ZipRecruiter

Log In

1

Science Manager Jobs in Bend, OR (NOW HIRING)

Microbac

Operations Manager

Prineville, OR · On-site

... life science, food and nutrition, and environmental industries and serves our clients with the ... The Operations Manager will be responsible for leading department managers and supervisors ...

TekWissen LLC

IT Infrastructure Project Manager

Bend, OR · On-site

$50 - $65/hr

TekWissen group is a workforce management provider throughout the USA and many other countries in ... scientific expertise, and process excellence and helps their customers to deliver new and ...

previous pagenext page

Showing results 21-40

All JobsScience JobsScience Manager JobsScience Manager Jobs in Bend, OR

Science Manager information

See Bend, OR salary details

$9

$27

$57

How much do science manager jobs pay per hour?

As of Aug 7, 2026, the average hourly pay for science manager in Bend, OR is $27.80, according to ZipRecruiter salary data. Most workers in this role earn between $18.27 and $34.47 per hour, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a science manager?

To thrive as a Science Manager, you generally need a strong background in scientific research, leadership experience, and an advanced degree such as a PhD or MSc in a relevant field. Familiarity with data analysis software, laboratory information management systems (LIMS), and project management tools is typically required. Outstanding communication, problem-solving, and team-building skills help Science Managers effectively lead multidisciplinary teams and coordinate complex projects. These skills are crucial for ensuring scientific rigor, driving innovation, and achieving organizational objectives in research environments.

What is the difference between Science Manager vs Research Scientist?

AspectScience ManagerResearch Scientist
Required credentialsTypically a master's or PhD in a scientific field, leadership experienceUsually a PhD or master's in a specific science, strong research background
Work environmentLeads teams, manages projects, oversees research activitiesConducts experiments, analyzes data, publishes findings
Employer and industry usageUsed in biotech, pharma, research institutions, and corporate R&DCommon in academia, industry, government research labs

Science Managers focus on leading research teams and managing projects, while Research Scientists primarily conduct experiments and analyze data. Both roles require advanced scientific credentials, but their responsibilities and work environments differ significantly.

What is a science manager?

Science Managers are professionals who oversee scientific research projects, teams, or departments within organizations such as research institutes, universities, government agencies, or private companies. Their responsibilities include coordinating research activities, managing budgets and resources, ensuring compliance with regulations, and facilitating communication between scientists and other stakeholders. Science Managers play a crucial role in translating scientific objectives into actionable plans and ensuring that projects are completed efficiently and effectively. They often have advanced degrees in science and strong leadership, organizational, and communication skills.

What are the main challenges a science manager faces when leading interdisciplinary research teams?

One of the main challenges Science Managers encounter is effectively coordinating communication and collaboration among team members from diverse scientific backgrounds. Aligning different methodologies, expectations, and terminologies can require extra effort to ensure everyone is working toward common goals. Additionally, Science Managers must balance administrative responsibilities, such as securing funding and managing budgets, with supporting the scientific growth of their team. Successful Science Managers foster an inclusive environment that encourages innovation while maintaining clear project timelines and deliverables.
What are the most commonly searched types of Science jobs in Bend, OR? The most popular types of Science jobs in Bend, OR are:
What cities near Bend, OR are hiring for Science Manager jobs? Cities near Bend, OR with the most Science Manager job openings:
Science Manager jobs near you

Senior Naval Science Instructor - Crook County High School

Crook County School District

Prineville, OR • On-site

Full-time

Re-posted 25 days ago

Job description

SENIOR NAVAL SCIENCE INSTRUCTOR
LOCATION: Crook County High School
DAYS: 12 month annually
SALARY: Salary and benefits in accordance with the memorandum of agreement between the Department of Navy and Crook County School District
START DATE: July 1, 2026
APPLICATION DEADLINE: Open until filled
COMPLETE JOB DESCRIPTION
Position Title: Senior Naval Science Instructor
Reports to: Principal
FLSA Status: Exempt
JOB SUMMARY
The NJROTC Instructor will motivate, assist and guide the learning of students, including their prescribed instruction, discipline, safety and health while under the supervision of the school. The NJROTC Instructor will also lead each student toward the fulfillment of his/her potential for intellectual growth, citizenship, self-reliance, leadership, responsiveness to constituted authority, physical, emotional, and psychological growth and maturation by providing appropriate instruction to each student.
MINIMM QUALIFICATIONS
  • Certified by the Naval Service Training Command (NSTC)
  • Meets Navy standards and certified as a Senior Naval Science Instructor
  • Ability to obtain an Oregon teaching license
  • Bachelor's degree or greater
  • Demonstrate professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community
  • Ability to travel to more than one work location in the course of the day if assigned to an itinerant position
  • Identifies and procures through the U.S. Navy supply system needed resources and materials for classroom instruction
  • Prepare required reports
  • Monitor and ensure appropriate student behavior, including outdoor activity areas, gymnasiums, etc.
  • Possesses high moral standards and integrity

ESSENTIAL DUTIES AND RESPONSIBILITIES
The essential duties and responsibilities have been extracted from Oregon Administrative Rules related to educators. Employees in this position perform some or all of the following tasks. Other duties may be assigned.
  • Maintain appropriate licenses and training hours as required
  • Comply with applicable District, state, local and federal laws, rules and regulations
  • Adhere to all standards established by Teachers Standards and Practices Commissions for Competent and Ethical Educator
  • Develops and implements the Master Training Schedule
  • Maintain cadet records
  • Supervise the accountability, maintenance, and use of government issued equipment and materials
  • Conducts Leadership Education Training
  • Directs the implementation of cadet activities which may include:
    1. Color guard
    2. Drill team
    3. Leadership camp
    4. Marksmanship team
    5. Orientation trips
    6. Social functions
    7. Awards / Honor program
  • Supervises the preparation of the program for biennial formal inspections
  • Attend work regularly

Curriculum and Instruction (OAR 584-020-0015)
  • The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen. The competent educator stimulates the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of goals as they are appropriate for each individual.
  • The competent teacher demonstrates:
    1. Use of state and district adopted curriculum and goals;
    2. Skill in setting instructional goals and objectives expressed as learning outcomes;
    3. Use of current subject matter appropriate to the individual needs of students;
    4. Use of students' growth and development patterns to adjust instruction to individual needs consistent with the number of students and amount of time available; and
    5. Skill in the selection and use of teaching techniques conducive to student learning.

Supervision and Evaluation (OAR 584-020-0020)
  • The competent educator is a student of human behavior and uses this knowledge to provide a climate that is conducive to learning and that respects the rights of all persons without discrimination. The competent educator assumes responsibility for the activities planned and conducted through the district's program, and assists colleagues to do the same. The competent educator gathers relevant information and uses it in the planning and evaluation of instructional activities.
  • The competent teacher demonstrates:
  1. Multiple ways to assess the academic progress of individual students;
  2. Skill in the application of assessment data to assist individual student growth;
  3. Procedures for evaluating curriculum and instructional goals and practices;
  4. Skill in the supervision of students; and
  5. Skill in differentiating instruction.

Management Skills (OAR 584-020-0025)
  • The competent educator is a person who understands students and is able to relate to them in constructive and culturally competent ways. The competent educator establishes and maintains good rapport. The competent educator maintains and uses records as required, and as needed to assist the growth of students.
  • The competent teacher demonstrates skills in:
    1. Establishing and maintaining classroom management that is conducive to learning;
    2. Using and maintaining district property, equipment, and materials appropriately;
    3. Using and maintaining student records as required by federal and state law and district policies and procedures;
    4. Using district and school business and financial procedures; and
    5. Using district lawful and reasonable rules and regulations.

Human Relations and Communications (OAR 584-020-0030)
  • The competent educator works effectively with others __ Students, staff, parents, and patrons. The competent educator is aware of the ways the community identifies with the school, as well as community needs and ways the school program is designed to meet these needs. The competent educator can communicate with knowledge, clarity, and judgment about educational matters, the school, and the needs of students.
  • The competent teacher demonstrates:
    1. Willingness to be flexible in cooperatively working with others; and
    2. Skill in communicating with administrators, students, staff, parents, and other patrons.

Responsibilities of Teachers (OAR 584-036-0011)
Teacher performs the following tasks: plans instruction, establishes a classroom climate conducive to learning, implements plans for instruction, evaluates student achievement, and appropriately directs instructional assistants:
  • Plans for Instruction. Examples of planning include, but are not limited to:
    1. Selects or writes learning goals that are based upon district objectives, Oregon Board of Education directives, and the physical and mental maturity of the students;
    2. Determines the current achievement level of the students with respect to the learning goals;
    3. Establishes objectives for a unit of instruction, formulates daily lessons and evaluates students' attainment of learning goals;
    4. Adapts unit and lesson plans for exceptional learners and for students from varying cultural, social, and linguistic backgrounds;
    5. Selects and organizes instructional materials and equipment for the units of instruction;
    6. Designs instructional activities to achieve unit and lesson objectives; and
    7. Estimates the time required for direct instruction, students' practice and application, and evaluation of student learning.
  • Establishes a classroom climate conducive to learning by students. Examples of establishing conducive climate include, but are not limited to:
    1. Communicates classroom rules and behavioral expectations based upon the level of development of students and laws governing student rights and responsibilities;
    2. Applies principles of sex equity, racial justice, and least restrictive environment for disabled students;
    3. Recognizes the effects of the physical, social, and emotional climate of the students' homes and community on student motivation and behavior;
    4. Encourages appropriate behavior and provides meaningful reinforcement when it occurs;
    5. Monitors student conduct and takes appropriate action when misbehavior occurs;
    6. Interacts thoughtfully and courteously with students, colleagues, and parents and resolves conflicts in a professional manner;
    7. Uses classroom time effectively to provide maximum time on learning tasks;
    8. Manages instructional transitions; and
    9. Coordinates the use of parent volunteers, student assistants, and other support personnel to achieve instructional objectives.
  • Implements Plans for Instruction. Examples of instruction include, but are not limited to
    1. Organizes students to engage in planned learning activities;
    2. Communicates learning outcomes to be achieved and focuses student interest on tasks to be accomplished;
    3. Provides instruction using a variety of instructional techniques to achieve planned objectives;
    4. Monitors the effectiveness of learning activities and modifies the pace and content of instruction as needed to achieve unit and lesson objectives; and
    5. Uses techniques that promote critical thinking and problem solving and that encourage divergent as well as convergent thinking.
  • Evaluates Student Achievement. Examples of evaluation include, but are not limited to:
    1. Selects and uses tests, observation, student interviews, and other formal and informal assessment procedures to determine the extent to which each student has achieved the objectives of the lesson and/or unit of instruction;
    2. Grades and records the students' progress, prepare anecdotal records, and reports achievement to students and parents;
    3. Summarizes the data on student achievement in relationship to instructional objectives;
    4. Uses data on student achievement to refine curriculum objectives and to plan further instruction; and
    5. Documents teaching effectiveness through assembling and analyzing samples of students' work.
  • Directs Instructional Assistants. Examples of directing instructional assistants include, but are not limited to:
    1. Delegates specific instructional tasks to be performed for individual students or groups of students in accordance with the skills and abilities of each instructional assistant;
    2. Trains the assistant in the instructional tasks to be performed under the teacher's supervision;
    3. Supervises and assesses the performance of delegated instructional tasks and adjusts delegated tasks as necessary;
    4. Assumes full accountability for effectiveness and safety of tasks delegated to instructional assistants.

MARGINAL DUTIES AND RESPONSIBILITIES
Marginal duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.
  1. Serve on building, District and school committees and councils.
  2. Report issues to authorities as necessary, such as animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES
This position may supervise volunteers, student aides, and instructional assistants. All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others' ideas and contributing to building a positive team spirit. Demonstrated ability to successfully work with adolescent students and public.
  • Language Skills: Ability to communicate fluently verbally and in writing in English. Ability to respond to common inquiries or complaints from students, parents, staff or members of the community. Ability to draft simple correspondence and some routine reports. Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.
  • Mathematical Skills: Ability to add, subtract, multiply and divide. Ability to perform these operations using units of American money and weight measurement, volume and distance.
  • Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
  • Computer Skills: Proficiency in the usage of database software, internet software, e-mail and word processing software. Ability to proficiently use the following programs strongly preferred: ESIS, MS Word, Outlook, and Excel. Ability to type accurately and proficiently.
  • Other Skills and Abilities: Ability to appropriately communicate with students, teachers, parents, members of the community and others including vendors, law enforcement and other agencies. Ability to exercise good judgment and work in an environment with constant interruptions.
  • Certificates, Licenses, Registrations: Must hold a v

Apply