Instrumental Teacher

Waltham Public Schools•Waltham, MA

1d•Hybrid

About The Position

Waltham Public Schools is seeking a full-time Music Therapy / General Music / Beginning Instrumental Music Teacher to join the Fine and Performing Arts Department. This position serves students across multiple settings and grade levels, with music therapy services provided within special education programs at the elementary, middle, and high school levels. The position also includes general music and beginning instrumental music instruction at the middle school level. The successful candidate will be a skilled, student-centered educator and music therapist who can design and deliver developmentally appropriate, inclusive, and engaging music experiences for a wide range of learners. This role requires strong collaboration with special education teams, classroom teachers, related service providers, families, school administrators, and Fine and Performing Arts colleagues. The ideal candidate understands music as both an instructional and therapeutic tool and is committed to supporting student communication, regulation, social-emotional development, self-expression, creativity, access, and belonging.

Requirements

Bachelor’s degree from an accredited college or university in Music Therapy, Music Education, or a closely related field.
Degree, coursework, clinical training, or professional preparation in Music Therapy.
Eligibility for or possession of appropriate Massachusetts Department of Elementary and Secondary Education licensure for the assigned music teaching responsibilities.
Demonstrated knowledge of music therapy practices, special education settings, and inclusive instructional approaches.
Demonstrated ability to provide effective music instruction to students with diverse learning profiles.
Strong musicianship and ability to support general music and beginning instrumental instruction.
Ability to communicate clearly and effectively with students, families, colleagues, service providers, and administrators.

Nice To Haves

Experience providing music therapy services in public school settings.
Music Therapist–Board Certified (MT-BC) credential
Experience working with students with disabilities across elementary, middle, and high school levels.
Experience supporting IEP-aligned services, documentation, and team collaboration.
Experience teaching middle school general music and/or beginning instrumental music.
Experience with adaptive music instruction, assistive technology, and accessible music-making tools.
Ability to play and teach multiple instruments at a beginning level.
Experience collaborating with special education teams and related service providers.

Responsibilities

Provide music therapy services to students in special education programs at the elementary, middle, and high school levels.
Design and implement music therapy experiences aligned with student needs, IEP goals, and team recommendations.
Collaborate with special education teachers, related service providers, counselors, behavior specialists, and administrators to support student growth.
Use music-based interventions to support communication, social interaction, emotional regulation, motor development, self-expression, engagement, and access to learning.
Maintain appropriate documentation of student participation, progress, and service delivery when applicable.
Participate in IEP/team meetings as needed.
Adapt instruction, materials, instruments, and activities to meet the needs of students with disabilities.
Support inclusive and affirming learning environments that honor students’ identities, strengths, communication styles, and access needs.
Teach middle school general music classes using developmentally appropriate, standards-based instruction.
Design lessons that support musical creativity, performance, listening, composition, improvisation, reflection, and cultural understanding.
Align instruction to the Massachusetts Arts Curriculum Framework and district Fine and Performing Arts expectations.
Create engaging learning experiences that reflect diverse musical traditions, artists, cultures, and student interests.
Use varied assessment strategies to monitor student understanding and musical growth.
Support beginning instrumental music at the middle school level.
Support students in developing foundational instrumental technique, music literacy, ensemble skills, practice habits, and performance readiness.
Provide differentiated instruction for students with varying levels of prior experience.
Support recruitment, retention, and access for students beginning instrumental music.
Collaborate with other instrumental and music staff to support a coherent district music pathway.
Provides safe, inclusive, and supportive music learning environments.
Uses effective and varied instructional and therapeutic strategies.
Plans and delivers lessons and sessions aligned to student needs, IEP goals when applicable, curriculum standards, and departmental expectations.
Maintains organized instructional spaces, materials, instruments, and adaptive resources.
Uses educational and therapeutic materials appropriately.
Demonstrates strong knowledge of music, music education, and music therapy practices.
Maintains professional responsibilities, including planning, documentation, communication, and attendance.
Builds positive relationships with students across elementary, middle, and high school settings.
Supports students with varied communication, developmental, social-emotional, physical, behavioral, and learning needs.
Provides opportunities for students to develop musical skills, confidence, self-expression, and connection.
Promotes student agency, creativity, belonging, and participation.
Supports students in developing self-regulation, collaboration, listening, and performance skills.
Responds to student needs with flexibility, professionalism, and care.
Collaborates with special education teams, related service providers, general education teachers, music colleagues, administrators, and families.
Participates in team meetings and IEP-related discussions as appropriate.
Communicates clearly and professionally about student progress, programming, and needs.
Works with Fine and Performing Arts colleagues to support coherent music pathways and student access.
Supports a positive school and department culture.
Adheres to the academic, ethical, and professional standards of the field.
Maintains confidentiality and uses student information only for professional purposes.
Demonstrates equity, cultural responsiveness, and respect for all learners.
Accepts feedback and applies suggestions for improvement.
Participates in professional development, including district and department initiatives.
Complies with district procedures, school expectations, and School Committee policies.