Job Information
Boston Public Schools Music Therapist - [Carter School] (SY25-26) in Boston, Massachusetts
Job Details
Job ID: 5049368
Job Description
Music Therapist
Reports To : School Leader
Who We Are
At our school, we proudly support students with diverse abilities, including those facing cognitive challenges, physical disabilities, and complex medical needs. Our innovative Transdisciplinary Model fosters collaboration among teachers and therapists, ensuring a holistic learning experience with the priority of increasing each students ability to communicate through Augmentative and Alternative Communication (AAC). Our vibrant community celebrates a rich tapestry of cultures and backgrounds. Excitingly, in 2025, we’ll be moving to a beautiful new building featuring a therapeutic pool, sensory garden, rooftop classroom, and specialized spaces designed just for our students. We warmly invite you to join us at The Carter for the upcoming 2025-2026 school year!
Position Overview:
To provide services to students with disabilities that will allow them to access the BPS curriculum and to participate in both school and community life to the greatest extent possible. This is an exciting opportunity for Music Therapists who desire to serve where their efforts matter and work in close collaboration with an interdisciplinary team. In BPS, the staff and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a Music Therapist.
Responsibilities:
Evaluation:
Music Therapists will assess students referred for evaluation using appropriate testing instruments.
Music Therapists will write reports that reflect the results of standardized tests and observations that contain information helpful and understandable to all involved parties and that contain clear recommendations.
Evaluations will be performed within timelines established in state and federal regulations.
Music Therapy Services:
Therapy and consultation services will be provided to students based on the individual needs of each student and in compliance with each child's IEP.
Music Therapists will provide services in accordance with the IEP. Provide individual and/or group counseling which may include IEP and non-IEP services. As needed/ if applicable, serve as a member of the IEP/504 Team for assigned students.
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
Music Therapists will participate in pre-referral, Team Meetings, Student Support Team activities and will provide professional development to school-based staff as requested.
Music Therapists will consult with other Related Services providers, teachers, and parents to provide effective services in a variety of settings.
General Responsibilities:
Music Therapists are to comply with state regulations and are responsible for renewing their certifications and licenses.
Music Therapists are expected to develop, update, and adhere to both a daily and weekly schedule.
Music Therapists are expected to comply with BPS rules, policies, and procedures as well as those of their assigned school(s) and Unified Student Services.
Music Therapists are expected to maintain records of prior planning of lessons and to keep therapy notes for each child and therapy session and to maintain accurate records of student attendance
Qualifications - Required:
Education: Hold a Bachelor’s or Master’s Degree in Creative Arts Therapy, Music Therapy, or a related field from an accredited college or university
Meet all state and federal guidelines to be fully certified
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Strong interpersonal skills to work with students, parents, and community-based agencies. Model and promote authentic relationship-building and collaboration with students, families, school community, and partnering agencies.
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression
Demonstrates a deep sense of cultural humility and self-awareness.
Commitment to working with parents and students as partners in education.
Must hold the belief that all students can learn and deserve opportunities to achieve the greatness within them.
Respect for all children and their families through an asset-based lens.
Willingness to serve as an advocate for all children.
Qualifications - Preferred:
Experience working in a public school setting with urban youth.
Identify as a lifelong learner and reflective practitioner.
Programming
BTU Caseload recommendation
Music Therapists shall have a maximum average annual system-wide caseload of one music therapist to thirty-two (32) assigned students. The maximum individual caseload shall not exceed forty (40).
Service Delivery Options
Music therapy is a well-established, research-based profession in which music is used in the accomplishment of therapeutic and educational goals. Music therapy helps to improve cognitive, social, physical, psychological, and/or communication functioning. Music Therapy Services in school settings are available on a continuum of service delivery models.
? Direct Group Program Services - a programmatic enhancement model for special education classes; Consultation may be included with the regular/special educator to develop strategies for carry-over into the classroom
? Direct Individual Services - a related service to individuals or small groups working on music therapy-specific IEP goals and objectives; Consultation with the regular/special educator to establish music therapy interventions to support the student in the classroom and monitor carry-over of skills learned in Individual Direct Music Therapy Sessions
? Consultation - with the regular/special educator to determine music therapy interventions for the classroom or for specific individuals not receiving music therapy as a related services on their IEP
? Professional development for special educators, music educators, and related service providers including occupational therapists, physical therapists, speech and language pathologists, and school psychologists on the uses of music therapy interventions and strategies
` Sample of educational services provided:
Preventative and Promotive Music Therapy Groups for programs designed for students with intellectual impairments, autism spectrum disorders, social and emotional needs
Integrated classroom support
Flexible groups for alternative programs
Flexible individual services for special needs schools
Direct services as specified on Individualized Education Plans
Consult to teacher services providing suggestions, feedback and music strategies to be used throughout the educational environment
Elective programs and series
Thematic programs to support self-expression and collaborative work skills including songwriting, instrument playing, and music technology
After School programs
Key Goals Include:
Communication Skills - Increase verbal communication, enhance non-verbal communication, improve receptive language, increase expressive language
Social Skills- Encourage social interaction, promote cooperative behaviors, enhance emotional awareness, increase group participation
Emotional Regulation- Promote emotional expression, enhance self-regulation skills, reduce stress and anxiety, build resilience: Use music to help students work through difficult emotions or situations and develop coping strategies.
Cognitive Development- Improve attention and focus, enhance memory, develop sequencing skills, promote problem-solving and creativity
Motor Skills Development- Improve fine motor skills, enhance gross motor skills, promote physical endurance and strength, refine motor control and timing.
Sensory Integration- Improve sensory processing, enhance auditory discrimination, support multisensory experiences
Academic Skills Support- Reinforce academic concepts, develop rhythm and timing for tasks, increase motivation for learning:
Self-Esteem and Confidence- Build self-esteem, promote self-expression, foster a sense of accomplishment
Behavioral Management- Decrease challenging behaviors, encourage positive behaviors, increase impulse control
Speech and Language Skills (Specifically for Nonverbal or Minimally Verbal Students)- Encourage vocalization, develop speech clarity and articulation, support language comprehension
Terms: BTU Group 1
Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.
Position Type: Full-time
Positions Available: 1