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Temporary International Science Teacher Jobs (NOW HIRING)

The Gilbert School

7th Grade Science Teacher

Winsted, CT · On-site

$48K - $60K/yr

Until filled Position : 7th Grade Science Teacher Qualifications : * CT 034 General Science ... international boarding program. We are hiring a dynamic, energetic, compassionate and ...

Danbury Public Schools

Science Teacher - Grade 8

Danbury, CT · On-site

$49K - $63K/yr

... for International Studies, to three middle schools, including an intradistrict magnet school ... Seeking a Science teacher for the Danbury Public Schools. Should be interested in creating a ...

Danbury Public Schools

Science Teacher - Grade 8

Danbury, CT · On-site

$49K - $63K/yr

... for International Studies, to three middle schools, including an intradistrict magnet school ... Seeking a Science teacher for the Danbury Public Schools. Should be interested in creating a ...

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Temporary International Science Teacher information

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$23.5K

$57.4K

$76.5K

How much do temporary international science teacher jobs pay per year?

As of Sep 7, 2026, the average yearly pay for temporary international science teacher in the United States is $57,413.00, according to ZipRecruiter salary data. Most workers in this role earn between $48,000.00 and $62,000.00 per year, depending on experience, location, and employer.

What is a temporary international science teacher?

A Temporary International Science Teacher is an educator hired on a short-term or fixed-term contract to teach science subjects, such as biology, chemistry, or physics, at an international school. These teachers may fill in for permanent staff on leave, cover specific teaching needs, or assist during peak enrollment periods. They often work with students from diverse cultural backgrounds and may teach in English or other languages, depending on the school's curriculum. This role requires flexibility, adaptability, and a strong understanding of science education standards across different countries.

What are some common challenges faced by temporary international science teachers, and how can they be managed?

Temporary International Science Teachers often encounter challenges such as adapting quickly to new curricula, understanding diverse student backgrounds, and overcoming language barriers. Building rapport with students and colleagues in a short time frame is essential for effective teaching. Successful teachers approach these challenges by being flexible, open to new teaching methods, and proactive in seeking support from local staff. Collaborating with the science department and utilizing available resources can also ease the transition and enhance classroom management.

What are the key skills and qualifications needed to thrive as a temporary international science teacher, and why are they important?

To thrive as a Temporary International Science Teacher, you typically need a teaching certification, subject-matter expertise in science, and experience working with diverse student populations. Familiarity with international curricula (such as IB or Cambridge), digital classroom tools, and learning management systems is highly valuable. Strong cross-cultural communication, adaptability, and classroom management skills set outstanding candidates apart. These skills ensure effective teaching, student engagement, and smooth adaptation to new educational environments and cultural contexts.

What is the difference between Temporary International Science Teacher vs International Science Teacher?

AspectTemporary International Science TeacherInternational Science Teacher
CredentialsTypically requires a teaching certification and relevant science degreesSame as temporary; often requires teaching certification and science background
Work EnvironmentShort-term assignments in international schools or programsLong-term or permanent positions in international schools worldwide
Employer & IndustryEducational institutions offering temporary international teaching rolesInternational schools, educational organizations, or government programs

In summary, a Temporary International Science Teacher is hired for short-term international teaching assignments, often requiring similar credentials as permanent International Science Teachers. The main difference lies in the duration and contract type, with temporary roles offering shorter commitments compared to permanent positions.

More about Temporary International Science Teacher jobs

What cities are hiring for Temporary International Science Teacher jobs?

Cities with the most Temporary International Science Teacher job openings:

What are the most commonly searched types of International Science Teacher jobs?

The most popular types of International Science Teacher jobs are:

What states have the most Temporary International Science Teacher jobs?

States with the most job openings for Temporary International Science Teacher jobs include:

What job categories do people searching Temporary International Science Teacher jobs look for?

The top searched job categories for Temporary International Science Teacher jobs are:

Temporary International Science Teacher jobs near you
Infographic showing various Temporary International Science Teacher job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 77% Full Time, 20% Part Time, and 2% Contract. Highlights an 76% Physical, 3% Hybrid, and 21% Remote job distribution, with an average salary of $57,413 per year, or $27.6 per hour.

IB Science Teacher

Washtenaw Intermediate School District

Ann Arbor, MI • On-site

$47K - $60K/yr

Full-time

Re-posted 21 days ago

Job description

Position Type:
High School Teaching/Secondary Teacher
Date Posted:
1/7/2026
Location:
Huron High School
District:
Ann Arbor Public Schools
POSITION TITLE: IB Science Teacher
FTE: 1.0
POSITION LOCATION: Huron High School(In-Person)
SALARY: AAEA Teacher's Salary Schedule
REPORTING RELATIONSHIP: Principal Ann Arbor International Baccalaureate teaching positions will fully embrace and implement the innovative teaching and learning practices for which International Baccalaureate is known as described by the International Baccalaureate Programme Standards and Practices.
All internal and external candidates must apply using the Applitrack system.
All current teachers and other internal candidates must apply using the Applitrack system and complete the online application (9 steps) and upload a cover letter of interest. Other documents that support their qualifications and interest in the IB teaching positions are welcomed but not required.
External candidates must submit a full application with all requested materials and documents.
Ann Arbor International Baccalaureate teaching positions will fully embrace and implement the innovative teaching and learning practices for which International Baccalaureate is known as described by the International Baccalaureate Programme Standards and Practices.
QUALIFICATIONS REQUIREMENTS:
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.
The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.
EDUCATION AND EXPERIENCE:
  • Posses a valid Michigan Teaching Certificate
  • Secondary school teaching experience required
  • Experience with units of inquiry curriculum development using the International Baccalaureate unit planner strongly preferred
  • Demonstrated success working with historically underachieving students and closing achievement gap(s)
  • Be recognized as a collaborative instructional team member
  • Demonstrated proficiency with instructional techniques such as:
    • Workshop teaching methods
    • Word Generation
    • Reading Apprenticeship
    • Project based learning including Project Lead The Way
    • Text-based discussions
    • Sheltered Instruction Observation Protocol (SIOP)
    • Instructional uses of assessment data
    • Differentiated teaching methods in all content areas including response to intervention Tier 1, Tier 2 and Tier 3 options
    • Integration of content area instruction
  • Have demonstrated skillfulness collecting and analyzing data for instructional purposes including report cards, NWEA, SRI, MEAP/Mi-STEP, etc.
  • Have daily experience implementing Developmental Designs techniques
ESSENTIAL DUTIES AND RESPONSIBILITIES:
  • Work with and support the IB coordinator and principals to plan and implement the MYP program with fidelity as outlined by the IB Programme Standards and Practices
  • Implement the School Improvement Plan (including Mitchell Scarlett Teaching & Learning Collaborative initiatives at Scarlett)
  • Be fully conversant in the IB Programme Standards and Practices, the Learner Profile and the MYP Principles to Practice documents found at http:ib.a2schools.org
  • Model inquiry thinking and problem solving during all stages of IB program development
  • Assume leadership responsibilities necessary for the development of the K-12 IB program
  • Participate in flexible scheduling to collaborate in development of units of inquiry
  • Write MYP units of inquiry for your grade/content area(s) to address the Michigan Academic Standards as well as vertical and horizontal alignment of curriculum
  • Collaborate with grade/content areas colleagues in the revision of MYP units of inquiry for your grade/content area(s) to address the Michigan Academic Standards as well as vertical and horizontal alignment of curriculum
  • Document unit development using the 2014 IB unit-planning process
  • Develop and implement units with Global Contexts as a context for inquiry
  • Develop and implement units with opportunities, through inquiry, to participate in service as action
  • Collaborate with others to integrate Approaches to Learning into units of inquiry as a vertical and horizontal progression of skills to be taught and assessed
  • Collaborate with others to plan, teach, implement and assess the Personal Project in 10th grade according to the guidelines in the MYP Projects Guide
  • Use the MYP assessment criteria for all units with four objectives/criteria for each subject group
  • Develop and use formative assessment tasks to monitor student growth and achievement, guide instructional decisions, and evaluate the outcomes of units of inquiry
  • Communicate regularly with parents, business partners and community members outside normal classroom day by means of teacher developed website, email, phone calls, conferences, etc.
  • Promote IB programming in all facets of communication
  • Participate in flexible scheduling to collaborate in development of units of inquiry
  • Regular, reliable and punctual attendance

LANGUAGE SKILLS:
Read, analyze, and interpret professional journals, technical procedures, or governmental regulations
Communicate effectively and present information both in oral and in written form
REASONING ABILITY:
Define problems, collect data, establish facts, and draw valid conclusions.
Interpret an extensive variety of statistical information and data related to student achievement.
OTHER SKILLS and ABILITIES:
Interact with public and other staff as required.
Apply knowledge of current replicated research and techniques related to sensory issues.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet.
METHOD OF APPLICATION:
All applicants must complete the online application at https://www.a2schools.org/Page/644
Certified Positions Only: Copies of an active Michigan Teaching Certificate and college transcripts are required with application packet. Original certificate and certified transcripts are required prior to being hired.

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