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Panelists detail hiring steps, pay benchmarks and paperwork for teaching-artist residencies
Summary
Speakers answered attendee questions about using grant funds to hire teaching artists, recommended timelines for outreach, advised on budgeting travel and supplies, and noted a lack of standardized contract templates.
Panelists from the South Carolina Arts Commission, Teaching Artist Guild and local arts councils answered practical questions about hiring teaching artists, grant timelines, pay calculations and contracting.
Kimberly Mott of the South Carolina Arts Commission described the School Art Support grant — typically open in July with a March deadline in the cycle described — as a short application that can supply up to $2,500 to a school to hire a teaching artist; funds are awarded to the school district, which pays the artist. She emphasized the grant’s low-lift design to make it accessible to teachers with limited time for applications.
Speakers recommended that teaching artists contact ABC Institute schools when seeking multiple district engagements because ABC maintains a roster of certified arts-rich schools (about 65) and planning windows occur now, when schools plan the next year. Kimberly Gibbs of Greenville’s Metropolitan Arts Council similarly advised teaching artists to contact local arts councils and cultural venues as alternate pathways where a formal arts council is absent.
On budgeting and pay, Katie Rainey of the Teaching Artist Guild said TAG’s pay-rate calculator provides ballpark hourly and annual compensation figures and that artists should prepare itemized budgets to include facilitation/planning fees, supplies, travel, lodging and per diems. Rainey noted the pay-rate calculator focuses on facilitation and planning rates and that travel expenses should be added separately; she recommended the spreadsheet budget template on TAG’s site.
Attendees asked about contracts and templates. Panelists said a standard national contract template was not provided during the webinar, but TAG and other organizations are developing budgeting and contract guidance; TAG invited participants to request templates or to be notified when sample contracts are posted. Panelists also recommended confirming whether a certified teacher must be present during classroom residencies (noncertified artists should not be left alone in classrooms) and clarifying teacher expectations in advance.
Speakers encouraged teaching artists who want to expand beyond local work to use TAG’s job board and asset map, to join regional networks for leads and mentorship, and to respond to calls from networks such as ITAC for commissioned projects.
