (Choir and Drama)(Grade 6-8)

In support of the HKIS Mission and Vision, and to meet HKIS Student Learning Results and appropriate grade level and subject area expectations, the Middle School Performing Arts teacher will carry out broad and specific responsibilities across the following domains: Knowledge of Content, Pedagogy and Students; Instructional Strategies; Management; Assessment; Communication; Collaboration and Professional Practice.

The Secondary School Performing Arts teacher (Choir & Drama) will be able to:

• demonstrate a strong knowledge of vocal techniques, music theory and musical styles; this includes reading, interpreting, conducting and arranging music of various genres

• Demonstrate a strong knowledge of the elements of theatre and dramatic studies; this includes

• demonstrate a strong knowledge and comfort with National Core Arts standards and curriculum, with specific application to choral singing, choir, drama and performance; this includes elements of stage acting and production design

• assess student performances and provide constructive feedback to students that will build skills and foster strong ensembles

• adapt teaching methods to meet the diverse needs of students and creatively solve problems that may arise during rehearsals and performances

• plan and execute music and choir events including managing participants, staff, and volunteers;  organizing facilities; securing resources

• respond to students’ social and emotional needs in order to support student learning.  This will be demonstrated through participation in the Pastoral Care Homeroom Groups (PChG) program as well as our high school SEL framework; this includes participation in our high school Interim program

• model interpersonal skills, respectful relationships, problem-solving, and positive risk-taking in order to promote a safe learning environment

KEY AREAS OF RESPONSIBILITY:

KNOWLEDGE OF CONTENT, PEDAGOGY AND STUDENTS:

This describes the breadth and depth of knowledge of the discipline(s) and understanding of HKIS’  Shared Philosophy of Education.  For educators this includes planning for instruction, reflection on curriculum content, knowledge of tools and resources, developmental characteristics of students and current pedagogy.

• Demonstrates a sound knowledge of curricular standards; plans with student awareness and understanding of curricular standards and continually updates professional content knowledge

• Demonstrates an understanding of levels of cognitive development and learning needs of diverse students through planning and instruction that reflect academic, cultural, spiritual and individual diversity of students.

• Designs instructional and assessment opportunities that align with overall learning outcomes and match content appropriately

INSTRUCTIONAL STRATEGIES:

This describes the means by which classroom teachers establish a culture for learning, engage students in learning and deliver content.  This includes flexibility in the choice of materials, use of appropriate technology and a variety of presentation, grouping and pacing techniques in response to student learning needs.

• Utilizes a variety of questioning, discussion and reflection techniques that establishes a positive culture for learning in the classroom

• Demonstrates and encourages a growth mindset in students that promotes accountability for high quality student work

• Engages students in learning opportunities that build procedural and conceptual understanding

• Uses a wide variety of digital and non-digital tools and resources for instruction and application activities

MANAGEMENT

This describes how time and resources are prioritized, organized and allocated to provide an effective learning environment.  This involves organizing one's own work, planning work for others, anticipating needs and adjusting resources accordingly.  For educators, this includes classroom management.

• Organizes, adapts and maintains student learning data and resources to inform instructional practice.

• Maintains a safe, accessible learning environment in the classroom and is able to accommodate a range of physical and social needs

• Establishes and maintains clear classroom expectations and procedures that promote respect and positive relationships

• Maintains student learning data to support instruction and assessment

ASSESSMENT

This describes the monitoring of student understanding through a balanced program of developmentally appropriate formative and summative assessments aligned to UbD elements (including articulated standards, enduring understandings, knowledge and skills, misunderstandings and academic vocabulary).  This includes providing feedback to students and parents to promote learning and the use of assessment results in planning and instruction.

• Designs and implements a variety of high quality assessments that are aligned with learning outcomes; this includes the use of rubrics and exemplars consistent with our HKIS Assessment Agreements (Secondary)

• Collaborates with colleagues across the department and division to align assessment expectations that are clear and developmentally appropriate for students in each course and grade level

• Is able to provide rich feedback on assessment to students in a timely fashion that furthers the next steps in learning

• Models and explicitly teaches how students can constructively use feedback from the teacher and/or peers and self-assess to inform their learning.

• Keeps students and families up to date about assessment feedback and a student’s progress through the learning objectives of a course

COMMUNICATION

This describes the verbal and non-verbal articulation of messages within the HKIS community (students, parents, colleagues) both in formal and informal situations.  This includes clarity and accuracy of information, the choice of the most appropriate medium and active listening to facilitate a mutual understanding of needs, issues and concerns.

• Provides clear, accurate and timely feedback to stakeholders

• Maintains respectful dialogue that demonstrates care, respect for others and sensitivity to diversity

• Proactively communicates with students, parents, colleagues, administrators and school staff as appropriate

COLLABORATION AND PROFESSIONAL PRACTICE

This describes the manner in which individuals build, promote and maintain strong learning communities.  This includes building professional and reciprocal relationships, sharing information about students, curriculum and resources that enhance the success of the HKIS community.

• Demonstrates a high degree of professionalism at all times and strives to uphold HKIS’s core values

• Is a reflective practitioner and works in collaboration with colleagues, administrators and students in positive ways

• Upholds the highest standards with regard to student and adult safety and safeguarding; this includes adherence to privacy and acceptable use of data and technology guidelines

• Demonstrates initiative in professional learning and seeks out opportunities for professional development to enhance knowledge and pedagogical skills

Other

• Undertake other duties and functions as required that will impact and strengthen the contributions of the department and overall operations of the school.

Minimum requirements and qualifications:

Education:

• Bachelors degree in relevant subject area, Masters Degree preferred

• Qualified Teacher Certification

Experience:

• Minimum 5 years of full time teaching in the subject area

• Successful experience working with students in the Secondary Division, Middle School (grades 6-8) experience is an asset

• Previous experience in an international school setting and familiarity with an American educational system preferred

• Experience working with EAL students and families preferred

• Experience in Understanding by Design, Inquiry models and strategies preferred

• Experience and ability to collaborate with diverse teams of educators preferred

Required skills:

• Excellent knowledge of the subject content and current pedagogy

• Excellent knowledge of the developmental needs of students in Middle School

• Knowledge of and experience with developing and using a variety of assessments and applying differentiated learning techniques

• Strong grounding in understanding and practice of Standards Based Approaches to instruction and assessment

• Strong communication skills; ability to communicate effectively (written and verbal) with a diverse community

• Adept at using educational and classroom technology

• Strong organizational and time management skills

• HKIS seeks to hire candidates who are interested in the complex questions of faith and spirituality and who are keen to learn and interact with others of different faith traditions.

Child Protection Statement:

• At HKIS, each child’s welfare is paramount. We act to ensure that our students enjoy the right to be protected from harm and exploitation and have their welfare safeguarded.

We look forward to hearing from you!

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