Website The Gardner School of Arts and Sciences

The Gardner School is seeking a dynamic, experienced, highly skilled classroom teacher to
join our community as the school’s next Music Teacher. This is an exciting opportunity to
collaborate with school leadership and faculty on growing and developing Gardner School’s
program and advancing the school’s impact in the SW Washington and Portland metro area.
We are looking for a compelling classroom teacher who is committed to progressive
education, inspired to innovate, and able to add value to our outstanding school. The
position covers preschool through 6th grade music instruction, with a possibility of
focusing on younger or older students for part time instruction. For candidates working
with the Early Childhood position, current DCYF certification is required.
The Music Teacher would create an environment where young students grow in their
understanding and communication of music. A candidate would need to create a rich,
thematics-based curriculum that supports creativity and performance, while also
supporting the needs of diverse learners. The Music Teacher would work closely with home
room teachers to collaboratively plan curriculum and events.
In addition to the qualifications listed below, the ideal Music Teacher candidate will be
highly effective in using progressive educational strategies such as inquiry-, project-, and
place-based, interdisciplinary, and experiential learning. Confidence using multiple
intelligence concepts and vocabulary is preferred. The ideal teacher can differentiate and
individualize instruction in ways that maximize student engagement and achievement. This
teacher can expertly guide students through long-range thematic learning experiences and
culminating projects and presentations. This teacher also will provide an engaging,
stimulating, and unique experience for students, inspiring them to high levels of curiosity
and critical reasoning.
● Teach classes as assigned, providing effective and professional classroom
instruction, assessment, and management;
● Design and implement curriculum and instruction consistent with Gardner’s
mission, values, and pedagogy;
● Collaborate with colleagues on curriculum development and on enhancing
instructional practices and strategies;
● Establish effective communications and relationships with students and parents;
● Help to maintain school policies, regulations, and expectations;
● Develop and maintain professional, collaborative, and collegial relationships with
faculty and staff, as well as with community partners to the benefit of students and
our program;
● Support the work of the Head of School and administrative/leadership team;
● Exhibit a growth mindset about teaching practices and work toward professional
goals and development;
● Participate in non-classroom activities, including community events, curriculum
nights, field trips, and student trips;
● Provide effective supervision of students to promote a safe and healthy
environment and school experience;
● Timely and professional completion of required reports and forms;
● Represent the school at community or public events;
● Fulfill other responsibilities as assigned respective to faculty member’s status as a
Gardner community member;
● Earned Bachelor’s Degree or higher in education or a related field from an
accredited institution; advanced degree in education or related field preferred;
● Ability to teach Early Childhood preferred, DCYF licensing can be supported by
the school;
● Demonstrated success working with and supporting the multiple intelligences;
● Demonstrated success in creative and experiential curriculum development;
● Excellent verbal, written, and digital communication skills; ability to effectively
communicate and work with administrators, faculty, staff, parents, and students;
● Proficiency with computers, Google Drive, and word processing, database, and
other classroom technologies;
● Demonstrated ability to create an effective learning environment and interact
effectively with people from different cultures and experiences;
● An awareness about learning differences and how they can expand teaching
practices and student success;
● An ability to learn from and build on varying cultural and community norms of
students and their families;

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