High School History Teacher Jobs
High School History Teacher jobs are open across public K-12 districts, private schools, and charter networks, from first-year teachers to department heads, with specializations in AP U.S. History, world history, and civics. See the openings below and apply to the ones that match your experience.
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Southbridge Public Schools serve approximately 2,200 students across six schools—and we’re in the midst of an exciting and measurable transformation. In particular, our secondary schools are on a trajectory of rapid improvement. This brief video, Southbridge Middle School Celebrates Recent Improvement, highlights the results of a process of improving culture, climate, and instruction that empowered Southbridge Middle School to take dramatic steps forward even in the challenging aftermath of the COVID pandemic. Over the past couple of school years, SMS has continued to thrive and has been recognized for outstanding student achievement gains in Math, and by the University of Connecticut as a PBIS success story. We are now also seeing the same kind of transformative change at Southbridge High School, with culture & climate among both staff and students improving dramatically in the current 2024-25 school year, and we are confident that significant academic gains will soon follow.
This success is no accident—it’s the result of passionate educators, high-quality curriculum, targeted professional development, and a deep commitment to providing a better education to children in a community that has long been under-served. We are a district with many high-needs students, but they prove to us on a daily basis that when we provide them with high expectations and consistent support, they can excel. Most of all, our students thrive when the adults in our schools unite as a team to provide a safe and positive climate, when we uphold high expectations for both behavior and academics, and when we show our kids that we believe in them, we care about them, and we will never give up on them.
If you’re an educator who wants your work to matter—who wants to be part of a team that believes deeply in growing people and improving student outcomes—Southbridge is a place where you can see the impact of your efforts every day.
Principal Accountabilities:
2. Responsible for effective planning and assessment of curriculum and instruction.
3. Responsible for mentoring students’ understanding of the curriculum effectively and adjusting instruction, materials, or assessments, when appropriate.
4. Responsible for effective management of classroom environment.
5. Responsible for effective instruction, which includes making learning goals clear to the students, using appropriate instructional and questioning techniques.
6. Responsible for using innovative approaches, and instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn.
7. Responsible for the promotion of high standards and expectations for student achievement.
8. Responsible for the promotion of equity and appreciation of diversity to ensure equitable opportunities for student learning, including implementing specific strategies for students with special needs, with 504 plans and\or second language learners.
9. Performance of other job-related duties as assigned.
10. Collaborate with SPED and ELL specialists to meet the specific needs of particular students.
11. Prepare students for MCAS.
12. Understanding of High School philosophy and structure of High School teams.
13. Maintain data and documentation, as appropriate.
14. Participate in school-wide professional development and seek continual feedback and coaching to develop as a teacher
15. Responsible for assuring equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, national origin, sexual orientation, homelessness, or disability
15. Any other assigned duties by the Superintendent of Schools or his/her designee.
QUALIFICATIONS-REQUIRED:
- Education: Bachelor’s degree or higher from an accredited institution;
- Hold a valid Massachusetts Teaching License in Social Studies 8-12, or other appropriate grade-level MA Teaching License.
- Hold a valid Massachusetts SEI Endorsement OR Grade-level appropriate ESL License;
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified;
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
QUALIFICATIONS-PREFERRED:
- Experience in urban, high-poverty, and/or turnaround schools;
- Major/minor in specific teaching content area;
- Experience teaching Advanced Placement or International Baccalaureate classes;
- Additional certification in Teacher of Students with Moderate Disabilities and/or English Language Learners (ESL);
- Demonstrated experience in English Language Development (ELD) and Sheltered English Immersion (SEI) strategies strongly preferred;
- Bilingual language proficiency (Spanish/English) strongly preferred.
Note: The Receiver may review and adjust the salary of an individual employee in order to attract or retain a highly qualified employee or when he otherwise determines such an adjustment is in the best interest of the district.
Equal Opportunity Employer
Southbridge Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, creed, national origin, sex, gender identity, disability, religion, age, or sexual orientation.
Southbridge Public Schools serve approximately 2,200 students across six schools—and we’re in the midst of an exciting and measurable transformation. In particular, our secondary schools are on a trajectory of rapid improvement. This brief video, Southbridge Middle School Celebrates Recent Improvement, highlights the results of a process of improving culture, climate, and instruction that empowered Southbridge Middle School to take dramatic steps forward even in the challenging aftermath of the COVID pandemic. Over the past couple of school years, SMS has continued to thrive and has been recognized for outstanding student achievement gains in Math, and by the University of Connecticut as a PBIS success story. We are now also seeing the same kind of transformative change at Southbridge High School, with culture & climate among both staff and students improving dramatically in the current 2024-25 school year, and we are confident that significant academic gains will soon follow.
This success is no accident—it’s the result of passionate educators, high-quality curriculum, targeted professional development, and a deep commitment to providing a better education to children in a community that has long been under-served. We are a district with many high-needs students, but they prove to us on a daily basis that when we provide them with high expectations and consistent support, they can excel. Most of all, our students thrive when the adults in our schools unite as a team to provide a safe and positive climate, when we uphold high expectations for both behavior and academics, and when we show our kids that we believe in them, we care about them, and we will never give up on them.
If you’re an educator who wants your work to matter—who wants to be part of a team that believes deeply in growing people and improving student outcomes—Southbridge is a place where you can see the impact of your efforts every day.
Principal Accountabilities:
2. Responsible for effective planning and assessment of curriculum and instruction.
3. Responsible for mentoring students’ understanding of the curriculum effectively and adjusting instruction, materials, or assessments, when appropriate.
4. Responsible for effective management of classroom environment.
5. Responsible for effective instruction, which includes making learning goals clear to the students, using appropriate instructional and questioning techniques.
6. Responsible for using innovative approaches, and instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn.
7. Responsible for the promotion of high standards and expectations for student achievement.
8. Responsible for the promotion of equity and appreciation of diversity to ensure equitable opportunities for student learning, including implementing specific strategies for students with special needs, with 504 plans and\or second language learners.
9. Performance of other job-related duties as assigned.
10. Collaborate with SPED and ELL specialists to meet the specific needs of particular students.
11. Prepare students for MCAS.
12. Understanding of High School philosophy and structure of High School teams.
13. Maintain data and documentation, as appropriate.
14. Participate in school-wide professional development and seek continual feedback and coaching to develop as a teacher
15. Responsible for assuring equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, national origin, sexual orientation, homelessness, or disability
15. Any other assigned duties by the Superintendent of Schools or his/her designee.
QUALIFICATIONS-REQUIRED:
- Education: Bachelor’s degree or higher from an accredited institution;
- Hold a valid Massachusetts Teaching License in Social Studies 8-12, or other appropriate grade-level MA Teaching License.
- Hold a valid Massachusetts SEI Endorsement OR Grade-level appropriate ESL License;
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified;
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
QUALIFICATIONS-PREFERRED:
- Experience in urban, high-poverty, and/or turnaround schools;
- Major/minor in specific teaching content area;
- Experience teaching Advanced Placement or International Baccalaureate classes;
- Additional certification in Teacher of Students with Moderate Disabilities and/or English Language Learners (ESL);
- Demonstrated experience in English Language Development (ELD) and Sheltered English Immersion (SEI) strategies strongly preferred;
- Bilingual language proficiency (Spanish/English) strongly preferred.
Note: The Receiver may review and adjust the salary of an individual employee in order to attract or retain a highly qualified employee or when he otherwise determines such an adjustment is in the best interest of the district.
Equal Opportunity Employer
Southbridge Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, creed, national origin, sex, gender identity, disability, religion, age, or sexual orientation.
See All 39 High School History Teacher Jobs
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Find JobsHigh School History Teacher Job Market
Who's Hiring
Top Industries Hiring
- Education
- Non-Profit & Social Services
- Healthcare & Medical Services
What Employers Look For
The qualifications that appear most often in high school history teacher jobs.
- Valid state secondary education teaching license or certificate in social studies or history
- Bachelor's degree in history, social studies education, or a closely related field
- Experience developing lesson plans aligned to state social studies standards
- Ability to teach AP U.S. History, AP World History, or AP Government courses
- Proficiency with learning management systems such as Google Classroom or Canvas
- Classroom management skills and experience differentiating instruction for diverse learners
Tips for Your High School History Teacher Job Search
Tailor your resume to state standards
Many districts list specific state curriculum frameworks in their postings. Reference the standards you've taught to by name, such as Common Core literacy standards or your state's social studies frameworks, so hiring committees see an immediate match.
Highlight AP or dual-enrollment certification
If you're College Board-certified or have taught dual-enrollment courses, list those credentials prominently. Districts with strong college-prep programs filter for them early, and burying the credential in a job description paragraph means it gets missed.
Apply early to roles that fit
Migrate Mate lists high school history teacher openings from across the United States in one place, so you can find roles that match and apply directly to each listing.
Request a teaching license reciprocity check
If you're relocating, contact the target state's Department of Education before applying. Many states offer reciprocity for out-of-state licenses, but processing takes time, and confirming eligibility upfront prevents your application from stalling on a technicality.
Prepare a sample lesson plan to bring
History teacher interviews frequently include a demonstration lesson or a request to walk through your instructional approach. Having a ready sample, ideally one that shows primary-source analysis, signals preparation and saves you from scrambling after a last-minute request.
Negotiate start date around licensure timelines
If you're finishing a licensure program or waiting on a background clearance, raise the timeline in the offer conversation rather than after signing. Most districts have done this before and can accommodate a delayed start, but only if you name it early.
High School History Teacher Jobs: Frequently Asked Questions
Which companies are hiring the most high school history teachers?
The most active employers for high school history teachers right now are KIPP Public Schools Northern California, Great Hearts Academies, and RePublic Schools, and the most openings are in California, Arizona, and Massachusetts, based on current listings on Migrate Mate as of November 2026. Charter networks and large urban districts tend to post the highest volume of openings throughout the hiring season.
How many high school history teacher jobs are remote?
About 0% of high school history teacher openings are fully remote or hybrid as of November 2026, with most remote roles concentrated in online charter schools and virtual academy programs rather than traditional district positions. Fully in-person instruction remains the standard for most public and private high school roles.
How do you become a high school history teacher?
You earn a bachelor's degree in history, social studies education, or a related field, then complete a state-approved teacher preparation program that includes student teaching. After that you pass your state's required licensure exams, which typically include a subject-matter test in history or social studies, and apply for your state teaching certificate before submitting job applications.
Can you get hired as a high school history teacher with little experience?
Many districts hire candidates who are completing or have just finished their student teaching requirement, treating that placement as qualifying experience. Focusing on districts with high turnover, rural or hard-to-staff schools, or those with grow-your-own programs improves your chances. A strong student teaching evaluation letter and a sample unit plan can offset a thin work history in a competitive pool.
What does the high school history teacher interview process look like?
Most districts run a two-stage process: a screening interview with HR or a department chair, followed by a panel interview that includes administrators and sometimes a teacher representative. Finalists are frequently asked to deliver a demonstration lesson to a small group of students or staff. Questions focus on classroom management philosophy, how you teach primary-source analysis, and how you differentiate for students reading below grade level.
Where can I find and apply to high school history teacher jobs?
You can find and apply to high school history teacher jobs on Migrate Mate, which lists current openings from across the United States. Search for roles that match your license, grade level, and subject preferences, then apply directly to each listing that fits your experience and location.
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