Primary Music Teacher K-3 (Maternity Leave - March 1, 2020 to February 26, 2021)
Date: November 2019
Department: Junior School
Reports to: Junior School Principal
Interfaces with: Students, teachers, and the entire school community
Located in Vancouver, BC, the School is home to 535 students and a faculty and staff of over 85 teachers and support staff. Our graduates attend the top post-secondary schools in Canada, the U.S. and abroad. Stratford Hall was the first IB continuum school in BC and has a rich tradition of educational excellence in the Primary Years, Middle Years and Diploma Programmes.
Position Rationale and Key Responsibilities:
The primary music program is based on the Orff-Schulwerk Methodology and invites students to explore their creativity through composition as well as learning musical foundations. Students create music using their voices, instruments, body percussion and movement. Musical exploration occurs through different units which also connect to the Units of Inquiry. There are two concert seasons per school year, a winter concert and a year-end concert. The primary music teacher produces two concerts each season: a K-2 concert on their own and a 3-5 concert in collaboration with the Grade 4-5 music teacher. There are also other performance opportunities for students during weekly assemblies to showcase student learning, as well as extra-curricular Grade 2-5 choir in collaboration with other teachers.
• Experience with the Orff-Schulwerk Methodology
• Experience with seasonal concerts
• Experience teaching K-3 students
Qualifications should include:
● Eligibility for BC teacher certification prior to starting in role;
For the position, the ideal candidate will have:
● Experience in the position being applied for, preferably in an IB/inquiry-based school setting; and
● A professional commitment to becoming an outstanding teacher.
Department: Assignment varies by position and can be by division (Junior or Senior School), programme (PYP, MYP and DP), grade level or whole school (K-12) depending on the nature of the role.
Key Responsibility – Facilitate High Quality Learning for All Students
In support and facilitation of each student reaching their utmost potential in terms of their character development, academic progress and attainment, our Evidence of Learning documents define our beliefs and expectations for high-quality learning practice and the professional conduct that supports that pursuit.
We use the following domains as a common K-12 framework to guide our constant improvement through self-reflection, peer observation, individual goal setting, informal and formal observations. The domains include the following components, each of which is further detailed in the Faculty Growth and Supervision Handbook:
● Domain 1: Planning and Preparation
o 1a: Demonstrating Knowledge of Content and Pedagogy
o 1b: Demonstrating Knowledge of Students
o 1c: Setting Instructional Outcomes
o 1d: Demonstrating Knowledge of Resources
o 1e: Designing Coherent Instruction
o 1f: Designing Student Assessments
● Domain 2: The Classroom Environment
o 2a: Creating an environment of respect and rapport
o 2b: Establishing a culture for learning
o 2c: Managing classroom procedures
o 2d: Managing student behavior
o 2e: Organizing physical space
● Domain 3: Facilitating Learning
o 3a: Communication for learning
o 3b: Questioning, prompts and discussion to promote thinking
o 3c: Student engagement for learning
o 3d: Assessment and feedback for learning
o 3e: Flexibility and responsiveness
● Domain 4: Professional Responsibilities
o 4a: Reflecting on Teaching
o 4b: Maintaining Accurate Records
o 4c: Communicating with Families
o 4d: Participating in a Professional Community
o 4e: Growing and Developing Professionally
o 4f: Showing Professionalism
Additional Key Responsibilities:
● Model and encourage a culture of kindness in support of the IB Learner Profile;
● Foster the attributes of a Stratford Hall graduate in all students so that they can:
o Be successful at their post-secondary endeavors;
o Be principled in their work and personal lives;
o Be curious and continue to learn throughout their lives.
o Engage in local and global issues, for the betterment of all;
o Demonstrate balance in their lives.
● Know, understand and act upon the following:
o Key terms and conditions within their contract;
o Any and all documents pertaining to learning and teaching, including BC Ministry of Education curriculum and relevant IB documentation, course guides, etc. prior to starting in role; and
o Any and all faculty and family handbooks that outline school policies and practices with particular attention to health, safety and child protection.
● Be a good role model with regard to attendance, punctuality, presentation, personal and professional conduct and attire, in all contexts whether online or offline;
● Uphold the professional role they have in the wider community and the importance of always acting as an ambassador for Stratford Hall;
● Take responsibility for their own professional development and keep up to date with research and development in pedagogy and in the grades/subjects they teach;
● Act upon their professional responsibilities in relation to school policies and practices, including those concerned with homeroom/advisory/pastoral care, as well as matters that include anti-bullying, anti-substance abuse, and firm academic integrity standards;
● Liaise effectively and positively with parents and other caregivers as well as with agencies responsible for students’ education and welfare;
● Participate in administrative and organizational tasks related to the professional duties of a teacher including:
o Maintain accurate and up-to-date records of progress and attainment for each student in line with divisional expectations;
o Contribute to the development and maintenance of up-to-date curriculum documentation in line with divisional expectations;
o Manage and supervise other personnel who also support student learning as assigned; and
o Assist in the budgeting, ordering and allocation of equipment and materials annually.
● Attend and contribute to assemblies, events and meetings, some of which may occur outside of regular school hours, including but not limited to a weekly after school divisional or program meeting, welcome events, assessment day(s), etc.;
● Develop leadership within themselves and others;
● Accept, assume and seek responsibility;
● Willingly expend effort and energy beyond the regular day, including contribution to the co-curricular program, so that the collective load is shared amongst faculty and staff; and
● Attend staff meetings and serve on committees as required.
Professional Development and Appraisal:
The Stratford Hall Teacher Growth and Supervision Handbook outlines the processes by which we seek to ensure that high quality teaching and learning occurs daily, while concurrently promoting professional development. Our program merges these purposes into one system that helps achieve accountability, while also promoting continuous teacher growth. To that end, Stratford Hall has:
● a clear definition of what teaching is through our Evidence of Learning rubric (the “what”);
● instruments and procedures that provide evidence of learning and teaching (the “how”);
● trained Senior Leaders who make consistent evaluations based on evidence and observation;
● a process for teachers to understand the expected criteria;
● a process for identifying professional development needs and goals;
● a process for making final judgments regarding contract renewals; and
● a process for inducting new faculty
All interested applicants should forward a resume, attention Junior School Principal to email@example.com