Middle and Upper School Music Teacher

We are seeking a vibrant music educator who embodies this vision — one who knows their craft deeply, is passionate about the arts, and centers young adolescents while designing learning that is rigorous, experiential, and deeply human. Reporting to the Head of Middle & Upper School, this role calls for a talented and experienced teacher who can facilitate innovative and student-centered music learning and actively support our dynamic and collaborative Performing Arts program. A strong candidate will have experience with music learning and composition in varied genres, including pop and rock. But the strongest candidate will have the mind, heart, and approach of an artistic generalist with music as their specialization. Experiences with musical theatre, choreography, and/or dance are helpful strengths as well.At Barrie, our teachers serve as learning guides; at a most fundamental level, they have A Different Vision of Rigor: At Barrie, rigor isn’t just about mastering difficult or test-centered content—it’s about learning to ask rich questions that fuel wonder, stretch thinking, deepen understanding, and inspire students to do something with what they’ve learned. We believe that to be truly rigorous, the work that learners do must allow them to engage with complexity, play with possibilities, take intellectual and creative risks, and turn critical thought into thoughtful action. Students should not simply study issues—they should build toward solutions, create work that matters, and take steps toward change in ways that feel personally meaningful and globally relevant. The Spirit of a Mentor: Guides understand that students can shape their own learning pathways—balancing deep experience in areas of interest with wide perspectives across others. Guides build in time to think, reflect, make goals, and grow self-awareness. Students learn their strengths, practice advocating for themselves and others, and build the confidence to adapt when things don’t go as planned. Guides frame even missteps as successes that foster learning and growth. The Heart of a Generalist: While they will teach subject-specific courses, guides are energized by teaching across disciplines, helping students make sense of the world as a connected whole rather than a collection of separate subjects. They design hands-on, collaborative, real-world learning experiences that spark insight by crossing boundaries—where science connects to story, math meets making, art informs solutions, and big questions lead to meaningful ideas. The Desire to be a Mixed-Grade, Mixed-Level, Interdisciplinary Facilitator: Guides are especially at home working with mixed-grade, mixed-level cohorts in which students learn with and from one another. They intentionally structure learning environments so collaboration builds smart thinking, growth, empathy, and strong community.Core Responsibilities & CompetenciesTeach a full load of mixed-grade, mixed-skill music and performing arts electives, including but not limited toMiddle School MusicUpper School BandVocal TechniqueMusical Theatre ShowcaseSupport students as they showcase talents in all Arts events.Serve as a timely and fully present daily collaborator in designing, staging, and rehearsing annual shows both after school and during the school day (Fall Play, Arts Night, Spring Musical, and other events)Support student sound and technical apprentices Serve as advisor to a small cohort of students, facilitating reflection, goal-setting, belonging, and strong family partnershipDesign and facilitate electives and interdisciplinary offerings as appropriateDesign inquiry-driven learning experiences that extend beyond traditional disciplinary boundariesDifferentiate instruction within heterogeneous classrooms Assess student growth through competency-based frameworksCommunicate feedback clearly and proactivelyLead and/or support Experiential Education programs, including immersive week-long intensives that may require overnight travelCollaborate with the Student Support Team to ensure all learners are supported academically and sociallyParticipate fully in staff meetings, curriculum development, professional development, and divisional design initiativesPotentially teach within the Global Impact Diploma framework and mentor long-term impact or capstone projectsAttend required evening and weekend events that strengthen community and program coherencePerform shared community responsibilities (e.g., chaperoning, substitute coverage, car circle) that sustain divisional healthCommunicate thoughtfully and effectively with families to build and maintain strong partnershipsActively cultivate an intentionally inclusive community grounded in cross-cultural competency and culturally responsive and sustaining practices Position RequirementsA bachelor’s degree in music or a related field At least 2-3 years of teaching experience with Middle and Upper School students.Strong content knowledge in your discipline and flexibility to support learning in other disciplinesDemonstrated ability to design and facilitate human-centered interdisciplinary and experiential learning experiencesStrong classroom management and scaffolding skillsComfort teaching in mixed-grade, mixed-readiness environmentsCommitment to competency-based growth and authentic assessment in the artsSkill in building relational trust with adolescents and familiesCollaborative mindset and willingness to engage in iterative program designFlexibility and reflective growth practicesA belief in the power of restorative practicesStrong interpersonal, relationship-building, and organizational skills Sought but not required: Experience with dance, choreography, and/or technical theatre design/direction The Ideal CandidateUnderstands the developmental arc of adolescence and young adulthood Can move fluidly between conceptual teaching and targeted skill supportBelieves structure and autonomy are complementary forces in learner growthThrives in collaborative, design-oriented professional culturesCommunicates with clarity, warmth, and professionalismApproaches curriculum design and school change with flexibility, creativity, optimism, and reflective practice