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Teacher, Music (Music Therapy) - Lake Harriet Upper (2017-2018)
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

Below is specific information for you to consider about this position.

Job Title: Teacher, Music (Music Therapy) - Lake Harriet Upper (2017-2018) and Requisition ID number: 50043

Close Date: No established closing date; open until filled

Organizational Unit: Lake Harriet Upper (Fulton) (10000047)

Site: Lake Harriet Upper (Fulton) (0121)

FTE: 0.5 FTE; this is based on full-time equivalency with 1.0 being full time

Union: Teachers(04)

Functional Area: Teaching

Resume and Cover Letter are mandatory to apply for any position.


FUNCTION: Work as a member of the Special Education Department and teams to meet the needs of staff and to foster quality instruction for students with disabilities. Will develop and implement music therapy programming to ensure student progress toward team-identified individual needs and goals of students.

QUALIFICATIONS: Education, Training, and Experience Guidelines

  • Valid MN licensure music education, Music Therapy Degree from an accredited university.
  • Board certification in music therapy (MT-BC)
  • Prefer successful 3 - 5 years’ experience in an urban, multicultural educational setting.


Essential duties and responsibilities may include, but are not limited to, the following:

  • Develop a clear program vision, philosophy and procedures in collaboration with special education administration
  • Demonstrate experience in program design, orchestrating required services and resources to provide quality programming for students with disabilities
  • Ability to work with site-based staff to ensure that only students with the greatest need are being referred and have the documentation to show it
  • Ability to plan, provide and evaluate effective professional development for small and large groups of teachers, administrators and other district staff
  • Identify strengths and areas for improvement in service delivery and plan staff development accordingly
  • Meet regularly, a minimum of monthly, with DCD and/or ASD program site staff as directed by Directors of Special Education Programs
  • Assist teams in the development of data collection systems, weekly progress monitoring
  • Provide consultation, mentoring, training and coaching to teachers and educational staff
  • Work to infuse best practice in instruction, problem solving/intervention
  • Excellent interpersonal skills, particularly collaboration, consultation, coaching, problem-solving, and conflict resolution
  • Maintain confidentiality of student and work-related issues, records and MPS information
  • Assure that appropriate services are provided to students in compliance with Federal, state and local laws and MPS regulations and policies
  • Use student performance data, progress monitoring and classroom observations to guide interventions and services
  • Regularly assess student learning by using multiple forms of assessment and data collection procedures.
  • Maintain professional relationships with all stakeholders, including parents, colleagues, supervisors, special education assistants, and other district employees
  • Create music based lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.
  • Participate in ongoing and regular staff, team and individual professional development
  • Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.
  • Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective.

Physical Requirements/Working Conditions:

School environment; may involve lifting up to 40 pounds; and the ability to sit, walk, and/or stand for extended periods of time, both indoors and outdoors.

Salary: .5, 39 week – Teacher Salary Schedule, MFT local 59


Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.


Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date] | Lake Harriet Upper (Fulton) (10000047) | Lake Harriet Upper (Fulton) (0121) | Teaching

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.