Role: EY/ES General Music Teacher  & Secondary Piano Ensemble Teacher

Group: Faculty

Reports to: Elementary Principal, Secondary Principal, and Head of Visual and Performing Arts

Direct reports: None

Position Summary:

The Academia Cotopaxi General Music & Piano Ensemble Teacher provides music instruction from Early Years through Secondary, with clearly defined areas of responsibility across the divisions. From 1-year-olds through Grade 5, the teacher is responsible for teaching General Music, providing developmentally appropriate, student-centered, and inquiry-based musical experiences that build foundational musicianship, creativity, confidence, and a lifelong appreciation for music.

Within the Primary Years Programe (PYP), the teacher collaborates with classroom and grade-level teams to integrate music into the transdisciplinary learning process. Music is used as a vehicle for students to explore concepts, communicate ideas, make connections, express understanding, and engage with different cultures and perspectives.

In Secondary, the teacher's sole instructional focus is Piano Ensemble. The teacher develops and leads Piano Ensemble classes at various levels, allowing students to progress according to their musical experience, technical ability, and level of independence. Instruction focuses on developing individual piano skills while emphasizing ensemble musicianship, including listening, rhythm, timing, music literacy, balance, collaboration, musical interpretation, responsibility, and performance.

The teacher also plays an important role in the musical life of the school, supporting and coordinating performances, concerts, assemblies, celebrations, showcases, and other music-related events throughout the year. The teacher collaborates with the Visual and Performing Arts Department to create meaningful opportunities for students to share their learning and contribute to the wider school community.

1. Curriculum Planning & Instruction

General Music – Early Years through Grade 5

• Design and implement developmentally appropriate, student-centered, and inquiry-based General Music experiences for students from 1-year-olds through Grade 5.

• Develop foundational musical skills through singing, rhythm, movement, listening, musical games, exploration, improvisation, composition, performance, and instrumental experiences.

• In Early Years, create joyful and engaging music experiences that support students' physical, cognitive, social-emotional, language, and creative development.

• Progressively develop students' understanding of pitch, rhythm, dynamics, tempo, musical vocabulary & literacy, notation, listening, performance, and ensemble skills.

• In Primary, intentionally connect music learning to the PYP Programme of Inquiry, collaborating with classroom and grade-level teams to identify meaningful opportunities for music to support transdisciplinary learning.

• Use music to support the development of the PYP Learner Profile, Approaches to Learning, and key concepts.

• Collaborate with classroom teachers to integrate songs, movement, compositions, performances, and other musical experiences into units of inquiry.

• Help students make connections between music and other disciplines, cultures, histories, languages, and real-world contexts.

• Provide opportunities for students to create, perform, respond to, and reflect on music.

• Differentiate General Music instruction to meet students' varied developmental levels, learning needs, interests, and abilities.

• Introduce students to a diverse range of musical styles, traditions, cultures, and perspectives.

Piano Ensemble - Secondary

• Teach Piano Ensemble exclusively in Secondary, with no General Music teaching responsibility in the Secondary division.

• Develop and lead Piano Ensemble classes at various levels, providing an appropriate progression for beginning, developing, and more advanced piano students.

• Assess students' musical and technical abilities and place students in appropriate ensemble levels.

• Develop students' individual piano technique, musical literacy, sight-reading, rhythm, listening, interpretation, and performance skills.

• Teach students to listen and respond to other musicians, maintain tempo, balance musical parts, communicate within an ensemble, and contribute responsibly to collective music-making.

• Select and adapt repertoire appropriate to each ensemble's level and developmental needs.

• Develop students' ability to perform collaboratively while maintaining individual musical responsibility.

• Encourage students to develop their own musical voice while understanding the importance of ensemble membership and shared musical goals.

• Provide opportunities for students to rehearse, perform, reflect, and develop increasing independence as musicians.

• Prepare Piano Ensemble students for performances and school events throughout the year.

• Use technology and other appropriate resources to support piano learning, rehearsal, composition, and performance.

2. Assessment, Observation & Documentation

• Engages in ongoing formative and summative assessment practices to monitor student growth in General Music (aligned to PYP structures) and Piano Ensemble.

• Assess students' musical knowledge, skills, creativity, performance, and ability to apply musical understanding.

• In Piano Ensemble, assess both individual development and students' ability to contribute effectively to an ensemble.

• Use observations, rehearsals, performances, student reflection, musical products, and other evidence of learning to document student progress.

• Provide timely and meaningful feedback that supports student reflection, growth, and increasing musical independence.

• Maintains clear, accessible records and produces meaningful reports for families and school leaders.

• Help students establish personal musical goals and reflect on their progress as musicians and ensemble members.

3. Social-Emotional Development

• Builds a safe, inclusive studio culture that encourages bold experimentation, safe risk-taking, resilience, and constructive feedback.

• Fosters social and emotional competencies—collaboration, empathy, self-management, and communication—through studio routines and collaborative design challenges.

• Uses culturally responsive practices to honour diverse identities and encourage authentic student voice.

4. Learning Environment & Classroom Management

• Establish clear routines and expectations that support active, safe, and purposeful music-making.

• Maintain well-organized General Music and Piano Ensemble learning environments.

• Teach students to properly care for and use pianos, instruments, technology, and other musical equipment.

• Establish effective systems that allow Piano Ensemble students to work independently while maintaining a productive ensemble environment.

• Create learning environments that encourage curiosity, creativity, collaboration, and student agency.

• Ensure that classroom and rehearsal spaces are safe and appropriate for students of all ages.

• Model professionalism, enthusiasm, musicality, and respect in all interactions with students.

5. Family Partnership & Communication

• Communicate regularly and professionally with families regarding student learning, progress, performances, and opportunities for musical engagement.

• Provide timely information regarding concerts, performances, rehearsals, and other music-related events.

• Communicate clearly with families regarding expectations for Piano Ensemble participation, practice, performance preparation, and student responsibility.

• Celebrate student achievements and communicate student growth in meaningful ways.

• Maintain positive and collaborative relationships with families and the wider school community.

• Leverages music engagements, performances, and collaborative events to bring families and the broader school community together.

• Values family culture and community contributions to enrich curriculum units and school-wide artistic initiatives.

6. Time and Professional Commitment

• Full-time teachers work, generally, from 7:45–4:00 daily.

• Expected to offer a minimum of one extended learning activity (or equivalent) over the course of one of the two annual extended learning sessions.

• Expected to participate in occasional Saturday, weekday afternoon, and evening school events—particularly concerts, community showcases, and PYPx—as directed by the divisional principal or Head of Visual Arts.

• Fulfill all responsibilities associated with the school calendar, including faculty meetings, professional development, collaborative planning, rehearsals, performances, and school events.

• Recognize that performances, rehearsals, and music events may occasionally require responsibilities outside of regular instructional hours.

• Participate actively in grade-level, divisional, and departmental collaboration.

• Dedicate appropriate time to planning General Music and Piano Ensemble instruction, assessment, rehearsal, performance preparation, and event coordination.

• Maintain organized systems for music, Piano Ensemble repertoire, instruments, performance materials, and event planning.

• Contribute to the broader life of the school beyond assigned classroom responsibilities.

7. Professionalism & Ethical Practice

• Upholds professional and ethical standards consistent with IB and school policies.

• Acts as an advocate for the arts and design as critical, inquiry-led disciplines within the PYP framework.

• Engage in ongoing professional learning related to music education, piano pedagogy, ensemble instruction, inquiry-based learning, PYP practices, and transdisciplinary teaching.

• Communicates clearly and respectfully with colleagues, families, and students; listens actively and contributes constructively to team planning and reflection.

• Shares resources, seeks and gives feedback, and supports colleagues’ professional growth.

• Manages time effectively to meet planning, assessment, and reporting deadlines while prioritizing student learning.

• Uses preparation and collaboration time efficiently to design engaging, differentiated, and transdisciplinary learning experiences.

• Keeps classroom routines, resources, and schedules well organized and adjusts plans flexibly in response to student needs or unforeseen circumstances.

• Demonstrates proactive problem‑solving and a solutions‑focused approach to challenges.

8. Skills, Qualifications, and Experience

• Fluent English communication; bilingual proficiency (English/Spanish) is an advantage.

• Bachelor’s degree (BA/BS) or Master’s degree (MA/MS) in Music Education, Music, Piano Performance, Performing Arts or a related field.

• Teaching certification/licensure for primary/elementary grade levels or K–12 Music.

• Minimum three years teaching experience in Early Years, Primary and/or Secondary settings.

• Demonstrated experience with the IB PYP framework, and transdisciplinary unit planning.

• Demonstrated ability to develop and lead Piano Ensemble classes at multiple levels.

• Strong skills in piano performance, accompaniment, rehearsal direction, and ensemble development.

• Experience planning and coordinating student performances, concerts, assemblies, and/or school-wide events.

• Ability to collaborate effectively with classroom teachers and specialist teachers to develop authentic transdisciplinary learning experiences.

• Strong organizational, communication, and interpersonal skills.

• Experience supporting diverse learners (Learning Support, English Language Learners, Advanced Learners) through differentiated music practices.

• Commitment to creating inclusive, culturally responsive, and student-centered music learning experiences.

• International teaching experience in an IB school environment is highly preferred.

Attributes:

Collaborative, reflective, internationally minded, emotionally intelligent, creative, flexible, and professional.

Note: Position responsibilities and duties may be adjusted based on the needs of the school. Teacher placement within the division will be determined by the Elementary and Secondary Principal and Head of the Visual and Performing Arts.