Role: EY/ES General Music Teacher  & Secondary Choir 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 & Choir 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, self-expression, 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 primary instructional focus is Choir Ensemble. The teacher develops and leads Choir Ensemble classes at various levels, allowing students to progress according to their vocal experience, musical knowledge, technical ability, and level of independence. Instruction focuses on healthy vocal technique, musical literacy, ensemble singing, listening, blend, balance, harmony, interpretation, collaboration, 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 closely 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.

Choir Ensemble - Secondary

• Teach Choir Ensemble in Secondary, with a specific focus on developing students as individual vocalists and collaborative ensemble musicians.

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

• Assess students' vocal and musical abilities and place students in appropriate ensemble levels when applicable.

• Develop healthy and age-appropriate vocal technique, including breath support, posture, vocal production, diction, articulation, resonance, and vocal care.

• Develop students' aural skills, pitch accuracy, rhythm, musical literacy, sight-singing, and harmonic understanding.

• Teach students to listen critically and respond to other singers, maintain their vocal part, blend with the ensemble, balance voices, and contribute responsibly to collective music-making. Develop students' ability to perform collaboratively while maintaining individual musical responsibility.

• Develop students' understanding of melody, harmony, rhythm, form, dynamics, articulation, phrasing, and musical interpretation.

• Select diverse and developmentally appropriate choral repertoire that reflects a range of cultures, musical traditions, languages, styles, and perspectives.

• Provide repertoire that challenges students appropriately while allowing them to experience success and musical growth.

• Encourage students to develop confidence, personal expression, and their own musical voice within the context of an ensemble.

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

• Prepare Choir Ensemble students for concerts, assemblies, showcases, festivals, and other performances throughout the year.

• Collaborate with accompanists and other musicians as appropriate for rehearsals and performances.

• Use technology and other appropriate resources to support vocal 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 Choir Ensemble.

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

• In Choir 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 honor 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 Choir Ensemble learning environments.

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

• Establish effective rehearsal systems that allow Choir 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.

• Establish healthy vocal practices and teach students appropriate care of their voices.

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 Choir 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.

• Plan and coordinate age-appropriate concerts, assemblies, celebrations, showcases, and other school-wide musical experiences.

• Provide opportunities for General Music and Choir Ensemble students to share their learning through authentic performances.

• Coordinate repertoire, rehearsals, student participation, performance logistics, and necessary resources in collaboration with relevant stakeholders.

• Lead Choir Ensemble rehearsals and prepare students for performances both within and, when appropriate, outside of the school community.

• Coordinate with accompanists, instrumentalists, technical staff, and other performers as needed.

• Collaborate with Drama, Dance, Visual Arts, and other departments on interdisciplinary performances and school-wide events.

• Use performances as opportunities for students to demonstrate, celebrate, and reflect on their learning.

• Contribute to school spirit, community identity, and shared culture through music.

• 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 Choir Ensemble instruction, assessment, rehearsal, performance preparation, and event coordination.

• Maintain organized systems for music, Choir 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, vocal pedagogy, choral conducting, 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, Vocal Performance, Choral Conducting, Performing Arts, Education, 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 Choir Ensemble classes at multiple levels.

• Strong skills in Choir 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.