What are the responsibilities and job description for the After School Arts for Learning Academy (ASALA) - Arts Integration Coach position at Arts for Learning Maryland?
2024–2025 AFTER SCHOOL ARTS FOR LEARNING ACADEMY (ASALA) - ARTS INTEGRATION COACH
About Arts For Learning Maryland
Arts for Learning Maryland (formerly Young Audiences of Maryland) is devoted to enriching the lives and education of Maryland's youth through educational and culturally diverse arts programs. Through Arts for Learning, professional teaching artists from all disciplines partner with educators, schools, and school districts to provide -- on average -- over 560,000 hours of learning in, through, and about the arts to more than 155,000 Maryland students annually.
Arts for Learning is a mission-driven organization that values community, innovation, and passion. The staff, board, and teaching artists have a shared commitment to advance equity in the field of education by working tirelessly to generate opportunities for students to imagine, create, and realize their full potential through the arts.
About The After School Arts For Learning Academy (ASALA)
Baltimore City Schools' After School Arts for Learning Academy (ASALA) program, operated by Arts for Learning Maryland (A4L), offers students an opportunity to imagine, create, and express who they are through the arts. This is an action-packed, four-day-a-week, three-hour-per-day program that introduces students to a wide variety of art forms—from illustration and spoken word to percussion, drama, and dance—and gives students a chance to work alongside other students from across the city and be taught by professional artists. Daily literacy and math classes are co-planned by a teacher and professional teaching artist, allowing students to experience reading, writing, and math like never before…through the arts! Arts for Learning will host five program sites throughout the City. Each site will host up to 156 students, and teachers and artists will work with groups of up to 26 students.
Mission, Core Values, And Anti-racist Practices
The mission of the After School Arts for Learning Academy (ASALA) is to provide students with a once-in-a-lifetime opportunity to spend time learning from the best teachers and teaching artists our state has to offer. Through a dynamic, creative, and supportive environment, students will explore math and literacy in a unique arts-integrated environment that allows them to develop socially and emotionally, expands their personal creative process, and introduces them to many different art forms taught by professional artists.
We...
believe unwaveringly that ALL students can achieve high standards in and through the arts;provide opportunities for students to develop powerfully articulate voices through art forms and honor their creative processes along the way;create safe, brave, inclusive learning environments for students to grow, make mistakes, and contribute to the community;collaborate and reflect by learning from and with each other at every step of the process, cultivating positive relationships between all ages;encourage the development of critical thinking, problem solving, inquiry, imagination, and creativity, and provide multiple ways for students to demonstrate knowledge and mastery;learn about, honor, and leverage the cultural knowledge, experiences, and frames of reference of our students and community to make learning more relevant and effective;ensure that our students are known, loved, supported, celebrated, and valued;create inclusive environments where all students' unique gifts and talents are discovered and cultivated, and where students' identities (racial, cultural, social, gender, etc.) are reflected all around them and matter through acknowledgement and affirmation;examine biases and understand the concepts of institutional and structural racism and its impact on policies and practices, especially related to the administration of public education;have a passion for students: an ability to build meaningful relationships and a desire to go above and beyond to create homeplaces where Black joy is cultivated and thrives and;commit to seeing families as partners in education and communicating with them regularly.
Job Description
The After School Arts for Learning Academy (ASALA) Arts Integration Coach is the key to ensuring rigorous and meaningful learning in both literacy and math at ASALA sites. They are considered the arts integration specialists in the building and are the first point of contact for content, collaborative planning, co-teaching, arts integration, lesson plans (how to write them, how to submit them, what we are looking for), building classroom community, and conducting observations (in partnership with the rest of the Site Admin Team). Arts Integration Coaches will work with multiple ASALA sites to support staff in planning, co-teaching, and reflecting on their work.
Responsibilities Include
Please note: This position includes a great deal of collaboration and communication when determining how best to support, mentor, and monitor the progress of Artist/Teacher pairs.
As a Member Of The Site Admin Team
Check instructional resources (e.g. math manipulatives, books, dictionaries, etc) in the first two weeks—-those that are not being used in a classroom should be taken to the office and repurposed.Ensure all Artists/Teachers submit written weekly instructional outlines for all classes.Ensure arts integration/co-teaching planning occurs and keep records of time spent.Support the Site Admin team in carrying out the operations of the site.Support or participate in school-wide student activities and/or family and community events.Submit verbal and written reports as required.Administer student program evaluations when needed.Create a positive culture and climate within the building by centering the program's mission and core values and addressing any issues within the parameters of site procedures and expectations.Build relationships with students, staff, and families and create a positive, supportive community within the classroom and site.Support the completion of all required paperwork as assigned by the Site Director/Instructional Coach, including student attendance records, student pre- and post- surveys or assessments, student observation rubrics, student progress reports, etc.Adhere to all health and safety policies as required by BCPSS, CDC, World Health Organization (WHO), and Arts for Learning Maryland.Assist with site logistics (transitions, cafeteria duties, tidiness of site, among others)
Specifically As An Arts Integration Coach
Professional Development
Support/facilitate professional development sessions prior to the program.Support Teachers/Artists in big-picture planning/collaborative conversations during Professional Development Week.On the last two days of Professional Development week, check in with Teachers/Artists on-site to ensure that they are prepared for the first day: plans ready, expectations posted, community building/classroom management in place, etc.
Mentoring/Coaching
Set up a coaching schedule each week in classrooms to provide on-the-spot feedback in the form of notes while observing.Provide coverage so that Teachers/Artists can visit other classrooms based on what they are curious about or need additional support with.Co-teach as needed/wanted so that one of the partners can observe and reflect.Develop a plan for holding check-ins with each teaching pair at least once a week either to coach (described above) or help plan and discuss successes and challenges.Support Artists/Teachers in creating units/lessons with these questions in mind:How can this unit/lesson make my students smarter about something (outside of skills) people, places, things? Histories?How can this unit/lesson advance understanding of power, equity, and anti-oppression? Is there a connected objective clearly stated?Are the standards represented in the lessons? Are there any red flags? Do you see any connections across classes? If so, you can connect Artists and Teachers who are doing similar work or who might benefit from collaborationConnect Teachers/Artists to resources and ensure that they have the materials, texts, and resources needed.Be a part of the Observation Team that uses the Observation Tool to visit classrooms.
Instructional Practices and Student Support
Develop, adapt, modify, and personalize educational materials, resources, techniques, methods, and strategies to meet the needs of students with disabilities within the ASALA framework (focus on differentiation, scaffolding, and co-teaching) in partnership with the on-site Lead Special Educator.Work with ASALA"s team of special service providers (SPED, ESOL, and others) to ensure ongoing communication and instructional support systems.Coordinate instructional activities and collaborate with other professional staff, both school and non-school-based, as required to maximize learning opportunities (e.g. Arts Majors and Explorations partners, other potential outside vendors, and resources identified by ICs to enrich students" learning experience).Demonstrate the use of both traditional and innovative instructional methodologies in working with students with various abilities and neurodivergence.Build relationships with students, staff, and parents and create a positive, supportive community within the classroom and site.
Additional Duties
Collect student artwork and artistic products that reflect strong arts integration with the lessons from which they came. Use those to create a space in the building to highlight best practices - i.e. display work products, connect staff, etc.Use part of the staff meeting each week to give timely updates, share shout-outs, and offer specialized workshops.Provide ongoing feedback to Teachers/Artists through formal and informal observations throughout the program.Provide ongoing feedback about Teachers/Artists, both during and at the end of the program, to the ASALA Admin team using the staff evaluation form.Participate in a weekly call with all Academic Directors to share successes, challenges, and questions and to get timely updates and problem-solve.
Qualifications
While no one candidate will possess every quality outlined for this position, the successful candidate will fit many of the following professional qualifications and personal attributes:
An ability to create inclusive environments where all students' unique gifts and talents are discovered and cultivated, and where students' identities (racial, cultural, social, gender, etc.) are acknowledged, affirmed, and reflected around them. An ability to examine biases and an understanding of the concepts of institutional and structural racism and its impact on policies and practices, especially related to the administration of public education.A passion for students: an ability to build meaningful relationships and a desire to go above and beyond to ensure each student's success.A commitment to seeing families as partners in education and communicating with them regularly.For Teachers, a current teaching certification. Preference is given to those who hold special education certification.Teachers: excellent knowledge in the content areas (math and literacy) and a general knowledge of various art forms. Artists: excellent knowledge of their own art form and general knowledge of the content areas (math and literacy).A strong understanding of effective arts integration and co-teaching.Experience coaching, leading professional development, mentoring, and/or being part of an instructional support team are a plus.Experience working in the Arts for Learning community, thus having a strong understanding of the community culture, typical logistics and procedures, and expectations of Teachers and Artists. A strong desire to fully integrate into a non-traditional learning environment where flexibility is strongly valued and where new and innovative ideas are not only cultivated but expected from all staff.
Required Dates, Times, And Working Hours
To be considered for employment, staff must be able to commit to attending all training and program days listed below.
Program Dates and Details (subject to change based on site):
The program will operate Monday-Thursday from 2:30-6:45 PM (program times could alter depending on site).Staff will be expected to come for in-person collaborative planning on the first Friday of each month, from 4-7 PMArts Integration coaches will be required to report to sites 8 hours per week. One 30-minute staff meeting per week.2 hours of planning time per week.
Time Off
Grant- and special-funded staff, hired for short-term assignments, internships, and as temporary project-based staff, are not eligible to accrue paid time off, however Sick and Safe leave is available to these employees. Sick and Safe Leave is accrued at a rate of one hour for every thirty hours worked and begins accruing on day one of employment. Employees may use the leave in increments of 1 hour or greater. Employees will be paid at their current regular rate for each accrued Sick and Safe Leave hour used.
Employees who have questions about Sick and Safe Leave, including (i) their eligibility for Sick and Safe Leave; (ii) when Sick and Safe Leave may be used; and (iii) the amount of available Sick and Safe Leave should promptly contact the People Operations Department (pops@artsforlearningmd.org)
Compensation:The After School Arts for Learning Academy (ASALA) Arts Integration Coach position is a part-time, non-exempt temporary position and is not eligible for employee benefits.This position is paid an hourly rate of $53.18/hr.To Apply:
For consideration, please apply on our website, https://artsforlearningmd.org/. Please do not send applications that include headshots or photos of yourself. No phone calls or recruiters, please. All employees will be subject to a federal and state background check in accordance with state and federal law.
Arts for Learning Maryland is an Equal Opportunity Employer committed to cultivating a diverse workforce and equitable workplace. We encourage applications from individuals of all backgrounds, regardless of race, ethnicity, gender, sexual orientation, gender identity and expression, age, national origin, veteran status, and disability. All qualified applications will be given equal opportunity.
PI261497035
About Arts For Learning Maryland
Arts for Learning Maryland (formerly Young Audiences of Maryland) is devoted to enriching the lives and education of Maryland's youth through educational and culturally diverse arts programs. Through Arts for Learning, professional teaching artists from all disciplines partner with educators, schools, and school districts to provide -- on average -- over 560,000 hours of learning in, through, and about the arts to more than 155,000 Maryland students annually.
Arts for Learning is a mission-driven organization that values community, innovation, and passion. The staff, board, and teaching artists have a shared commitment to advance equity in the field of education by working tirelessly to generate opportunities for students to imagine, create, and realize their full potential through the arts.
About The After School Arts For Learning Academy (ASALA)
Baltimore City Schools' After School Arts for Learning Academy (ASALA) program, operated by Arts for Learning Maryland (A4L), offers students an opportunity to imagine, create, and express who they are through the arts. This is an action-packed, four-day-a-week, three-hour-per-day program that introduces students to a wide variety of art forms—from illustration and spoken word to percussion, drama, and dance—and gives students a chance to work alongside other students from across the city and be taught by professional artists. Daily literacy and math classes are co-planned by a teacher and professional teaching artist, allowing students to experience reading, writing, and math like never before…through the arts! Arts for Learning will host five program sites throughout the City. Each site will host up to 156 students, and teachers and artists will work with groups of up to 26 students.
Mission, Core Values, And Anti-racist Practices
The mission of the After School Arts for Learning Academy (ASALA) is to provide students with a once-in-a-lifetime opportunity to spend time learning from the best teachers and teaching artists our state has to offer. Through a dynamic, creative, and supportive environment, students will explore math and literacy in a unique arts-integrated environment that allows them to develop socially and emotionally, expands their personal creative process, and introduces them to many different art forms taught by professional artists.
We...
believe unwaveringly that ALL students can achieve high standards in and through the arts;provide opportunities for students to develop powerfully articulate voices through art forms and honor their creative processes along the way;create safe, brave, inclusive learning environments for students to grow, make mistakes, and contribute to the community;collaborate and reflect by learning from and with each other at every step of the process, cultivating positive relationships between all ages;encourage the development of critical thinking, problem solving, inquiry, imagination, and creativity, and provide multiple ways for students to demonstrate knowledge and mastery;learn about, honor, and leverage the cultural knowledge, experiences, and frames of reference of our students and community to make learning more relevant and effective;ensure that our students are known, loved, supported, celebrated, and valued;create inclusive environments where all students' unique gifts and talents are discovered and cultivated, and where students' identities (racial, cultural, social, gender, etc.) are reflected all around them and matter through acknowledgement and affirmation;examine biases and understand the concepts of institutional and structural racism and its impact on policies and practices, especially related to the administration of public education;have a passion for students: an ability to build meaningful relationships and a desire to go above and beyond to create homeplaces where Black joy is cultivated and thrives and;commit to seeing families as partners in education and communicating with them regularly.
Job Description
The After School Arts for Learning Academy (ASALA) Arts Integration Coach is the key to ensuring rigorous and meaningful learning in both literacy and math at ASALA sites. They are considered the arts integration specialists in the building and are the first point of contact for content, collaborative planning, co-teaching, arts integration, lesson plans (how to write them, how to submit them, what we are looking for), building classroom community, and conducting observations (in partnership with the rest of the Site Admin Team). Arts Integration Coaches will work with multiple ASALA sites to support staff in planning, co-teaching, and reflecting on their work.
Responsibilities Include
Please note: This position includes a great deal of collaboration and communication when determining how best to support, mentor, and monitor the progress of Artist/Teacher pairs.
As a Member Of The Site Admin Team
Check instructional resources (e.g. math manipulatives, books, dictionaries, etc) in the first two weeks—-those that are not being used in a classroom should be taken to the office and repurposed.Ensure all Artists/Teachers submit written weekly instructional outlines for all classes.Ensure arts integration/co-teaching planning occurs and keep records of time spent.Support the Site Admin team in carrying out the operations of the site.Support or participate in school-wide student activities and/or family and community events.Submit verbal and written reports as required.Administer student program evaluations when needed.Create a positive culture and climate within the building by centering the program's mission and core values and addressing any issues within the parameters of site procedures and expectations.Build relationships with students, staff, and families and create a positive, supportive community within the classroom and site.Support the completion of all required paperwork as assigned by the Site Director/Instructional Coach, including student attendance records, student pre- and post- surveys or assessments, student observation rubrics, student progress reports, etc.Adhere to all health and safety policies as required by BCPSS, CDC, World Health Organization (WHO), and Arts for Learning Maryland.Assist with site logistics (transitions, cafeteria duties, tidiness of site, among others)
Specifically As An Arts Integration Coach
Professional Development
Support/facilitate professional development sessions prior to the program.Support Teachers/Artists in big-picture planning/collaborative conversations during Professional Development Week.On the last two days of Professional Development week, check in with Teachers/Artists on-site to ensure that they are prepared for the first day: plans ready, expectations posted, community building/classroom management in place, etc.
Mentoring/Coaching
Set up a coaching schedule each week in classrooms to provide on-the-spot feedback in the form of notes while observing.Provide coverage so that Teachers/Artists can visit other classrooms based on what they are curious about or need additional support with.Co-teach as needed/wanted so that one of the partners can observe and reflect.Develop a plan for holding check-ins with each teaching pair at least once a week either to coach (described above) or help plan and discuss successes and challenges.Support Artists/Teachers in creating units/lessons with these questions in mind:How can this unit/lesson make my students smarter about something (outside of skills) people, places, things? Histories?How can this unit/lesson advance understanding of power, equity, and anti-oppression? Is there a connected objective clearly stated?Are the standards represented in the lessons? Are there any red flags? Do you see any connections across classes? If so, you can connect Artists and Teachers who are doing similar work or who might benefit from collaborationConnect Teachers/Artists to resources and ensure that they have the materials, texts, and resources needed.Be a part of the Observation Team that uses the Observation Tool to visit classrooms.
Instructional Practices and Student Support
Develop, adapt, modify, and personalize educational materials, resources, techniques, methods, and strategies to meet the needs of students with disabilities within the ASALA framework (focus on differentiation, scaffolding, and co-teaching) in partnership with the on-site Lead Special Educator.Work with ASALA"s team of special service providers (SPED, ESOL, and others) to ensure ongoing communication and instructional support systems.Coordinate instructional activities and collaborate with other professional staff, both school and non-school-based, as required to maximize learning opportunities (e.g. Arts Majors and Explorations partners, other potential outside vendors, and resources identified by ICs to enrich students" learning experience).Demonstrate the use of both traditional and innovative instructional methodologies in working with students with various abilities and neurodivergence.Build relationships with students, staff, and parents and create a positive, supportive community within the classroom and site.
Additional Duties
Collect student artwork and artistic products that reflect strong arts integration with the lessons from which they came. Use those to create a space in the building to highlight best practices - i.e. display work products, connect staff, etc.Use part of the staff meeting each week to give timely updates, share shout-outs, and offer specialized workshops.Provide ongoing feedback to Teachers/Artists through formal and informal observations throughout the program.Provide ongoing feedback about Teachers/Artists, both during and at the end of the program, to the ASALA Admin team using the staff evaluation form.Participate in a weekly call with all Academic Directors to share successes, challenges, and questions and to get timely updates and problem-solve.
Qualifications
While no one candidate will possess every quality outlined for this position, the successful candidate will fit many of the following professional qualifications and personal attributes:
An ability to create inclusive environments where all students' unique gifts and talents are discovered and cultivated, and where students' identities (racial, cultural, social, gender, etc.) are acknowledged, affirmed, and reflected around them. An ability to examine biases and an understanding of the concepts of institutional and structural racism and its impact on policies and practices, especially related to the administration of public education.A passion for students: an ability to build meaningful relationships and a desire to go above and beyond to ensure each student's success.A commitment to seeing families as partners in education and communicating with them regularly.For Teachers, a current teaching certification. Preference is given to those who hold special education certification.Teachers: excellent knowledge in the content areas (math and literacy) and a general knowledge of various art forms. Artists: excellent knowledge of their own art form and general knowledge of the content areas (math and literacy).A strong understanding of effective arts integration and co-teaching.Experience coaching, leading professional development, mentoring, and/or being part of an instructional support team are a plus.Experience working in the Arts for Learning community, thus having a strong understanding of the community culture, typical logistics and procedures, and expectations of Teachers and Artists. A strong desire to fully integrate into a non-traditional learning environment where flexibility is strongly valued and where new and innovative ideas are not only cultivated but expected from all staff.
Required Dates, Times, And Working Hours
To be considered for employment, staff must be able to commit to attending all training and program days listed below.
Program Dates and Details (subject to change based on site):
The program will operate Monday-Thursday from 2:30-6:45 PM (program times could alter depending on site).Staff will be expected to come for in-person collaborative planning on the first Friday of each month, from 4-7 PMArts Integration coaches will be required to report to sites 8 hours per week. One 30-minute staff meeting per week.2 hours of planning time per week.
Time Off
Grant- and special-funded staff, hired for short-term assignments, internships, and as temporary project-based staff, are not eligible to accrue paid time off, however Sick and Safe leave is available to these employees. Sick and Safe Leave is accrued at a rate of one hour for every thirty hours worked and begins accruing on day one of employment. Employees may use the leave in increments of 1 hour or greater. Employees will be paid at their current regular rate for each accrued Sick and Safe Leave hour used.
Employees who have questions about Sick and Safe Leave, including (i) their eligibility for Sick and Safe Leave; (ii) when Sick and Safe Leave may be used; and (iii) the amount of available Sick and Safe Leave should promptly contact the People Operations Department (pops@artsforlearningmd.org)
Compensation:The After School Arts for Learning Academy (ASALA) Arts Integration Coach position is a part-time, non-exempt temporary position and is not eligible for employee benefits.This position is paid an hourly rate of $53.18/hr.To Apply:
For consideration, please apply on our website, https://artsforlearningmd.org/. Please do not send applications that include headshots or photos of yourself. No phone calls or recruiters, please. All employees will be subject to a federal and state background check in accordance with state and federal law.
Arts for Learning Maryland is an Equal Opportunity Employer committed to cultivating a diverse workforce and equitable workplace. We encourage applications from individuals of all backgrounds, regardless of race, ethnicity, gender, sexual orientation, gender identity and expression, age, national origin, veteran status, and disability. All qualified applications will be given equal opportunity.
PI261497035
Salary : $53
