MPLS
Teacher, Music Therapy - (2025 - 2026) (.3 FTE)
The Music Therapy Specialist Position will develop and implement music therapy programming to ensure student progress toward team-identified individual strengths, needs and goals of students. Create an educational program and a classroom environment that is identity affirming, is favorable to learning and growth, and is based on a commitment that all children can learn utilizing music-based interventions. Essential duties and responsibilities may include, but are not limited to, the following: Create music based lessons and learning environments that are safe, respectful, and interesting as well as identity affirming. Assess students' developmental, cognitive, and social needs and provide developmentally appropriate instruction to meet those needs. With appropriate team members, identify individualized instructional priorities in indicated domains, including the general academic curriculum, functional academic skills, communication and social skills, social and behavioral development, recreation and leisure skills, functional and community living skills and pre-vocational/vocational skills. Collaborate with peers to develop, plan, and implement best practices based on the needs/abilities of the students. In collaboration with specialist teachers (as appropriate), adapt and/or modify curricula and instruction drawn from the general academic curriculum. Regularly assess student learning by using multiple forms of assessment and data collection procedures. (e.g. percent correct, event recording, interval recording, latency measures, prompt recording, or other objective data.) Implement Behavior Intervention Plans representing best practice. This includes assessment of motivations for challenging behavior, utilization of proactive behavior management techniques, and application of state-regulated procedures in strict accordance with statutes and district directives. Maintain professional relationships with all stakeholders, including parents, colleagues, supervisors, special education assistants, and other district employees. Facilitate positive interactions between students and teacher, student and peers and student and other adults. Participate in ongoing and regular staff, team, and individual professional development. Participate in site-based management and shared decision making. Minimum qualifications: Music Therapy Degree from an accredited university. Board certification in music therapy (MT-BC). Prefer successful experience interning or working in an urban, multicultural education setting. Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development. Salary: 39 week
Teacher Salary Schedule, MFT local 59 Physical demands and working environment: Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree. This position may require frequent driving and transitioning between school buildings. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.
The Music Therapy Specialist Position will develop and implement music therapy programming to ensure student progress toward team-identified individual strengths, needs and goals of students. Create an educational program and a classroom environment that is identity affirming, is favorable to learning and growth, and is based on a commitment that all children can learn utilizing music-based interventions. Essential duties and responsibilities may include, but are not limited to, the following: Create music based lessons and learning environments that are safe, respectful, and interesting as well as identity affirming. Assess students' developmental, cognitive, and social needs and provide developmentally appropriate instruction to meet those needs. With appropriate team members, identify individualized instructional priorities in indicated domains, including the general academic curriculum, functional academic skills, communication and social skills, social and behavioral development, recreation and leisure skills, functional and community living skills and pre-vocational/vocational skills. Collaborate with peers to develop, plan, and implement best practices based on the needs/abilities of the students. In collaboration with specialist teachers (as appropriate), adapt and/or modify curricula and instruction drawn from the general academic curriculum. Regularly assess student learning by using multiple forms of assessment and data collection procedures. (e.g. percent correct, event recording, interval recording, latency measures, prompt recording, or other objective data.) Implement Behavior Intervention Plans representing best practice. This includes assessment of motivations for challenging behavior, utilization of proactive behavior management techniques, and application of state-regulated procedures in strict accordance with statutes and district directives. Maintain professional relationships with all stakeholders, including parents, colleagues, supervisors, special education assistants, and other district employees. Facilitate positive interactions between students and teacher, student and peers and student and other adults. Participate in ongoing and regular staff, team, and individual professional development. Participate in site-based management and shared decision making. Minimum qualifications: Music Therapy Degree from an accredited university. Board certification in music therapy (MT-BC). Prefer successful experience interning or working in an urban, multicultural education setting. Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development. Salary: 39 week
Teacher Salary Schedule, MFT local 59 Physical demands and working environment: Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree. This position may require frequent driving and transitioning between school buildings. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.