After School Arts for Learning Academy (ASALA) Jobs
Job Opportunities
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 114-day in-person program will be operated across six 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 October 30, 2023 and will end on June 6, 2024.
Physical Education Coach
The After School Arts for Learning Academy (ASALA) PE coach position is a part-time exempt position reporting to the ASALA site director. The Arts for Learning 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.
Paraeducator
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.