Rehearsing Democracy: What Happens When Residents Co-Create the Show
When neighbors help write the script, theatre stops being entertainment and starts acting like civic infrastructure. Picture a vacant storefront turned rehearsal hall, where immigrant teens in Chicago weave their family stories into a performance that fills the room with applause- and fills the block with new energy and conversation. That same alchemy can happen anywhere: when cities open their doors to participatory arts, they gain something hearings and surveys rarely deliver- genuine voices, shared ownership, and a community that sees itself on stage and in its future.
Building Community Through Participatory Arts
Considering the importance of accessibility and inclusion, participatory arts practices are a powerful tool for civic engagement. Theatre initiatives that invite residents to co-create performances not only provide a platform for diverse voices but also foster mutual understanding. Programs such as community-devised theatre or story circles allow individuals to share lived experiences in a structured, creative process. This method has been used effectively in cities like Chicago, where Albany Park Theater Project engages youth from immigrant and working-class communities to collaboratively develop performances rooted in their lives and cultures1.
These participatory models are especially effective in neighborhoods undergoing rapid change or dealing with systemic inequities. By involving residents in artistic creation, local governments can support trust-building and civic dialogue in ways that traditional outreach methods often struggle to achieve. Facilitating these programs does not require a large budget but does benefit from partnerships with local artists and cultural facilitators who are deeply connected to the community. When supported through small grants or in-kind resources such as rehearsal space, these projects yield benefits far beyond their final performances, including increased civic awareness and social cohesion2.
Strategic Support from Local Governments
Cities that integrate arts planning into broader policy frameworks create more resilient and vibrant communities. Strategic investment in the arts should align with goals in public health, economic development, and youth engagement. For example, the City of Minneapolis includes arts and culture in its Comprehensive Plan, identifying creative expression as integral to livability and equity3. Such alignment allows arts funding to be leveraged alongside other departmental priorities, creating stronger justification for sustained support.
Local governments can also take practical steps such as appointing arts liaisons within departments, conducting cultural asset mapping, and integrating artists into planning processes. This approach has been implemented in Boston, where the Mayor’s Office of Arts and Culture employs artists-in-residence to collaborate with city agencies on issues from housing to immigration4. These civic artist roles demonstrate how creativity can be embedded into governance, offering new perspectives and human-centered approaches to policy challenges.
Arts as a Tool for Economic Revitalization
Theatre and the arts contribute significantly to local economies through job creation, tourism, and small business growth. According to the U.S. Bureau of Economic Analysis, arts and cultural production accounted for over $1 trillion in economic activity in 2021, representing 4.4 percent of the nation’s GDP5. At the local level, investments in cultural districts and performance venues can catalyze commercial activity, particularly in historically disinvested areas. The revitalization of downtown Paducah, Kentucky, through the Artist Relocation Program is a widely cited example of how arts policy can attract new residents and stimulate local business6.
For smaller cities and towns, supporting theatre companies, galleries, and creative entrepreneurs can help build a destination identity while preserving local heritage. Providing affordable workspace, streamlining permitting processes for events, and offering technical assistance to arts nonprofits are all practical ways to support this ecosystem. These actions not only benefit artists but also contribute to placemaking strategies that draw residents and visitors alike to public events and cultural landmarks.
Infrastructure and Space Equity
One of the most persistent challenges facing artists and cultural groups is access to affordable, functional space. Public facilities such as libraries, community centers, and underused city-owned buildings can be repurposed to host rehearsals, performances, and workshops. When these spaces are made available equitably, they can help reduce barriers for underrepresented artists and organizations. The Seattle Office of Arts and Culture has implemented a Cultural Space program that identifies and preserves arts spaces through zoning tools, funding, and partnerships7.
Equitable space allocation requires attention to geographic distribution and demographic needs. Neighborhoods with fewer cultural resources often experience reduced access to arts programming, which perpetuates inequities in creative opportunity. Local governments can address this by conducting cultural equity audits and working with community stakeholders to co-design policies that reflect local needs. These efforts ensure that investment in arts infrastructure reaches all areas of the city, not just high-visibility districts.
Youth Engagement Through Theatre Education
Theatre education offers young people critical opportunities for self-expression, collaboration, and leadership development. Programs embedded in schools or offered through afterschool partnerships help students build confidence and empathy, while also reinforcing academic and social-emotional skills. Research from the Arts Education Partnership indicates that arts-rich learning environments are correlated with improved student attendance and higher civic engagement in adulthood8.
Local governments can support youth theatre by funding residency programs, supporting summer theater camps, and collaborating with school districts to integrate performing arts into curricula. Cities such as San Diego have supported initiatives like the "Performing Arts Workshop" that bring professional artists into classrooms to co-teach with educators. These activities are especially important in districts where arts programs have been reduced due to budget constraints. Public investment in youth arts not only supports educational equity, but also helps cultivate the next generation of artists and engaged citizens.
Measuring Impact and Sustaining Momentum
To sustain public investment in theatre and the arts, it is critical to measure and communicate their impact. This includes tracking both quantitative metrics, such as attendance and economic output, and qualitative outcomes, such as community cohesion and personal transformation. Tools like Americans for the Arts' Arts and Economic Prosperity study offer methodologies that local governments can adapt to their context9.
Storytelling is also a vital component of impact evaluation. Collecting testimonials, documenting performances, and sharing narratives of change can be powerful in conveying the value of arts initiatives to policymakers and funders. Building evaluation into program design from the outset ensures that data collection is consistent and useful. By demonstrating how the arts contribute to broader civic goals, practitioners can make a compelling case for sustained and expanded support.
Bibliography
Albany Park Theater Project. “Our Story.” Accessed April 24, 2024. https://www.aptpchicago.org/our-story.
Jackson, Maria-Rosario. “Cultural Vitality in Communities: Interpretation and Indicators.” Urban Institute, 2006.
City of Minneapolis. “Minneapolis 2040 Comprehensive Plan.” Adopted December 2018. https://minneapolis2040.com/overview/arts-and-culture/.
City of Boston. “Artists-in-Residence Program.” Mayor’s Office of Arts and Culture, 2023. https://www.boston.gov/departments/arts-and-culture/artists-residence-program.
U.S. Bureau of Economic Analysis. “Arts and Cultural Production Satellite Account, U.S. and States, 2021.” March 2023. https://www.bea.gov/news/2023/arts-and-cultural-production-satellite-account-us-and-states-2021.
National Endowment for the Arts. “How Paducah Became a UNESCO Creative City.” NEA Arts Magazine, 2013. https://www.arts.gov/stories/other/2013/how-paducah-became-unesco-creative-city.
Seattle Office of Arts and Culture. “Cultural Space Program.” Accessed April 24, 2024. https://www.seattle.gov/arts/programs/cultural-space.
Arts Education Partnership. “The Arts Leading the Way to Student Success: A 2020 Action Agenda.” Education Commission of the States, 2020.
Americans for the Arts. “Arts and Economic Prosperity 5.” 2017. https://www.americansforthearts.org/by-program/reports-and-data/research-studies-publications/arts-economic-prosperity-5.
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ABOUT THE ROLE Under the supervision of the school principal at William Howard Taft High School, the teacher is responsible for the instruction, progress, and discipline of all pupils in assigned 9-12 Visual Art classes. The role involves creating a positive learning environment and performing related educational duties to support student achievement. KEY RESPONSIBILITIES - Plan instruction and provide written lesson plans in accordance with instructional program objectives - Establish positive learning expectation standards and evaluate pupils' progress while maintaining accurate records - Apply contemporary principles of learning theory, teaching methodology, and curriculum content - Develop and implement new teaching techniques and provide reflective bulletin board and interest areas - Establish and maintain reasonable rules of conduct consistent with the Chicago Public Schools Uniform Discipline Code - Maintain accurate attendance records, seating charts, and participate in programs to improve student attendance - Encourage student growth in self-discipline and positive self-concept while ensuring fairness and respect - Initiate conferences and communicate with parents or guardians regarding academic progress, attendance, and conduct - Participate in in-service and professional staff meetings, and coordinate class field trips or extra-curricular activities MINIMUM QUALIFICATIONS - Successful completion of all student teaching requirements and coursework required for appropriate teaching certificates - Possession of a valid Professional Educator License (PEL) or Educator License with Stipulations (ELS) issued by the Illinois State Board of Education, properly endorsed for this position - Knowledge of subject matter consistent with state certification, contemporary teaching practices, and classroom behavior management - Ability to modify instruction to meet student needs and cooperate with faculty to develop articulated instructional programs - Ability to work effectively with pupils, parents, staff, and community representatives - Good oral and written communication, strong interpersonal skills, and the ability to exercise sound professional judgment SPECIAL REQUIREMENTS - Light Work physical requirements: exerting up to 20 pounds of force occasionally, or up to 10 pounds frequently - Physical demands include the ability to stoop occasionally, reach frequently, and handle or finger objects - Constant talking and hearing, with frequent use of near visual acuity and occasional use of far visual acuity SELECTION PROCESS - Candidates will be evaluated based on their educational background, certification, and alignment with the essential functions and qualifications of the role - Specific interview and selection steps follow standard Chicago Public Schools hiring procedures HOW TO APPLY - Submit an application through the Chicago Public Schools employment portal for Job Number P173733 - Ensure all required teaching licenses and credentials are uploaded and verified during the application process EMPLOYMENT DETAILS - Job Number: P173733 - Primary Location: North/Northwest Side-6530 West Bryn Mawr Ave (William Howard Taft High School) - Posting Date: July 29, 2026 - Employment Type: Temporary - Benefits include comprehensive health coverage (Medical, Pharmacy, Dental, Vision, Behavioral Health, EAP, Wellness Program) - Financial security options including Basic Life and Disability Insurance, Pension Plans, Supplemental Retirement Plans (403(b) and 457(b)), FSAs, and Spot Pet Insurance - Work-life balance support featuring Paid Leave, Sick Leave, Vacation Days, Parental Leaves, Short-Term Disability, and Religious Holidays
ABOUT THE ROLE Under the supervision of the school principal, this role is responsible for the instruction, progress, and discipline of all pupils in assigned K-8 Music classes at Jesse Owens Elementary Community Academy. The teacher will implement instructional programs and maintain a positive, structured learning environment. KEY RESPONSIBILITIES - Plan instruction by providing written lesson plans, establishing learning expectations, and evaluating student progress - Implement teaching methodologies using contemporary learning theories and available instructional materials - Exhibit and apply knowledge of K-8 Music curriculum content - Establish and maintain reasonable rules of conduct in classrooms and on school grounds per the CPS Uniform Discipline Code - Maintain accurate attendance records, seating charts, and records of student achievements - Encourage student growth in self-discipline and positive self-concept - Communicate with parents and guardians regarding academic progress, attendance, and conduct - Participate in programs to improve student attendance and promote anti-vandalism - Participate in in-service, professional staff meetings, and coordinate class field trips or extracurricular activities MINIMUM QUALIFICATIONS - Education: Successful completion of all student teaching requirements and coursework for appropriate teaching certificates - Licenses: Valid Professional Educator License (PEL) or Educator License with Stipulations (ELS) issued by the Illinois State Board of Education, properly endorsed for K-8 Music - Knowledge: Subject matter expertise, contemporary teaching principles, and classroom and behavior management techniques - Abilities: Modify instruction for diverse needs, cooperate with staff and administration, and understand the physical, intellectual, social, and emotional patterns of pupils - Skills: Application of teaching practices, strong oral and written communication, interpersonal skills, and professional judgment - Physical Requirements: Light work exerting up to 20 pounds occasionally and 10 pounds frequently; ability to stoop, reach, handle objects, talk, hear, and use near and far visual acuity SPECIAL REQUIREMENTS - Must adhere to the Chicago Public Schools Uniform Discipline Code - Physical ability to perform light work and safely demonstrate music education activities SELECTION PROCESS - Specific selection process steps are not detailed in the provided job description - Candidates will be evaluated based on their education, valid Illinois teaching licenses, and relevant experience provided in the application HOW TO APPLY - Apply using Job Number: 260001YQ - Posting Date: July 28, 2026 - Submit application and required documentation through the official Chicago Public Schools employment portal EMPLOYMENT DETAILS - Employer: Chicago Public Schools (CPS) - Primary Location: Far South Side-12302 South State Street (Jesse Owens Elem Comm Academy) - Job Type: Regular / Anticipated - Benefits: Comprehensive health coverage (Medical, Pharmacy, Dental, Vision, Behavioral Health, EAP, Wellness Program), financial security options (Basic Life, Disability, Pension, 403(b), 457(b), FSAs, Pet Insurance), and work-life balance support (Paid Leave, Sick Leave, Vacation, Parental Leave, Short-Term Disability, Religious Holidays)
ABOUT THE ROLE Northern Essex Community College (NECC) is seeking instructors for its pool of Adjunct Faculty to teach various Music courses on an as-needed basis for the Fall 2026 and Spring 2027 semesters. Classes are primarily day face-to-face classes held on NECC's Haverhill campus, with a future possibility of online or hybrid instruction requiring mandatory training. Adjunct faculty play a critical role in the teaching and learning process, contributing to student success. Positions are available pending sufficient enrollment. KEY RESPONSIBILITIES - Teach assigned courses according to the Academic Catalog description and established departmental student learning outcomes - Adhere to all NECC policies and MCCC contract requirements, including policies regarding grading, deadlines, evaluation processes, syllabus requirements, materials posted on the Learning Management System (LMS), and required meetings MINIMUM QUALIFICATIONS - Master's degree in music or a related field - Experience teaching in a related discipline at the college level SPECIAL REQUIREMENTS - Preferred qualifications include college teaching experience, experience as a music professional, experience using learning management systems and technology in instruction, bilingual abilities (Spanish/English), and experience working with and supporting a culturally diverse population - Applicants who do not meet the minimum qualifications are encouraged to submit a written statement explaining how their background and experience provide an equivalent combination of education, training, and experience - Must have legal authorization to work in the United States (NECC does not provide employment-based visa sponsorship) - Employment is contingent upon the successful completion and review of a background check, including CORI (Criminal Offender Record Information) and SORI (Sex Offender Registry Information) - Official transcript(s) will be required at the time of hire SELECTION PROCESS - Background check review (CORI and SORI) - Verification of official transcripts at the time of hire HOW TO APPLY - Applications submitted through MassCAREERS will NOT be reviewed. Applicants must apply via the official link: https://necc.interviewexchange.com/jobofferdetails.jsp?JOBID=202859 - Required documents to upload: Cover Letter describing qualifications and suitability for the role, and a Resume or CV - Three professional references will be requested upon consideration - Deadline: Open until filled. Note that this applicant pool is valid through June 30, 2027. Applicants wishing to remain in the pool must reapply and update their information thereafter. EMPLOYMENT DETAILS - Location: Haverhill campus (100 Elliott Street, Haverhill, MA) or Lawrence campus (45 Franklin Street, Lawrence, MA) - Job Type: Part-time, Day Shift - Agency: Northern Essex Community College - Union: MCCC/MTA DCE Unit Position - Benefits: Non-benefited position - NECC is an affirmative action/equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran or military status, genetic information, gender identity, or sexual orientation. Reasonable accommodations are available for qualified individuals with disabilities.
ABOUT THE ROLE The Citywide Resident Artist is a high-level creative professional and arts technical expert managed centrally by the Department of Arts Education. This role provides the District with a mobile, elite creative workforce capable of delivering industry-standard arts education across diverse contexts. Resident Artists are deployed to various programs based on District need and artistic disciplines, including music, dance, theatre, visual arts, media arts, and creative writing, to catalyze student engagement and drive pre-professional artistic mastery. KEY RESPONSIBILITIES - Facilitate high-intensity technical studios and conservatory-style workshops in various arts disciplines - Develop and implement customized arts integration plans and workshop curricula aligned with the CPS Instructional Core and Illinois Arts Learning Standards - Operationalize differentiated instruction for Diverse Learners and English Learners using trauma-informed practices - Oversee Portfolio and Audition Readiness cycles and facilitate student-directed projects - Execute student-directed project-based learning modules culminating in showcases or public exhibitions - Ensure compliance with attendance reporting and student progress monitoring while managing site-specific inventory and budgets - Act as a Department of Arts Education Ambassador to school leadership and Certified Teachers to co-design arts integration strategies - Contribute to the department and site-specific community through mandatory participation in staff meetings, planning sessions, and professional development - Maintain a regular schedule of onsite mentorship and document growth metrics - Serve as a lead for other student-centered arts programming and initiatives MINIMUM QUALIFICATIONS - High school diploma or GED equivalent - Bachelor's degree in an artistically related field from an accredited college or university is preferred - Minimum of three years of professional experience working with public school students as a teacher, Resident Artist, or artist in residence - Experience designing and developing customized arts education programming for public school students in alignment with state standards - Experience facilitating workshops and/or programs - Artistic merit and professional qualifications demonstrated in a dynamic portfolio of past work - Experience working collaboratively with diverse stakeholders SPECIAL REQUIREMENTS - Access to reliable transportation to travel to various deployment sites citywide - Bilingual English and Spanish is preferred - Significant knowledge of foundational concepts within the arts education landscape and disciplines - Ability to demonstrate a professional and positive demeanor while ensuring confidentiality - Strong communication, lesson planning, and facilitation skills - Ability to collaborate effectively with a wide variety of stakeholders - Ability to provide technical support for workshop technology and assist students with digital tools - Must be a resident of Illinois (Chicago residency is not required for temporary/part-time positions) SELECTION PROCESS - Specific selection steps are not detailed in the job posting HOW TO APPLY - Specific application instructions are not provided in the job posting - Candidates should refer to the official Chicago Public Schools careers portal for application submission details EMPLOYMENT DETAILS - Position Type: Temporary, Part-Time, Non-exempt - Hours: 10 to 15 hours per week until the school year begins, and 15 to 25 hours per week onsite during the school year, plus up to 5 hours of flexible work time - Schedule: Work between 10:00 am and 7:00 pm depending on program assignment - Start Date: Expected to begin in August 2026 - Location: 42 West Madison Street with deployment to various sites citywide - Maximum Hours: 1,200 hours per calendar year
ABOUT THE ROLE The Office of Arts & Culture (OAC) is seeking a Community Hubs Project Manager to lead the design and daily coordination of arts-based wellness programs for youth at community and teen life centers. This sunset position, funded through the end of 2031, reports to the Arts Education Manager within the Partnerships, Education, and Grants Division. The role focuses on helping diverse Seattle youth build coping skills, express themselves, and access mental-health resources through culturally relevant programming. KEY RESPONSIBILITIES - Collaborate with OAC, the Department of Education and Early Learning (DEEL), and Seattle Parks and Recreation (SPR) to ensure smooth program delivery. - Design youth-centered, arts-based wellness programs shaped by youth input and connected to mental-health supports. - Activate and coordinate 6-8 Community Hub sites annually, managing scheduling, space needs, and safety planning. - Write and manage contracts with teaching artists and partner organizations, track budgets, and process invoices. - Ensure providers complete background checks, training, and site orientations. - Maintain data systems, prepare quarterly reports, and collect participation and survey data. - Build strong relationships with teaching artists, youth organizations, site staff, and mental-health partners. - Create clear public-facing materials like blog posts, slides, and flyers using Federal Plain Language guidelines. - Visit sites regularly to ensure programs are safe, welcoming, and accessible. MINIMUM QUALIFICATIONS - 4 years of full-time professional project management experience, including experience with arts organizations and public speaking. - OR 3 years of full-time professional project management experience (including arts organizations and public speaking) AND an Associate's degree in Fine Arts, Arts Administration, or a related field. - OR 2 years of full-time professional project management experience (including arts organizations and public speaking) AND a Bachelor's degree in Fine Arts, Arts Administration, or a related field. - Proficiency with Excel, Word, and general Microsoft Office software systems. - Experience designing and managing youth or arts programs and engaging with diverse communities. SPECIAL REQUIREMENTS - Current State of Washington driver's license or evidence of equivalent mobility. - Ability to visit program sites regularly, which includes working evenings and weekends. - Ability to learn new systems and tools quickly for scheduling, contract tracking, and reporting. SELECTION PROCESS - Applications are reviewed by a human hiring team to ensure an equitable process; no AI or automated tools are used for screening. - First round of interviews is anticipated for September 29 and 30, 2026. - Second round of interviews and an assessment are anticipated for the week of October 5, 2026. - A background check of conviction and arrest records will be conducted in compliance with Seattle's Fair Chance Employment Ordinance. HOW TO APPLY - Submit a fully completed application online at www.governmentjobs.com/careers/seattle by 4:00 PM Pacific Time on Tuesday, September 1, 2026. - Attach a cover letter describing why you want to do this work and your qualifications for the position. - Attach a PDF of your current resume summarizing your talent, experience, knowledge, and skills. - Contact Nicolette.Hornbeck@seattle.gov to request reasonable accommodations or ask questions. EMPLOYMENT DETAILS - Department: Office of Arts & Culture. - Job Type: Classified Civil Service, Regular, Full-Time, overtime eligible. - Pending classification as an Arts Program Specialist and governed by a collective bargaining agreement with PROTEC17 - Professional Unit. - Hybrid work schedule: Expected to work in-office at ARTS at King Street Station at least 3 days a week. - Comprehensive benefits package including vacation, holiday, and sick leave, as well as medical, dental, vision, life, and long-term disability insurance for employees and dependents.
About the Role - Provides part-time specialized work for the local government access channel. - Emphasizes the ability to work with a diverse group of individuals to accomplish municipal programming objectives. - Works within the Communications Division at 4971 Oakland Ave. in St. Louis, MO. - This is a permanent per performance part-time position. - Positions are paid on an hourly basis and are not eligible for the Employee Benefits Program. Key Responsibilities 1. Performs setup and production duties as needed, including camera, tape, and audio equipment. 2. Calibrates cameras for in-studio and remote productions. 3. Maintains and repairs video equipment. 4. Makes adjustments to video and audio equipment in the event of a breakdown. 5. Provides technical assistance to production staff as needed. 6. Determines equipment needs in accordance with programming priorities. Minimum Qualifications - Education: Bachelor's degree in Electronics, Electrical Engineering, or a related field. - Experience: One year of full-time paid television engineering experience, with an emphasis on the repair, maintenance, and set-up of audio and video production equipment. - Equivalency: An equivalent combination of education, training, and experience may be considered. Special Requirements - Must possess and maintain a valid driver's license at the time of filing the application and throughout employment. - Must be able to regularly perform moderately physically demanding work, including lifting, pushing, and pulling 50 to 100 pounds. - Must be able to stoop, kneel, crouch, crawl, balance, bend, and climb to perform wiring, installation, and transport of equipment. - Tasks may involve exposure to adverse environmental conditions such as heat, bright lights, and electrical currents. Selection Process 1. Application Review: Experience and training are evaluated and account for 100 percent of the scoring. 2. Background Investigation: Candidates must pass a background check. 3. Medical Examination: Candidates must pass a medical examination. 4. Preference Points: Veterans and City residents may receive preference points on the exam score. How to Apply - Submit a fully completed Employment Application, thoroughly describing education, training, and experience. - Do not submit a resume as a substitute for the application, as incomplete applications will not be considered. - Submit a copy of a DD 214 with the application if claiming Veterans Preference. - Contact the Office on the Disabled if assistance or accommodations are needed for the application process. Employment Details - Employer: City of St. Louis, Communications Division. - Location: 4971 Oakland Ave., St. Louis, MO. - Job Type: Permanent Per Performance (Part-time). - Examination Number: EX1496. - Benefits: Not eligible for the Employee Benefits Program.
ABOUT THE ROLE The City of Wheat Ridge is seeking a Private Music Instructor to provide instruction for music classes. Wheat Ridge, historically known as the "Carnation City," offers a central location with easy access to Denver and the Rocky Mountains. This role requires an individual who embodies the city's core values of Accountability, Change, Teamwork, Integrity, Opportunity, and proactive service. The instructor will be responsible for developing curriculum, ensuring a safe learning environment, and fostering positive participant experiences. KEY RESPONSIBILITIES - Develop and teach class content appropriate to the course description and level - Develop appropriate tools to offer quality programs and provide feedback to class participants - Provide a safe environment for all participants and enforce general building policies - Complete necessary reports and forms, including Accident Reports, Health Forms, Attendance Records, and Supply Requests - Attend scheduled meetings as required and find a dependable, appropriate substitute upon absence - Prepare for program activities, including lesson plans and organizing relative equipment - Set up and break down materials used for instruction - Perform other duties as assigned by the position MINIMUM QUALIFICATIONS - Knowledge of principles, practices, and teaching methods that provide positive motivation - Skills in public relations and operation of necessary equipment - Versatility in all developmental stages of learning - Ability to plan, instruct, supervise assigned classes, and control large groups of people - Ability to follow instructions, remain current on industry trends, and communicate effectively - Ability to analyze situations quickly, determine proper courses of action, and work with little or no supervision - Ability to analyze and correct facility safety hazards, engage in injury prevention, and adhere to emergency procedures - Ability to establish and maintain effective working relationships - One year of experience is preferred, but not necessary with relevant education and/or certifications SPECIAL REQUIREMENTS - American Red Cross or American Heart Association Child/Adult CPR and First Aid certifications required within 60 days of hire SELECTION PROCESS - Comprehensive review of applicant qualifications, relevant education, certifications, and experience to ensure alignment with the role's requirements and the city's core values. HOW TO APPLY - Interested candidates should apply through the City of Wheat Ridge's official employment portal or contact the Human Resources Office for specific application instructions and to request reasonable accommodations if needed. EMPLOYMENT DETAILS - Position Type: Part-time (hours vary based on program needs) - Location: Wheat Ridge, CO (indoor setting) - Work Environment: May be subject to noise and distraction; requires extended periods of hearing and speaking in a loud voice; requires public relations skills for handling concerns; entails working closely with others and with little to no supervision; requires excellent organizational and time management skills; requires muscular exertion, frequent concentration, and the ability to walk, use hands and fingers, reach, climb, bend, stoop, crouch, and occasionally lift objects weighing less than 24 lbs. - Equal Opportunity Employer: The City of Wheat Ridge celebrates diversity and inclusivity and does not discriminate based on race, religion, color, national origin, sex, sexual orientation, age, veteran status, disability status, marital status, or any other applicable characteristics protected by law.