Tips for Principals When Hiring Fine Arts Teachers

Hiring teachers is a challenging process of replacing retiring or departing faculty members, and it is a task that is included in the job descriptions of most high school principals. And most principals, largely due to their own teaching backgrounds, are more comfortable reviewing and interviewing core subject teachers than those who teach in the fine arts.

The hiring of fine arts teachers – whether for music, visual arts, theater or dance – requires a unique approach compared to hiring teachers for core subjects. Fine arts educators are teachers, yes, but their efforts with students must also foster creativity; engage a classroom of students with a broad spectrum of skill levels at the same time; manage an immense amount of equipment, gear and supplies; and often provide direction and leadership to large classes. To find the right fine arts educator, principals need to ask the right questions when reviewing resumés and conducting interviews.

When hiring for fine arts educators, look for a balance between the teacher and the artist: To be effective in the classroom, a fine arts teacher should have a core understanding of the subject matter and experience expressing their art form. College degrees in the arts with experience in teaching or an arts teaching degree combined with being an active performer or artisan would be the best. Having a blend of these skills will ensure that they can effectively educate while inspiring their students.

Quality fine arts education relies on energy, passion and enthusiasm. Candidates should demonstrate their love for their art, their enjoyment in helping others improve their own efforts, and their skill at assisting students in finding their own passions. Nothing motivates students to create more than seeing their teacher do so on a regular basis.

Fine arts present the educator with unique challenges in classroom management. Instruments, rehearsals, concerts, art supplies, equipment, workspace and time all need to be managed properly to provide students an opportunity to succeed. Classroom management must not only maintain all of those components, but not be so restrictive as to suppress the students’ creative expression. Good interview questions will determine what your candidates’ strategies are for working in such dynamic environments while supporting the diverse learners in each class.

Fine arts classes do not function in isolation in their classrooms. Besides the public presentation of their students’ artwork or efforts through performances, art shows, and presentations, fine arts teachers need to be willing to work with staff, parents and external organizations to enhance the arts program at their schools. Assessing this ability in candidates is likely the hardest part of the interview. Look for experiences that extend beyond the classroom in event planning; communicating with students, parents and the public; and other logistics such as fundraising.

The challenges that fine arts programs will face include funding limitations, conflicting scheduling and dealing with access to facilities. Look for candidates who have demonstrated strong problem-solving skills and being resourceful in making the most of what they have. Being flexible is key to a successful fine arts program.

And that flexibility extends to how the teacher leads classes that include students of varying skill levels, ones with different learning styles, and special-needs students. The ability to differentiate instruction, including individualized support, while managing the entire class and the tasks at hand are key to being an effective teacher. By doing so, fine arts classes are fully inclusive, making them richer simply because of that presence. And the bottom line is that all the teacher does must support every student’s creativity and growth.

Unlike the core subjects, the fine arts program must have long-range goals for not only each class, but the program in general. Making sure the band is ready for the spring concert or that the pottery class has all of its work done in time for the art show takes planning that extends for months. But the band cannot do the same music for the next spring concert, so a fine arts teacher should have a vision on how the program will grow for years to come and how they can contribute to that effort.

The fine arts, more than any other course, has the opportunity to teach students about diverse cultures and perspectives. Being knowledgeable about the history and connection that each composition, each medium, each art form has provides the teacher with the chance to make the students’ work come alive. Ask candidates to share their understanding of cultural sensitivity in the arts and how they would foster a supportive and learning environment in their class.

The ability to inspire, to engage and to lead students in a creative exploration are qualities a fine arts teacher should have – along with being an out-of-the-box thinker. Go beyond checking qualifications during the interview and ask questions that will help you find that educator. Hire the teacher who will enhance your school’s artistic and cultural landscape by inspiring your students.