HIGH SCHOOL MUSIC TEACHER (Local Position)

The High School Music Teacher is a dynamic, student-focused specialist responsible for directing and growing a comprehensive music program that encompasses Band, Choir, and Strings across multiple skill levels, from beginning to advanced ensembles. The teacher designs and delivers a rigorous, performance-based curriculum that develops instrumental technique, vocal production, music literacy, ensemble listening, and artistic expression in a supportive classroom environment.

Working closely with the Arts Director, the teacher is expected to direct school ensembles, coordinate concerts, and contribute to a vibrant school-wide arts program. In addition, the teacher collaborates with colleagues to ensure vertical alignment from Middle School to High School and prepares students for advanced coursework, including IB Diploma Program Music. This role ultimately empowers students to use music as a powerful tool for self-expression, collaboration, and cultural exploration.

Instructional Practice and Curriculum

The Music Teacher is responsible for planning, delivering, and assessing a dynamic, standards-based music curriculum that challenges students across diverse musical disciplines and skill levels.

• Curriculum Design & Delivery: Plan and implement engaging, performance-based learning experiences that build technical proficiency, ensemble skills, and musicality. Differentiate instruction effectively to accommodate students ranging from beginning musicians to advanced performers across multiple instruments and voice types.

• Multi-Disciplinary Musical Expertise: Demonstrate advanced pedagogical knowledge and conducting competence across Instrumental Band (woodwinds, brass, percussion), String Orchestra, and Choral Ensemble. Teach music theory, sight-reading, ear training, and repertoire analysis across a wide variety of genres, historical periods, and global cultures.

• IB Standards & Alignment: Utilize IB Music standards, relevant national/international music standards, and inquiry-based practices to plan, teach, and assess. Ensure vertical alignment of the instrumental, strings, and vocal music programs from middle school into high school.

• Repertoire Selection & Ensemble Leadership: Select, arrange, and rehearse age- and level-appropriate repertoire for diverse ensembles that both challenges student growth and aligns with performance goals.

• Performance & Celebration: Plan, direct, and execute high-quality school concerts, ensemble showcases, and formal performances throughout the academic year to celebrate student growth and music-making.

Assessment and Student Growth

The Music Teacher uses evidence of learning to guide instruction and promote student self-reflection and growth.

• Assessment Design: Design quality standards-based formative, summative, and self-assessments (including performance, process portfolios, and written analysis) that provide students with frequent feedback and clearly communicate growth and achievement.

• Differentiation: Provide access and challenge to all students by utilizing data from formative and summative assessments, as well as classroom observations. Differentiate instruction effectively to meet the needs of all learners, including those excelling and those needing additional language or learning support.

• Record Keeping: Maintain accurate and complete records of students' progress and development, including goal setting, process documentation, report writing, and ongoing communication with parents.

Professionalism and Collaboration

The Music Teacher actively participates in the professional life and collaborative culture of the High School.

• Collaboration: Collaborate actively with the Arts Department colleagues and the Arts Director, general faculty, and the leadership team to plan curriculum, review student data, give and receive professional feedback, and engage in reflective practice.

• Professional Growth: Actively engage in professional learning and growth through regular observation and feedback cycles, and participate in internal and external professional development opportunities relevant to drama pedagogy and IB Theatre.

• Communication: Connect with and be available to parents and students during and outside of school hours (in person and via email communication).

• Core Values & Learning Principles: Model the school's Core Values in all interactions with members of the school community and reinforce the school’s Learning Principles.
  

Student Life and School Community

The Music Teacher supports the holistic development and well-being of high school students.

• Pastoral Care: Act as an Advisor for a small group of students, teaching the social-emotional learning curriculum and fostering a sense of student belonging.

• Behavior Management: Manage student behavior in the classroom through the establishment of clear expectations and reinforcement of standards of conduct.

• Co-Curricular Activities: Direct, sponsor, and/or coach co-curricular music ensembles, musicals, and performance groups. This is part of the responsibility and expectation of the professional educator.

• Arts Community Support: Support and participate in broader Arts co-curricular activities, such as Art Exhibitions, theatrical productions, and international music festivals (e.g., SAAC Music Festivals, AMIS).

• School Events & Travel: Commit to chaperoning learning experiences that require overseas and/or overnight excursions (e.g., CWW program, ISTA festivals, SAAC and AMIS Festivals). Chaperone and participate in evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").

Qualification, Experience & Skills,

Required Qualifications and Experience

• Certification: Valid teaching license or teaching certification (or equivalent) in Music Education.

• Education: Bachelor’s Degree in Music Education, Instrumental/Vocal Performance, or a closely related field.

• Experience: Minimum two years of full-time music teaching experience at the secondary level, with proven experience conducting/directing band, choir, and strings.

Desired Skills and Expertise

• Knowledge of music theory and history, and different instrumental performance skills in order to teach a Multi-Instrumental & Vocal Pedagogy: Demonstrated competency in instrumental woodwind, brass, percussion, and string techniques, as well as vocal health and ensemble rehearsal strategies.

• Conducting Skills: Strong conducting technique for band, orchestral, and choral ensembles across varying difficulty levels.

• Differentiated Instruction: Proven ability to teach mixed-ability classes and differentiate instruction for novice to advanced musicians simultaneously.

• IB Music Alignment: Ability to contribute to the curricular goals of the FDR DP Music program.

• Event & Concert Management: Strong organizational and logistical skills required to manage concerts, stage setups, sound/equipment logistics, and instrument maintenance.

• Assessment & Technology: Experience in standards-based grading, music technology applications (e.g., notation software, digital audio workstations), and using assessment to drive student growth.

Dispositions and Personal Attributes

• Collaboration: Cooperative and collaborative, establishing effective working relationships with staff, students, and parents.

• Growth Mindset: Seeks continuous improvement, openly accepts and considers different perspectives, and is committed to reflection.

• Initiative: Demonstrates initiative and the ability to multi-task, illustrating strong organizational and time-management skills.

• Problem-Solving: Maintains a solution-based approach to problem-solving and manages change effectively.

• Climate: Contributes positively to a vibrant and inclusive school climate.

• Enthusiasm: Truly enjoys working with High School aged students.

• Communication: Effective communicator, in English, both in written and oral form.