Upper School Vocal Music Teacher

Job Description

Job Description

Position: Upper School Vocal Music Teacher
Department: Upper School –Music
Location: Kellner Performing Arts Center, Milton Academy Campus, Milton, MA
Hours: Full-time with the flexibility to work nights and weekends
FLSA: Exempt
Classification: Faculty (Academic Year)

Salary Range: For the 2026-27 academic year, faculty salaries range from $50,000 to $120,000 annually. Placement within this range is determined by years of experience. In alignment with Milton Academy’s faculty salary scale, which is designed to ensure equitable pay progression.

Housing Stipend: Faculty members who reside off-campus will also receive an annual stipend of $13,000 in addition to the base salary listed above.

Milton Academy is an independent college preparatory K–12 school, boarding and day in grades 9–12, located just outside of Boston.

Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care.

In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.”

Summary of Position:

Milton Academy seeks a passionate, collaborative, and dynamic vocal music teacher to teach and supervise Upper School vocal courses and co-curricular programming. The successful candidate will bring deep knowledge of vocal pedagogy, ensemble leadership, and student recruitment, as well as a commitment to inclusive and diverse repertoire. Primary responsibilities include leading Glee Club (Class IV Chorus) and the Chamber Chorus (Chamber Singers), supporting various a cappella ensembles, and serving as the music director for the Performing Arts Department’s annual main stage musical production. The role will also teach across a variety of general music courses (depending on experience and program needs), collaborate on theatrical productions, and be the primary driver of shaping the future of the school’s vocal and general music curriculum. The ideal candidate will also have capacity to support instrumental ensembles and collaborate with the jazz and orchestral programs.

Other faculty member responsibilities at Milton Academy encompass advising, community, and residential life activities, among others. Please see the full job description for more information.

The school seeks candidates who could contribute to the broader student experience, from co-curricular to athletic to residential life programming.

Essential Functions and Responsibilities

Teaching and Curriculum

• Recruit, direct, and musically lead Upper School vocal ensembles, including Glee Club (Class IV Chorus), Chamber Chorus (Chamber Singers), and a cappella ensembles.
• Teach a combination of Upper School music courses based on departmental needs and candidate expertise, which may include: Class IV General Music, Class IV Jazz, Orchestra, Music Theory, Music History, and/or other electives.
• Serve as Music Director for the Upper School Musical and collaborate closely with Performing Arts colleagues on auditions, rehearsal process, pit/ensemble coordination, and production week.
• Support an Advanced Theatre course in collaboration with the Performing Arts department (e.g., vocal coaching, rehearsal support, musical preparation, or interdisciplinary units).
• Guide and mentor students involved in Class IV Follies (9th grade musical), supporting musical preparation and student leadership development.
• Serve on the Senior Project Committee and mentor students pursuing music-related senior projects as needed.
• Envision and design engaging, inclusive vocal programs that celebrate diverse musical styles, traditions, and composers, and that foster student belonging and connection.
• Incorporate contemporary tools such as digital recording, notation software, and music technology to support learning, rehearsal, composition/arranging, and performance preparation.
• Foster student leadership opportunities within ensembles (e.g., section leaders, student conductors, arrangers, student-led a cappella leadership).
• Collaborate with colleagues in the Performing Arts to plan interdisciplinary performances and projects, including concerts, chapel events, community performances, and school-wide arts initiatives.
• Collaborate with Middle School and Lower School music teachers as needed to support continuity across divisions and strengthen the K–12 performing arts program.
• Create a student-centered learning atmosphere that fosters musicianship, vocal technique, ensemble awareness, creative expression, and reflective listening, and a positive classroom environment that encourages student participation and discussion.
• Adapt teaching methods to accommodate diverse learning styles and abilities.
• Stay informed about the latest developments in vocal pedagogy, choral conducting, repertoire, and music education, and incorporate these into the program.
• Learn about diversity, equity, and inclusion in education; incorporate related principles when designing curriculum, teaching, and engaging with students.
• Actively support students, providing mentorship and academic guidance.
• Assess and evaluate student performance through assignments, projects, performances, and other appropriate measures.
• Generate timely and comprehensive comments for each student, providing a well-rounded perspective on their academic performance.
• Communicate effectively with students, parents, and colleagues regarding academic progress.

Advising

• Serve as an advisor to a group of up to nine students, engaging in advisor meetings each week.
• Connect, support, communicate, encourage, and celebrate each advisee.
• Facilitate students' social-emotional learning and growth in alignment with all school programming through small group meetings.
• Build deep relationships with each advisee and assist them in navigating challenges they may encounter.
• Form relationships with and act as a liaison between the school and advisee families; serve as the first point of contact between the school and families.
• Read and be familiar with all relevant materials, most importantly the Student Handbook and the sections of the US Faculty Handbook on academic regulations and diploma requirements.
• Be informed about course offerings for the following year and help each advisee select programs that are challenging and appropriate, as well as areas of special interest.
• Review each advisee’s grades and comments.
• Craft formal advisor reports for each advisee two times per year, offering overarching perspectives on their progress, and acknowledging a broader view of their academic and community achievements at Milton.
• Should an advisee need additional support in a particular area, be in steady contact with the advisee’s teachers, administrators, and/or other committees as needed.
• Attend all upper school student required weekly assemblies, programming, and special events (e.g., community service day, pep rallies).
• Attend class trips, retreats, and social events arranged by the director of student activities or the class dean.

Community

• Be a visible, accessible presence around campus.
• Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for.
• Share in the enforcement of our expectations for students.
• Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, coaching an athletic team, leading an intramural sport, or acting as an affinity group advisor.
• Complete all chaperone and/or supervisory duty, as assigned; lead and facilitate weekend programming/activities and supervise recreational activities both on and off campus.

Residential Life (if residing in on-campus housing)

• Act as a mentor and role model in all areas of the residential program, demonstrating a commitment to the success of each student, especially in the areas of social and emotional development.
• Contribute to creating a positive community culture within the dorms that ensures students are heard, seen, valued, and cared for.
• Be on duty as a dorm parent in a residential dorm once a week and on rotational weekends and ensure that all responsibilities and rules outlined in the faculty handbook around dorm supervision are adhered to.
• Facilitate and oversee programming when on duty and supervise recreational activities as assigned.
• Communicate regularly with other house staff as an opportunity to check in about the students in the dorm.
• Attend at least two dinners per week with the dorm community.

Other Professional Expectations and Responsibilities

• Work cooperatively with students, parents, peers, administration, and community members.
• Act in a manner that is respectful, generous toward others, supportive of colleagues, and based in a belief in the competence and good intentions of all members of the community.
• Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents.
• Create and maintain classroom and campus environments that are open and flexible, reflecting the school’s values related to diversity, equity, and belonging.
• Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school’s growth statements.
• Exhibit skills in collaborative problem-solving, critical thinking, and teamwork.
• Meet deadlines.
• Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required.
• Prepare for and participate in opening of school programming, family visit days, graduation, and all other key student/family moments that are part of the school calendar.
• Complete school-required training.
• Abide by the school’s policies and procedures as outlined in the provided handbooks.
• Communicate with the appropriate supervisor when unable to meet any professional obligation.

Supervision to be received: Supervised by the Music Department Chair.

Supervision to be exercised: None.

Education/Certification/Licensure

• Required: Bachelor’s degree in music, vocal conducting, music education
• Preferred: Master’s degree in music, vocal conducting, music education

Experience

• Required: Minimum of three years of proven experience teaching and recruiting students in vocal ensembles and/or classroom music at the middle and/or high school level
• Preferred: Experience working in an independent boarding/day school; experience with musical theater production; experience playing one or more instruments

Competencies

• Demonstrated excellence in vocal conducting, vocal pedagogy, and performance preparation
• Ability to recruit, build, and sustain inclusive vocal ensembles and student musical communities
• Commitment to inclusive teaching practices and culturally responsive repertoire selection
• Keyboard proficiency and rehearsal piano skills preferred; additional instrumental skills a plus
• Familiarity with musical theater production and interdisciplinary collaboration
• Excellent verbal and written communication skills
• Demonstrated computer expertise, including proficiency in Google Workspace, digital audio workstations (Ableton Live, Pro Tools, Garageband, etc.) and music notation software (Dorico, Sibelius, MuseScore, etc.)
• Ability to work collaboratively with internal and external constituencies
• Understanding of confidentiality and related issues
• Receptive to supervision and professional development
• Desire to be a part of a dynamic educational community

Physical Abilities

Required:

• Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements.
• Must be able to teach in a classroom setting and use relevant instructional technology.
• Must be able to move around the Milton Academy campus without restriction.
• Must be able to lift up to 10 pounds (including the ability to move music materials and/or small equipment as necessary).

All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible.

The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time.

An equal opportunity employer, Milton embraces diversity and the pursuit of excellence. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race (including natural and protective hairstyle), color, sex (including pregnancy and pregnancy related condition), sexual orientation, gender identity, gender expression, religion, religious creed, physical or mental disability, age, genetic information, veteran status, ancestry, citizenship, national or ethnic origin or any other status protected by applicable law.