High School Business Teacher Jobs
High School Business Teacher jobs are open across public school districts, private schools, charter networks, and vocational-technical programs, from entry-level to department head, with specializations in entrepreneurship, personal finance, and marketing. Scan the live roles below and apply to whichever ones fit.
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Showing 5 of 26+ High School Business Teacher jobs
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Position Type:
High School Teaching/Business, Computer & IT
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Date Posted:
11/13/2026
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Location:
Pine-Richland High School
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Date Available:
12/2026
Pine-Richland School District
Position Description
Position Title: Short-Term Substitute High School Business and Computer Science Teacher
Reports To: Building Principal
Location: Pine-Richland High School
Compensation: $277/day
Assignment Duration: This assignment is available in early-mid-December 2026 and will last through January 2027.
SUMMARY
Responsible for teaching students in grades K-12 in specific subject/content areas of age-appropriate study. Help student learn subject matter and skills that will contribute to their development as mature, able and responsible young men and women consistent with the Board-approved mission, policies, goals and curriculum. Work schedules vary with the school and teaching assignment. Work may be performed after school hours, as necessary.
ESSENTIAL DUTIES AND RESPONSIBILITIES- Plan and implement a program of study based on the curriculum guide. Teachers may employ a variety of instructional techniques consistent with the needs, interests and capabilities of the students.
- Establish a classroom environment that is conducive to learning.
- Assess student progress on a regular and consistent basis.
- Teach School Board approved curriculum and participate in regular curriculum review and rewriting processes.
- Meet and instruct assigned classes in the locations and at the times designated.
- Create a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students.
- Encourage students to set and maintain standards of classroom behavior.
- Guide the learning process toward the achievement of curriculum goals and � in harmony with the goals � establish clear objectives for all lessons, units, and projects and to communicate these objectives to students.
- Work cooperatively with and special education staff to implement program and student IEP (Individualized Education Prescription).
- Evaluate student academic progress; keep appropriate records and prepare interim reports, report cards.
- Available to conference with students and parents for education-related purposes at a mutually agreeable time.
- Maintain accurate, complete and correct records, as required by law, Board policy and school administrative requirements.
- Submit reports and grades on a timely basis.
- Maintain and improve professional competence through staff development activities provided by the school district as well as self-selected professional growth activities.
- Serve as member of department/building teams or committees, as needed.
Marginal Job Duties: Participate in extra-curricular activities in the school community with students. (This may include volunteers time to work with students on school projects, serving on committees or participating in the sponsorship of student activities, either as a volunteer or by supplemental contract.)
SUPERVISORY RESPONSIBILITIES
Supervises classroom and students, in accordance with the Discipline Code. May also coordinate the work of classroom instructional assistants. On occasion, supervise the activities of volunteers. Take all reasonable precautions to protect students, district equipment, materials and facilities.
QUALIFICATION 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.
EDUCATION AND EXPERIENCE
Bachelors' or advanced degree from an accredited institution; successful completion of a student teaching experience. Demonstrated high academic achievement � minimum 3.0 on a 4 pt. scale.
CERTIFICATES, LICENSES, REGISTRATIONS
Valid Pennsylvania Instructional Level I or II or Emergency certificate in Business, Computers & Information Technology (BCIT) K-12 or equivalent, current criminal record and child abuse clearances.
CONFIDENTIALITY
Respects and maintains the confidentiality of student records, personal communication and family background at all time.
LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Foreign Language instructors should be able to demonstrate near-native fluency.
COMPUTER SKILLS
Ability to use and provide basic instruction in a PC or Macintosh environment, while assisting students.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS and ABILITIES
Ability to work with special needs children. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and school district policies.
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.
During a typical workday, teachers are required to stand approximately 30-35% of the day on flat surfaces. Periods of continual standing can be up to 30 minutes at one time, but are at the teacher's discretion. Teachers may change position as desired. While standing, teachers write on the chalk/marker board or instruct students from a central location in the classroom. Standing is performed intermittently with sitting and walking. Teachers walk about the classroom while instructing and throughout the school day.
Lifting/carrying requirements are minimal. Teachers are required to lift books and classroom supplies weighing less than 10-15 lbs.; heavier objects weighing up to 25 lbs. (AV or computer equipment) on a rare basis. Carts are available to transport heavier items. Pushing/pulling � Teachers are required to push/pull file cabinets or desk drawers. Climbing/balancing � No significant amount of climbing or balancing is expected. Stooping, kneeling, bending at waist/knees � not significant; however, teachers may stoop or kneel (such as at a student's desk) while engaged in special projects. Reaching � Teachers may reach on frequent basis while performing typical job functions, primarily between the knee and shoulder levels.
Dexterity � Fine manipulation is a requirement of this position while operating a computer. Teachers must also demonstrate legible handwriting, which can be understood by students and adults. Specific vision abilities required 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. The employee is directly responsible for safety and well being of students in their charge. The noise level in the work environment is moderate to loud.
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 information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.-
Position Type:
-
Position Type:
High School Teaching/Business, Computer & IT
-
Date Posted:
11/13/2026
-
Location:
Pine-Richland High School
-
Date Available:
12/2026
Pine-Richland School District
Position Description
Position Title: Short-Term Substitute High School Business and Computer Science Teacher
Reports To: Building Principal
Location: Pine-Richland High School
Compensation: $277/day
Assignment Duration: This assignment is available in early-mid-December 2026 and will last through January 2027.
SUMMARY
Responsible for teaching students in grades K-12 in specific subject/content areas of age-appropriate study. Help student learn subject matter and skills that will contribute to their development as mature, able and responsible young men and women consistent with the Board-approved mission, policies, goals and curriculum. Work schedules vary with the school and teaching assignment. Work may be performed after school hours, as necessary.
ESSENTIAL DUTIES AND RESPONSIBILITIES- Plan and implement a program of study based on the curriculum guide. Teachers may employ a variety of instructional techniques consistent with the needs, interests and capabilities of the students.
- Establish a classroom environment that is conducive to learning.
- Assess student progress on a regular and consistent basis.
- Teach School Board approved curriculum and participate in regular curriculum review and rewriting processes.
- Meet and instruct assigned classes in the locations and at the times designated.
- Create a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students.
- Encourage students to set and maintain standards of classroom behavior.
- Guide the learning process toward the achievement of curriculum goals and � in harmony with the goals � establish clear objectives for all lessons, units, and projects and to communicate these objectives to students.
- Work cooperatively with and special education staff to implement program and student IEP (Individualized Education Prescription).
- Evaluate student academic progress; keep appropriate records and prepare interim reports, report cards.
- Available to conference with students and parents for education-related purposes at a mutually agreeable time.
- Maintain accurate, complete and correct records, as required by law, Board policy and school administrative requirements.
- Submit reports and grades on a timely basis.
- Maintain and improve professional competence through staff development activities provided by the school district as well as self-selected professional growth activities.
- Serve as member of department/building teams or committees, as needed.
Marginal Job Duties: Participate in extra-curricular activities in the school community with students. (This may include volunteers time to work with students on school projects, serving on committees or participating in the sponsorship of student activities, either as a volunteer or by supplemental contract.)
SUPERVISORY RESPONSIBILITIES
Supervises classroom and students, in accordance with the Discipline Code. May also coordinate the work of classroom instructional assistants. On occasion, supervise the activities of volunteers. Take all reasonable precautions to protect students, district equipment, materials and facilities.
QUALIFICATION 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.
EDUCATION AND EXPERIENCE
Bachelors' or advanced degree from an accredited institution; successful completion of a student teaching experience. Demonstrated high academic achievement � minimum 3.0 on a 4 pt. scale.
CERTIFICATES, LICENSES, REGISTRATIONS
Valid Pennsylvania Instructional Level I or II or Emergency certificate in Business, Computers & Information Technology (BCIT) K-12 or equivalent, current criminal record and child abuse clearances.
CONFIDENTIALITY
Respects and maintains the confidentiality of student records, personal communication and family background at all time.
LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Foreign Language instructors should be able to demonstrate near-native fluency.
COMPUTER SKILLS
Ability to use and provide basic instruction in a PC or Macintosh environment, while assisting students.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS and ABILITIES
Ability to work with special needs children. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and school district policies.
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.
During a typical workday, teachers are required to stand approximately 30-35% of the day on flat surfaces. Periods of continual standing can be up to 30 minutes at one time, but are at the teacher's discretion. Teachers may change position as desired. While standing, teachers write on the chalk/marker board or instruct students from a central location in the classroom. Standing is performed intermittently with sitting and walking. Teachers walk about the classroom while instructing and throughout the school day.
Lifting/carrying requirements are minimal. Teachers are required to lift books and classroom supplies weighing less than 10-15 lbs.; heavier objects weighing up to 25 lbs. (AV or computer equipment) on a rare basis. Carts are available to transport heavier items. Pushing/pulling � Teachers are required to push/pull file cabinets or desk drawers. Climbing/balancing � No significant amount of climbing or balancing is expected. Stooping, kneeling, bending at waist/knees � not significant; however, teachers may stoop or kneel (such as at a student's desk) while engaged in special projects. Reaching � Teachers may reach on frequent basis while performing typical job functions, primarily between the knee and shoulder levels.
Dexterity � Fine manipulation is a requirement of this position while operating a computer. Teachers must also demonstrate legible handwriting, which can be understood by students and adults. Specific vision abilities required 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. The employee is directly responsible for safety and well being of students in their charge. The noise level in the work environment is moderate to loud.
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 information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.-
Position Type:
High School Business Teacher Jobs by Experience Level
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Find JobsHigh School Business Teacher Job Market
Who's Hiring
Top Industries Hiring
- Education
What Employers Look For
The qualifications that appear most often in high school business teacher jobs.
- Valid state teaching license or certification in business education or a related subject area
- Bachelor's degree in business, business education, or a closely related field
- Experience developing or delivering personal finance, marketing, or entrepreneurship coursework
- Proficiency with productivity and presentation software used in a classroom setting
- Career and Technical Education endorsement or willingness to obtain one
- Demonstrated ability to manage a classroom and differentiate instruction for diverse learners
Tips for Your High School Business Teacher Job Search
Align your resume to state standards
Many districts screen applications for familiarity with their state's business education curriculum framework. Name the specific standards you've taught to and the courses you've developed or adapted, so your resume clears the first filter.
List every business credential you hold
Certifications like a CTE endorsement, CompTIA, or any industry credential you bring into the classroom strengthen your candidacy. Hiring committees often weigh real-world business experience alongside your teaching license, so include both.
Apply early to roles that fit
Migrate Mate lists high school business teacher openings from across the United States in one place, so you can find roles that match and apply directly to each listing.
Target postings that match your elective strengths
School districts often hire for a specific course load, such as accounting, computer applications, or sports marketing. Filter your search by the electives you're most qualified to teach rather than applying to every generic business teacher posting.
Prepare a teaching demonstration before interviews
Most hiring panels ask finalists to deliver a sample lesson to students or staff. Plan a 15-to-20-minute segment tied to a real business concept, and be ready to explain your instructional choices when the panel asks follow-up questions.
Negotiate beyond base salary at offer time
Many districts allow credit on the salary schedule for prior business work experience, not just teaching years. Ask HR how outside experience is evaluated before you accept, because that determination directly affects your starting placement on the pay scale.
High School Business Teacher Jobs: Frequently Asked Questions
Which companies are hiring the most high school business teachers?
The most active employers for high school business teachers right now are Stride, Millard Public Schools, and Roane County Schools, and the most openings are in Missouri, Nebraska, and Virginia, based on current listings on Migrate Mate as of November 2026. Availability shifts throughout the school year, so checking back regularly gives you the most accurate picture of where hiring is active.
How many high school business teacher jobs are remote?
About 50% of high school business teacher openings are fully remote or hybrid as of November 2026, which is lower than many other education roles. The sub-areas most likely to offer remote or hybrid arrangements include online charter schools, curriculum development positions, and adult education programs that fall under a business department umbrella.
How do you become a high school business teacher?
You earn a bachelor's degree in business or business education, complete a state-approved teacher preparation program that includes student teaching, and pass your state's required licensure exams. Many states also require a content-area test specific to business or CTE subjects. Some states allow candidates with substantial business work experience to pursue an alternative certification route while teaching.
Can you get hired as a high school business teacher with little teaching experience?
Yes, districts frequently hire candidates with strong business backgrounds even when classroom experience is limited. Highlighting internships, coaching business clubs, tutoring, or any work with young people offsets a thin teaching record. Some schools actively seek career changers from finance, marketing, or management because that real-world context strengthens their CTE and elective programs.
What does the high school business teacher interview process look like?
Most districts start with a phone or video screen conducted by an HR coordinator, followed by a panel interview with the principal and department colleagues. Finalists are typically asked to teach a sample lesson to actual students or a mock audience. Questions usually focus on classroom management philosophy, how you connect business concepts to real-world scenarios, and your approach to engaging students who are not planning business careers.
Where can I find and apply to high school business teacher jobs?
You can find and apply to high school business teacher jobs on Migrate Mate, which lists current openings from school districts and education organizations across the United States. Search the listings to find roles that match your subject area, grade level, and location, then apply directly to each one that fits your background.
See All 26 High School Business Teacher Jobs
Find roles that match your experience and apply in just a few clicks.
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