Middle School Science Teacher

Position Details

• Position Type:
  Middle School / Middle School Science
• Date Posted: 3/2/2026
• Date Available:
  
  School Year
• Closing Date: 03/21/2026

Beacon Middle School
Middle Level Science Teacher
Full time, Permanent

Start Date:

School Year

SALARY: State and Local salary based on educational experience. For approximate salary, :

• A minimum of a Bachelor's Degree in Education
• Student teaching on a transcript
• Must hold or be eligible for state of Delaware initial or continuing license
• Must hold or be eligible for state of Delaware certification as a Middle Level Science Teacher

The Middle School Science Teacher plays a crucial role in fostering a positive and effective learning environment for students in grades 6 to 8. This individual is responsible for imparting a strong foundation in science concepts, nurturing critical thinking skills, and promoting a love for learning within the subject. We are seeking a dedicated and passionate Middle School Science Teacher to join our dynamic team.

The ideal candidate will have a strong background in science education, the ability to engage and inspire students, and a commitment to fostering a positive learning environment with an appreciation for science.

• Select instructional goals that are aligned with the Delaware content standards and the district or charter school's curricula. Goals are appropriate for the learners and reflect high expectations for all students, consistent with State Assessment levels of performance where applicable.
• Plan for learning activities that align with the instructional goals and support student learning. Instructional planning shows a structure and selection of materials and activities that support student learning relative to the district or charter school's curricula.
• Show knowledge of content and how to teach it to a variety of learners. The teacher's plans include natural connections among content areas that deepen student learning. The content must be aligned to the District's curriculum.
• Show knowledge of student developmental characteristics; approaches to learning, knowledge, and skills; interests; cultural heritage; and, where applicable, State Assessment performance levels.
• Create and/or select assessments that are congruent with instructional goals, criteria, and standards. The teacher plans for the use of formative and summative assessments of the teacher's students.
• Have clearly defined procedures for managing learning time, transitions between learning events, and routines that maximize learning time.
• Establish behavioral expectations and consequences and monitor student conduct. Teacher responds to student behavior in appropriate and effective ways to minimize disruptions.
• Create an atmosphere in which learning is valued. Teacher-to-student and student-to-student interactions show rapport that is grounded in mutual respect.
• Organizes, allocates, and manages physical space to create a safe learning environment. Use physical resources to contribute to effective instruction and make resources accessible to all students.
• Teach content that is appropriate, clear, and linked to student knowledge and experience. Content is aligned with the district or charter school's curricula. Activities and assignments engage all students. Instructional materials are suitable to the instructional goals. The instruction is coherent and paced appropriately for all students.
• Have a repertoire of instructional strategies and make use of them to make modifications to lessons as needed. Teacher differentiates instruction based on learner characteristics and achievement data.
• Communication, both written and verbal, that is clear and appropriate to students' ages, backgrounds, and levels of understanding.
• Use questions that are appropriate to the content and level of students' understanding. Teacher encourages students to pose their own questions and is responsive to student questions. Teacher facilitates student-led discussions.
• Make the criteria of the assessment known to the students, monitor the students' progress, provide descriptive feedback, promote student self-assessment, and use data to plan future instruction.
• Share information about the school's educational program and expectations for student performance. Develop a mechanism for two-way communication with families about student progress, behavior, and personal needs or concerns.
• Keep records of IEP data, attendance, disciplinary actions, emergency contact information, and personal information. Teacher shares relevant information with appropriate school personnel.
• Choose and participate in professional development that is aligned with his or her professional needs and aligned with the needs of the school, district or charter school, or students.
• Engage in reflective thinking as an individual, as a team participant, or as a school community member with the goal of improving instruction and learning for all students.