Music Teacher K-8 Job Description

LLCA music teachers should demonstrate the qualities expected of teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities, professional relationships, family involvement, and school community. The music teacher reports to and is evaluated by the school director or designee following the NCEES guidelines. Here is a description of the qualities that successful LLCA music teachers embody. 

Curriculum: 

• demonstrate a strong understanding of the basic content of LLCA’s music curriculum as outlined in the Core Knowledge Sequence, NC state standards, and NC high school graduation standards
• understand and implement a discipline-based music education 
• possess a basic understanding of music education and able to transfer this knowledge to students
• develop cross-curricular units and projects with team teachers and integrate music into the general curriculum
• use technology and multimedia tools to enhance and enrich the curriculum; to include remote instruction as needed

Instruction: 

• differentiate instruction to accommodate the needs of the student populations represented in each classroom, including ESL, special education, and gifted
• establish, nurture, and manage student-directed classrooms in which students are working both independently and in groups, conversing, and using materials
• develop and use rubrics for instruction as well as assessment
• use technology tools for instruction, planning, and communication
• eagerly learn new uses and applications of technology tools, including remote instruction

Assessment: 

• invest considerable time and thought in writing individual, detailed Individual Instructional Plans (IIP) about each student, documenting successes, progress, and goals
• establish, involve, and assist students in the development, maintenance, and evaluation of portfolios for visual arts
• develop and use rubrics for evaluating student products (objective vs subjective)
• communicate with students assessments of student progress

Classroom Management: 

• create and manage a responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential
• handle discipline issues within the classroom and ensure that discipline does not interfere with the learning environment

Professional Responsibilities: 

• write a professional development plan that will guide the NCEES evaluation 
• solicit constructive feedback from teachers and administration who are observing instruction
• support the professional development plans of colleagues
• collaborate and work with other fine arts teachers to produce school-wide family and community events (musicals, recitals, theater) 
• perform other duties as assigned by the school director or direct supervisor

Professional Relationships: 

• work with colleagues to plan, problem-solve, and support one another daily
• understand the school’s design of local governance and actively participate in team, academy, and school activities and committees
• openly and eagerly share expertise at the team, school, and project levels

Family Involvement: 

• develop family-school relationships that foster the academic and social development of the child 
• invite parent/guardians to be partners in their child’s education
• encourage parents to participate in the daily life of the school and reach out to families in their homes through home visits, telephone contacts, and email

School Community: 

• plan and organize school and community music events, such as choral productions and music recitals
• plan and organize events that contribute to the development of the entire fine arts program
• create a sense of community and belonging for the students in their school
• establish connections and relationships among their students and the larger community that support the academic and social development of the student and contribute to the achievement of overall school goals 

Requirements:

• certified in music education or proper professional and academic preparation obtained from a well-designed teacher preparation program with methodology courses in music.
• deep knowledge of the teaching of music.
• strong cultural awareness and knowledge of music throughout history