Music Therapist - Carter School SY25-26

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 well 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 upcomingschool 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:

1. 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.

1. 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 childs IEP.
• Music Therapists will provide services in accordance with the IEP. Provide individual and/or group counseling which may include IEP and nonIEP 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 prereferral Team Meetings Student Support Team activities and will provide professional development to schoolbased staff as requested.
• Music Therapists will consult with other Related Services providers teachers and parents to provide effective services in a variety of settings.

1. 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 Bachelors or Masters 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 communitybased agencies. Model and promote authentic relationshipbuilding 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 selfawareness.
• 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 assetbased 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 systemwide caseload of one music therapist to thirtytwo 32 assigned students. The maximum individual caseload shall not exceed forty 40.

Service Delivery Options

Music therapy is a wellestablished researchbased 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 carryover into the classroom

Direct Individual Services a related service to individuals or small groups working on music therapyspecific IEP goals and objectives; Consultation with the regular/special educator to establish music therapy interventions to support the student in the classroom and monitor carryover 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 selfexpression and collaborative work skills including songwriting instrument playing and music technology
• After School programs

Key Goals Include:

• Communication Skills Increase verbal communication enhance nonverbal 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 selfregulation 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 problemsolving 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:
• SelfEsteem and Confidence Build selfesteem promote selfexpression 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 (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 biasbased intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.