About this role
Application Procedure The Scituate School Department actively seeks applications from the most capable, professional candidates. Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered. If selected for hire, you will be required to provide the following items in person: 1. W-4 2. Federal BCI (Done through your local police department or State Attorney General's Office) 3. I-9 (Must be filled out in person). Please bring appropriate documentation. About Scituate, Rhode Island Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island’s largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities and takes pride in its heritage, natural beauty, and high-quality schools. More About the Scituate School Department The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK–5), Scituate Middle School (grades 6–8), and Scituate High School (grades 9–12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate’s schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn. SUMMARY OF RESPONSIBILITIES: The Scituate School Department seeks a dynamic, student-centered Secondary Social Studies Teacher who is committed to ensuring high levels of learning for all students. The successful candidate will demonstrate strong content knowledge, effective instructional practices, and the ability to engage students in meaningful study of history, civics, government, economics, geography, and related social sciences. The ideal candidate will create rigorous and relevant learning experiences that develop students’ historical thinking, civic understanding, critical thinking, inquiry, research, communication, and evidence-based reasoning. The successful candidate will collaborate with colleagues to support student achievement, contribute to a positive and inclusive school culture, and actively participate in the district’s ongoing efforts to improve outcomes for all learners. This position is assigned to Scituate High School for the 2026–2027 school year. Candidates with prior experience teaching at the high school level are preferred. Instruction and Learning Plan and deliver engaging, standards-aligned Social Studies instruction consistent with Rhode Island standards, district curriculum expectations, and course requirements. Design learning experiences that develop students’ understanding of history, civics, government, economics, geography, and the social sciences, as appropriate to assigned courses. Engage students in inquiry, analysis, discussion, research, problem-solving, and evidence-based reasoning. Provide regular opportunities for students to analyze and evaluate primary and secondary sources, data, maps, historical documents, and multiple perspectives. Strengthen students’ disciplinary literacy through purposeful reading, writing, speaking, listening, research, and academic vocabulary. Develop students’ ability to construct claims, evaluate evidence, develop arguments, and communicate conclusions effectively. Foster student discourse, collaboration, inquiry, critical thinking, and productive struggle. Connect Social Studies content to relevant historical, civic, cultural, and contemporary issues in developmentally appropriate ways. Promote civic knowledge, civic engagement, respectful dialogue, and responsible participation in a democratic society. Utilize technology and digital resources to enhance research, inquiry, collaboration, communication, and student learning. Provide students with meaningful opportunities for choice, voice, and ownership of their learning. Implement high-quality Tier 1 instructional practices that provide equitable access to rigorous learning opportunities for all students. Differentiate instruction and provide appropriate scaffolds and supports to meet the needs of diverse learners. Assessment and Data-Informed Practice Utilize formative and summative assessments to monitor student learning and inform instructional decision-making. Develop and use assessments that measure content knowledge as well as students’ ability to analyze sources, apply concepts, construct arguments, and communicate evidence-based conclusions. Provide timely, specific, and meaningful feedback to students and families regarding academic performance, progress, and growth. Participate in collaborative analysis of student work, assessment results, and other evidence of learning to strengthen instructional practices and improve student outcomes. Use multiple sources of student evidence to identify learning needs and determine appropriate instructional responses, interventions, and enrichment. Maintain accurate and timely student records in accordance with district expectations. Learning Environment Establish and maintain a safe, respectful, inclusive, and intellectually engaging classroom environment. Create a classroom culture characterized by high expectations, curiosity, academic risk-taking, mutual respect, and a growth mindset. Establish structures that support respectful discussion of differing ideas, perspectives, historical interpretations, and contemporary issues. Promote positive student behavior, responsibility, self-advocacy, perseverance, and ownership of learning. Ensure that all students feel known, supported, challenged, and valued as members of the classroom learning community. Collaboration and Communication Collaborate with Social Studies colleagues, special educators, multilingual learner educators, interventionists, school counselors, and administrators to support student success. Participate actively in Professional Learning Communities (PLCs), department and grade-level teams, and school and district improvement efforts. Collaboratively examine student work and evidence of learning to identify instructional strengths, student needs, and appropriate next steps. Communicate effectively with students and families regarding student progress, learning expectations, and opportunities for support. Support district initiatives related to curriculum, instruction, assessment, Multi-Tiered Systems of Support (MTSS), inclusive practices, and continuous improvement. Professional Responsibilities Engage in ongoing professional learning, collaboration, and reflective practice. Demonstrate professionalism, integrity, sound judgment, and ethical conduct in all interactions. Remain current with effective Social Studies instructional practices, curriculum standards, educational technology, and relevant state requirements. Demonstrate openness and responsiveness to feedback and a commitment to continuous professional growth. Adhere to district policies, collective bargaining agreements, and applicable state and federal laws and regulations. Contribute positively to the overall culture, goals, and mission of the Scituate School Department. Equal Employment Opportunity The Scituate School Department does not discriminate based on age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices. For inquiries regarding non-discrimination policies, contact: Equal Employment Officer P.O. Box 188, North Scituate, RI 02857 Phone: (401) 647-4100 Email: [email protected] Inquiries may also be directed to: Office for Civil Rights, U.S. Department of Education (Boston Office) 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 Phone: (617) 289-0111 Fax: (617) 289-0150 Email: [email protected]
Qualification Requirements Valid Rhode Island teaching certification appropriate for the assigned secondary Social Studies position, or eligibility to obtain the required Rhode Island certification. Demonstrated knowledge of Social Studies content, standards, curriculum, and effective secondary instructional practices. Strong oral and written communication skills. Strong collaboration and interpersonal skills. Ability to establish positive and productive relationships with students, families, colleagues, and administrators. Commitment to creating an inclusive, supportive, and academically rigorous learning environment for all students. Ability to differentiate instruction and support students with a range of academic and learning needs. Ability to effectively utilize instructional technology and digital resources. Compliance with all Rhode Island Department of Education certification and employment requirements. Preferred Qualifications One (1) or more years of successful secondary Social Studies teaching experience. Experience teaching at the middle and/or high school level. Experience designing and facilitating inquiry-based Social Studies instruction. Experience incorporating primary and secondary source analysis, research, argumentation, and disciplinary literacy into instruction. Experience utilizing student performance data and student work to inform instruction. Experience supporting students with diverse learning needs, including students with disabilities and multilingual learners. Knowledge of MTSS, differentiation, inclusive instructional practices, and evidence-based teaching strategies. Experience participating effectively in Professional Learning Communities. Demonstrated experience effectively supporting multilingual learners and students with disabilities is preferred. Required Skills and Competencies Strong knowledge of instructional technology, Google Workspace, and Microsoft Office applications. Ability to work effectively with colleagues, students, families, administrators, and community members. Ability to identify challenges, adapt to changing needs, and collaboratively develop solutions. Outstanding interpersonal, collaboration, and teamwork skills. Openness and responsiveness to feedback. Exemplary oral and written communication and listening skills. Strong organizational, planning, and time-management skills. Ability to establish and maintain a rigorous, supportive, and inclusive classroom environment. Demonstrated commitment to high expectations and high levels of learning for all students. Successful interview. Such alternatives to the above qualifications as the Superintendent and School Committee may find appropriate. Terms of Employment Salary and benefits in accordance with the Scituate Teachers’ Association Collective Bargaining Agreement. Employment is contingent upon successful completion of all required state and federal background checks, including fingerprint-based criminal history checks. Citizenship, residency, or authorization to work in the United States is required. Physical Demands and Work Environment The physical demands described are representative of those required to perform the essential functions of the position. Reasonable accommodations may be made for individuals with disabilities. Regularly required to sit, stand, walk, talk, hear, and perform typical classroom and instructional responsibilities. Vision requirements include close and distance vision. The position may require participation in meetings, professional learning, school activities, and events outside of the regular instructional day, in accordance with the Scituate Teachers’ Association Collective Bargaining Agreement The work environment may involve moderate to loud noise levels depending on location and activity.