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Collections Management Internship [Harvard Art Museums, Cambridge, MA]

July 8, 2017 / / 0 Comments

COLLECTIONS MANAGEMENT INTERNSHIP OPPORTUNITIES:

University Loans Project Intern

The University Loans (ULoans) project intern will assist with identification, photography, and physical inventory of artworks on loan to departments across Harvard University.

Responsibilities:  The successful candidate will work directly with the Collections Administrator/Assistant Registrar and Collections Management staff responsible for University Loans to:

  • Identify and prioritize location visits across campus for on-site inventory
  • Coordinate site-visit appointments with campus borrowers
  • Take digital photographs of art on loan from the museum collection
  • Assist with collections care, using museum best practices and materials and under direction from Painting Conservator and/or Preparator, including dusting frames and cleaning glazing
  • Tasks may also include recording environmental conditions, and confirming the presence of mounts, glazing, and hardware.
  • The intern may also be responsible for uploading image files and inventory data to the museums’ database or archiving digital image files.

 

Term: 

  • Fall 2017 and Spring 2018 semester candidates are encouraged to apply
  • Hours are flexible, but a minimum of 10 hours a week is highly desired

 

Qualifications: 

  • The unpaid internship is open to undergraduate and graduate students receiving academic credit from a degree granting institution.
  • Since this internship is unpaid, candidates must be able to receive course credit in exchange for their internship (not just enrolled in a program).
  • Candidates must be organized, detail oriented, and able to work independently.
  • A basic knowledge of digital photography and prior experience in museum administration is helpful, but not necessary.

 

Location:

  • Harvard Art Museums, 32 Quincy Street, Cambridge, MA
  • Various sites on Harvard campus

 

How to Apply:

  • Please forward a cover letter and resume to Vanessa Marcoux at vanessa_marcoux@harvard.edu before August 1, 2017.

COORDINATOR OF SCHOOL AND EDUCATOR PROGRAMS-Whitney Museum of American Art

July 2, 2017 / / 0 Comments

COORDINATOR OF SCHOOL AND EDUCATOR PROGRAMS

A full-time position is available in the Education Department as the Coordinator of School and Educator Programs at the Whitney Museum.

Responsibilities for this position include: 

  • Organizing and coordinating all aspects of Guided Visit and Guided Visit + Studio Programs for Kindergarten through Twelfth Grade students.
  • Organizing and coordinating 9 long-term School Partnerships with New York City schools.
  • The hiring, training, oversight, and evaluation of a large team of freelance Museum Educators.
  • Organizing programs or art workshops with Whitney artists for students and teachers.
  • Supervision and training of an assistant and interns.
  • Leading inquiry-based tours for students and teachers.
  • Working with the Museum’s Group Services Department on the oversight and management of school group scheduling.
  • Creating and managing budgets for current and future School and Educator programming.
  • Coordination of all Educator Programs, including the development and implementation of Teacher Exchange, professional development workshops for Partnership and Neighborhood Friends Schools as well as with the NYC Department of Education, Summer Institutes, Educator Exhibition Previews.
  • Creation and implementation of substantive evaluation projects.
  • Creating and implementing an outreach plan for NYC schools, with a particular focus on art teachers.
  • Development and management of online curricular materials such as Educator Guides.
  • Maintaining statistics, records, and documentation of programs.
  • Writing grants and grant reports and working on the NYC DOE schools contract.
  • Meeting and communicating with foundations and donors.
  • Contributing to the museum community through publications and conference presentations.
  • Working across the Education Department on other collaborative projects such as artist residencies, outreach initiatives, or evaluation projects

Assistant Museum Educator, School and Educator Programs, Metropolitan Museum of Art

July 2, 2017 / / 0 Comments

Assistant Museum Educator, School and Educator Programs

GENERAL STATEMENT OF RESPONSIBILITIES & DUTIES:

Inquiry-driven investigations of the world inspired by art (past and present) can provide a catalyst for perspective-taking, critical thinking, creativity, and interdisciplinary learning. The Met seeks a highly motivated team player who is invested in the ways that arts can play a pivotal role in student learning and teacher training. S/he envisions, implements, and evaluates PreK-12 school and educator programs, partnerships, and publications that realize this aim in collaboration with internal and external stakeholders.

Key Relationships:

Reporting: This position reports to the Educator for School and Educator Programs

Primary Internal Collaborators: Teaching and Learning (a group within Education that supports learning in and out of school from Prekindergarten through higher education); Volunteer Organization; Visitor Services; Education Operations; Curatorial; Development; Communications, Digital; and Special Events.

Primary External Collaborators: NYC Dept. of Education, education organizations, other school-based organizations.

Primary Responsibilities and Duties:

  • Establish a vision, strategy, and measurable user-centered outcomes for a portfolio of School and Educator Programs and publications aligned with Museum priorities under the supervision of the Educator for School and Educator Programs.
  • Plan and execute programs aligned with the vision and strategy for School and Educator Programs and the Museum’s mission and goals. Ensure deadlines are met, programs are innovative and relevant to new and current audiences, and logistics are smooth.
  • Recruit, train, and supervise contractual educators and volunteers who support School and Educator Programs to ensure high quality visitor experiences. Coach, supervise, and evaluate the 12-month intern for School and Educator Programs.
  • Teach School and Educator Programs as well as programs for a variety of audiences.
  • Design evaluation tools to gauge process toward desired outcomes, gather relevant data, reflect on results, and make continuous improvements. Share insights with peers at the Museum and beyond via conferences, publications, etc.
  • Grow the number of students and teachers working in low performing New York City Title 1 schools that benefit from Met School and Educator Programs by designing relevant programs and leveraging strategic marketing.
  • Collaborate with Family Programs staff to bridge learning in and out of school. Collaborate with College & University Programs staff to bridge learning in high school and higher education.
  • Collaborate with internal and external stakeholders to develop and publish resources supporting PreK-12 students and educators.
  • Manage budgets, track statistics (i.e. program participation and progress toward outcomes), and develop reports for the Museum, funders, and government agencies.
  • Other duties as assigned.

Please send cover letter, resume, and salary history to careers@metmuseum.org with “Assistant Museum Educator, School and Educator Programs” in the subject line.

Application deadline is 7/14/17.

Requirements and Qualifications:

Experience and Skills:

  • Excellent gallery teaching.
  • Demonstrated ability to set measurable goals, gather relevant data, reflect on results and leverage insights surfaced through the process to make continuous improvements.
  • 3 to 5 years of experience teaching in schools and/or partner organizations supporting school and/or educator programming.
  • A demonstrated commitment to ongoing professional learning.
  • Experience mentoring teaching volunteers, contractual educators, and/or junior staff.
  • Effective verbal and written communication skills.
  • Strong project management and collaboration skills.
  • Command of Microsoft Office Suite. Experience leveraging digital solutions to enhance or expand programmatic impact (preferred).

Knowledge and Education:

  • A Master’s degree in studio art, art history, art education, museum education or a related field is required.
  • Familiarity with local and national learning standards.
  • Prior work with (or in) the NYC public schools (preferred

Weekly Jobs Roundup!

July 2, 2017 / / 0 Comments

Here’s our weekly roundup of new jobs. Happy hunting!

New England                                                                                                                     

Mid-Atlantic                                                                                                             

Midwest

South                                                                                                                             

West                                                                                                                              

What We’re Reading: Cultural Organizations: It Is Time to Get Real About Failures

July 2, 2017 / / 1 Comment

Has anyone ever told you “it’s okay to fail” or “failures are the pathway to success”? My guess is yes. It’s pretty common rhetoric these days to hear the advice to admit failure. Which is why, when I went to read this article, I was skeptical about reading much that was new. I was wrong. As she does often, Colleen approaches her topic with fresh eyes and new arguments. In Cultural Organizations: It Is Time to Get Real About Failures, Colleen spends more time questioning how, to whom, and when, museums admit failure than she spends discussing the benefits of admitting failures in general.  Riddled with hard data to back up her thoughts, the article confronts readers with challenging questions to ask themselves and their institutions when talking about failure:

  • Are all ‘successes’ presented at conferences really successes or are some “mediocre outcomes” masked as successes? Who might we be trying to impress by making something look more successful than it really was?
  • What failures do we admit and which do we still hide from view?
  • Whose responsibility is it to call out failures? Where is the line between calling out and shaming fellow institutions?
  • Are failures that are shared actually helping others in the field? What can we do better to prevent colleagues from making the same mistakes?
  • How can we turn the focus of admitting failures from us to those it would help?
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