Art Teacher - Marlborough High School

Title of Position:

Art Teacher - Marlborough High School

Work Year:

2025-2026 School Year

August 25, 2025

Salary:

Organizational Relationship or Line of Authority:

Directly responsible to the School Principal in matters related to the building. Jointly responsible to the Principal, the Supervisor of Visual Arts, and the Assistant Superintendent for Teaching and Learning.

Statement of Duties:

Responsible for instruction and general duties as indicated by the Principal, Supervisor of Visual Arts, directives of the Superintendent of Schools or his/her designees, and policies of the Marlborough School Committee.

Job Summary:

Promote learning and growth of all students by providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Performance Responsibilities:

• Teaches art classes (traditional 2D art including drawing & painting).
• Responsible for planning lessons that guide students through the creative process and teaches them a variety of methods, materials, and techniques.
• Create a learning environment that inspires students to discover, connect, learn, and grow through art.
• Must be collaborative and have strong desire to build school community through the arts.
• Promotes school art, art activities (both curricular and extracurricular) for students, staff, and parents.
• Meets and instructs assigned classes in the locations and at the times designated.
• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses instructional practices that are likely to motivate and engage most students during the lesson.
• Develops and maintains an environment conducive to effective learning within the limits of the resources provided by the district.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Encourages students to set and maintain standards of classroom behavior.
• Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Works to establish and maintain open lines of communication with students and their parents.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.
• Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
• Shows understanding of and sensitivity to different families' home language, culture, and values.
• Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Assists in upholding and enforcing school rules, administrative regulations, and School Committee policy.
• Makes provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
• Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
• Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
• Establishes and maintains cooperative relations with others.
• Attends and participates in faculty meetings.
• Accepts a share of responsibility for co-curricular activities as assigned.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Consistently fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
• Performs other duties as assigned by building principal.

Qualifications:

• Licensed by the Massachusetts Department of Elementary and Secondary Education in Visual Art (Grades 5-12) Required
• Candidates must present evidence of training in the following areas:

• • Curriculum and instructional methods in Art Education, including knowledge of teaching a wide variety of materials, methods, and techniques
  • Ability to develop well-structured lessons with appropriate student engagment strategies
  • Knowledge of the developmental levels of children and the different ways these students learn
  • Psychology in child and/or adolescent growth and development
  • Proficiency as evidenced through transcripts of undergraduate or graduate work in the field of Art Education
• SEI Endorsement preferred
• Bilingual (Spanish or Portuguese) a plus
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.