High School Visual Arts Teacher — Portfolios & Studio

Uncommon Schools; Williamstown (NJ); On-site; USD 56,000 - 77,000; Full time

Benefits offered by this job

Paid time off and holidays

Health, dental, vision insurance

Retirement benefits and financial/ret.

Job summary

Uncommon Schools seeks a high school Visual Arts Teacher to lead courses across drawing, painting, sculpture, ceramics, and mixed media for urban teens in New Jersey. You will help students develop cohesive portfolios while balancing technical skill-building, creative expression, and visual literacy.

You will collaborate with grade-level teams, align instruction to standards, and assess student work to inform practice. A commitment to equity and ongoing professional growth is essential.

Qualifications

• 1–2 years experience in urban K-12 settings.
• Bachelor's degree from an accredited college or university.
• NJ state certification eligibility requirements must be met; certification within a reasonable period after starting.

Responsibilities

• Teach Visual Arts across drawing, painting, sculpture, ceramics, and mixed media.
• Design developmentally appropriate lessons building technical skills and artistic voice.
• Support portfolio development for advanced study and exhibitions.
• Integrate art history and cultural context to strengthen critical thinking.
• Collaborate in curriculum development and grade-level planning.
• Maintain an inclusive, structured classroom with consistent expectations.

Skills

Urban education

Family engagement

Self-directed learner

Collaboration

Education

Bachelor's degree

NJ certification eligibility

Job description

Uncommon Schools seeks a high school Visual Arts Teacher to lead courses across drawing, painting, sculpture, ceramics, and mixed media for urban teens in New Jersey. You will help students develop cohesive portfolios while balancing technical skill-building, creative expression, and visual literacy.

You will collaborate with grade-level teams, align instruction to standards, and assess student work to inform practice. A commitment to equity and ongoing professional growth is essential.