ZipRecruiter

Log In

1

Director Arts Integration Jobs (NOW HIRING)

AREA COOPERATIVE EDUCATIONAL SERVICES

Secretary

Hamden, CT · On-site

$23.80 - $31.03/hr

... restorative practices and arts integration. All educators at Wintergreen are excited about ... Coordinates schedules and meetings as directed by supervisor * Assists in completion of various ...

previous page

Showing results 41-60

All JobsArts Integration JobsDirector Arts Integration Jobs

Director Arts Integration information

See salary details

$23

$51

$82

How much do director arts integration jobs pay per hour?

As of Jul 30, 2026, the average hourly pay for director arts integration in the United States is $51.28, according to ZipRecruiter salary data. Most workers in this role earn between $43.99 and $62.50 per hour, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a Director of Arts Integration, and why are they important?

To excel as a Director of Arts Integration, you generally need a deep understanding of both arts education and curriculum design, supported by a relevant degree in arts, education, or administration. Familiarity with instructional design software, arts assessment tools, and data management systems is typically required. Exceptional leadership, collaboration, and communication skills help drive cross-disciplinary initiatives and foster buy-in from educators and stakeholders. These competencies ensure the successful integration of arts into academic programs, enhancing student engagement and learning outcomes.

What is the difference between Director Arts Integration vs Arts Coordinator?

AspectDirector Arts IntegrationArts Coordinator
CredentialsBachelor's or Master's in Arts Education, Arts Administration, or related field; experience in arts integrationTypically a Bachelor's degree in Arts, Education, or related field; some experience in arts programs
Work EnvironmentLeadership role overseeing arts programs, collaborating with educators and community partnersSupports arts activities, assists in program implementation, and coordinates events
Employer & IndustrySchools, arts organizations, community centersSchools, arts organizations, cultural institutions

The main difference is that the Director Arts Integration holds a leadership role, developing and overseeing arts integration strategies, while the Arts Coordinator focuses on supporting and executing arts programs. The Director typically has more advanced credentials and broader responsibilities, whereas the Arts Coordinator handles day-to-day activities within arts initiatives.

What are some common challenges faced by a Director of Arts Integration when implementing arts-based curricula in schools?

A Director of Arts Integration often encounters challenges such as securing buy-in from stakeholders who may be unfamiliar with arts integration strategies, aligning arts-based curricula with core academic standards, and managing limited resources or budget constraints. Additionally, they may need to provide professional development to teachers who are new to integrating the arts into their instruction. Building effective collaborations between artists, educators, and administrators is also key, requiring strong communication and leadership skills.

What is a Director of Arts Integration?

A Director of Arts Integration is an educational leader responsible for overseeing the incorporation of arts—such as music, visual arts, theater, and dance—into all areas of a school's curriculum. They collaborate with teachers and administrators to design programs that use the arts to enhance learning in subjects like math, science, and language arts. Their role includes curriculum development, professional development for staff, and often managing partnerships with community arts organizations. The goal is to create engaging, creative learning environments that support both academic achievement and artistic expression.
More about Director Arts Integration jobs
What cities are hiring for Director Arts Integration jobs? Cities with the most Director Arts Integration job openings:
What are the most commonly searched types of Arts Integration jobs? The most popular types of Arts Integration jobs are:
What states have the most Director Arts Integration jobs? States with the most job openings for Director Arts Integration jobs include:
What job categories do people searching Director Arts Integration jobs look for? The top searched job categories for Director Arts Integration jobs are:
Director Arts Integration jobs near you
Infographic showing various Director Arts Integration job openings in the United States as of July 2026, with employment types broken down into 78% Full Time, 20% Part Time, 1% Temporary, and 1% Contract. Highlights an 97% Physical, 1% Hybrid, and 2% Remote job distribution, with an average salary of $106,667 per year, or $51.3 per hour.

Gaffney High School - Choral Director

Cherokee County School District

Gaffney, SC • On-site

Full-time

This job post has expired today. Applications are no longer accepted.

Job description

Position Type:
High School Teaching/Music - Choral/Instrumental
Date Posted:
5/8/2026
Location:
Gaffney High School
Date Available:
08/03/2026
Closing Date:
Open Until Filled
JOB TITLE: CHORAL DIRECTOR
GENERAL STATEMENT OF JOB
Under limited supervision, employs classroom management techniques that result in an atmosphere for teaching/learning in which students can know what they are expected to do. Gives instruction to the students in the areas assigned by the principal. Reports to the Principal.
Qualifications:
  • Bachelors degree in music education
  • South Carolina Music Education Certification

Position Summary
Cherokee County School District is seeking a certified Choral Director to deliver high-quality, standards-based general music instruction for students in grades 9-12 while leading and supporting a comprehensive school arts program. This role includes instructional, performance, leadership, and grant-related responsibilities designed to strengthen arts education, promote arts integration across the curriculum, and enhance school-wide cultural programming.
Primary Responsibilities
  • Provide standards-based general music instruction for students in grades 9-12, including planning, assessment, and monitoring of student progress.
  • Plan and implement music instruction aligned with South Carolina music standards, including formative and summative assessments.
  • Prepare students for multiple in-school, after-school, and community outreach performances throughout the school year.
  • Coordinate and participate in school and community performance events representing the assigned school.

SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS
Standards
  1. Classroom Management
    1. The teacher begins the class promptly.
    2. The teacher communicates to students those behaviors expected of them, or there is evidence that expected behaviors have been communicated.
    3. Student exhibit classroom behaviors, which allow for maximum on-task behavior from all participants in the lesson.
    4. Inappropriate behaviors receive immediate and appropriate teacher intervention.
  2. Materials

a. The teacher chooses appropriate materials and/or equipment for teaching a lesson.
b. The teacher handles efficiently the materials and/or equipment in the classroom setting.
Planning for Instruction - Plan effectively with respect to establishing teaching strategies, which allow the attainment, by the students, of the lesson's behavioral objective.
  • The teacher utilizes a clinical approach to teaching. (Adequate diagnosis and prescription of evidence by students' learning.)
  • The teacher uses Lesson Plan Format, as appropriate.
  • The behavioral objective for the lesson is appropriate for the learners.

Teaching the Lesson - Recognizes student differences in needs, abilities, and interests and imparts instruction so that these differences are met.
  • Tells the student exactly what is to be learned in the lesson.
  • Tells the student the purpose of the learning and makes it meaningful to their lives.
  • Relates the learning from the lesson being taught to previous learnings and verbalizes transfer for the students.
  • Students are told how they will be accountable for demonstrating proficiency in the learning.
  • Gives students information about the learning.
  • Demonstrates sound, up-to-date knowledge of the subject matter being taught.
  • Checks periodically throughout the lesson for the students' understanding of the objective.
  • Provides practice experiences for the students of the appropriate number and variety to insure mastery of the objective.
  • Carefully monitors the guided practice for experience to insure that students get immediate feedback as to the correctness of their performance.
  • Demonstrates knowledge of reinforcement theory throughout the lesson.
  • Each aspect of the lesson gives evidence of the teacher's attention to maintaining a classroom climate conducive to learning (Feeling Tone).
  • The activities of the lesson demonstrate the teacher's desire to include the interests of the students in the classroom.
  • Encourages, praises, and/or acknowledges student effort appropriately.
  • Manages instruction in such a way that each student shows some measure of success.
  • There is evidence that practice is scheduled in such a manner as to guarantee retention of learnings.
  • Gives students the opportunity to verbalize the critical attribute(s) of the learning before leaving the lesson.
  • Collects data from the lesson that enables him/her to evaluate each student's performance, and assists in planning tomorrow's lesson.

Standards Required to Perform Essential Job Functions
  • Physical Requirements: Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations.
  • Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.
  • Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisor.
  • Language Ability: Requires the ability to read a variety of policy and procedure manuals, computer manuals, reference materials, etc. Requires the ability to enter data into computer and prepare reports, correspondence, minutes, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Must be able to speak with poise, voice control and confidence and to articulate information to others.
  • Intelligence: Requires the ability to apply logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of instructions in oral, written, schedule, mathematical or diagrammatic form; to deal with several abstract and concrete variables. Requires the ability to make independent judgments in the absence of supervisor; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information and the ability to comprehend and implement basic office machinery functions.
  • Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently with persons of varying educational and cultural backgrounds.
  • Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals, to determine time. Must be able to use practical applications of fractions, percentages, ratio and proportion.
  • Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information.
  • Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment and communications machinery.
  • Manual Dexterity: Requires the ability to handle a variety of items including computer keyboards, office equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination.
  • Color Discrimination: Requires the ability to differentiate between colors and shades of color.
  • Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under moderate stress when confronted with an emergency or tight deadline. The worker is subject to tension as a regular, consistent part of the job.
  • Physical Communication: Requires the ability to talk and hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). Must be able to hear and understand communications through a telephone.

Essential Functions:
  • Meets and instructs assigned classes in the locations and at times designated.
  • Plans a program of study that meets the individual needs, interests, and abilities of the students and state standards in the subject area.
  • Establishes clear objectives for all classroom activities and communicates these objectives to students.
  • 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.
  • Provides for a programmed system of homework to support and reinforce daily learning activities.
  • Utilizes effective classroom management strategies to create a classroom environment that is conducive to learning and developmentally appropriate for students.
  • Writes lesson plans, daily and long-term.
  • Utilizes technology to enhance student learning.
  • Strives to implement by instruction and action the District's philosophy of education and instructional goals and objectives.
  • Assesses the accomplishments of students on a regular basis and provides progress reports as required.
  • Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of District specialists as required.
  • Takes all the 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 regulation.
  • Performs all other duties and responsibilities as assigned.
  • Provides full, willing and helpful cooperation in carrying out all reasonable instructions or extra assignments which are given by the principal before, during and after the school day
  • Records accurately the number of students present and absent each day in the manner prescribed by the principal.
  • Follows the curriculum standards and local course of study, to follow rules and regulations of the state and policies of the local Board, and to follow administrative procedures at the school and system level.
  • Responsible for reporting any reasonable suspicions related to a child's health or welfare because of abuse or neglect to the appropriate state/community agency, as well as the principal.
  • Abides by the SC Teacher Code of Ethics.
  • Participates in appropriate and required staff development sessions at the school and/or system level.
  • Ensures that the use of the district's resources (time, money, people) are used in the most strategic and effective way possible.
  • Reports all accidents/injuries on the required form to the principal in a timely manner.
  • Properly supervises students.
  • Keeps a current class record and submit it to the principal upon request and at the end of the year.
  • Keeps a complete cumulative record on each child.
  • Maintains a clean, orderly, safe classroom.
  • Administers appropriate assessments, record scores on cumulate records, interpret test scores as needed, and analyze assessment data to improve instruction and student learning.
  • Plans, prepares, implements, assesses instructional lessons that teach the standards and are appropriate for individual student needs.
  • Maintains proper classroom and school order that supports student learning.

DISCLAIMER: This job description is not an employment agreement or contract. Management has the exclusive right to alter this job description at any time without notice.
Cherokee County School District does not discriminate against any individual on the basis of race, religion, sex, color, disability, age national origin, handicap, or any other applicable status protected by local, state, or federal law. The district also provides equal access to the Boy Scouts of America and other designated youth groups as required by law.

Apply