Arts Educator III

The Warhol is one of the four Carnegie Museums of Pittsburgh, and a collaborative project between Carnegie Institute, Dia Art Foundation, and The Andy Warhol Foundation for the Visual Arts, Inc. Plans to house The Warhol in Pittsburgh were announced in 1989, and the museum opened its doors during a 24-hour celebration on May 13, 1994. Originally built in 1911 as a distribution center for products sold to mills and mines, The Warhol was redesigned by architect Richard Gluckman and features seven floors of gallery and exhibition space as well as an underground level that houses The Factory education studio and the conservation lab. Carnegie Museums of Pittsburgh is interested in candidates who, through their experience and collaborations, will contribute to diversity and excellence of the Carnegie Museums community.
 

This Part-Time position is eligible for many of the Carnegie Museums of Pittsburgh’s Benefits.

Please scroll to the bottom of this page to see information on the starting pay rate. 

This is a union position.

The AWM Arts Educators III work collaboratively to develop engaging, accessible gallery, online, outreach, and studio-based learning experiences and interpretive programs for diverse audiences on topics related to Warhol’s life, art, and legacy, as well as contemporary art. AWM Arts Educators III’s co-lead, design, and evaluate instruction for educational programs throughout the museum, online, and offsite, such as drop-in studio programs, gallery talks, school tours and workshops, teen, adult and family programs and community workshops, tours, and art classes. They conduct research and create educational content such as presentations, articles, online courses, and videos that share the museum’s collection and exhibition programs with a broad audience. This position emphasizes relationship-building and requires prompt, friendly, accurate communication with program participants and coworkers.

AWM Arts Educators are responsible for co-leading instruction for independent visitors and groups of 10-30 individuals, planning educational experiences based on program goals, lesson plans and other resources provided by AWM LPE staff, and working collaboratively with a team of museum staff to deliver creative, multi-form,  inclusive, effective, engaging, and safe learning experiences. 

AWM Arts Educators work collaboratively and will give and receive constructive criticism with the goal of developing their pedagogy skills and creative practice, and the quality of museum educational experiences.  This will be facilitated by participation in professional development workshops structured by AWM Learning and Public Engagement department. AWM Arts Educators are scheduled by program, availability, skill sets and teaching focus. Weekend and/or evening work may be required. AWM Arts Educators are responsible for building relationships with youth, families, and students and for working with a team of museum staff to deliver effective, engaging, and safe learning experiences. 

At the level 3, AWM Arts Educators will be called upon more extensively to plan professional development activities for fellow Educators, to develop new programs, write curriculum materials and produce educational content (including media) for shared use by AWM Arts Educators while also working administratively on program organization and evaluation.

EDUCATION AND EXPERIENCE:

• College degree in creative arts, art history, education, community engagement or related field, or equivalent experience is preferred. More than 4 years of experience teaching at AWM, in other informal settings, or external classroom teaching is required.
• Professional, academic, and personal experience (including advanced, project-based, undergraduate coursework) in the creative arts, art history, education, or community engagement is preferred.  
• Successful candidates will be asked to demonstrate their understanding of and participation in disciplinary inquiry in their field and creative learning and will be able to give examples of how they have facilitated teaching and learning with young people or adults.

KNOWLEDGE, SKILLS, AND ABILITIES: 

• This position requires hands-on, dynamic and engaged individuals who are interested in learning and teaching about the processes, creation, and diverse histories of the art field, as well as the social and multi-cultural connections of art, artists and everyday life. An interest in the life, art, and legacy of Andy Warhol, and an understanding of his contemporary and historic relevance, is preferred.  
• Candidates must have successfully performed at the capacity of AWM Arts Educator II or must have at least 4 years of prior teaching experience. 
• Successful candidates will have consistently demonstrated their ability to apply their knowledge of artistic practices, Andy Warhol,  and the museum’s exhibits and collections to guide student-directed inquiry and studio-based work, plan differentiated instruction, use authentic assessment and conduct learner-centered activities at the museum, in the community, and online.
• AWM Arts Educators must be comfortable adapting their approaches in a dynamic setting to meet the needs of diverse visitors and program participants.

PHYSICAL REQUIREMENTS:

• This position often requires constant mobility around the classroom and through museum exhibit halls for several hours at a time.  
• If the person is not able to bend or lift items of 20 – 50 lbs., they must be willing to ask for assistance performing tasks that require these actions. 

PRINCIPAL ACCOUNTABILITIES:

• Working collaboratively with a team of educators, assistants, and volunteers to deliver effective, engaging, and safe learning experiences.
• Communicating with group leaders and community partners to design appropriate learning experiences.
• Applying knowledge of best-practices to create welcoming, age-appropriate spaces where participants feel cared for and are excited to learn about art, creative design and one another.
• Designing and defining clear goals and creating opportunities for learners to receive feedback on progress towards goals.
• Using a variety of strategies that engage diverse learners, including best practices for accessibility.
• Creating activities, guides, and lesson plans for program use and to facilitate communication with support staff, supervisor, and members of the public.
• Collaborating with support staff to ensure that learning spaces and materials are prepared and returned before/after each program.
• Coordinating with staff to ensure that participants are greeted upon arrival and know what to do to get the program started.
• For off-site programs, planning and preparation will include transportation of materials to the off-site locations.
• Supporting efforts to create a safe environment for all people, facilities, and natural resources.
• Following established procedures for safety, security, custodial, visitor service, and maintenance procedures.  This includes providing clear safety expectations for participants in the context of educational activities.
• Using appropriate procedures in emergency situations.
• Using appropriate reporting procedures for incidents and unexpected situations
• Ensuring that impact of educational activities on museum collections and exhibitions is minimized.
• Ensuring that environmental impact of educational activities is minimized.
• Developing pedagogy skills through ongoing practice, reflection, and professional development structured by AWM.
• Attending AWM Educator professional development meetings.
• Modeling best-practices in teaching for newer educators.
• Observing, analyzing and co-teaching with fellow AWM arts educators.
• Actively participate in annual review with supervisors.
• Being observed by experienced AWM arts educators.
• Developing educational content inspired by the museum’s collections and exhibitions.
• Developing and writing lesson plans that will be shared with other arts educators.
• Creating educational materials (such as manipulatives, diagrams, posters, etc.)
• Producing videos, articles, and media content for online programs and platforms.
• Writing descriptions for program brochures and online marketing.
• Preparing materials for use in the classroom and cleaning up.
• Other duties as assigned.

The following PA Act 153 clearances, or proof of application of clearances, are required beginning employment and as a condition of continued employment: Pennsylvania Child Abuse History Clearance Pennsylvania State Police Criminal Record Check FBI Fingerprint Criminal Background Check Obtaining the required clearances is completed as part of the new hire process.

Carnegie Museums is an Equal Opportunity-Affirmative Action Employer – Minorities / Females / Veterans / Individuals with Disabilities / Sexual Orientation / Gender Identity

The above job description reflects the essential functions and qualifications for the position identified, and shall not be construed as a detailed description of all the work requirements that may be inherent in the position. The job description does not constitute an employment contract and does not alter the at-will relationship between CMP and the employee.   

*GUIDANCE ON ESSENTIAL FUNCTIONS:   The Americans with Disabilities Act (“ADA”) requires employers to consider and accommodate qualified individuals with disabilities.  An individual is qualified if he or she can perform the essential functions of a job with or without reasonable accommodation. An essential job function is any task that is a fundamental part of the job.  When considering essentiality, one must focus upon whether the function is essential to this particular job and not to the department as a whole. Some additional guidance on essential functions follows below.  Please note that the following guidelines are non-exhaustive.  If you have any questions or need additional guidance, please contact Human Resources. A. Is the function required to be performed on a regular basis? If the function is rarely performed, it may not be essential. B. Is the function highly specialized? Is the incumbent hired for his/her expertise or ability to perform the function?  The need for special expertise is an indication of an essential function. C. Does the position exist, at least in part, to perform the function?  If so, the function is more likely to be essential. D. How much time is spent performing the function and how often?  Note that even functions performed 10% of the time could be essential if they are required on a regular basis. E. Would elimination of the function fundamentally alter the job?  If so, the function is more likely to be essential. F. What are the consequences of not requiring the incumbent to perform the function? If they are significant, the function is more likely to be essential.  G. Are there a limited number of employees among whom the performance of the function could be distributed if the incumbent could not perform it?  If so, it is more likely to be essential.