Position Purpose

Leads the Fourth-Twelfth Grade Band ensembles and provides support to woodwind, brass, and percussion players.  In addition, teaches Fourth Grade General Music courses. Provides a spirit of inquiry, innovation, and a passion for learning in all areas of music study.

Essential Functions

• Directs the Upper School Jazz Ensemble and differentiates learning for students with advanced, intermediate, and developing skills.
• Conducts group rehearsals and instructs and coaches members on their individual parts.
• Initiates, facilitates, and moderates classroom activities.
• Plans daily classroom work based on curriculum requirements.
• Maintains student attendance records, and grades.
• Maintains contact with students and parents with regular communication and regularly scheduled evaluations.
• Attends weekly grade-level team meetings, faculty meetings, department and program meetings.
• Performs additional faculty duties as assigned, such as substitute teaching, lunch and snack duties, and recess monitoring, as required.
• Advises approximately eight students, providing academic and emotional support to students.
• Communicates regularly with parents and guardians of advisees.
• Teaches advisory curriculum related to identity, diversity, and inclusion.
• Lunch/recess supervision

Qualifications

• A minimum of two years of personal conducting experience in secondary school, college or a community jazz setting or other relevant experience.
• Bachelor’s degree (BA or BM) or postgraduate work in music or music education.
• Demonstrated skills as a musician and teacher.
• Flexibility and creativity in crafting appropriate challenges for a range of abilities within each ensemble and in the general music classroom.
• Experience with upkeep of instruments.
• Excellent verbal and written communication skills.
• Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
• Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.

Physical Requirements and Work Environment

• Be able to occasionally lift up to 30 lbs. 
• Be able to move around all school environments.
• Regularly use close and distant vision.

About Springside Chestnut Hill Academy

Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education. Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth. Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives. SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond. Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.

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Connections working at Springside Chestnut Hill Academy