Lower School Art Teacher

Details posted: 27-Jul-26. Location: Philadelphia, Pennsylvania. Full-time position starting August 28, 2026.

About the Role

Creates a dynamic and engaging studio environment that inspires Lower School students (grades PK–4) to explore the possibilities of visual art through curiosity, experimentation, and creative expression. Develops a thoughtful curriculum that nurtures artistic skills, creative thinking, collaboration, and confidence while aligning with curricular goals and the developmental needs of students. Fosters a joyful and inclusive classroom community where students develop as artists, creative problem solvers, and engaged members of the school community. The ideal candidate is a passionate Arts advocate who supports the Lower School, faculty, and students in advancing the school's mission and values through the Arts.

Responsibilities

• Utilizes a studio-based approach to teach a diverse range of media, including drawing, painting, ceramics, fiber art, mixed media, 3D construction, digital art, animation, photography, and other age-appropriate processes to students in grades PK–4.
• Creates developmentally appropriate learning experiences that build foundational artistic skills while encouraging experimentation, creative risk-taking, problem solving, reflection, and individual expression.
• Creates an inclusive classroom community where students feel valued, supported, and empowered to take artistic risks, share their ideas, and develop as confident, creative learners while integrating diverse artists, voices, and perspectives into the curriculum.
• Manages student behavior through effective classroom management techniques that support a productive studio environment.
• Collaborates with Lower School classroom teachers and colleagues to create meaningful interdisciplinary connections and support student learning.
• Develops and adapts curriculum and instruction to meet the developmental needs, interests, and learning styles of students.
• Actively evaluates new tools, materials, and methods for classroom use.
• Maintains a safe, organized, and well-equipped studio environment, including oversight of materials, tools, equipment, inventory, supplies, and appropriate safety protocols.
• Creates opportunities to celebrate and share student artwork throughout the school year through campus displays, the annual winter art display, and the All-School Art Show.
• Collaborates with the Arts Faculty on school-wide arts initiatives, exhibitions, and opportunities for community engagement.
• Evaluates student growth through multiple measures, including observation, discussion, reflection, and student work.
• Communicates regularly with parents/guardians, classroom teachers, counselors, and administrators to support students' academic, social-emotional, and creative growth.
• Attends grade-level team meetings, faculty meetings, department and program meetings, open houses, Barbara Crawford Gallery openings, conferences, and school events as required.
• Performs additional faculty duties as assigned, including lunch/snack supervision, recess monitoring, dismissal duties, and internal classroom coverage for colleagues.
• Completes bi-annual narrative reports that communicate student growth, engagement, and progress in the Arts.
• Builds and maintains collaborative working relationships with colleagues and administration.
• Contributes positively to the culture and community of the Lower School and Arts Department.
• Demonstrates a commitment to professional growth, maintaining an active artistic practice, and continued learning.
• Performs any other duties assigned by the Head of Lower School.

Requirements

• At a minimum, a Bachelor's Degree in Visual Arts.
• Proven ability as an artist and demonstrated ability in a variety of media.
• Experience teaching elementary-aged students in a studio-based visual arts environment preferred.
• Demonstrated understanding of child development and the ability to create engaging, age-appropriate learning experiences for students in grades PK–4.
• Knowledge of studio-based art classroom methods, applicable safety procedures in the Art studio, and the use and maintenance of kiln and art classroom tools.
• Comfort with a team-based work structure; works well collaboratively and demonstrates flexibility.
• Comfort integrating technology and digital tools to enhance teaching and learning.
• Ability to foster creativity and serve as an advocate for the Arts.
• Demonstrated cultural competency, with an understanding of and enthusiasm for issues of diversity, inclusivity, and multiculturalism, and a commitment to building healthy relationships within a diverse community.
• Outstanding planning and problem-solving skills.
• Ability to work on multiple projects simultaneously.
• Excellent verbal and written communication skills.
• Demonstrated leadership and facilitative skills.

Physical Requirements and Work Environment

• Be able to occasionally lift up to 50 lbs.
• Regularly use close and distance vision.
• Frequently stand and talk or hear and sometimes walk and sit.
• Turn, bend, reach, and occasionally climb.
• Work in a traditional climate-controlled classroom environment with moderate noise level.

About Springside Chestnut Hill Academy

Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education. Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth.

Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty.

At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to ensure that each student thrives.

SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond. Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles.