1485 Coordinator, Center for Arts in the School
TITLE Coordinator, Center for Arts in the School
CLASSIFICATION NUMBER 1485
IMMEDIATE SUPERVISOR Executive Director, Juanita K. Hammons Hall for the Performing Arts, Hammons Student Center, and Plaster Sports Complex
The Coordinator, Center for Arts in the Schools is responsible for planning, directing, and managing the education programs of the Center for Arts in the Schools and the Juanita K. Hammons Hall for the Performing Arts and facilitates the development of partnerships in the arts between the University and area schools. The Coordinator coordinates teacher education programs to include, but not be limited to, professional development workshops for teachers and participatory youth arts activities and engagements.
Education: A Bachelors degree is required, with an emphasis in education.
Experience: Some teaching experience is preferred.
Skills: Strong oral and written communication skills are required. Organizational skills, particularly in planning, are required.
Other: The scope of the job frequently requires attendance at evening and/or weekend activities, performances, lectures, and/or rehearsals.
1. Ensures the success of the University’s commitment to an effective arts education program in area schools by planning, developing, and implementing annual educational programs that meet the needs and interests of teachers and students regarding the integration of the arts into the public school curriculum, assisting in developing and funding sources for such education programs, and assisting in marketing all educational programs.
2. Facilitates the development and maintenance of partnerships between the College of Arts and Letters, Juanita K. Hammons Hall for the Performing Arts, the Springfield Public Schools, area schools, and associates by coordinating school outreach activities for appropriate events, developing promotional materials to market performance/events appropriate for school age children, identifying means of arts programming selection, and contracting educational events and programs.
3. Enhances the ability of school teachers to develop and implement arts education into their existing classroom curriculum by establishing and coordinating teacher education programs that include, but are not limited to, professional development workshops for teachers and the arts education summer institute and supervising the development of materials for performances and workshops, i.e., teacher guides, lesson plans, student guides.
4. Ensures that the education programs for the Center for Arts in the Schools are included in strategic planning by participating in annual education program budget development and presenting the education programs regionally and nationally when appropriate.
5. Advises the Executive Director of Juanita K. Hammons Hall for the Performing Arts, Hammons Student Center, and Plaster Sports Complex on the status of on-going programs or projects by presenting reports.
6. Develops appropriate public arts education programs by defining the scope of such programs, developing the method for selection of program instructors/artists, and working with Juanita K. Hammons Hall for the Performing Arts in planning events.
7. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Executive Director of the Juanita K. Hammons Hall for the Performing Arts, Hammons Student Center, and Plaster Sports Complex.
8. Contributes to the overall success of the Center for Arts in the Schools by performing other duties as assigned by the Executive Director of the Juanita K. Hammons Hall for the Performing Arts, Hammons Student Center, and Plaster Sports Complex.
The Coordinator, Center for Arts in the Schools is supervised by the Executive Director of Juanita K. Hammons Hall for the Performing Arts, Hammons Student Center, and Plaster Sports Complex.
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 1 - 500 Points: Knowledge of principles, processes, methods, and procedures associated with a limited range of healthcare, technical, scientific, administrative support, communications, or social science program objectives or common problems. Knowledge permits the employee to complete routine medical and healthcare procedures, common administrative support tasks, operate basic equipment and instruments, carry out a variety of interrelated tasks and recurring assignments, assist individuals, answer common questions, and/or elicit information from a variety of sources. Professional knowledge, skill, and technical mastery at this level are typically acquired through a combination of formal education and/or training and experience beyond a high school diploma.
Factor 2: Supervisory Responsibility
Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.
Factor 5: Managerial Responsibility
Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.