Secondary Social Studies Teacher

• Position Type:
  High School/ High School Social Studies
• Date Posted: 3/3/2026
• Location:
  
  Cape Henlopen High School or other site
• Closing Date: 03/21/2026

Secondary Social Studies Teacher, Full time, Permanent.

Start Date:

School Year.

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The Secondary Social Studies Educator plays a vital role in creating a positive and effective learning environment for students in grades 9-12. This individual is responsible for imparting a strong foundation in social studies concepts, fostering critical thinking skills, and cultivating a passion for learning within the subject. We are seeking a dedicated and passionate Secondary School Social Studies Teacher to join our dynamic team.

The ideal candidate will have a robust background in social studies education, the ability to engage and inspire students, and a commitment to nurturing a positive learning environment that values social studies.

• A minimum of a Bachelor's Degree
• Must hold State of Delaware initial or continuing license
• Must hold State of Delaware certification as a Secondary Social Studies Teacher
• Student teaching on a transcript

• 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 taught 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.

• Establish and maintain…