Music Teacher, Elementary

Santa Barbara USD•Santa Barbara, CA

2d•Onsite

About The Position

To teach Elementary Music to students K-6. This role involves serving as a teacher for an educational program that addresses the unique needs of a diverse student population, maintaining a classroom environment focused on academic, behavioral, and social-emotional well-being, and implementing practices that ensure equitable outcomes for all students. The position requires managing and organizing the classroom with a focus on equity, accountability, a student-centered approach, and a positive culture and climate. The teacher will engage in professional learning to enhance student achievement, particularly for diverse student populations, and ensure classroom resources are utilized to meet the needs of vulnerable learners. A commitment to carrying out school goals and objectives to prioritize all learners is essential.

Requirements

Possession of a valid California Music credential and a Bilingual Cross-Cultural Language and Academic Development (CLAD or BCLAD) credential, English Learner authorization, or equivalent.
If not fully credentialed, the candidate must be willing to enroll in a credential program and have at least 18 semester units in the subject area to qualify for a short-term staff permit, or must be enrolled in a credential program and be eligible for an internship credential.
A strong background of successful teaching experience.
Knowledge of the importance of equity, cultural proficiency, cultural awareness, implicit bias, and an anti-racist agenda.
Knowledge of two-way communication methods that enhance the school experience for families, students, and employees.
Knowledge of transformational systems leadership approach.
Knowledge of data analysis and data-driven decision making.
Knowledge of procedures, methods, and techniques of organization, management, and supervision of a school.
Knowledge of leadership strategies that will result in transformational change and equitable outcomes for all students.
Knowledge of curriculum, assessment, and evaluation techniques to ensure program and personnel effectiveness with all types of students.
Ability to implement an equity agenda that ensures that the entire school program is centered around the acceptance and achievement of all students.
Ability to implement and expect that communication strategies are inclusive of all stakeholders.
Ability to shape the culture and climate of the school so that the school is the center of the community and serves the needs of all families.
Ability to establish accountability measures that ensure that every staff member is focused on equal educational opportunities for all students and families, particularly those socio-economically disadvantaged, and our culturally, ethnically, racially, and linguistically diverse students and families.
Ability to apply effective student-family, family-teacher, and family-school counseling skills that focus on anti-bias and cultural awareness precepts.
Ability to make effective decisions that result in equitable outcomes for students while remaining open-minded, fair, and firm.
Speak and hear.
Use close vision, color vision, peripheral vision, and depth perception, along with the ability to focus vision.
Communicate effectively in English, using proper grammar and vocabulary.
Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls.

Nice To Haves

Successful school leadership or teacher leadership experiences beyond the classroom are highly desirable.
Desire for second language proficiency in Spanish or another language to match community needs.
Bilingual Spanish-speaking and writing skills preferred.

Responsibilities

Serve as a teacher for the educational program that delivers on the unique needs of a socio-economically, culturally, ethnically, racially, and linguistically diverse student population.
Maintain a classroom environment that focuses on academic, behavioral, and social-emotional well-being prevention and implements practices that ensure equitable outcomes for all students.
Manage and organize the classroom with a focus on equity, accountability, student-centered approach, and a positive culture and climate.
Implement classroom practices that ensure equitable outcomes for all students.
Engage in professional learning that enhances the achievement of all students, particularly socio-economically, culturally, ethnically, racially, and linguistically diverse student populations.
Ensure that classroom resources are utilized in a way that addresses the needs of our most vulnerable learners.
Commit to carrying out school goals and objectives so that all learners are prioritized.
Abide by the California Education Code, the Administrative Code of California, and the policies and regulations of the Santa Barbara Unified School District.
Implement with fidelity the instructional program to meet the needs of a socio-economically, culturally, ethnically, racially, and linguistically diverse student population.
Implement classroom instruction and student supports based on student achievement data.
Review the results of assessments and implement interventions to ensure that all students meet grade-level proficiencies.
Support the achievement of all students, in particular, with a heightened level of focus on socio-economically, culturally, ethnically, racially, and linguistically diverse student populations.
Carry out the school’s program expectations to meet the needs of all segments of the community.
Provide opportunities for students to see their own background and experiences through the curriculum.
Be aware and responsive to the individual needs of each student and family.
Communicating important classroom information to all students and families in the classes.
Establish and maintain high expectations for achievement and implement systematic supports using the Multi-Tiered System of Support (MTSS) so all students can achieve standards.
Participate in family engagement programs.
Carry out the school’s student behavior policies and procedures with an emphasis on addressing the disproportionality of the system’s impact on specific student groups (i.e., students of color, students with disabilities, socio-economically disadvantaged).
Assume responsibility before, during, and after school hours for the health, safety, and welfare of students.
Maintain the classroom as a safe space for students.
Perform other duties as assigned.