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Job outlook for high school music instructors in the United States
Are high school music instructor jobs in demand?
High school music instructor job and salary trends over time
High school music instructor jobs over time
High school music instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 659 | 0.00% |
| 2020 | 640 | 0.00% |
| 2019 | 669 | 0.00% |
| 2018 | 679 | 0.00% |
| 2017 | 663 | 0.00% |
Average high school music instructor salary over time
High school music instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $40,429 | $19.44 | +2.0% |
| 2024 | $39,651 | $19.06 | +2.2% |
| 2023 | $38,789 | $18.65 | +1.9% |
| 2022 | $38,050 | $18.29 | +2.0% |
| 2021 | $37,316 | $17.94 | +1.5% |
High school music instructor jobs by state
Most common states for high school music instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Montana | 1,050,493 | 159 | 15% |
| 2 | Colorado | 5,607,154 | 722 | 13% |
| 3 | Oregon | 4,142,776 | 520 | 13% |
| 4 | Alaska | 739,795 | 94 | 13% |
| 5 | New Hampshire | 1,342,795 | 167 | 12% |
| 6 | Delaware | 961,939 | 114 | 12% |
| 7 | Wyoming | 579,315 | 72 | 12% |
| 8 | Rhode Island | 1,059,639 | 116 | 11% |
| 9 | Illinois | 12,802,023 | 1,266 | 10% |
| 10 | Connecticut | 3,588,184 | 351 | 10% |
| 11 | District of Columbia | 693,972 | 72 | 10% |
| 12 | Vermont | 623,657 | 61 | 10% |
| 13 | New Jersey | 9,005,644 | 831 | 9% |
| 14 | Virginia | 8,470,020 | 735 | 9% |
| 15 | Minnesota | 5,576,606 | 494 | 9% |
| 16 | South Carolina | 5,024,369 | 467 | 9% |
| 17 | North Carolina | 10,273,419 | 853 | 8% |
| 18 | Massachusetts | 6,859,819 | 527 | 8% |
| 19 | Maryland | 6,052,177 | 512 | 8% |
| 20 | Nevada | 2,998,039 | 226 | 8% |
Most common cities for high school music instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Baltimore | 2 | 0% | $66,971 |
High School Music Instructor job outlook: Expert opinions
Our panel of high school music instructor experts
College of the Marshall Islands
Idaho State University
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Coastal Carolina University
Colby-Sawyer College
The University of North Carolina Greensboro
University of Wisconsin - Stevens Point
Arkansas Tech University
Lafayette College
Northern Illinois University
Franklin and Marshall College
AGWA - American Grant Writers' Association, Inc.
Texas State University
University of Mount Union
Kent State University
Gustavus Adolphus College
Northwestern University
University of Idaho
Seattle University
University of West Georgia
Boise State University
What will help High School Music Instructors increase their earning potential?
Alexander Velasquez: I think everyone should look into their career fields and find out what it is that makes you more valuable in that field. Are there any certifications that you can get? What is it that you need to know or learn that companies will find valuable? Much can be learned online, so pick up as many of those skills as you can, and make sure they're on your resume or CV. I believe all those things could maximize salary potential, especially when starting out.
Dr. Thomas Kloss
Associate Professor & Associate Chair of the Department of Music, nterim Director of Bands, Coordinator for Music Education, President of the Idaho Music Educators AssociationIdaho State University
Department of Music
What skills stand out on High School Music Instructor resumes?
Dr. Thomas Kloss: One of the strongest skills is showing a future principal that you've been a good student. They will look at your transcripts and see how you've done in the areas in which you are applying. A band director, for example, that scores low on an "Instrumental Music Pedagogy" course (the course that primarily teaches you how to be a band director) would not stand out as a strong instrumental music teacher. Showing a future principal that you've been involved in many aspects of your musical ensembles in college, working with a local music program, or have done some private music teaching are also good indicators of someone who will be successful in that position.
What hard/technical skills are most important for High School Music Instructors?
Dr. Thomas Kloss: Music teachers need to be extremely organized and knowledgeable in musical concepts to write quality lesson plans. They need to be able to see the whole picture (i.e., the concert) and know the steps of how to get their students ready. They need to be able to communicate rehearsal dates, events, and concerts with their community. They need to work with inventory lists, music in their library and know what their next equipment needs are. They need to budget their funds for new music, instruments, uniforms, or just repairs. It tends to be a lot of work before you even get in front of a musical ensemble.
What skills will help High School Music Instructors earn the most?
Dr. Thomas Kloss: Being patient when looking for a position may help someone earn more over the length of their career. The way it works here is that small rural districts end up paying more after about 10 years over the districts in populated areas. It's a supply and demand situation. If a music teacher is interested in making more money over their teaching career, they should compare the posted salary schedules and consider the long-term benefits. Obtaining a Master's Degree is also a way to move up on the traditional pay scale in education. Finally, staying in one district for a longer period is more financially beneficial than moving districts every few years. Teachers are given some years of experience, but a district does not have to give all of their years on their pay scale.
What are the biggest trends we'll see in the High School Music Instructor job market given the pandemic?
Timothy Fischer: The ability to record, mix, and transfer audio at a professional level from the home recording studio. Performance opportunities during the COVID-era have temporarily diminished; utilizing this time to develop familiarity with recording technology and music production is so important. Professional musicians have had to develop familiarity in this area "overnight" to continue to have opportunities to perform. Students who can attend music programs that help them develop in these areas will be ready for the current as well as future music industry.
What general advice would you give to a High School Music Instructor?
R. Todd Coy Ph.D.: Our world today is technologically driven, so it's essential to stay up with that. However, one shouldn't forget the importance of making personal connections with people. "Old fashioned" courtesies, like phone calls or thank you notes to follow up on interviews, etc., can go a long way in helping you stand out from the crowd of form-like emails.
Also, don't think that there is only one path to professional success. Be open to new experiences and flexible in exploring various ways to blend your individual interests and passions into what you want to do and then forge a path that allows you to do pursue those dreams.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
R. Todd Coy Ph.D.: Even before the onset of COVID-19, the increasing importance of technology in areas like education and business communications was apparent. I believe Covid only served to speed up the oncoming changes. Using online formats to deliver professional services like mental health or education will continue to become even more mainstream. Therefore, staying current with the various applications and features found online will allow you to be more effective and marketable.
How would you rate the starting salaries for High School Music Instructors, as well as the prospects for salary advancement?
R. Todd Coy Ph.D.: In many professional fields, seeking an advanced degree or training can change the trajectory of one's salary in a positive way. But I think to maximize one's earning potential, they should be flexible and willing to learn specific technologies that will increase their real-world value to prospective employers and, therefore, maximize their earning potential.
Julie Irene Bost
Assistant ProfessorThe University of North Carolina Greensboro
School of Education, Library and Information Science
What experience really stands out on High School Music Instructor resumes?
Julie Irene Bost: A range of experiences in various settings, content areas, and age groups. The more experiences a teacher candidate has, the more skills they have to transfer into new settings. A resume really stands out when it includes teaching experiences with students of varying ages, abilities, and backgrounds along with multiple content areas (e.g., reading, math, science, etc.).
What High School Music Instructor skills would you recommend for someone trying to advance their career?
Julie Irene Bost: Students should seek out experiences in educational settings as much as possible. This might be a K-12 school, preschool, or community center. Any opportunity where they can practice teaching and behavior management skills is ideal.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
Julie Irene Bost: Virtual learning experiences will continue way beyond remote learning. Teachers need to continue to develop skills for teaching in remote, virtual, and hybrid learning environments. This does not mean being able to use a magnitude of web-based tools, but having a few that they use effectively. It is also important for teachers to think beyond the basic delivery of content and develop strategies to engage the learner and incorporate social-emotional learning.
Maggie Beeber
Undergraduate Advising Coordinator & Teacher Certification OfficerUniversity of Wisconsin - Stevens Point
School of Education
What general advice would you give to a High School Music Instructor?
Maggie Beeber: Be flexible when searching for that first job. Spread your wings and be willing to live in a new community. You may find that it changes your whole life and is the perfect fit. Remember how hard you have worked to earn this degree. You are strong and can succeed in anything you put work into. We also want you to remember we are here if you need us.
How would you rate the starting salaries for High School Music Instructors, as well as the prospects for salary advancement?
Maggie Beeber: As much as we would like to see an increase in teacher salaries, we seldom speak of the other financial benefits most districts offer: one of the best pension plans in the country, health, sometimes vision and dental. Many districts will give raises for years of experience and higher-level degrees like a master's degree, EdD or Ph.D. Some may assist in paying for these.
What are the biggest trends we'll see in the High School Music Instructor job market given the pandemic?
Sam Strasner: The New York Times reported, early in the pandemic, that 36,000 journalism jobs had been lost in the United States. Poynter observed that later in summer 2020, that figure does not account for freelancers and others who count on their journalism skills supplement their regular income. The rate at which those jobs return and the quality of the opportunities will most likely reflect the pandemic's overall economic recovery. A more robust economy will allow for more advertising expenditures by companies and more subscriptions by consumers. Through it all, the quality will remain paramount. Those who can tell compelling and accurate stories that resonate with an audience will gain access to the best career options.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
Sam Strasner: It will be fascinating to see if the pandemic convention of Zoom-style interviews becoming permissible for broadcast television and internet news websites will carry over in a post-pandemic world. If it does, distance technology interviews will open up a cost-efficient way to access a much greater variety of sources, stories, and content. I hope that is the case.
What general advice would you give to a High School Music Instructor?
Karina Skvirsky: Don't worry if you don't yet know what you want to be when "you grow up." Allow yourself to try different jobs to figure it out.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
Karina Skvirsky: That's hard to predict! I believe Facebook will become dated, and no one under 30 will be using it in the future.
Linda Saborío
Associate Professor and Assistant ChairNorthern Illinois University
World Languages and Cultures
What experience really stands out on High School Music Instructor resumes?
Linda Saborío: For foreign language majors, study abroad experiences stand out on a resume because they demonstrate an in-depth cultural immersion from living and learning how to thrive in an environment unlike your own. Many employers will view a study abroad experience as a moment of personal growth and independence, especially among younger candidates. Also, any volunteer work with non-profit organizations in other countries will stand out on a resume.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
Linda Saborío: The recent switch in classroom modality from a traditional classroom to virtual learning has led to innovative technology uses in the foreign language classroom. Technology tools provide students with opportunities to connect to foreign lands, where they can be introduced to a different perspective and experience a distinct way of life. There are many innovative and interactive tools available, including Quizlet, Flipgrid, and Audacity; music videos, blogs, and even video chats with partners in another country are all excellent tools for second language acquisition.
In terms of translation technology, one cannot ignore the rapid changes in accuracy. The current technology, neural machine translation, reaches near human-level performance for direct translation. However, language localization, the process of translating images, idiomatic expressions, and a product's overall adaptability from one country to another, requires cultural understanding beyond current technological capabilities.
What general advice would you give to a High School Music Instructor?
David McMahan Ph.D.: Keep open to possibilities beyond the narrow range of what your diploma lists as your major or minor. Whatever job you get trained for today, in 10-20 years, it may be very different. Or it may not exist. Focus on obtaining and maintaining flexibility, critical thinking, creativity, and passion for learning. Being an interesting person is as vital as any credential.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
David McMahan Ph.D.: Technology is moving so fast that it is unpredictable. One of the most important skills you can have is working with a several thousand years old technology: writing. If you're a good writer, it opens up possibilities that aren't there for those who can't write.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
John Porter Ph.D.: There is not a lot of technology required in grant writing. The most critical and prevalent skill in grant writing, which is lacking, is appropriately writing. Over the past decade, there has been an increase in abbreviation and slang. When put into a standard text, these expressions can become confusing.
The technology is that younger, individual writers may like to stay up on the most recent software and communication methods. Whereas funders, private, corporate, and government, tend not to keep up as fast and have older software versions. This means that the newest and glitziest software may not be compatible with the funder's software when submitting grant proposals and applications.
Are there any particularly good places in the United States for High School Music Instructors to find work opportunities?
Dr. Rodney Rohde Ph.D.: There are large vacancy rates all over the country. This is a good news/bad news issue. However, with a degree in medical laboratory science (also known as a clinical laboratory science) AND certification, one can find employment anywhere in the U.S. One of the great things about this career is that graduates honestly can decide where they "fit best" with regard to geography and employer (urban, rural, large, or small).
How do you envision technology impacting High School Music Instructors in the next 5 years?
Dr. Rodney Rohde Ph.D.: Technology in laboratory automation and laboratory information systems (LIS) will continue to explode in the future. We've seen this over the past decade or two, and there is no reason to believe that technology, especially in the area of molecular diagnostics, will not continue to increase.
Dr. Jerome Miksell
Professor (Musicianship, Technology, Viola), Department ChairUniversity of Mount Union
Music Department
What experience really stands out on High School Music Instructor resumes?
Dr. Jerome Miksell: The short answer is an experience that is similar to the desired job and place. This is undoubtedly true of very specialized university jobs.
In the performance world, a resume for entry-level jobs is a secondary matter. Your playing ability matters first and foremost. For example, most symphony orchestra auditions are blind, and resumes are not looked at until the final round.
For someone interested in music, sales experience with the products is critical.
What High School Music Instructor skills would you recommend for someone trying to advance their career?
Dr. Jerome Miksell: An aspiring performer should be practicing and looking for performance opportunities. I would also recommend travel that might enhance understanding of a particular style of music.
Those interested in business opportunities could consider finding a part-time job in a music store.
What type of skills will young High School Music Instructors need?
Dr. Jay Dorfman: Students entering the music education field need to be well-versed in varied types of music teaching. More and more, we are seeing teachers being asked to teach outside of their music specialty areas. For example, For example, a teacher focused on teaching band might be assigned to teach orchestra or general music. In our programs at Kent State, we account for both breadth and depth so that students are well prepared for whatever comes their way.
Are there any particularly good places in the United States for High School Music Instructors to find work opportunities?
Dr. Jay Dorfman: There are certainly some states with teacher shortages, but that is often because those states' political or economic climates make them less desirable as a place for teachers to work. If teachers' teaching conditions and salaries were improved, there would be more people interested in entering the profession. That said, I typically tell students that the broader their search for a job can be, the more likely they are to find a good fit.
What type of skills will young High School Music Instructors need?
Dr. Kathleen Keller Ph.D.: Gustavus history seniors recently met with a career resources representative. She told us that the top three desirable qualities that employers search for are professionalism/work ethic, critical thinking, and written/oral communication. Our history majors develop all these skills. They work incredibly hard, engage in critical thinking in both specific and broad ways, and spend a lot of their time as students writing papers and giving presentations. So, I think they are well-prepared for the workforce.
What experience really stands out on High School Music Instructor resumes?
Helen Callus: It depends on what kinds of position you are applying for, and for performance students, it's going to be playing or teaching mostly. I recommend that students tailor their resumes to suit the positions, so teaching should be prioritized, and the outline should lead to that. I encourage them to put together their overview and then look at gaps - teaching experience, perhaps some administrative experiences that are always helpful.
If they don't have those things, actively search for them to add that line to their resumes. It can be a terrific way to develop the document in ways that can lead to better job success. A range of skills is most likely to appeal to a broader set of jobs. Doing multiple things (things we don't even realize we do, as musicians, daily) can be helpful. The student is then willing to be creative and open to start out doing things that are related but perhaps not their first choice.
What High School Music Instructor skills would you recommend for someone trying to advance their career?
Helen Callus: A gap year is a terrific way to build a resume. By looking at where there might be a lack of experience like competitions, teaching, administration, summer festival interns, assistantships - they can focus their time and build their resumes well. I also think being creative in these current times, showing that you have experience teaching remotely, making a studio, creating a website, writing an article, and doing research that could be helpful later on. You could also spend the time preparing repertoire to teach or take auditions and make your first recording and video YouTube performance.
What technology do you think will become more important and prevalent for High School Music Instructors in the next 3-5 years?
Helen Callus: For many of us instrumental professors (but not all, due to the limitations of the instrument's nature like percussion or piano), we had already been teaching remotely for some years, and been able to adjust to the current restrictions without impacting our student's experiences in lessons. Teaching remotely will be a part of the future - saving students the cost of travel, hotels, time. We are trying to find creative ways to do things we couldn't otherwise do in person, like having a busy guest from Europe, unable to fly in person but teaching a class via Zoom.
I imagine this might become part of the framework that we offer in the future. Students should understand how to present themselves in these situations, understanding sound and picture quality devices (what microphones and cameras are best), internet speeds, ethernet cables, router devices, lighting, etc. But it is an excellent opportunity to understand the media of film/video and how to create best a sound video recording for competitions, summer festivals, or college applications. We were already using that medium for prescreens, so this is a chance to refine that skill as, without doubt, that will be a part of our future.
Will there be an increase or decrease in demand for High School Music Instructors in the next 5 years?
Dr. Lori Khan: As you may know, there is a nation-wide shortage of teachers, and especially in our area, there is a severe shortage of qualified music educators. We have seen music positions go unfilled, sometimes for more than a year, in our rural areas, which is devastating to the continuance of any program in the Arts. Most of our students have jobs when they graduate, or very shortly after. This trend will continue as we see educators leaving the field through the ravages of COVID 19.
Alexander Mouton
Chair, Associate ProfessorSeattle University
Department of Art, Art History & Design
How do you envision technology impacting High School Music Instructors in the next 5 years?
Alexander Mouton: The next five years will most likely find design going ever more into screen-based media, UI/UX design, app development, etc. We hope that there will also be a new wave of more conscientious students/employees who move the needle in terms of how we relate to social media, how companies take responsibility for their products, etc.
Are there any particularly good places in the United States for High School Music Instructors to find work opportunities?
Ye Chen Ph.D.: You could go to higheredjobs.com, https://jobs.chronicle.com/, or university websites for a higher ed job, go-to company, or other organization websites (e.g., Google) industry/government jobs; or use LinkedIn, attend job fairs and professional conferences, to search for job opportunities.
Dr. Lori Gray
Associate Professor: Director of Music EducationBoise State University
Department of Music Education
What type of skills will young High School Music Instructors need?
Dr. Lori Gray: For the past several years, it has been clear that employers are seeking graduates with 21st Century Learning Skills (critical thinking, creativity, communication, and collaboration). The four Cs of 21st Century Learning frequently come up during reference calls on my end and interviews for our recent graduates.
I would add that graduates need a strong work ethic, an understanding of professionalism and respect in the workplace, and self-awareness and an understanding of personal needs and limitations both at work and in their personal lives. In these current living conditions during a global pandemic (COVID-19), graduates also need resilience, perseverance, adaptability, and flexibility. These are all skills I would want for our Music Education majors to cultivate, as the climate in K-12 Education is ever-changing. However, I believe these are all skills that would be useful in any new career path.
Are there any particularly good places in the United States for High School Music Instructors to find work opportunities?
Dr. Lori Gray: The unfortunate reality is that there is a teacher shortage across the United States. However, this can be positive for graduates seeking jobs in Education. Even with a teacher shortage, graduates need to maintain a realistic view of the job market and be flexible in where they are willing to live. The job search process will be quite challenging if graduates limit themselves to one town or a particular job type. I urge our Music Education majors to be open-minded about the kinds of jobs they are willing to consider and explore a few locations.
How do you envision technology impacting High School Music Instructors in the next 5 years?
Dr. Lori Gray: Technology will continue to expand the ways we connect with and engage with our broader community. Both K-12 and higher Education have required additional technology tools to adjust to teaching and learning during a global pandemic (COVID-19). While the rapid shift to remote teaching and learning has been challenging for teachers and learners, some positive changes have occurred. For example, in higher Education, shifting to online platforms allowed for greater accessibility for various learners who needed to miss class in the past due to a personal or family obligation.
The option to join via an online platform instead of face-to-face allows for more flexibility for student learning and engagement. I plan to continue to offer online options for students. For example, I may offer a variety of face-to-face and virtual office hours to assist students who may need a virtual option in the future. In Music Education, there are technology tools that enhance student learning experiences and provide diverse learning and assessment opportunities in the classroom. Future Music Teachers will be expected to be familiar with and skilled in Music Technology and how technology tools can be utilized to enhance teaching and learning in K-12 music classrooms.