Science Teacher - Whitcomb Middle School

Science Teacher
- Whitcomb Middle School

Marlborough Public Schools, Whitcomb Middle School – Marlborough, Massachusetts

Job : 5837528

Final date to receive applications: Posted until filled

Posted: Jul 16, 2026 4:00 AM (UTC)

Starting Date: Aug 31, 2026

Title of Position: Science Teacher
- Whitcomb Middle School

Work Year: 2026-27 School Year

Effective Date of Employment: August 31, 2026

Salary: Placement on the Teachers' Salary Scale according to education and experience.

Organizational Relationship or Line of Authority: Works under the supervision of the Building Principal

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning.

Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Develops and maintains a classroom environment conducive to effective learning.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
• Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses instructional practices that are likely to motivate and engage most students during the lesson.
• Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives.
• Encourages students to set and maintain standards of classroom behavior.
• Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
• Shows understanding of and sensitivity to different families' home language, culture, and values.
• Makes provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
• Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student…