Music Teacher; General Music - Whitcomb Middle School

Position: Music Teacher (General Music) - Whitcomb Middle School
Title of Position:

Music Teacher (General Music)

[Appointment is contingent upon 2026-27 budget approval.]

Location:

1LT Charles W. Whitcomb School (Middle School)

Effective Date of Employment:

2026-27 School Year

Start Date:

August 31, 2026

Salary:

Placement on the Teacher's Salary Scale according to education and experience.

Organizational Relationship or Line of Authority:

Directly responsible to the Principal in matters related to the building. Jointly responsible to the Principal and the Assistant Superintendent for Teaching and Learning.

Statement of Duties:

Responsible for instructional and general duties indicated by the Principal, directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee.

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning.

Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Performance Responsibilities:

* Teaches music classes.

* Promotes school music, music activities (both curricular and extracurricular) for students, staff, and parents.

* Meets and instructs assigned classes in the locations and at the times designated.

* Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

* Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.

* Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.

* Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.

* Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning.

* Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.

* Defines high expectations for the quality of student work and the perseverance and effort required to produce it.

* Uses instructional practices that are likely to motivate and engage most students during the lesson.

* Develops and maintains an environment conducive to effective learning within the limits of the resources provided by the district.

* Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.

* Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.

* Encourages students to set and maintain standards of classroom behavior.

* Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

* Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.

* Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.

* Works to establish and maintain open lines of communication with students and their parents.

* Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.

* Employs two-way communication with families about student performance and learning and responds promptly and respectfully to…