After School Arts for Learning Academy (ASALA) Jobs
Arts for Learning Maryland (formerly Young Audiences of Maryland) is using its highly successful Summer Arts for Learning Academy model to transform after school programming. Using a co-teaching model, the After School Arts for Learning Academy (ASALA) program pairs a classroom teacher and a professional teaching artist to deliver arts-integrated math and literacy lessons to elementary and middle-grade students in select schools throughout Baltimore City.
This 65-day in-person program will be operated across five Baltimore City Public Schools sites, Monday-Thursday from 2:30-6:45 PM (program times could alter depending on site). The program's Start date is January 30, 2023 and will end on June 8, 2023.
The After School Arts for Learning Academy (ASALA) classroom teacher is key to ensuring rigorous and meaningful learning in both literacy and math at Arts for Learning After School sites. Grade-level teachers will be paired with a highly skilled teaching artist to provide arts-integrated instruction daily. Artist/teacher pairs are required to co-plan lessons together. Teachers, across all grade levels (PK-8), will teach one 35-minute arts-integrated math class, or one 35-minute arts-integrated literacy class to the same student cohort each day. Teachers must be comfortable leading lessons in both math and literacy. All teachers, regardless of their assigned grade level are expected to lead a SQUAD session that focuses on Social and Emotional Learning and Community Building and monitor recess if needed.
After School Arts for Learning Academy (ASALA) teaching artists are paired with a grade-level teacher for the entire program. These pairs are responsible for delivering engaging, meaningful, and joyful instruction both in and through the arts. Teaching Artists are required to co-plan with their teacher partner for a 35-minute block of arts-integrated literacy or a 35-minute block of arts-integrated math each day. Artist/teacher pairs are expected to co-plan each lesson together. Teaching Artists will also teach a class in their art form each program day for 35 minutes. Teaching arts are also required to lead a SQUAD session that focuses on Social and Emotional Learning and Community Building and monitor recess if needed.
The Arts for Learning After School site director promotes and supports the overall vision and mission of the program. The site director is expected to be responsible for all aspects of the program and its operations and to provide leadership and oversight of the site which includes, but is not limited to, overseeing student engagement and achievement, daily attendance, climate and culture, scheduling, supervision of staff and building operations, all health and safety protocols, and emergency procedures.
Student Support Specialist
The Arts for Learning After School student support specialist works side-by-side with the site director to create and foster a positive, safe, and productive learning environment for all students and staff at the site. The student support specialist is a key member in developing the student support plan for the site, and will effectively oversee this plan throughout the program. The student support specialist is required to facilitate one-on-one, and group conflict resolution sessions and provide in-classroom support when needed. The coordinator is also required to provide supervision to students while not in classroom settings (during meal times, recess, etc.).
The After School Arts for Learning Academy (ASALA) site support will be assigned to a school site and will be responsible for all subbing needs at that site. On days that a substitute is not needed, the site support will support the administrative team with site operations, which could include supporting classrooms, working with the directors with logistical needs, planning site events, contacting families, and more. Site support must be flexible as this position requires them to substitute for both teachers and teaching artists, as well as take on other programmatic roles.
Physical Education Coach
The After School Arts for Learning Academy (ASALA) physical education coach is a key component of the success at Arts for Learning After School sites. PE coaches are required to supervise and lead a series of structured recesses each day of the program. PE coaches are required to work closely with a physical education assistant to design and implement a structured recess time promoting social-emotional learning, team building, and creating community. PE coaches may be required to organize additional sports and physical education events on-site within and throughout the program.
Physical Education Assistant Coach
The physical education assistant coach will have the opportunity to work in a highly innovative program alongside some of our state’s most experienced and accomplished professional teaching artists and teachers. Assistant PE coaches are required to work closely with a physical education coach to design and implement a structured recess time promoting social-emotional learning, team-building, and creating community.
The After School Arts for Learning Academy (ASALA) paraeducator is key to ensuring all students receive the support necessary to thrive in a unique and creative learning environment. Paraeducators are required to work hand in hand with ASALA staff to support students with IEPs within the After School Arts for Learning Academy program. Paraeducators are expected to provide support both through one-on-one interactions with students and through full classroom support. Paraeducators are responsible for providing reasonable accommodations to students and will support lead special educators in meeting IEP goals for specific students. In addition to serving specific students, paraeducators are expected to support all students with special needs regardless of IEP status.
Lead Special Educator
The ASALA lead special educator is key to ensuring rigorous and meaningful learning in both literacy and math at ASALA sites. Lead special educators will provide push-in and pull-out support and services to students with IEPs and are responsible for both providing reasonable accommodations and carrying out IEP goals for specific students. In addition to serving specific students with IEPs, lead special educators are expected to support all students with special needs regardless of IEP status and are required to provide coaching, support, and strategies to teachers, teaching artists, and paraeducators in meeting the needs of all students. Additionally, lead special educators will manage the team of paraeducators at their site to ensure that they are in the best position to meet the needs of our students.