High School Visual Arts Teacher (part-time, 26-27) Full Time NEW

DEPARTMENT: Visual Arts

REPORTS TO: Visual Arts Department Chair

SUPERVISES: N/A

FLSA: Exempt

TYPE OF ROLE: Part-time

DATE: August 17, 2026

COMPENSATION: Salaried (based on experience)

BENEFITS: Eligible (dependent upon course load/FTE status)

Note: Applications will be reviewed on a rolling basis.

GDS seeks a dynamic, interdisciplinary High School Visual Arts teacher (part-time) to join our collaborative team of teaching artists. This educator will teach foundational courses in Ceramics (two sections) and Graphic Design (one section), supporting students in developing technical skills, conceptual understanding, and visual art as a form of personal expression. The ideal candidate brings strong experience in ceramics, including handbuilding, wheel throwing, and kiln loading, and has working knowledge of design principles and digital tools including Adobe Creative Cloud (Photoshop, Illustrator, InDesign). Experience in both traditional and contemporary approaches to artmaking is essential, as this role spans physical studio practice and digital creative work. This position is part of a collaborative team within the Visual Arts department: the teacher will partner with ceramics faculty to support and expand the ceramics program, and contribute to the development of our Graphic Design and Digital Media curriculum, with an emphasis on visual communication, design thinking, and contemporary creative practice.

Technical fluency with industry-standard digital tools including Adobe Creative Cloud (Photoshop, Illustrator, InDesign) and emerging creative technologies is expected, as well as ceramic material knowledge, including handbuilding, wheel throwing, and kiln loading. This position emphasizes the development of student voice through sustained studio practice. The teacher will work closely with students to build visual literacy, creative confidence, and craftsmanship across multiple media while fostering a studio culture grounded in inquiry, experimentation, and critique. Students engage in iterative making, reflection, and revision as part of their creative process, and the teacher plays a key role in guiding this development across disciplines.

Primary Duties And Responsibilities

• Teach two sections of Ceramics Foundations and one section of Graphic Design Foundations.
• Design and implement rigorous, sequential, studio-based curricula that integrate skill development, conceptual exploration, and contemporary art practices.
• Maintain a learning environment that balances structured instruction with opportunities for exploration, inquiry, and self expression.
• Foster a studio culture grounded in critique, reflection, and iterative making.
• Manage and supervise studio spaces, materials, and equipment across disciplines, including ceramics studios and digital design labs.
• Collaborate with colleagues on curriculum development and interdisciplinary programming.
• Embed multicultural and contemporary art history into curriculum and studio practice.
• Differentiate instruction to meet a range of student needs and learning profiles.
• Support student exhibitions, including major shows such as The Identity Show and The Spring Art Show, as well as ongoing displays of student work.
• Communicate effectively with students and families to support learning and growth.
• Make responsive, informed instructional decisions in real time to support student success.

Additional Duties And Responsibilities

• Serve as a student advisor.
• Participate in faculty meetings, department meetings, and school committees.
• Support planning, installation, and supervision of visual arts exhibitions and events.
• Fulfill additional duties as assigned in support of the Visual Arts program and school community.

Qualifications

Education and Experience

• Bachelor’s degree in Studio Art, Art Education, or a related field is required.
• MFA/MA in Studio Art or related field is preferred, or equivalent professional experience.
• Strong grounding in at least one visual arts discipline (ceramics or graphic design), with willingness and capacity to teach across multiple media.
• 2 or more years of teaching experience is preferred.
• Experience teaching foundational and intermediate-level visual arts courses with a focus on skill progression and student growth.
• Strong knowledge of traditional and contemporary art practices.
• Experience managing studio environments, materials, and equipment safely and effectively (including ceramics and digital/photographic workflows).
• Commitment to equity, inclusion, and culturally responsive teaching practices.
• Strong collaboration, communication, and classroom management skills.

Skills

• Proficiency with industry-standard digital tools including Adobe Creative Cloud (Photoshop, Illustrator, InDesign, Lightroom) and emerging creative technologies.
• Ability to design and sustain a sequential, skills-based curriculum across multiple media.
• Strong organizational and studio management skills.
• Ability to balance structure with flexibility, meeting students where they are while maintaining high expectations.
• Comfortable working collaboratively within a team-based visual arts department.
• Strong written and verbal communication skills.

Note: Additional Application Materials

Applicants should submit a portfolio including 10 samples of personal artwork and 10 samples of student work. The portfolio can be provided as a web address link on ADP, in an answer to a question on ADP, linked on a resume or in a cover letter.

Americans with Disability Specifications

Physical Demands

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 essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.

Work Environment

Work environment characteristics 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 essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.

D.C. Wage Transparency Act

Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience; which correlates to steps on our scale. A teacher entering in their 1st year of full-time teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year and each year of experience equates to approximately $1,000 to 1,500 additional compensation annually. There are additional opportunities on campus for coaching and various stipends, as well.

To Apply

Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. Additional Application Materials: Applicants should submit a portfolio including 10 samples of personal artwork and 10 samples of student work. The portfolio can be provided as a web address link on ADP, in an answer to a question on ADP, linked on a resume or in a cover letter. To find out more about the school, candidates should visit our website at www.gds.org.

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.