Dance Therapist Job Description Sample
Dance Movement Therapist
This is a 32 hour weekly position, days, Wednesday-Saturday with full benefits.
Assesses individual resident's dance/movement therapy and leisure needs to provide a basis for individual program planning. This is accomplished through analysis of interests, needs, and skills. Plans and implements expressive therapy, leisure and social activities for residents to ensure that their needs are addressed. This is accomplished by directly observing residents, reviewing literature to identify effective methods, consulting with other expressive therapy professionals, and designing individual dance/movement therapy programs.
Participate as a team member in planning treatment programs.
Develops cooperative relationships with volunteers and service organizations to expand programming opportunities for residents.
Reviews expressive therapy plans to ensure that suitable measures have been taken to protect the health and safety of residents. This is accomplished by keeping informed of health and safety requirements, communicating those requirements to staff assigned to assist in program implementation and correcting deficits in the plans.
Establishes therapeutic relationships with residents that are beneficial to their treatment.
Counsels residents individually and in group sessions to assist them in dealing with behavioral health problems and social issues.
Collaborates with primary therapists, physicians, and nurses to plan and coordinate treatment bases on residents' needs. Also utilizes the clinical record as a source of information.
Educates the residents on alternative healthy ways of coping with problematic events and emotions.
Completes all required documentation according to policies and procedures and ensures that daily clinical notes document the residents' progress in meeting their treatment goals.
Implements care according to residential program policies and procedures.
KNOWLEDGE AND SKILL REQUIREMENTS
Current certification through the American Dance Therapy Association, R-DMT or BC-DMT.
State licensure, LPC or LCPC.
Dance/movement therapy and leisure needs assessment principles and methods sufficient to permit the development of relevant, treatment plans.
Dance/movement therapy principles and practices sufficient to meet the needs of a wide range of residents.
Specialized Dance/movement therapy principles as they apply to assigned disability groups.
Health and physical requirements sufficient to protect the health and safety of residents during the conduct of recreation and leisure activities.
Instructor In Dance Part-Time Pool
Instructor in Dance Part-Time Pool
Ventura County Community College District
Number Openings: (At time of posting)
Length of Work Year:
8/4/2018 11:55 PM Pacific
see job description
3/19/2018 Application Deadline:
8/4/2018 11:55 PM Pacific Employment Type:
Part Time Length of Work Year:
8 months Salary:
see job description Number Openings: (At time of posting)
Not Specified Contact: Michael Arnoldus Email: email@example.com Phone: 805-652-5500
Job Description / Essential Elements: Print
Instructor in Dance Part-Time Pool
Ventura County Community College District
Job Type: Part-Time Faculty
Job Number: 2018-00025
Location: Districtwide (Ventura County CA), CA
This is a continuous open pool to fill part-time instructor positions at any of our three colleges (Oxnard, Moorpark, and Ventura) for the Summer 2018, Fall 2018, and Spring 2019 semesters. If you have applied to previous pools in this discipline, you will need to apply to this pool to continue to be considered.
Under the general direction of a dean, an Instructor (Non-Contract/Temporary) provides comprehensive classroom instruction to students from diverse backgrounds for the purpose of facilitating the attainment of their academic or vocational objectives. In accordance with the provisions of Education Code sections 87482.5, Instructors (Non-Contract/Temporary) may be employed up to 67% of a full-time assignment.
Provide academic instruction to students through lecture, lab, or performance courses; assess and develop cognitive abilities, communication skills, and higher order thinking skills among students through appropriate assignments and activities in one-on-one, classroom, and distance mediated instructional settings. E
Advise and instruct students regarding programs of study, other institutions of higher education, lifelong learning resources, and effective study skills; refer students to support services, programs, resources, and other professionals as appropriate. E
Observe and evaluate student performance in meeting course objectives and student learning outcomes through assignments, projects, discussions, and examinations; provide feedback in a timely manner to student inquiries in class, online, or during established consultation office hours. E
Plan and organize instruction according to approved course outlines and student learning outcomes to maximize student learning in alignment with department, college, and district goals; implement the student performance objectives as listed on the official course outline of record. E
Maintain current, accurate records of course enrollment, attendance, student academic progress, course curriculum, and student learning outcomes; prepare and submit data and reports related to course and student progress in a timely manner. E
Evaluate and select instructional materials such as textbooks, manuals, software, and tools in collaboration, as appropriate, with discipline faculty; order instructional materials according to campus bookstore procedure to ensure timely delivery. E
Revise and update course content and materials of instruction in accordance with new theory, application, and industry developments within the discipline or area of specialization. E
Update syllabi; collaborate with discipline faculty on a regular basis to assess and revise measurable student performance indicators for each course. E
May participate in curriculum and program development; may provide input into the development of student learning outcomes.
May attend and participate on committees and in department, division, campus, and district meetings.
May participate in articulation and matriculation related activities.
May provide work direction to others.
Perform related duties as assigned.
E = Essential duties
Candidates must possess the minimum qualifications for the discipline as approved by the California Community Colleges Board of Governors and defined in the Minimum Qualifications for Faculty and Administrators in California Community Colleges handbook. The minimum qualifications for this discipline are as follows:
Any bachelor's degree and two years of professional experience, OR any associate degree and six years of professional experience;
possession of an appropriate California Community College Credential.
All coursework must be from a recognized accredited college or university.
- APPLICANTS WHO DO NOT MEET THE ABOVE-STATED MINIMUM QUALIFICATIONS MUST COMPLETE THE SUPPLEMENTAL QUESTIONNAIRE FOR EQUIVALENCY IN ORDER TO BE CONSIDERED ON THE BASIS OF POSSESSING EQUIVALENT QUALIFICATIONS (EQUIVALENCY). The Supplemental Questionnaire for Equivalency is available on our website at http://www.vcccd.edu/sites/default/files/files/departments/human-resources/supplemental_questionnaire_for_equivalency_03.05.15.pdf https://get.adobe.com/reader/. When completing the form, be sure to explain in detail how your qualifications are equivalent to the required minimum qualifications.
If the title of your degree as stated on your transcripts does not exactly match one of the degree titles listed in the minimum qualifications, you must complete the Supplemental Questionnaire for Equivalency. Do not assume that you do not need to submit a Supplemental Questionnaire for Equivalency because your degree is similar to a degree stated in the minimum qualifications.
DEGREE TITLES THAT ARE NOT AN EXACT MATCH WILL NOT BE CONSIDERED OUTSIDE OF THE EQUIVALENCY PROCESS.
For further details regarding equivalency and the criteria by which equivalency may be granted, please click on the following link: http://www.boarddocs.com/ca/vcccd/Board.nsf/goto?open&id=83LDBP0DD9E5.
Part-time classroom faculty are paid between $1,561 and $2,653 per semester per .1 load. Placement on the salary schedule is based on education and experience. Faculty may be assigned any combination of lecture, lab or lecture/lab classes. Following is an example of a 3 unit class:
3 hour per week lecture = .2 load
3 hour per week lecture/lab = .15 load
3 hour per week lab = .1333 load (Except for those listed on Appendix F of the VCCCD/AFT Contract calculated at 75% of regular load.)
Part-time classroom faculty receive between $1,561 and $2,262 starting pay per semester per 10% load. Part-time faculty salaries are governed by the collective bargaining agreement between the VENTURA COUNTY FEDERATION OF COLLEGE TEACHERS, AFT, LOCAL 1828, AFL-CIO and the VENTURA COUNTY COMMUNITY COLLEGE DISTRICT. To review the contract, go to: http://www.vcccd.edu/departments/human_resources/contracts.shtml.
Please be aware that we will require verification of all part-time teaching experience for which you wish to receive credit toward placement on the salary schedule. You will have 30 days to provide verification upon receipt of the offer of employment. Verification must come from the human resources department and state the percentage of full-time-equivalent assignment you worked during the specified time period.
For more information about how salaries are determined for part-time faculty assignments, please click on the following link: http://www.vcccd.edu/sites/default/files/files/departments/human-resources/part-time_faculty_salary_explanation_version_7.pdf https://get.adobe.com/reader/.
All applicants, including previous and current VCCCD employees, must submit the following materials in order for their application to be considered. Failure to submit all required materials will result in disqualification.
Letter of Application: The letter of application must contain the following pieces of information: A) include the date, your name, and the position and locations for which you are applying, B) address your sensitivity to and understanding of the diverse academic, social, economic, cultural, disability, and ethnic backgrounds of community college students, and C) provide the screening committee with an understanding of how you will contribute as a fully participating member of the VCCCD community.
Completed Application for Academic Employment
Letters of recommendation (recommended but not required)
Supplemental Questionnaire for Equivalency, if applicable (see minimum qualifications above)
Complete official or unofficial college/university transcripts demonstrating attainment of minimum qualifications. Transcripts must show the degree title and the date the degree was conferred or the degree will not be considered for the purpose of determining if you meet minimum qualifications.
Diplomas will not be accepted in lieu of transcripts. If the qualifying degree has yet to be conferred and you expect to have the degree before you begin employment, you must submit transcripts that state the title of the degree you are working toward obtaining and indicate the anticipated completion date in your response to the associated supplemental question provided during the application process. An official copy of your transcripts will be required upon being hired. Instructors will not be allowed to start working until official transcripts have been received.
NOTE: If you have completed coursework at a foreign institution that is not recognized as accredited by the Council for Higher Education Accreditation (CHEA) or the U.S.
Department of Education, you must include a full evaluation of the foreign transcript with your application materials if you wish for us to consider the coursework. To search for institutions that are recognized as accredited by CHEA or the U.S.
Department of Education, visit http://www.chea.org/4dcgi/chea/search/index.html?MenuKey=main or http://ope.ed.gov/accreditation/search.aspx. For a list of VCCCD-recognized organizations providing transcript evaluation services, visit http://www.naces.org/members.htm.
A screening committee will review and screen all applications and associated materials. The candidates deemed most qualified for the position will be invited to an interview.
When completing the application and the supplemental questions, it is important to outline in detail your education, training (classes, seminars, workshops), and experience. You will be evaluated based upon the information provided.
Individuals with disabilities requiring reasonable accommodation in the selection process must inform the Ventura County Community College District Human Resources Department in writing no later than the filing date stated on the announcement. Those applicants needing such accommodations should document this request including an explanation as to the type and extent of accommodation needed to participate in the selection process.
To apply, please visit http://apptrkr.com/1185963
Requirements for Applying
Requirements for Applying
APPLY (CURRENT EMPLOYEES ONLY) APPLY
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2018-2019 Dance Teacher
REPORTS TO: Principal and/or Principal Designee
SALARY RANGE: See most recently approved online or hard copy EBRPSS Salary Schedule
PREPARED BY: Executive Director for Human Resources
APPROVAL DATE: June 2012
PERFORMANCE STANDARDS: LOUISIANA COMPONENTS OF EFFECTIVE TEACHING
The minimal teaching performance standards, the LCET, as approved by BESE in Bulletin 130, inclusive of the responsibility for growth in student learning and/or student achievement, are as follows:
Domain 1: Planning and Preparation, Component 1 c: Setting Instructional Outcomes, The teacher:
- values, sequences, and aligns curriculum enabling students to build their understanding of important ideas from concept to concept
- designs and structures lesson so that learner outcomes are at an appropriate cognitive level
- writes and plans multi-disciplinary outcomes for student learning, not student activity
- differentiates outcomes and instruction for students of varied abilities
- creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging
Domain 2: Classroom Environment, Component 2c: Managing Classroom Procedures, The teacher:
- helps students to develop skills to work purposefully and cooperatively in groups
- facilitates lessons that engage students in different types of activities-large groups, small groups, and independent work
- ensures smooth functioning of all routines and maximizes instructional time
Domain 3: Instruction, Component 3b: Questioning and Discussion Techniques, The teacher:
- develops and presents questions that cause students to think and reflect; resulting in deeper understanding of the topic
- promotes learning through discussion
- uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure this outcome
Domain 3: Instruction, Component 3c: Engaging Students in Learning, The teacher:
- facilitates activities and assignments that promote learning and are aligned with the goals of the lesson
- groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings
- selects instructional materials suited to engaging students in understanding/learning at a deeper level
- delivers lessons that are appropriately structured and paced
Domain 3: Instruction, Component 3d: Using Assessment in Instruction, The teacher:
- aligns assessment to the curriculum
- informs students of the criteria for assessment
- monitors student learning using a variety of techniques
- provides valuable feedback in a timely, constructive, and substantive manner
- promotes student self-assessment and student self-monitoring of their progress
SPECIAL EDUCATION EXCEPTIONAL STUDENT SERVICES (E.S.S.) TEACHER
The E.S.S. Special Education Teacher:
- works and plans collaboratively with the regular education teacher and grade-level teams in inclusive, resource, and self-contained instructional settings
- supervises Special Education paraprofessionals in the classroom setting inclusive of establishing the paraprofessional's support role with the implementation of IEP goals/objectives, scheduling, and ensuring professional conduct
- interprets evaluation data from Initial Pupil Appraisal Evaluations and devises an Individualized Education Program (IEP) inclusive of student strengths, weaknesses, and recommendations
- ensures the provision of a Free and Appropriate Public Education (FAPE) as outlined in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004.
- maintains communication with parents regarding student achievement, i.e. progress reports disseminated each nine week grading period.
- determines the assessment status of students, for example, LAA 1 and/or LAA2
- complies with EBRPSS disciplinary procedures regarding suspensions/expulsions through the maintenance of data, for example, Behavior Tracking Forms and Behavior Intervention Plans
STANDARDS OF EFFECTIVENESS
Fifty-percent of the evaluation for teachers shall be composed of applicable measures of growth in student learning and the remaining fifty-percent shall be based upon a qualitative assessment of teacher performance. For teachers, the 50% of the evaluation based upon growth in student learning shall measure the growth of their students according to a pre-determined assessment method, using the value-added model, where available, and alternate measures of student growth according to state guidelines, where value-added data are not available. The 50% of the evaluation that is based on a qualitative measure of teacher performance shall include a minimum of one formal observation and at least one informal observation. This portion of the evaluation may include additional evaluative evidence, such as walkthrough observation data and the evaluation of written work products. The combination of the applicable measure of growth in student learning and the qualitative assessment of performance shall result in a composite score used to distinguish if the level of effectiveness is highly effective, effective proficient, effective emerging, or ineffective.
MEASURES OF GROWTH IN STUDENT LEARNING:
VALUE ADDED MODEL (VAM) OR NON-TESTED GRADES AND SUBJECTS (NTGS)
A value-added model shall be used to measure student growth for the purposes of teacher evaluation, where available. The value-added model shall be applied to grades and subjects that participate in state-wide standardized tests and for which appropriate prior testing data is available. The value-added model shall not be applied for the purposes of evaluation in any cases in which there are fewer than five students with value-added results assigned to an educator. The value-added model, which will take into account select classroom composition variables and select multiple student-level variables shall be an approved statistical model for linking academic gains of students to teachers in grades and subjects for which appropriate data are available. For teachers of non-tested grades and subjects (NTGS), for which there is little or no value-added data available, progress towards pre-determined Student Learning Targets (SLTs), as measured by state-approved common assessments, where available, shall govern the student growth component of the evaluation. Teacher and/or district-developed SLTs, shall include goals which express an expectation of growth in student achievement over a given period of time, as well as common measures for assessing attainment of those goals, such as an identified assessment and/or a body of evidence.
The work environment characteristics described here are representative of those a teacher encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. COMMUNICATION SKILLS A teacher must 1) be able to effectively communicate in standard English both orally and in writing, 2) have the ability to accurately give and receive information via telecommunication system and other appropriate media, and 3) be able to communicate successfully with students, parents/caregivers, school personnel, and the community. EQUIPMENT USED The teacher should be able to use school land-line telephones, audio-visual equipment, computers, copy machines, and other appropriate machines. WORK ENVIRONMENT The teacher will work in a school setting in a climate controlled environment adhering to School Board Energy Policy and in outside areas that are subject to climate extremes.
The teacher must be able to 1) plan and implement appropriate educational programs for all students, 2) understand and interpret written and verbal instructions, 3) keep accurate, up-to-date written records, 4) comply with state and parish regulations, and 5) utilize effective classroom planning, management, and instructional techniques.
HUMAN RELATIONS INVOLVEMENT
The teacher must be able to 1) work cooperatively with students, parents/caregivers, school personnel, and the community, 2) respond appropriately to supervision and accept commendations and recommendations, and 3) demonstrate sensitivity/understanding and interpersonal relations with persons of diverse culture and backgrounds.
To perform this job successfully, a teacher must be able to perform each duty effectively. The requirements are representative of the knowledge, skills, dispositions, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE
The teacher must possess a minimum of a Bachelor's degree from an accredited university, and he/she must hold a valid Louisiana teaching certificate.
The teacher must have the ability 1) to read, analyze, and interpret government regulations, 2) to write reports, memos, and procedural manuals, and 3) to effectively present information and respond to questions from staff, the superintendent and his staff, the school board, news media, and the public.
The teacher must have the ability to 1) define problems, collect data, establish facts, and draw valid conclusions, and 2) interpret an extensive variety of technical instructions in mathematical or diagram forms and deal with several abstract and concrete variables.
The physical demands described here are representative of those that must be met by the teacher to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the teacher is frequently required to sit or to stand for long periods of time. The employee is required to use hands to handle or feel controls, to talk, and to hear. The teacher must occasionally lift or move light weight up to twenty (20) pounds.
The work environment characteristics described here are representative of those the teacher encounters while performing the essential functions of this job. Work day length consists of teacher hours at the assigned school site according to School Board policy. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PROFESSIONAL CONDUCT & TRAITS
Domain 4: Professional Responsibilities is a part of the Louisiana Components of Effective Teaching (LCET) in which the teacher 1) engages in self-reflection and growth opportunities to support high levels of learning for all students, and 2) collaborates & communicates effectively with families, colleagues, and the community to promote students' academic achievement and to accomplish the school's mission. In addition, in the East Baton Rouge Parish School System, the teacher acknowledges that he or she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary to East Baton Rouge Parish School Board policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. In terms of professional traits, the teacher is poised, self-confident, enthusiastic, optimistic, punctual, dependable, unbiased, fair, flexible, articulate, writes effectively, handles confidential information discreetly, attends work regularly, dresses and behaves professionally, presents accurate and timely records, lesson plans, rollbooks, IEPs, and other documents.
CLASSIFICATION UNDER FAIR LABOR STANDARDS ACTS (FLSA)
The EBRPSS in compliance with FLSA considers this position EXEMPT from any and all overtime payments.
MINIMUM QUALIFICATIONS: U.S. citizen or authorized alien; those requirements as outlined in Louisiana Bulletin 746: Standards of State Certification of School Personnel Physical and mental stamina and ability to perform job functions, tasks, and duties.
Youth Dance Instructor - PT
Deadline: Open until filled
Youth Dance Instructor
Responsible for the implementation of youth dance programs.
REQUIRED EDUCATION, QUALIFICATIONS, KNOWLEDGE, SKILLS AND ABILITIES
Minimum 16 years old with at least 4 years' experience in dance or related field required. Bachelor's degree in dance or related field preferred. Knowledge of objectives and ideals of dance elements desired. Must have good communication, interpersonal, and organizational skills.
Choreograph, present, and supervise dance recitals.
Set up and report damage to equipment.
Actively participate by demonstrating dance steps.
Present new ideas regarding dance programming.
Responsible for taking attendance and managing classroom behavior.
Must interact and communicate with participants and parents.
Responsible for communication and scheduling of makeup classes.
Maintain supplies and report any supply needs to recreation supervisor.
Provide a high quality of customer service in a professional manner to the internal customer that will facilitate team building and exceptional customer service to the external customer.
Follow the Wheaton Park District policies, procedures, and guidelines.
Proactively support the V.A.L.U.E.S. (integrity, fun, commitment, adaptability and growth, kindness, and service) on a daily basis.
Maintain good safety awareness and follow all safety guidelines and procedures.
Assist in recruiting volunteers.
Incorporate WDSRA staff into program to create a comfortable atmosphere.
Attend meetings and in-service trainings as required.
Assist with emergency procedures and building evacuation.
Appropriately resolve concerns, problems and emergencies that arise.
Other duties as assigned.
REQUIRED CERTIFICATIONS, LICENSES, ETC.
Must have and maintain: CPR/AED certified or obtain within one (1) year of employment. Be a "Mandated Reporter" for the Abused and Neglected Child Reporting Act.
Must be able to: frequently move about and position ones' self as in dance instruction.
Must be able to: work in an indoor environment with moderate to bright or low level lighting and moderate to loud noise.
Must be able to: communicate verbally, demonstrate leadership qualities, dependable, flexible and show good safety awareness and judgement.
Flexible, depending on instructor availability
5-15 hrs per week
$15.00 - $18.00 per hr, Depends on qualifications
Wheaton Park District is an equal opportunity employer. EOE/M/F/D/V
FAIRFIELD COUNTY SCHOOL DISTRICT JOB DESCRIPTION
JOB TITLE: TEACHER
GENERAL STATEMENT OF JOB
Under limited supervision by the school principal or his/her designee assists school administrators by delivering thorough instruction to students according to South Carolina Department of Education Curriculum Standards. Maintains management of classroom at all times.
Regularly communicate with parents and relevant stakeholders regarding students' achievement and behavior. Reports to the Principal and/or Assistant Principal.
SPECIFIC DUTIES AND RESPONSIBILITIES
Communicate effectively with parents and leadership regarding student achievement.
Serves as an exemplary role model at all times.
Ensures that various instructional strategies are executed to encourage academic growth in diverse learners.
Carries out all additional duties (lunch, bus, hall, morning etc…) as directed by school administration.
Will attend required professional development that is beneficial to the FCSD and its students.
Will maintain teacher certifications by meeting all certification requirements by South Carolina Department of Education.
ESSENTIAL JOB FUNCTIONS
Sets up classrooms and laboratories for instructional activities (if applicable).
Assists in coordinating and implementing special school / classroom projects and programs as assigned, including but not limited to field trips.
Prepares detailed lesson plans for approved absences.
Creates Syllabi, lesson plans, rules, expectations, and procedures for classroom/students.
Maintains records, filing materials, organizing paperwork, typing course materials and syllabi, etc.
Ensures that effective classroom management program is in place.
Prepares student academic report packets.
Maintains records of textbook assignments; receipts monies for lost texts; collects books at end of school term.
Responds to inquiries and requests for assistance in areas of responsibility.
Operates and maintains a variety of equipment, which may include a computer, printer, typewriter, copier, fax machine, telephone, two-way radio, laminating machine, calculator, binding machine, paper shredder, audio-visual equipment, die cut machine, etc.; uses clerical, computer and copier supplies, oral thermometer.
Interacts and communicates with a variety of individuals and groups, including the immediate supervisor, co-workers, other school administrators and staff, students, parents/guardians, volunteers, and the general public.
ADDITIONAL JOB FUNCTIONS
May perform non-related and/or specialized duties as assigned.
Assists with routine health room duties as required; calls parents/guardians regarding student health as necessary.
Performs duties of teaching assistants (if applicable) as necessary in their absences.
Performs related duties as required.
MINIMUM TRAINING AND EXPERIENCE
Requires Bachelor's degree in grade/subject area taught with a valid South Carolina Teaching Certificate.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED
TO PERFORM ESSENTIAL JOB FUNCTIONS
Requires light work that involves walking or standing most of the time and involves exerting up to 20 pounds of force on a recurring basis.
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 supervisors and giving instruction and/or assignments to students.
Language Ability: Requires the ability to read a variety of policy and procedure manuals, curriculum materials, texts, computer manuals, etc.
Requires the ability to enter data into computer and prepare reports, records, teaching materials, correspondence, 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 principles of rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in oral, written, diagrammatic or schedule form.
Requires the ability to use influence systems in classroom teaching. Requires the ability to make routine 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 and give oral and written instructions; to counsel and teach students. Must be able to communicate effectively and efficiently with students, teachers and parents, and with persons of varying ages and educational/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 minimal levels of stress when confronted with an emergency or tight deadline. The worker may be subject to danger or risk to a slight degree, or 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.
Knowledge of Job: Is knowledgeable in the instructional methods, policies and procedures of Fairfield County School District pertaining to specific duties of a professional teacher.
Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the specific duties and responsibilities of the position. Has the ability to comprehend, interpret and apply regulations, procedures and related information. Is able to establish and maintain positive relationships and work effectively with adults and students.
Is able to supervise, guide and support students with patience and kindness. Is able to reinforce skills taught. Is able to develop and execute lesson plans that positively impact students.
Is able to help motivate students to participate in educational activities and to want to learn. Is able to perform job tasks professionally in an environment where discrimination and other public issues are constant concerns. Has knowledge of and is able to use modern office practices and equipment, including computers for word processing and records management.
Has knowledge of proper English usage, vocabulary, punctuation and spelling; has the mathematical ability to handle required calculations. Is able to type accurately at a rate sufficient for the successful performance of assigned duties. Is skilled in applying a responsible attention to detail as necessary in preparing records, reports and correspondence.
Is able to read and interpret various materials pertaining to the responsibilities of the job. Is able to take the initiative to complete the duties of the position without the need of direct supervision. Is able to use independent judgment in performing routine tasks.
Has the ability to plan, organize and prioritize daily assignments and work activities. Is able to offer assistance to fellow employees as necessary. Knows how to maintain effective relationships with co-workers, personnel of other departments, parents, students and members of the public through contact and cooperation.
Has knowledge of the occupational hazards and safety precautions of the position. Knows how to react calmly and quickly in emergency situations. Has the ability to learn and utilize new skills and information to improve job performance and efficiency.
Quality of Work: Maintains high standards of accuracy in exercising duties and responsibilities.
Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with internal and external entities with whom the position interacts.
Quantity of Work: Performs described Essential Functions and related assignments efficiently and effectively in order to produce quantity of work which consistently meets established standards and expectations for students.
Dependability: Assumes responsibility for completing assigned work.
Completes assigned work within deadlines in accordance with directives, policy, standards and prescribed procedures. Maintains accountability for assigned responsibilities in the technical, human and conceptual areas.
Attendance: Attends and remains at work regularly and adheres to policies and procedures regarding absenteeism and tardiness. Provides adequate notice to principal with respect to all leave requests.
Initiative and Enthusiasm: Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountabilities. Strives to anticipate work to be accomplished, and initiates proper and acceptable action for the completion of work with a minimum of supervision and instruction.
Judgment: Exercises analytical judgment in areas of responsibility.
Identifies issues or situations as they occur and specifies decision objectives. Identifies or assists in identifying alternative solutions to issues or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches issues, situations and alternatives before exercising judgment.
Cooperation: Accepts supervisory instruction and direction and strives to meet the goals and objectives of same.
Questions such instruction and direction when clarification of results or consequences are justified, i.e., poor communications, variance with established policies or procedures, etc. Offers suggestions and recommendations to encourage and improve cooperation intra- and inter-departmentally.
Relationships with Others: Shares knowledge with principal, assistant principal and colleagues for mutual benefit.
Contributes to maintaining high morale among all employees. Develops and maintains cooperative and courteous relationships inter- and intra-departmentally, and with external entities with whom the position interacts. Tactfully and effectively handles requests, suggestions and complaints in order to established and maintain good will. Emphasizes the importance of maintaining a positive image.
Coordination of Work: Plans and organizes daily work routine.
Establishes priorities for the completion of work in accordance with sound time-management methodology. Avoids duplication of effort. Estimates expected time of completion of work elements and establishes a personal schedule accordingly.
Attends required meetings, planning sessions and discussions on time. Implements work activity in accordance with priorities and estimated schedules.
Safety and Housekeeping: Adheres to all established safety and housekeeping standards. Ensures such standards are not violated.
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.
Youth Dance & Performing Arts Instructor
The YMCA of Metropolitan Los Angeles is not only the premiere non-profit in LA, it's also a great place to work, make a difference in your community and meet like-minded individuals. The LA area is home to the second largest YMCA Association in the US, with 26 branches, 2 camps and over 50 child care sites. The LA Y is a highly-collaborative, rewarding and fun environment where you will discover your passions, grow your career and make an impact!
We believe in the four Core Values of Caring, Honesty, Respect and Responsibility and understand that our staff are our biggest asset! We strive to create high-performing, strong teams in each of our branches and are looking for passionate and enthusiastic staff who will help us to strengthen our impact, empower our community and deliver incredible programming!
Under the supervision of the Enrichment Program Director, the Dance & Performing Arts Instructor will provide guided instruction in the areas of dance and performing arts for ages 2 to 15 years. This position requires you to have experience teaching and leading children, and the ability to develop or implement classes that are age appropriate. In addition to individual class instruction, it is necessary to be able to lead class participants - and for the instructor to foster a positive class environment that is safe and fun.
Most programs in this area take place Saturday mornings and weekdays during afterschool hours. We offer flexible scheduling and training in several youth program areas for those interested in learning to lead additional programs.
Schedule will likely start at 3-8 hours per week.
High school diploma or equivalent
Program Knowledge of age-appropriate motor development skills, proper and safe progression of gymnastic skills, rules, format, etc.,
At least one (1) year experience teaching dance or performing arts to children preferred
Strong character values (respect, responsibility, honesty, caring); strong communication skills; emotional maturity
Current approved EMSA First Aid; Adult, Infant and Child CPR Certifications (8 hours). Completion of child abuse prevention training prior to first day in program.
Create classes that are interactive, safe and age appropriate.
Organize instructional space and clean instructional area after class.
Preplan class sessions.
Be able to identify hazardous or at risk situations and report them to supervisor.
Maintain a professional image and work harmoniously with staff and members.
Attend meetings and trainings as required.
Create opportunities and get members involved as co-producers of their Y experience
Help members become educated on the philanthropic work of the Y.
Job Title: Dance Instructor
Grade: starting $15.00
Reports to: Cultural Arts Supervisor
Responsible for the safety, education, and recreation programming for a variety of dance classes
Follow existing syllabus
Supervise and lead group activity sessions.
Evaluates participant's progress and performance on a continual basis for the purpose of immediately helping the participant to improve their dance skills and confidence.
Assist with end of day duties as assigned by the Dance & Arts Camp/Camp Remix Coordinator.
Communicate matters of importance with the Dance & Arts Camp/Camp Remix Coordinator.
Submit routine paperwork, such as Incident Reports, as they come due.
Enforce facility rules.
Work cooperatively as a team member with other program staff members.
Attend all pre-season in service training sessions and staff meetings.
Coordinate staff to direct patrons in the event of an emergency such as severe weather or fire
Follow all safety policies and procedures as outlined in the Park District Safety and Crisis Manuals
Perform additional duties as assigned.
Education: Some High School
Experience: Must be 16 years of age or older
In depth experience in dance
Previous experience teaching and working with kids ages 6 – 14
Certifications: CPR and First Aid Certified, Classes available through Park District upon hire
_________________________________________________________________ The above statements are intended to describe the general nature and level of work being performed by most people assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and requirements.
JOB TITLE: Dance Instructor DEPARTMENT: Recreation SUMMARY: The Dance Instructor is responsible for the planning and teaching of instructional dance classes for students.
QUALIFICATIONS AND SKILLS:
Must be 16 years old.
Minimum high school diploma or equivalent.
Minimum of two to three years experience in working with children in a fun learning environment.
Must have formal instruction in the dance field as well as knowledge of various forms of dance and teaching techniques.
Must be self-motivated and responsible.
Ability to follow directions and communicate both verbally and in writing.
Ability to teach a variety of levels in a group setting.
Ability to deal with residents, staff and job responsibilities under stressful conditions.
Ability to control children within a classroom setting.
Must be able to respond to and handle children's behaviors in a positive appropriate manner.
CPR/First Aid certification, preferred.
Develops skill appropriate lesson plans that follow a logical progression throughout the session.
Provide participants with general information regarding the expectations and format of the classes.
Provide a fun and safe environment to learn the essentials of various types of dance.
Updates class attendance sheets every day classes meet.
Responsible for the choreography, costuming and overall production of the dance recitals.
Maintain a neat and orderly work environment including dance rooms and storage.
Responsible for the choice of music and dance.
Demonstrate the dance moves and choreography.
Maintain a positive working relationship with subordinates, co-workers and the general public.
Participates at required staff meetings and training sessions.
Wears appropriate attire during working hours.
Carry out the directions of the Recreation Supervisor.
Treats public complaints and concerns with the utmost attention. Is courteous in all cases.
May perform other duties as necessary.
SAFETY RESPONSIBILITIES: Actively supports the Safety Policy and related programs including following/enforcing safety rules, reporting accidents and injuries, and developing ideas for the prevention of future incidents. Responsibilities may include, but are not limited to the following:
Maintains a working knowledge of all general and departmental-specific safety rules.
Immediately reports all accidents and unsafe actions, practices or conditions to the supervisor.
Cooperates and assists in the investigation of accidents.
Take corrective action for any unsafe condition that is observed which could adversely affect the safety of an employee, volunteer or program participant.
Avoid engaging in any horseplay and refrain from distracting others and keep children from doing the same.
Continually observe and evaluate work conditions and work procedures to detect and correct unsafe conditions and practices.
Keep work area clean and orderly at all times.
HOURS: Dance Schedules Varies. Classes are offered day and night nd on weekends. Must be able to commit to multiple week sessions. PAY RANGE: $14-$22/hour (depending on qualifications)
Dance Company Co-Sponsor
Position Type: Co-Curricular Activities
Date Posted: May 10
Closing Date: May 25
When: January--- April
Dance Company is a performing group at Deerfield High School. Students who are interested in all types of dance can take part and develop technical skills, increase knowledge of dance and participate in dance performances. Dance Company performs in an annual spring dance concert which includes student choreographed work, as well as work by guest choreographers. Dancers also have the opportunity to work with guest artists in master classes and workshops.
Experience in producing a dance performance
Technical dance background
Dance Degree and/or Dance Certification preferred
Co-Produce Dance Company Show in the Spring
Budgeting production costs
Supervise student choreography sessions after school
Run technical rehearsals and performances
Costume and inventory, advertisement.
Dance Accompanist - Per Diem
Department of Theatre Arts and Dance: DANCE PROGRAM/COLLEGE OF COMMUNICATION AND FINE ARTS
You are invited to submit an application to be included in the general pool of per-diem accompanist candidates from which accompanists may be chosen to play for various courses as a replacement or substitute in the fall and/or spring semesters.
Please note that there may not be current openings at this time, but applications submitted will be kept online through May 15, 2018. As openings occur, applications will be reviewed.
All applicants MUST apply on-line: https://jobs.lmu.edu/
The Department of Theatre Arts and Dance: DANCE PROGRAM at Loyola Marymount University regularly hires per-diem accompanists experienced in playing for the following courses:
Ballet (All levels) and related classes
Modern Dance (All levels) and related classes
Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation's 28 Jesuit colleges and universities and five Marymount institutions. It serves 6162 undergraduates and 2099 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and 1034 law school students. Loyola Marymount seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity institution actively working to promote an intercultural learning community. Women and minorities are encouraged to apply.
Position Specific Responsibilities:
Accompanist plays piano for ballet classes requiring a pianist with strong sight reading skills. Optional – pianist has strong improvisational skills.
Accompanist with strong improvisational skills plays piano and/or percussion for modern dance classes. Optional – in addition to piano and/or percussion the musician accompanies with other acoustic and/or electronic instruments.
For all classes requiring an accompanist, the accompanist:
Uses appropriate improvisational or music score for mood, style, and intention of the movement thereby enhancing student aesthetic learning.
Uses tempo, rhythm, and phrasing appropriate to exercise or sequence as demonstrated and/or communicated by the dance instructor.
My perform other accompanist related duties as assigned or requested.
Minimum 3 years experience in studio and/or academic settings.
Demonstrated knowledge in the areas of: music repertory for dance and appropriate modes of music improvisation.
Demonstrated ability to arrive on time to every class with rare incidences of absence.
Ability to focus on what each class demands, watch dancers and listen to instructor, offer music that complements dance work performed by the students.
Exhibit behavior that supports the mission, vision, and values of the university. Communicate and employ interpersonal actions that model high standards of professional, responsible, accountable, and ethical conduct. Demonstrate a commitment to outstanding customer service.
- Typically an accompanist will be an experienced music professional with at least 3 years experience accompanying ballet, and/or modern related classes.
Physical Demands (if applicable)
- The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Constantly required to sit, feel, use finger and foot movement, speak clearly, hear conversation, and see near and far. Frequently required to stand and walk. Occasionally required to lift, carry and push up to 25 pounds, stoop, kneel, reach high and low, use depth perception.
Special Instructions Exemption Status: Non-Exempt Salary Grade Minimum: Salary Grade Midpoint: Posting Date 07/21/2016 Application Deadline Date:
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