Science Teacher; Grades 9

Position:
Science Teacher (Grades 9-12)

Location:

Stow, Massachusetts, Masters Academy International |

Start Date:

August 1, 2026

Masters Academy International is New England’s only school that combines top‑tier sports and academics to prepare future leaders who excel in athletics, academics, and life. At MAI, academics aren’t placed between training sessions—they are a vital part of developing an elite performer. We’ve created a curriculum that respects the demands of our athletes without sacrificing intellectual rigor. Students are challenged through engaging coursework, grounded in inquiry, which encourages healthy disagreement and debate and emphasizes quality over quantity.

MAI’s academic program aims to strike a balance between well‑being and learning for our student‑athletes, helping them develop not only knowledge but also the skills necessary to succeed in a rapidly evolving world. Students are encouraged to take ownership of their education and nurture the critical and creative thinking skills required to understand and solve global challenges. As a result, our students graduate from MAI as critical thinkers, effective communicators, and confident learners prepared to excel in any field.

At MAI, our high school science program offers rigorous courses in Physics, Chemistry, and Biology at both standard and advanced levels. We are seeking a versatile and passionate science educator who can teach across these disciplines, bringing deep content knowledge and a love of scientific inquiry to multiple courses. Depending on student enrollment and your areas of expertise, your teaching assignment may include Physics, Chemistry, and/or Biology, covering topics such as kinematics, Newton’s laws, wave mechanics, electricity, magnetism, fundamentals of quantum mechanics, atomic structure, chemical bonding, thermodynamics, reaction kinetics, principles of organic chemistry, cellular processes, genetics, evolution, ecology, and human body systems.

In all courses, students engage in weekly projects designed to foster experimentation, problem‑solving, and real‑world application of scientific concepts. As a science teacher at MAI, you will lead discussions, provide detailed feedback on student work, and inspire students to deepen their understanding while developing their scientific voice. The ideal candidate has strong content knowledge in multiple science disciplines and the versatility to teach advanced‑level courses as needed, while nurturing curiosity, critical thinking, and a passion for science in every student.

As a science teacher at MAI, you will lead class sessions, facilitate scientific discussions, and guide students through complex concepts at both foundational and advanced levels. You will foster students’ growth as independent scientific thinkers who can clearly articulate ideas, design meaningful experiments, and apply disciplinary knowledge to real‑world challenges. In addition, you will provide thorough feedback on student projects and experiments, supporting both their scientific reasoning and personal growth through an iterative learning process.

Mentoring students through one‑on‑one conferences and small‑group work, you will help them explore material more deeply and develop their scientific voice. You will also leverage technology and AI tools to personalize learning and enhance students’ experimental and analytical capabilities, cultivate a classroom culture that encourages curiosity, intellectual risk‑taking, and respect for diverse perspectives, and build meaningful partnerships with students and families through proactive communication to support each learner’s academic and personal development.

The ideal candidate for this position brings several years of experience teaching high school science across multiple disciplines, with deep content knowledge in Physics, Chemistry, and/or Biology. They are skilled at facilitating meaningful scientific discussions and providing constructive feedback that guides students through iterative problem‑solving, and are comfortable guiding student‑driven inquiry while using…