Music Teacher (Elementary School)

About the Role (Responsibilities)

Applicants will be eligible for Early Childhood Music Teacher roles (Kindergarten, 1st Grade) and Elementary School Music Teacher roles (2nd Grade to 4th Grade).

TEP is deeply committed to music instruction, as evidenced by the fact that TEP students learn music every day, across every grade level. As one of the three pillars of our program (Academics, Arts, and Athletics), TEP treats Music as a full-fledged academic subject, and not as an elective meant to supplement. You will collaborate with other grade-level teachers to integrate music education into the broader educational experience.

TEP\'s Elementary School Music Teacher will be a grade-level music teacher, leading daily 45-minute music periods to each of the Kindergarten, 1st, 2nd, 3rd, or 4th grade classes. This is an amazing opportunity to introduce TEP\'s youngest students to the joys of singing, playing instruments, and music-making.

Join us in creating a harmonious learning environment where music is celebrated and cherished as a fundamental element of our educational program.

Early Childhood teachers\' classroom experience is filled with vibrant and colorful spaces that reflect the learning that takes place in each class. In Kindergarten and 1st grade, music teachers will help students develop foundational musical skills and a lifelong love of music.

Elementary School teachers will work in a learning environment carefully crafted to instill a love of learning for 2nd, 3rd, and 4th graders. Our unique classroom setting in the heart of Washington Heights provides a perfect music classroom environment for young learners. In addition, our campus includes significant outside spaces for our budding performers.

About You (Qualifications)

• Deeply aligned to TEP's mission of providing a world-class education to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners)
• Classroom experience : Minimum of 2 years of lead music teaching experience in grade levels K-4 in a public charter school, traditional public school, or private school setting
• The ability to develop and implement specialized music curriculum and teaching methods to each individual student\'s needs and learning style to ensure student progress.
• Outstanding verbal ability and strong communication skills
• Certification requirements : Teachers do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective teachers that do not yet have New York State teaching certification must identify and present a pathway to obtain New York State teaching certification on their application.
• Education requirements : TEP adheres to the educational requirements outlined within the individual pathways to NYS teaching certification (see above), and does not require any additional degree programs.

Why TEP (Benefits)

At TEP, growth isn\'t just for our students—continued growth is also a central priority for our teachers. That\'s why we\'re redefining the teacher experience, offering a rewarding career that includes an annual salary that matches TEP\'s high expectations.

Join us for an VIRTUAL info session!

If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP\'s Senior Leaders. Learn more about the teacher application process and what it\'s like to teach at TEP.

Please RSVP here!

Application Process

TEP is designed and structured around the belief that great teachers are the key to achieving educational success for students. As such, we require applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each applicant include :

The requirements for the Instructional Video and the Submission of Teaching and Learning components are specified in detail below.

INSTRUCTIONAL VIDEO

Please submit an unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable.

If you do not have a video with students in the classroom you may still submit a video of yourself teaching. Get creative! You may include a video of you teaching (a) a lesson with / for no students, (b) a lesson of you teaching family members, (c) or a lesson for students virtually. We're excited to see your creativity.

The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.

SUBMISSION OF TEACHING AND LEARNING

Submit one of the following three options :

Option A : Portfolio of Student Work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.

Option B : Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments. The assessment data can be provided in any form that you choose (official documents with students' last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.

Option C : Original Curricular Tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students\' learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc. The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom. There is no minimum or maximum length for the narrative.

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