Posted: 13-May-25
Location: Duluth, Minnesota
Type: Full Time
Categories:
Salary Details:
Required Education:
Position: Upper School Science Teacher
Reports to: Upper School Principal
Position Overview
Marshall School seeks a dynamic and versatile educator to teach in our 9-12 STEM program. This role primarily teaches physics and engineering and possibly some math.
Qualifications
- Bachelor's degree in secondary science education, physics, engineering (or similar)
- A love for teaching adolescents, a passion for science education, and a commitment to student-centered education.
- A strong desire to work closely with students and colleagues in and out of the classroom
Preferred Qualifications
- Masters or doctoral degree in physics, engineering, chemistry (or similar)
- 2+ years of teaching experience
Required Skills
- Ability to develop and deliver effective student-centered instruction with special emphasis on inquiry, assessment, student-driven projects, and integration of technology.
- Growth mindset-oriented with an ability to give and receive feedback for positive change.
- Excellent leadership, organizational skills, and attention to detail.
- Flexible, adaptable, and open to change.
- Strong personal motivation, initiative, follow through, and commitment.
- Ability to work both independently and cooperatively as a crew member and give and receive both positive and constructive feedback.
- Strong and effective communicator, both written and oral.
- Leadership and organizational skills to manage small and large groups.
Upper School Program Overview
The Marshall Upper School prepares students to be leaders in their communities, facilitators of their life-long learning experiences, and contributors to a more just and empathetic world. Educators create learning environments that inspire, broaden perspective, form connections, develop agency, and build community. A learning model that incorporates high academic standards and student-centered learning develops students’ abilities to solve problems, communicate effectively, think curiously and creatively, become engaged and ethical citizens, and develop agency and resiliency. The upper school experience is intentionally built to engage students and meet them where they are at, both academically and social-emotionally. The upper school community strives for students to have authentic and meaningful connections with other students, with their teachers, and with other community members. Students learn to think critically, work collaboratively, act courageously, and live compassionately. Through a variety of learning experiences, students gain a deeper understanding and appreciation for the diverse perspectives and experiences of those around them.
Upper School educators inspire students to take ownership of their learning experiences and act as mentors and guides through the learning process. They aim to create the most effective and engaging learning environments where students develop agency, think critically, collaborate and communicate effectively, develop creativity, and contribute positively to a more ethical world. Upper School educators design and implement student-centered learning experiences that prepare students for success and independence after Marshall School in whatever path is the right fit for each individual student. Upper school educators inspire students to be the best version of themselves by supporting their academic and social-emotional learning needs. They actively contribute to upper school student life by engaging students outside of the classroom through coaching/advising athletics, clubs, or other co-curricular offerings and activities. They foster authentic and meaningful connections with each other and with students. In partnership with students and colleagues, educators design and implement assessment practices that allow students to demonstrate their learning and make their learning visible. Educators collaborate with each other to take advantage of interdisciplinary opportunities that enhance and deepen student learning. Upper School educators seek partnerships with students and their families to provide a structure for effective communication and support. During most school days, upper school educators should plan to be on campus from 8:00 am to 4:00 pm.
Primary Responsibilities
Advisor Role
- Incorporates the four anchors of the advisory program, including
- Academic advising
- Wellness skill development
- Relationship building
- Culture building and reinforcement
- Develops a sense of community within an advisory
- Helps advisees establish learning goals and review progress toward goals with advisees regularly
- Communicates regularly with parents using a variety of written and electronic communication
Teacher Role
- Creates a safe, active, and inclusive learning environment where students feel a true sense of belonging.
- Strive to incorporate the following student learning opportunities:
- Student Voice: Strives for student voice to be present daily, where students learn from others and share their learning.
- Connected Learning: Bridges curriculum pieces to allow students to see the interconnectedness of the overall program in the broadest context.
- Student Choice: Provides opportunities for student choice in their learning activities and assessments.
- Reflection: Incorporates time and space for reflection and self assessment of their learning.
- Innovation: Encourages innovation by providing opportunities for students to apply their learning in original and creative ways and to be the drivers in their own learning process.
- Problem Solving: Encourages students to solve problems using innovative approaches.
- Critical Thinking: Develops critical thinking skills by asking questions and challenging what students see.
- Service and Leadership: Incorporates experiences for students to learn through leadership and service to causes bigger than themselves.
- Provides connections to the broader world by infusing global perspectives and incorporating a wide variety of community and learning resources.
- Inspires and facilitates student engagement in the class even when there is discomfort.
- Empowers students to respectfully challenge each other’s thoughts and opinions about themselves and the world around them.
- Involves students in the process of planning, peer assistance, and feedback.
- Articulates clearly about learning standards and outcomes.
- Provides authentic assessments that keep students actively engaged in demonstrating their knowledge and skill.
- Uses a variety of assessment methods and tools that provides students with multiple opportunities to demonstrate their learning.
- Build opportunities for students to partner and lead in the design, development, and creation of documentation and demonstration of learning.
- Communicates student progress by keeping the gradebook current and provides timely and meaningful feedback focused on student growth and development.
- Reflects on evidence of student learning and classroom practices to make decisions about future practices, experiences, and assessments.
Student Life Role
- Participates fully in the life of students, including supervision responsibilities and shared duties among educators in the upper school division.
- Reports concerns about student welfare to school administrators, learning specialists, and/or counselors.
- Engages in forming connections and building community by coaching/advising athletics teams, co-curricular offerings and student-led clubs, organizations, and activities.
Technology Role
- Demonstrates a growth mindset with regards to technology in education, regularly sharing and discussing technology best practices with peers
Community-builder Role
- Design experiences for students to gain social-emotional skills, including self-awareness, social awareness, responsible and ethical decision making, self-management, and relationship skills
- Strengthen relationships of belonging, openness, and vulnerability
- Develop an understanding of historic circumstances and injustices in order to acknowledge its impact and promote the importance of equity, diversity, and inclusion
Safety Role
- Implements Marshall School policies and procedures and follows safety protocols to ensure the health and safety of students.
- Exercises good judgment when proposing and supervising activities to ensure student safety.
- Communicates with supervisors any safety concerns or incidents in a timely fashion.
Program Development Role
- Strives for continuous school improvement and articulate and advance school Mission, values, and beliefs
- Works effectively as a team and crew member in planning, shared decision making, and problem solving
Secondary Roles and Responsibilities
- Collaborate and coordinate with other departments within the Marshall School
- Participate in other duties as assigned
Salary Range:
00-10 years $37,987 - $48,691/year
11-20 years $49,386 - $56,908/year
21-30 years $57,736 - $65,035/year
31-40 years $65,995 - $72,559/year
Qualifications
- Bachelor's degree in secondary science education, physics, engineering (or similar)
- A love for teaching adolescents, a passion for science education, and a commitment to student-centered education.
- A strong desire to work closely with students and colleagues in and out of the classroom
Preferred Qualifications
- Masters or doctoral degree in physics, engineering, chemistry (or similar)
- 2+ years of teaching experience