Art Program Director Jobs in Boston, MA (NOW HIRING)

Position Type:
Elementary School Teaching/Art
Date Posted:
4/29/2026
Location:
Spofford Pond Elementary School
Date Available:
08/31/2026
Job Description
Title: Art Teacher
Reports To: Principal
Evaluated By: Principal
Position Function/Job Purpose: The Art Teacher serves as a member of the school program, responsible for planning and implementing instruction that ensures students meet or exceed State Core Curriculum Content Standards in the visual arts. Reporting directly to the Principal, the educator focuses on developing students' aesthetic awareness, creative abilities, and critical thinking skills while fostering an understanding of the historical and cultural contexts of art. Beyond traditional art production, the role emphasizes the artistic process and the integration of visual arts into the broader instructional program through regular collaboration with classroom teachers. The Art Teacher is expected to provide a nurturing, safe, and differentiated learning environment where students can demonstrate their talents through various mediums and community displays, effectively bringing pride to both the individual learners and the school.
Qualifications:
Bachelor's or Master's Degree in Art Education
Massachusetts Art Certification with the Department of Elementary and Secondary Education
Pedagogical knowledge and skills in Art
Experience teaching elementary students
Ability to maintain student confidentiality
JOB FUNCTIONS AND RESPONSIBILITIES:
The Art Teacher shall perform all job functions and assume all responsibilities outlined in the Elementary Teacher or Secondary Job Description. The Art Teacher is an integral part of the total school program and has specific professional responsibilities related to the certification held and professional position assigned, and shall:
1. Plan and implement instruction to ensure that all students meet and exceed the State Core Curriculum Content Standards in the five broad categories of the visual and performing arts: Developing aesthetic awareness; Creating visual art; Demonstrating critical, analytical, judgmental, and evaluative skills; Understanding the historical, social, and cultural context of artistic accomplishments; and Using skills to design space, sound and events.
2. Emphasis shall be on understanding the processes and cultural context of the arts as well as on the traditional emphasis of creating visual products.
3. Provide a variety of learning experiences so that students demonstrate skills and concepts learned through displays, portfolios, and a variety of communication mediums, including electronic media presentations.
4. Incorporate each of the Core Curriculum Content Standards into the visual arts instruction, when appropriate, to reinforce the school's responsibility to ensure that all students meet and exceed all of the Standards.
5. Coordinate instruction with other teachers of the school. Communicate regularly and assist classroom teachers with integrating the visual arts into the instructional program.
6. Provide and supervise opportunities for students to demonstrate individually and in groups the skills and talents developed in the art program, bringing pride of accomplishment to students and to the school. These opportunities may occasionally be outside of the normal work day for teachers, including evenings and weekends.
7. Provide instruction in the proper use of artistic materials and equipment, ensuring safe use.
8. Maintain safe working conditions for all art equipment.
9. Engage the learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing, when appropriate, multiple instructional activities simultaneously.
10. Provide and effectively organize a variety of materials, equipment, media, and community resources to support the instructional program, using school approved procedures.
11. Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.
12. Use effective presentation skills when employing direct instruction, including appropriate vocabulary and examples, clear and legible visuals, and articulate and audible speech.
13. Use excellent written and oral English skills when communicating with students, parents, and colleagues.
14. Provide a nurturing, supportive, and positive classroom climate that encourages student responsibility, using positive motivation, clear classroom routines, challenging instructional strategies, and effective classroom management techniques.
15. Discipline students in a fair and consistent manner, using school approved procedures. Seek assistance of the parents and the Principal or designated supervisor when needed.
16. Establish a professional rapport with students that earns their respect.
17. Employ a variety of methods for students to demonstrate learning and accomplishments. Evaluate and grade homework, assignments, and tests in a timely fashion, providing feedback to the student on performance.
18. Maintain records and provide evidence of growth and progress to parents and to students.
19. Work cooperatively with adults assigned to the classroom (e.g., paraprofessionals, student teachers, parents, and volunteers), establishing clear expectations for roles and responsibilities.
20. Maintain positive, cooperative, and mutually supportive relationships with the administration, instructional staff, students, parents, and representatives of resource agencies within the community.
21. Protect confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines.
22. Perform any duties that are within the scope of employment and certifications, as assigned by the Principal and assigned supervisor, and not otherwise prohibited by law or regulation.
FLSA Status: Exempt
Physical Requirements:
1. Mobility and Movement
Standing and Walking: Ability to stand and walk for prolonged periods (up to 6-8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.
Reaching and Lifting: Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.
Lifting and Carrying: Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.
Bending and Kneeling: Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.
Repetitive Motion: Use of hands and fingers for keyboarding, writing, grading, and manipulating materials.
2. Sensory Requirements
Visual Acuity: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus (e.g., to read student work, observe students across a classroom, and monitor computer screens).
Hearing Acuity: Ability to hear and understand spoken directions at a conversational level, as well as the ability to distinguish and interpret sounds (e.g., a whisper, fire alarm, or distress calls from students) in a noisy environment.
Speaking/Verbal Communication: Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or auditorium setting.
3. Stamina and Duration
Sustained Energy: Ability to maintain a high level of energy and mental alertness throughout the entire school day, managing the physical and mental demands of teaching.
Sitting: Ability to sit for moderate periods to complete administrative tasks, planning, grading, or conduct small group instruction.
4. Safety and Emergency Management
Quick Response: Ability to physically respond quickly to emergencies, safety concerns, or unexpected physical demands (e.g., intervening in a student dispute, assisting an injured student, or performing emergency evacuation procedures).
Pushing/Pulling: Ability to push or pull classroom furniture or equipment as needed.
Salary Scale: https://docs.google.com/document/d/118vboYyPAZs5djlpkoxLHgOHVa74cswVen6UztneyOk/edit?usp=sharing