General Information
Saint Paul Public Schools (SPPS) is looking to hire a full-time Coordinator - Licensed for our Office of Teaching and Learning Department in St. Paul, MN as a
OTL Arts Coordinator - Licensed. We are aiming to fill this role in 2 - 4 weeks. Employees could be eligible for Medical/Dental/Vision/Pension and accrue sick and vacation time.
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.
Position Summary
The OTL Arts Coordinator provides strategic leadership, instructional expertise, and operational oversight for the District¿s comprehensive PreK¿12 Visual and Performing Arts programs. This position leads the development, implementation, and continuous improvement of equitable, standards-aligned arts programming that promotes student creativity, artistic literacy, cultural responsiveness, and academic excellence.
The Coordinator collaborates closely with school leaders, teachers, curriculum teams, and community partners to strengthen instructional practice, expand student access to high-quality arts experiences, and align arts education with district strategic priorities and school improvement initiatives. This role supports curriculum development, instructional coaching, professional learning, program evaluation, and arts integration efforts across all grade levels.
Reporting Relationship
Report to the Elementary Assistant Director in the Office of Teaching and Learning
Minimum Qualifications
- Master¿s degree in education, curriculum and instruction, arts education, educational leadership, or related field.
- Valid teaching license (K-12) Visual Arts, Music, Theatre, Dance, or related field.
- At least three (3) of successful teaching experience in Visual and/or Performing Arts.
- At least two (2) years of experience coordinating and managing arts programs, curriculum development, or district-level initiatives.
Preferred Qualifications
- Minimum of 5 years of successful teaching experience in Visual and/or Performing Arts across PreK¿12 settings.
- Demonstrated experience in curriculum development, instructional leadership, or district/program-level arts coordination.
- Experience designing and delivering professional development for educators, including facilitation of PLCs and coaching or mentoring teachers.
- Experience leading or supporting large-scale arts programming, performances, exhibitions, or district-wide student showcases.
- Experience collaborating with community arts organizations, cultural institutions, or higher education partners to expand student learning opportunities.
- Experience working in diverse, urban or suburban school districts with a demonstrated commitment to equity, inclusion, and culturally responsive practice.
- Demonstrated ability to manage budgets, grants, and resources effectively within an educational or nonprofit setting.
- Proficiency with educational technology systems, student data platforms, and instructional or inventory management tools (e.g., LMS, SIS, or district resource systems).
- Leadership experience in school-based or district-level initiatives focused on arts integration, school improvement, or interdisciplinary learning.
- Strong record of fostering positive relationships with administrators, teachers, students, families, and community stakeholders.
- Demonstrated commitment to innovation in arts education, student engagement, and expanding access to high-quality arts experiences.
Physical and Mental Requirements
The physical and mental demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Physical Requirements
- Ability to sit, stand, and move throughout school buildings and performance or event spaces for extended periods.
- Ability to travel between schools and district sites as needed to support programming, instruction, and events.
- The employee is frequently required to communicate effectively in person, virtually, and by telephone.
- Ability to lift and/or move instructional materials, instruments, artwork, or event supplies (generally up to 25¿35 pounds).
- Ability to set up and oversee events, performances, exhibitions, and classroom or staging arrangements, which may include light physical setup tasks.
- Sufficient visual and auditory acuity to observe instruction, evaluate performances, review instructional materials, and communicate effectively in varied environments.
- Ability to operate standard office and instructional technologies, including computers, audiovisual equipment, and presentation systems.
Mental Requirements
- Ability to manage multiple complex priorities, deadlines, and district-wide initiatives simultaneously.
- Ability to analyze program data, instructional practices, and system needs to inform strategic decision-making.
- Ability to engage in sustained critical thinking, problem-solving, and planning in both instructional and operational contexts.
- Ability to maintain focus and attention to detail while balancing competing demands and interruptions.
- Ability to exercise sound judgment in high-visibility situations involving staff, students, families, and community partners.
- Ability to facilitate collaboration among diverse stakeholder groups, often requiring negotiation, consensus-building, and conflict resolution.
- Ability to adapt to changing priorities, district initiatives, and emerging needs in a dynamic educational environment.
Knowledge, Skills, and Abilities
- Extensive knowledge of PreK¿12 Visual and Performing Arts education, including curriculum development, instructional practices, assessment systems, arts integration, and standards alignment.
- Knowledge of culturally responsive, inclusive, and equitable educational practices that support diverse student populations and promote meaningful access to arts learning.
- Knowledge of professional learning systems, instructional coaching, adult learning theory, and continuous improvement practices.
- Knowledge of program administration, including budgeting, grant management, operational planning, inventory systems, and compliance requirements within public education.
- Skilled in providing instructional and strategic leadership to support high-quality arts programming across multiple grade levels and artistic disciplines.
- Skilled in curriculum design, program evaluation, data analysis, and the use of student and program data to inform decision-making and continuous improvement.
- Skilled in facilitating professional development, collaborative planning, Professional Learning Communities (PLCs), and cross-functional team initiatives.
- Skilled in building and sustaining collaborative relationships with educators, administrators, students, families, and community arts partners.
- Skilled in project management, event coordination, organizational planning, and managing multiple priorities in a dynamic educational environment.
- Skilled in effective verbal, written, and presentation communication with diverse stakeholder groups.
- Ability to lead and support innovative, equitable, and student-centered arts education initiatives aligned with district goals and school improvement priorities.
- Ability to foster collaborative and inclusive learning environments that value creativity, artistic expression, and diverse perspectives.
- Ability to balance instructional leadership with operational and administrative responsibilities while maintaining attention to detail and organizational effectiveness.
- Ability to analyze complex issues, exercise sound judgment, adapt to changing priorities, and implement strategic solutions.
- Ability to maintain professionalism, confidentiality, and ethical standards while building trust and positive working relationships across the district and community.
Responsibilities
The essential functions include, but are not limited to, the following fundamental duties:
Curriculum, Instruction, and Program Leadership-
Lead the design, implementation, evaluation, and continuous improvement of a comprehensive, vertically aligned PreK¿12 Visual and Performing Arts curriculum aligned to state standards, district priorities, and evidence-based instructional practices.
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Collaborate with curriculum leaders, instructional staff, and content specialists to develop, curate, and implement instructional resources, assessments, pacing guidance, and culturally responsive learning experiences.
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Support the integration of visual and performing arts into interdisciplinary and pathway-based learning models to enhance student engagement and achievement.
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Promote equitable access to high-quality arts programming and ensure instructional practices reflect diverse artistic traditions, perspectives, and student identities.
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Monitor program effectiveness through the collection and analysis of student achievement, participation, and program implementation data to inform continuous improvement efforts.
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Serve as a district resource regarding arts curriculum, instructional practices, assessment, policy implementation, and program development.
Professional Learning and Instructional Support
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Design, coordinate, and facilitate sustained professional learning opportunities for arts educators, including workshops, instructional coaching, collaborative planning, and Professional Learning Communities (PLCs).
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Provide instructional coaching and ongoing support to Visual and Performing Arts teachers to strengthen curriculum implementation, classroom instruction, assessment practices, and student engagement.
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Support new arts educators through mentoring, onboarding, and the District¿s Educator Support Pathway (ESP) framework.
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Collaborate with school administrators and instructional leadership teams to align arts programming with school improvement goals and Multi-Tiered Systems of Support (MTSS) initiatives.
Community Engagement and Arts Partnerships
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Develop, strengthen, and sustain partnerships with community arts organizations, higher education institutions, and cultural organizations to expand enrichment opportunities, artist residencies, performances, exhibitions, and authentic learning experiences for students.
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Coordinate and support district-wide arts events, showcases, exhibitions, and performances, including programs such as Annual Honors Concerts, Arts Alive, Kids Sing, and other student celebrations.
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Collaborate with district departments, including Communications, Business Services, and Grants, to support promotion, funding development, procurement, and public engagement related to arts initiatives.
Operational and Administrative Leadership
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Manage departmental operations, timelines, communications, logistics, and resource allocation to ensure effective implementation of arts programming across the district.
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Develop, manage, monitor, and report on departmental budgets, including grant-funded initiatives, supply procurement, equipment purchases, and inventory management.
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Maintain accurate departmental records and inventory systems in accordance with district procedures and compliance requirements.
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Ensure compliance with district policies, state and federal regulations, copyright requirements, and safety procedures related to arts programming and instructional materials.
WORKING CONDITIONS
Work is performed in a combination of school buildings, district offices, performance venues, and community partner sites. Frequent travel between schools and attendance at evening and occasional weekend events, performances, exhibitions, and community engagements is required. Regular interaction with students, teachers, administrators, families, and external community arts partners in both formal and informal settings.
Fast-paced, dynamic environment with multiple concurrent projects, deadlines, and seasonal peaks (e.g., performances, festivals, showcases). Exposure to large gatherings, stage environments, and event settings that may include elevated noise levels and crowded spaces during performances or exhibitions.
Occasional extended work hours, including evenings and weekends, to support district arts programming and events. Work requires flexibility, responsiveness, and the ability to adjust schedules based on instructional needs, event timelines, and district priorities.
PAY, BENEFITS & WORK SCHEDULE
This is a 12 month position working 40 hours per week.
Pay range for this position is: $91,815 - $136,228
Maximum hiring step = Step Eleven (11)
The full salary schedule is listed in the Teachers contract. Salary information for this job posting can be found on the Labor Agreements page and by selecting the "ASAP" Labor agreement.
Benefit information for this position can be found on the Benefits Summaries page and by selecting the "ASAP ¿ Full Time" link.
HOW TO APPLY
To be considered further, please apply for this position and attach a resume and cover letter to your online application.
The Human Resource Department will review your application materials and contact you regarding the next steps.
To attach additional documents to your online application, click on the "Additional Attachments" link from the applicant homepage and upload your documents as attachments. Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.
OTHER INFORMATION
Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.
Veteran's Preference - If you are an eligible veteran applying for a job where veteran's preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.
Criminal Background Investigation and Reference Checks - Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.
ESSENTIAL FUNCTIONS
Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.
Regular and reliable attendance.
May be exposed to various cleaning products.
EQUAL EMPLOYMENT OPPORTUNITY
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.
EQUITY STATMENT
SPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.
