Careers

Position Details

General Summary

McDonogh School is posting an anticipated opening in the Upper School Science Department for the 2026-2027 school year.

McDonogh School seeks a dynamic educator to teach in the Upper School’s Engineering and Physics programs. This role features teaching the introductory course or one of the second-year courses in our established engineering pathway, guiding students through authentic design challenges, engineering practices, and hands-on fabrication using modern maker-space tools and technologies. Strong candidates will also bring experience in robotics, including mentoring, team leadership, or integrating robotics concepts into coursework. In addition to engineering, the position includes teaching introductory, algebra-based Physics to ninth-grade students as part of the school’s core science sequence. The ideal candidate will have strong content knowledge in both engineering and physics; be adept with tools such as 3D printers, CNC machines, laser cutters, and microcontroller platforms; and be skilled in inquiry-based and project-based learning. The successful applicant will be student-centered, collaborative, and eager to contribute to a vibrant and innovative STEM environment that connects physics and engineering to real-world applications.

Compensation for this position will generally be offered in the range of $55,000 - $70,000. Individual offers will be specific, and based on education, experience, and benchmarking parameters.

Essential Functions

• Teaching and Curriculum Development
• Inspire, engage, and encourage students in the study of physics through innovative and interactive teaching strategies, making complex concepts accessible to ninth-grade learners
• Develop and deliver curriculum that challenges students across all levels while meeting them where they are academically, with particular attention to building strong foundational understanding for students new to high school science
• Value, promote, and cultivate the importance of effort and grit in students' academic achievement; celebrate incremental growth alongside achievement
• Create and maintain a student-centered learning environment where curiosity, collaboration, and scientific inquiry are prioritized
• Foster students' development of laboratory skills, scientific reasoning, mathematical problem-solving, data analysis, and evidence-based argumentation
• Design and facilitate hands-on investigations, demonstrations, and project-based learning experiences that emphasize the real-world applications of physics
• Integrate engineering design principles and computational thinking when appropriate, creating meaningful connections to the school's engineering and computer science programs
• Guide students in developing AI literacy, including understanding ethical use of AI tools in writing and research, and cultivating critical thinking about AI-generated content
• Teach advanced physics courses as needed, potentially including AP Physics or specialized electives
• Interdisciplinary Collaboration and Community Engagement
• Work collaboratively with Science department colleagues teaching the same courses to ensure consistent content coverage and similar student experiences across sections
• Partner actively with engineering and computer science faculty to create interdisciplinary projects and learning experiences that bridge physics with applied fields
• Engage in interdisciplinary partnerships that connect physics to mathematics, technology, and other disciplines
• Participate actively in the broader McDonogh community through school activities, events, and initiatives both within and outside the Science department
• Support school-wide initiatives and policies, including the digital device policy
• Student Support and Mentorship
• Serve as an advisor to a small group of students, providing academic guidance, social-emotional support, and mentorship through the Upper School advisory program
• Build meaningful relationships with students that extend beyond the classroom, particularly in supporting ninth-grade students' transition to Upper School
• Communicate regularly with families regarding student progress and concerns
• Professional Growth and School Contributions
• Act in accordance with and overtly support the school's mission and values
• Participate in professional development opportunities to continually grow as an educator, including classroom observations, conferences, workshops, and departmental collaboration
• Exhibit professional standards of presentation, punctuality, courtesy, and discretion
• Respond flexibly to the evolving needs of the School, which may include service learning coordination, athletics coaching, club advising, assigned supervision duties, and other responsibilities as determined by the Head of the Upper School

Recommended Employment Qualifications

Bachelor's degree in Engineering, Physics, Applied Physics, or related field (required). Master's degree in Engineering, Physics, Education, or related field (preferred).

Additional Experience

• Ability to teach introductory, algebra-based Physics to ninth-grade students with an emphasis on conceptual understanding, inquiry, and hands-on learning (strongly preferred)
• Experience designing and facilitating inquiry-based and project-based learning (preferred)
• Experience teaching engineering courses, including design principles, fabrication, and microprocessor or microcontroller applications (strongly preferred)
• Experience teaching in a neurodiverse learning environment (preferred)
• Experience with robotics programs (e.g., FRC, FTC, VEX, or equivalent), including mentoring, team leadership, or integrating robotics concepts into coursework (preferred)
• Familiarity with maker-space tools, engineering labs, or fabrication equipment such as 3D printers, CNC machines, laser cutters, and microcontroller platforms (preferred)
• Prior teaching experience at the secondary level (preferred)
• Strong content knowledge in physics with ability to teach both foundational and advanced concepts

Additional Requirements

• Ability to differentiate instruction to meet diverse learning needs
• Ability to integrate technology and computational tools into physics instruction
• Ability to maintain confidentiality and exercise appropriate discretion
• Ability to successfully work with and within a culturally and academically diverse student body, staff, and community
• Comfort with laboratory management, safety protocols, and physics demonstration equipment
• Interest in mentoring students in physics-related competitions, clubs, or research projects (preferred)
• Must be able to comply with background checks, including fingerprints, as required by the agency and / or state regulations
• Must possess personal qualifications including flexibility, patience, professionalism, and physical and mental health consistent with the demands of the position
• Strong work ethic and commitment to excellence
• Willingness to participate in co-curricular activities (athletics, clubs, or other programs)

Working Conditions

Evening and occasional weekend hours may be required for parent meetings, school events, or professional development. Physical demands include sitting, standing, walking, and occasional lifting or carrying of equipment. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. This position requires the ability to move around campus throughout the day.