High School STEM Teacher — Inquiry & Discovery

Job Title

STEM Teacher - Science and Mathematics (“STEM Teacher” or “Teacher”) – Waldorf High School (Grades 9‑12)

Reports to:

High School Director

Classification:
Full-time, Exempt, Benefit‑eligible

Supervisory responsibility:
No supervisory responsibilities

Salary:
Waldorf Trained, minimum: $54,811, annualized.
Non‑Waldorf Trained, minimum: $49,330, annualized.
Salary offered depends on qualifications and years of teaching experience.

If you are qualified and interested in joining a warm, hospitable, and growing community such as ours, please email your updated resume and letter of intention along with three professional references to awsrecruitment. Place the job title and your full name in the subject line of your email message and address it as shown below. If you are applying for multiple jobs, please send a separate message for each job.

The STEM Teacher guides high school students through a rich, developmentally sequenced exploration of the natural world and mathematical thinking. Teaching out of an anthroposophical understanding of adolescent development, this teacher integrates scientific inquiry and mathematical reasoning to cultivate curiosity, precision, conceptual understanding, and a sense of responsibility toward the natural and human‑built world. Through observation, experimentation, laboratory work, and guided discovery, the STEM Teacher supports students in developing increasingly independent thinking and disciplined inquiry.

All teaching is directed toward fostering each student’s intellectual growth, practical competence, and path toward freedom.

The STEM Teacher must perform the following essential job duties with or without reasonable accommodation.

• Teach high school science and mathematics courses for grades 9–12, including block‑style science and math main lessons as well as skills‑based math, and advanced science instruction
• Teach across multiple scientific disciplines, such as:
  • Ecology
  • Physics (including Mechanics, Kinetics, Electricity & Magnetism)
  • Chemistry (Organic and Inorganic)
  • Human Physiology and Comparative Anatomy
  • Earth Science, Geology, and Environmental Studies
• Teach high school mathematics, including Algebra 1 & 2, Geometry, Pre‑Calculus, Calculus, Business Math, and Statistics, and collaborate with other math faculty to ensure curricular coherence
• Design, facilitate, and teach lessons that emphasize:
  • Careful observation and phenomenological inquiry
  • Experimentation and laboratory work
  • Conceptual understanding before abstraction
  • Meaningful application and real‑world connection
• Craft lessons that engage students intellectually, emotionally, and through hands‑on, practical work

• Teach out of an anthroposophical understanding of human development and its relationship to scientific and mathematical thinking
• Balance experiential, observation‑based learning with increasing conceptual rigor and abstraction as developmentally appropriate
• Differentiate instruction to support a range of learners while maintaining high expectations
• Integrate interdisciplinary connections with Humanities, World Languages, and the Arts where appropriate
• Bring curiosity, clarity, and enthusiasm to teaching and lesson design

• Provide consistent, timely, and meaningful feedback on student work
• Assess student learning through lab work, written work, problem‑solving, projects, and presentations
• Maintain accurate records of attendance, assignments, and assessments
• Produce narrative‑based quarterly reports and final grades in alignment with Waldorf high school practices

All faculty at the Waldorf high school serve both as subject teachers and as class advisors. Advising is a core pedagogical duty and a central way teachers accompany students through adolescence. Each Teacher serves as a Co‑Class Advisor, holding a class together with another faculty member across all four years of high school (grades 9–12). A class is divided into two advising groups, and each Advisor works closely with a subset of approximately 10–15 students, for whom they are the primary point person.

• Co‑holding the class with…