(This position is posted until filled)

PRIMARY FUNCTION: Position is responsible for developing, coordinating, and working with teachers, administrators, and central personnel on STEM/STEAM high-teach learning for students in grades K - 12. Position will also support and sustain the implementation of the Comer School Development Program process, supervise and monitoring instruction, curriculum development and revision, and materials management.

REPORTS TO: MSAP Project Director

SALARY SCHEDULE: Teach

WORK DAYS: 229

REQUIREMENTS:

1.  Education Level: Bachelor’s Degree from an accredited college or university in education or STEM/STEAM related field.  Preferred: Master’s Degree from accredited college or university in education or STEM/STEAM related field.

2.  Experience, Skill, and Certification: 

• Valid teaching certificate and a minimum of three (3) years teaching experience in Science, Technology, Engineering, or Math.
• Experience with multi-disciplinary curriculum design and development.
• Knowledge of inquiry-based and student-centered learning.
• Strong customer service and interpersonal skills: ability to establish and maintain positive and effective relationships with students and faculty.
• Experience in techniques to motivate student learning via inquiry, discussion, and application of knowledge.
• Knowledge/awareness of own cultural identity and how it influences behavior, and a desire to learn about the cultural identity of others.
• Preferred: STEM/STEAM Teaching Certification

ESSENTIAL DUTIES:

1. Participates and sustains the training on the Comer School Development Program to staff, parents, and business partners.
2. Assists with the coordination and implementation of the Comer nine-component process model.
3. Develops rigorous comprehensive STEM/STEAM curriculum, interactive instructional activities, and authentic problem-based experiences for K-12 students.
4. Collaborates with CTAE Director and central personnel to support a system of tiered instruction to include embedded formative assessments.
5. Participates in a team to ensure a diverse and horizontal alignment of STEM/STEAM lessons between elementary, middle, and high school programs.
6. Coordinates the acquisition of all STEM/STEAM instructional materials, software, tools, and equipment for the success of the program.
7. Coordinates and designs STEM/STEAM events, activities, and fairs for students and families. Supports summer science camps, STEM/STEAM Curiosity Lab, and represents the school in STEM/STEAM partnerships.
8. Promotes and participates in STEAM/STEAM program recruitment and family marketing initiatives.
9. Recruit, hire, mentor, and supervise part-time STEM/STEAM program instructors and high school interns.
10. Develop ongoing training and professional development for STEM/STEAM program instructors and high school interns.
11. Assists in implementation of district initiatives. Participate in district improvement processes using data analysis, goal setting, creating strategies, and monitoring for improvement.
12. Writes and submits a detailed and comprehensive annual report of the STEM/STEAM Curiosity Lab program for creating experiences that will change the narratives.
13. Conducts other duties as assigned.

TERMS OF EMPLOYMENT

Incumbents will receive an annual contract. The work calendar will be 229 days. Salary will be determined based on level of certification and allowable experience. Exempt.
This position is MSAP Grant Funded: ends March 31, 2026.

NON-ESSENTIAL RESPONSIBILITIES

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

PHYSICAL AND SENSORY DEMANDS

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below. Must have valid driver’s license and reliable personal transportation due to frequent travel between school locations.

OFFICE  Employees in this category are normally exposed to a typical

environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.