Emerging Teaching Artists

Penumbra Theatre; Saint Paul (MN); Hybrid; USD 55,000 - 76,000; Part time

Benefits offered by this job

Not eligible for benefits

Job summary

Penumbra Theatre Company seeks Emerging Teaching Artists to support PRIDE programming for K–12 students. The role emphasizes relationship-building, collaboration with staff, and adapting lessons in real time to meet diverse learning needs.

New Teaching Artists will receive paid training days and ongoing professional development. The position is temporary/seasonal with a focus on developing practice in socially conscious pedagogy.

Qualifications

• No formal teaching experience required.
• Must enjoy working with children and youth.

Responsibilities

• Observe PRIDE programming with K–12 students.
• Support lead TAs in delivering lessons aligned with PRIDE curriculum.
• Review curriculum and materials in advance to co-facilitate.

Job description

Emerging Teaching Artist Program

To support the next generation of emerging teaching artists who, in turn, support young people in developing healthy self-esteem and a strong sense of identity, Penumbra is seeking individuals who are interested in exploring teaching as both a creative practice and an expression of social justice. Candidates need not have formal teaching experience, but should genuinely enjoy working with children and youth and understand that strong teaching begins with relationships.

Penumbra’s Teaching Artists do more than deliver lessons. They help create spaces where young people can be curious, expressive, playful, thoughtful, creative, and fully themselves. Teaching Artists work Penumbra’s curriculum and pedagogical approach while bringing their own artistry, experience, presence, and facilitation skills into the room. This is a highly collaborative, active, and responsive mentee role. Teaching Artists adjust plans in real time, respond to individual and group needs, work cooperatively with peers and Penumbra staff, while remaining actively engaged with young people throughout the program day. Emerging Teaching Artists will be paired with a seasoned Penumbra Teaching Artist to gain real‑time, practical experience in K‑12 classrooms, with the goal of eventually leading lessons on their own. PenumbraPosition: Emerging Teaching ArtistClassroom Grades: Pre‑Kindergarten through 12th gradeRequired Training: Two mandatory paid training daysPosition Type: Temporary / Seasonal Teaching ArtistBenefits: Not eligible for benefitsReports to: Education DirectorEmerging Teaching Artist Rate: $40–$55/hour, based on experience, training, and demonstrated proficiencyAbout PRIDEPenumbra’s Positive Racial Identity Development and Empowerment (PRIDE) program uses theatre, storytelling, movement, reflection, creative expression, and community‑building to help young people develop a strong sense of identity, belonging, agency, and connection.

PRIDE is grounded in five interconnected pillars:

• 1. Positive Racial & Cultural Identity
• 3. Community & Belonging
• 4. Emotional & Physical Wellbeing
• 5. Creative Visioning & Artistic Exploration

Scope of Work

• Observe PRIDE programming with K–12 students across a range of settings, including school‑based residencies, workshops, summer programming, and other educational programs and special engagements throughout the year.
• Support lead TA’s in delivering lessons in alignment with Penumbra’s PRIDE curriculum, pedagogy, and program goals, adapting appropriately for different ages, settings, and program formats.
• Review assigned curriculum, agendas, schedules, and materials in advance and arrive prepared to co‑facilitate and learn.
• Incorporate theatre, storytelling, writing, visual art, movement, games, discussion, reflection, and other creative approaches to support learning.
• Support trauma‑informed, racially affirming, student‑centered learning environments.
• Assist in building welcoming learning communities where young people feel seen, respected, valued, and supported.
• Co‑facilitate and eventually facilitate developmentally appropriate exploration of identity, culture, race, belonging, fairness, community, wellbeing, imagination, and creative expression.
• Maintain clear community agreements, expectations, boundaries, and routines.
• Consider multiple ways for young people to participate based on age, ability, comfort, and learning needs, including speaking, writing, drawing, moving, creating, performing, observing, and listening.
• Work with Lead TA’s to respond thoughtfully to the needs of different students, classrooms, schools, and program environments.
• Work collaboratively with classroom teachers, other Teaching Artists, Penumbra staff, and community partners.
• Attend and fully participate in required training, planning, preparation, meetings, check‑ins, and debriefs associated with assigned programming.
• Communicate promptly with Penumbra staff regarding scheduling, logistics, student needs, materials, or program concerns.
• Complete requested program reflections, peer feedback, surveys, evaluations, assessments, or other documentation.
• Arrive at sites with sufficient time to prepare for scheduled programming, according to the expectations of each specific program or engagement.

Training + Preparation

Emerging Teaching Artists will participate in paid training and orientation before beginning their work with young people. Training is an important introduction to Penumbra’s approach, PRIDE methodology, curriculum, and expectations for Teaching Artists.

Depending on the program or engagement, Emerging Teaching Artists may also participate in additional paid training, planning, curriculum preparation, and professional development throughout the year.

• An introduction to Penumbra, PRIDE, and our approach to education and racial healing
• Penumbra’s PRIDE framework and five pillars
• PRIDE curriculum, pedagogy, and program goals
• Working with young people across pre K–12 settings
• Developmentally appropriate approaches to race, identity, culture, and belonging
• Experiencing and facilitating model PRIDE lessons and activities
• Practice teaching, feedback, and reflection with Lead Teaching Artists
• Trauma‑informed, racially affirming, and student‑centered facilitation
• Somatic and wellbeing practices
• Classroom and group management