Part-Time Music (Band) Teacher

Pine-Richland School District
Position Description

Position Title: Part-Time Music (Band) Teacher
Location/Department: Eden Hall Upper Elementary School
Reports To: Building Principal
Salary: Pine-Richland School District considers both level of education as well as teaching experience in determining starting salaries.
The District is currently negotiating a new collective bargaining agreement. For the 2025-2-26 school year, the starting annual
salary for a part-time teacher will be at least $30,478.50.

SUMMARY
Responsible for providing and supplementing instruction in advanced reading and math for high ability students. Duties also include providing consultation and peer coaching to fellow staff members. Work schedules vary dependent upon building schedule and student needs. Work may be performed after school hours, as necessary.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Additional duties may be assigned.

• Plan and implement a program of enrichment studies based on the curriculum guide.
• Assess, evaluate and timely report student academic progress.
• Teach Board-approved curriculum and participate in regular curriculum review and mapping processes.
• Meet and instruct assigned students in the locations and at the times designated.
• Create an environment that is conducive to learning and appropriate to the maturity and interest of the students.
• Encourage students to set and maintain standards of appropriate school behavior.
• Guide the learning process toward the achievement of curriculum, program and GIEP goals and — in harmony with the goals — establish clear objectives for all lessons, units, and projects and communicate these objectives to students.
• Maintain accurate, complete and correct records, as required by law, Board policy and school administrative requirements.
• Work cooperatively with fellow staff and classroom students to achieve educational goals of enrichment program and GEIPs, where applicable.
• Attend meetings with students, parents and/or other professionals, as needed, to discuss individual student progress and needs.
• Develop and provide building and district-level in-service and professional development programs for staff relating to reading and math enrichment activities.
• Collaborate with building administration and staff to build a caring and supportive climate within the school.
• Participate in Instructional Support Teams, Crisis Intervention Teams, gifted education GIEP Teams, and GATE screening, including attendance at respective team meetings.
• Communicate enrichment program and objectives to school staff, parents, and community members.
• Maintain knowledge of current research and best-practices in the field of gifted and enrichment education, including compliance with all applicable professional development requirements and participation in in-service and staff development activities.
• Participate in building-level orientation activities.
• Serve as a member of department/building teams, as needed.
• Maintain effective working relationship with professional and administrative staff, students, parents and community groups.
• Maintain accurate and complete records, as required by law, and ensure that all activities comply with applicable federal, state and local laws, rules and regulations, as well as all Board policies and guidelines and all administrative requirements.
• Regular and timely attendance.
• Other duties as assigned by the Administration.

Marginal Job Duties: Participate in extra-curricular activities in the school community with students.

SUPERVISORY RESPONSIBILITIES
Supervises students, in accordance with the Discipline Code. May also coordinate the work of instructional assistants and para-educators. Take all reasonable precautions to protect students, district equipment, materials and facilities.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND EXPERIENCE
Bachelors’ or advanced degree from an accredited institution; experience working with gifted and other high ability students. Demonstrated high academic achievement – minimum 3.0 on a 4 pt. scale.

CERTIFICATES, LICENSES, REGISTRATIONS
Valid Pennsylvania Instructional Level I or II Music K-12 certification required

CONFIDENTIALITY
Respects and maintains the confidentiality of student records, personal communication and family background at all time.

LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

COMPUTER SKILLS
Ability to use and provide instruction in a PC or Mac environment, while assisting students.

MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES
Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of and in compliance with all district requirements and school district policies.

PHYSICAL DEMANDS the physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During a typical workday, teachers are required to stand approximately 30-35% of the day on flat surfaces. Periods of continual standing can be up to 30 minutes at one time, but are at the teacher’s discretion. Teachers may change position as desired. While standing, teachers write on the chalk/marker board or instruct students from a central location in the classroom. Standing is performed intermittently with sitting and walking. Teachers walk about the classroom while instructing and throughout the school day.

Lifting/carrying requirements are minimal. Teachers are required to lift books and classroom supplies weighing less than 10-15 lbs.; heavier objects weighing up to 25 lbs. (AV or computer equipment) on a rare basis. Carts are available to transport heavier items. Pushing/pulling – Teachers are required to push/pull file cabinets or desk drawers. Climbing/balancing – No significant amount of climbing or balancing is expected. Stooping, kneeling, bending at waist/knees – not significant; however, teachers may stoop or kneel (such as at a student’s desk) while engaged in special projects. Reaching – Teachers may reach on frequent basis while performing typical job functions, primarily between the knee and shoulder levels.

Dexterity – Fine manipulation is a requirement of this position while operating a computer. Teachers must also demonstrate legible handwriting, which can be understood by students and adults. Specific vision abilities required include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. The employee is directly responsible for safety and well being of students in their charge. The noise level in the work environment is moderate to loud.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.