The Johns Hopkins University has embarked on an ambitious initiative to strengthen ten neighborhoods around the Homewood Campus - the Homewood Community Partners Initiative (HCPI). A key component is the work to support local public schools to become high performing neighborhood schools with high caliber flagship academic programs. At Margaret Brent Elementary/Middle School, the Johns Hopkins University School of Education (SOE) is implementing a new partnership to build a STEAM-focused school that improves student learning and engagement by focusing on the arts - arts integration, arts partnerships, and arts education.
The Partnership Coordinator for the Margaret Brent Elementary/Middle School - JHU SOE partnership will report to the Vice Dean of Academic Affairs in the School of Education. This position will commence on July 1st, 2017. The Partnership Coordinator will work closely with Margaret Brent's in-school community schools coordinator. Additionally, the Partnership Coordinator from Margaret Brent Elementary/Middle School will collaborate with the Partnership Coordinator from Barclay Elementary/Middle School on projects of mutual interest. Project leadership includes the President's Office, the SOE's Vice Dean for Academic Affairs, the Principal of Margaret Brent, and the HCPI Education Committee. The Partnership Coordinator will work on implementing the Margaret Brent-JHU SOE Partnership to transform Margaret Brent into a university-assisted PK-8 arts-integrated community school. Program elements include arts-integrated curriculum, professional development, after school and summer programming, as well as marketing and evaluation. The Partnership Coordinator will build and sustain the internal and external infrastructure and relationships to expand arts integrated instruction, arts-related programming, and outreach for Margaret Brent Elementary/Middle School students.
This is a complex, important, demanding, and highly visible position. The Partnership Coordinator provides planning, project, and budget management including budget management. During the first year, the Partnership Coordinator will be working with project leadership to establish clear roles and responsibilities, guiding principles, protocols, procedures and communication strategies and to plan, implement, and monitor the activities of the partnership. Tasks, responsibilities, and expectations of this position are outlined in the following three areas:
Manage multiple arts activities both during and after the school day, including but not limited to partnerships with OrchKids, Single Carrot Theatre, and the musician, Thomas Dolby.
Seek out, create, and direct new partnerships with arts organizations throughout the Baltimore-Washington area.
In collaboration with teachers, facilitate connections with Baltimore-area cultural resources to the school. For example, arrange field trips to museums and symphonies that correspond with activities and lessons within teachers' curriculums.
Develop, implement, and direct after school and summer programming, which will involve PK-8 students and parents.
Purchase necessary materials for implementing arts-integrated curriculum.
Direct student arts-related programming activities.
Recruit, train, and supervise JHU faculty, Margaret Brent teachers, and students delivering after school and summer programming.
Oversee planning of arts-focused events involving students.
Professional Development Coordination
Organize and direct various teacher professional development opportunities involving arts-related organizations and supports such as the Maryland Artistry in Teaching Institute (MATI), Single Carrot Theatre, Arts Every Day, Young Audiences, and the Johns Hopkins University School of Education's Arts-Integration Specialist.
Supervise and lead individual and small group teacher coaching focused on the development and implementation of arts-integrated instructional strategies, including regional training workshops and conferences.
Work with the Arts-Integration Specialist to direct the delivery of teacher professional development related to arts-integrated instruction and integration into the classrooms.
Direct teacher creation of arts-integrated lessons and unit plans.
Meet with teachers to discuss materials needed for arts-integrated lessons.
Supervise, observe, and coach teachers with actual implementation of arts-integrated instruction.
Provide resources for teachers' research on arts-integration; build a school based library with arts-related resources.
Oversee exhibition of arts-integration work throughout the school.
Obligations for documentation for supporting institutions: JHU School of Education, Baltimore City Schools, and the Homewood Community Partners Initiative (HCPI)
Direct and oversee the evaluation process to determine the effectiveness of arts-integrated instruction and programming. Involves collection of formal and informal assessments and evaluation of data. Examples of types of data to be collected include:
Curriculum-based assessments: conducting pre- and post-tests of arts-integrated instruction.
Design, collect, and analyze satisfaction surveys for parents, teachers, and students.
Review standardized test results to compare school's performance before and after implementation of arts-integrated instruction. For example, compare Margaret Brent's test scores to other schools with comparable demographics who are not implementing arts-integrated curriculum.
Analyze and develop of quarterly reports to include information about the school's level of implementation, successes, and ongoing needs as teachers implement the arts-integrated curriculum.
Design and oversee a comprehensive marketing and community outreach plan. The purpose of this plan is to share with Margaret Brent families, the broader community, and potential new school families the arts integration work being done at the school.
Work closely with the principal and JHU-SOE to plan goals for each year of the partnership.
Prepare reports of partnership activities for SOE leadership twice a month. Prepare reports of partnership activities for the HCPI Education Committee twice a year.
Bachelor's degree required. Master's preferred, in an education or related field, such as arts-education. Three years progressively responsible related experience required. Five or more years of experience preferred. Experience should include teaching in a K-8 school setting, program management/administration/professional development in an academic or out of school time educational environment, preferably in arts-related educational outreach. Additional education may substitute for required experience, to the extent permitted by the JHU equivalency formula.
JHU Equivalency Formula: 30 undergraduate degree credits (semester hours) or 18 graduate degree credits may substitute for one year of experience. Additional related experience may substitute for required education on the same basis. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job.
The ideal candidate will have successful experience:
Delivering and implementing arts-integrated lesson and unit plans
Delivering presentations on the topic of arts integration
Planning and managing complex programs
Delivering arts-related educational outreach to PK-8 students
Recruiting, coordinating, training and motivating volunteer mentors or instructors
Relating to PK-8 students and parents of similar demographics to Baltimore
Playing a central role in a university assisted, urban, community school
Special skills and knowledge:
Excellent oral and written communication skills
Effectively communicates with educational practitioners and other groups associated with education
Excellent computer skills
Experience with web and multi-media applications
Ability and flexibility to work in person and by phone/email with varied groups
Organization and interpersonal skills
High motivation to work autonomously and collaboratively
Excellent work ethics and habits
Knowledge of pedagogy for arts-integrated teaching to PK-8 grade students
Knowledge of sources of effective arts-integrated curriculum for PK-8 grade students
Knowledge of the Baltimore City Public School system
Johns Hopkins University remains committed to its founding principle, that education for all students should be grounded in exploration and discovery. Hopkins students are challenged not just to learn but also to advance learning itself. Critical thinking, problem solving, creativity, and entrepreneurship are all encouraged and nourished in this unique educational environment. After more than 130... years, Johns Hopkins remains a world leader in both teaching and research. Faculty members and their research colleagues at the university's Applied Physics Laboratory have each year since 1979 won Johns Hopkins more federal research and development funding than any other university. The university has nine academic divisions and campuses throughout the Baltimore-Washington area. The Krieger School of Arts and Sciences, the Whiting School of Engineering, the School of Education and the Carey Business School are based at the Homewood campus in northern Baltimore. The schools of Medicine, Public Health, and Nursing share a campus in east Baltimore with The Johns Hopkins Hospital. The Peabody Institute, a leading professional school of music, is located on Mount Vernon Place in downtown Baltimore. The Paul H. Nitze School of Advanced International Studies is located in Washington's Dupont Circle area.