MUSIC TEACHER

Purpose:

The Music Teacher instructs and encourages all students to develop lifelong habits of musical literacy including singing, performing, playing, and appreciating. The Music Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential.

Reports to: Principal or Assistant Principal

Nature & Scope:

The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff, and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people.

Essential Job Functions:

Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission.
Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20.
Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills.
Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community.
Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards.
Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students.
Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning.
Develops teaching points based on students’ learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s).
Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making).
Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking.
Engages students with strategies, capitalizing and building upon students’ academic background, life experiences, culture, and language, and which support rigorous and culturally relevant learning.
Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning.
Models discipline-specific habits of thinking and ways of communicating.
Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking.
Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy.
Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time.
Utilizes instructional approaches that intentionally support the instructional purposes.
Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge.
Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs.
Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners.
Empowers students to assess their own learning in relation to the learning target.
Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning.
Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.)
Provides students with timely and relevant verbal and written feedback.
Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic).
Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school.
Ensures assessment criteria, methods, and purposes are transparent and match the learning target.
Modifies the general education curriculum for students with disabilities in accordance with the student's IEP, using a variety of instructional techniques and technologies.
Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data.
Creates a physical arrangement that is conducive to learning and to student assessment.
Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students).
Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence.
Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence.
Maximizes classroom time in the service of learning.
Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students’ intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident.
Encourages risk-taking, collaboration and respect for thinking.
Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract.
Exercises mature, professional judgment when acting in the absence of a covering guideline or policy.
Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English.
Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures.
Essential Job Functions Specific to Music Education:
Plans a balanced music program, and organizes class time so that preparation, rehearsal and instruction can be accomplished within the allotted time.
Monitors, coaches, and instructs students in appropriate posture, breathing, and other physical attributes of singing and/or playing instruments.
Models expected musical skills and behaviors for students.
Selects and utilizes high quality repertoire from a variety of cultures, styles, and historical periods.
Oversees the use, maintenance, storage, and development of the musical instrument inventory, music library, and other school-owned music equipment.
Plans and directs students in performances for the school and community.
Makes minor adjustments to musical instruments, and requests repairs as necessary.

The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload.

Required Qualifications:

Current TSPC Licensure with endorsement/authorization in Music.
Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s).

Working Conditions:

The Music Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases.

The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Music Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents.

Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time.

Work Year: 181 days in 2017-18; 184 days effective 2018-19 academic year.

Bargaining Unit: BEA FLSA Status: Exempt Date Approved:

Date Revised: May 22, 2017

The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information or disability in any educational programs, activities or employment.

Benefits

We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include:

Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave.
Health and Welfare: Comprehensive medical, dental, and vision benefits.
Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more.
Retirement: PERS Retirement System. 403(b) and 457(b) options.
Life Insurance.
Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences.
Professional Development: Time for attendance job-related professional development.
Mentor Programs: Experienced mentors for new administrators.
Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends.

Rules and considerations vary depending on the employee's contract.

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