High School Long Term Substitute-Science

Title: High School Physical Science Teacher Minimum Qualifications: 1.Bachelor's degree from an accredited college or university. 2.New Hampshire certification or eligibility to hold NH Certification in Physical Science. 3.Passing scores on any required exams such as the Praxis or state specific assessments. Job Goals: 1.Develop and implement innovative lesson plans that align with Next Generation Science Standards (NGSS) and cater to a diverse range of learning styles. 2.Utilize a variety of teaching methods, including hands-on experiments, demonstrations, and technology-integrated activities, to enhance students’ understanding of scientific principles and their real-world applications. 3.Engage in professional development opportunities and participate in school initiatives to support continuous improvement in teaching practices and student outcomes. 4.Foster a classroom environment that encourages curiosity, critical thinking, and active participation in scientific discussions, promoting a culture of inquiry and exploration. 5.Regularly update the curriculum and maintain up-to-date knowledge of scientific advancements to include diverse voices and perspectives, ensuring that content is relevant and inclusive. 6.Strengthen the culture of collaboration by sharing resources and strategies with fellow teachers, through a professional learning community. 7.Regularly assess student learning through a mix of formative and summative assessments, using data to inform instruction and provide targeted support where needed. 8.Aim to provide more personalized guidance to students, especially those who might be struggling with the subject matter. 9.Provide essential support for the Priority Areas outlined in the SAU #34 Strategic Plan. SAU 34 Strategic Plan Priority Areas: Student Success: ●SAU 34 is committed to preparing students for success in postsecondary education and the workforce by providing every student with a high-quality education rooted in purpose, self-determination, meaningful relationships, and regular feedback. ●Students will develop critical academic skills and the key competencies outlined in our Portrait of a Graduate: adaptive perseverance, responsibility, a learner’s mindset, global citizenship, communication, critical thinking, and collaboration. Culture: ●SAU 34 fosters a responsive and high achieving culture by prioritizing a welcoming, positive environment, grounded in the tenets of the Portrait of a Graduate. ●This environment allows students and staff to feel physically, psychologically, and emotionally safe, supported, connected, and empowered with a strong sense of purpose. Learning Environments: ●SAU #34’s physical environment and resources for learning have a direct impact on student success and culture, reflecting the community’s values. ●SAU #34 will provide and maintain future focused facilities that support high quality and diverse educational opportunities for every student. Performance Responsibilities: Planning and Preparation ●Demonstrate a thorough knowledge of scientific principles, methods and strategies. ●Tailor instruction to meet the diverse learning styles and scientific needs of high school students. ●Set instructional goals that promote critical thinking and effective communication skills. ●Design coherent units and lessons that integrate core science skills such as observation, classification, measurement, prediction, controlling variables, interpretation, communication and drawing conclusions.. Classroom Environment ●Create an inclusive environment that nurtures students' appreciation for science and scientific processes. ●Encourage a culture of inquiry and exploration, where students feel empowered to ask questions, engage in scientific discussions, and participate in problem-solving activities. ●Establish and enforce safety protocols for all laboratory and hands-on activities, ensuring compliance with local, state and federal guidelines to maintain a safe environment. ●Optimize the classroom layout to support a learning environment to support both individual and collaborative learning opportunities, allowing students to work together on projects and experiments while also developing their independent research skills. Instruction ●Employ a variety of instructional strategies to deliver engaging and effective science education. ●Design and implement inquiry-based learning experiences that encourage students to investigate questions, apply scientific methods, and engage in hands-on experimentation. ●Develop students’ ability to critically evaluate scientific information, understand the nature of scientific inquiry, and apply scientific principles in various contexts. ●Organize opportunities for students to engage in collaborative learning, including group projects ●Leverage educational tools and resources to enhance student learning and instructional delivery, including simulations, interactive software, lab resources, and online databases. Professional Responsibilities ●Regularly reflect on and adjust their teaching practices based on classroom successes and challenges. ●Keep precise records of student participation, assignment completion, and progress in science skills. ●Communicate effectively with parents and guardians about student achievements, individual student needs, and areas for improvement in science. ●Collaborate with colleagues within and outside the science department to improve instruction and assessment strategies in the classroom that help to promote student achievement. ●Pursue professional development opportunities in areas of scientific study relevant to the content area(s) taught. ●Maintain high standards of ethical behavior and professionalism in all interactions within the school community. Reports To: Building Principal or designee Working Environment: While performing the duties of this job, the employee will constantly bend neck and back, use hands for repetitive grasping and pushing/pulling. The employee is frequently required to stand/walk, squat, kneel, and use hands for fine manipulation. The work requires some physical exertion such as long periods of standing; recurring bending, crouching, stooping, stretching, reaching or similar activities; recurring lifting of moderately heavy items such as books and lab equipment. Potentially exposed to ordinary infectious diseases as carried by students; exposed to student noise levels. Required to work outdoors in inclement weather; required to stand for prolonged periods. Duties may be occasionally performed on field trips away from school. Evaluation: Annually per the Hillsboro-Deering Professional Evaluation Plan Contract: Master Contract between the Hillsboro-Deering Federation of Teachers AFT Local 2348, AFT-NH, AFL-CIO and the Hillsboro-Deering School Board. Approved: JLC 4-8-2026