Music Teacher (Middle School)

TEP is deeply committed to music instruction, as evidenced by the fact that TEP students learn music every day, across every grade level. As one of the three pillars of our program (Academics, Arts, and Athletics), TEP treats Music as a full-fledged academic subject, and not as an elective meant to supplement.  

TEP middle school students study general music in 5th grade; this includes singing instruction, basic instrumental instruction, rhythm and musical notation, and music history. Students in 6th, 7th, and 8th grades specialize in one of the following tracks: chorus, band, or modern ensembles. Students in each track spend their daily music period engaging in formal voice or instrumental instruction and practicing in their ensemble, while also continuing to develop their music literacy skills. TEP’s gold-rated music program emphasizes performance through regular ensemble concerts for the TEP community.

• Deeply aligned to TEP’s mission of providing a world-class education to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners)
• Classroom experience: Minimum of 3 years of lead teaching experience, at least 2 of which must have been in classrooms that support Special Education students in 4th through 9th grade classrooms in a public charter school, traditional public school, or private school setting
• Demonstrated ability to design and implement a comprehensive and engaging music education curriculum aligned with state standards
• Specialized knowledge of brass instruments is strongly preferred
• Passion for music education, student development, and preparing students for music performance and competitions
• Knowledge of music theory and music history, and ability to incorporate both into lesson plans and instruction
• Experience working with musical instruments in a structured music department or school music program
• Effective classroom management, organization skills, and communication skills
• Certification requirements: Music Teachers do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective Music Teachers that do not yet have New York State teaching certification must identify and present a pathway to obtain New York State teaching certification on their application

If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP's Senior Leaders. Learn more about the teacher application process and what it's like to teach at TEP. 

TEP is designed and structured around the belief that great teachers are the key to achieving educational success for students. As such, we require applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each applicant include:

• Resume: Applicants must submit an up-to-date resume
• Cover Letter: Applicants must submit a well-written cover letter highlighting their specific interest in joining the TEP community
• Submission of Teaching and Learning: Applicants must submit a portfolio of student work, assessment data for a class of students, or an original curricular tool that they have personally developed

The requirements for the Submission of Teaching and Learning are specified in detail below:

SUBMISSION OF TEACHING AND LEARNING: Submit one of the following three options:

Option A: Portfolio of Student Work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.

Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments.  The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.

Option C: Original Curricular Tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students' learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc.  The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom. There is no minimum or maximum length for the narrative.