STEM Specialist
Listed on 2026-06-27
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Education / Teaching
STEM
Overview
The STEM Specialist designs and delivers transformative Science, Technology, Engineering, and Mathematics experiences for middle and high school youth. This role goes far beyond teaching content — it's about building the whole person.
Through hands‑on challenges, real‑world problem‑solving, and career‑connected learning, the STEM Specialist helps members develop the critical thinking, collaboration, and workforce readiness skills they need to thrive — in school, in careers, and in life.
Key Focus Areas- STEM Skills – Hands‑on technical skills that power future careers.
- Life Skills – Character, resilience, and real‑world readiness.
- Career Readiness – Exposure to professions and post‑secondary pathways.
- Serve as a positive mentor and role model — model the work habits, professionalism, and character traits members will need throughout their lives.
- Recognize and celebrate members' positive behavior, effort, creativity, and accomplishments — build confidence and growth mindset.
- Ensure members receive meaningful instruction and constructive feedback — teach members to receive and apply feedback — a critical workplace skill.
- Continually adapt activities to respond to member interests, needs, and cultural diversity — build cultural awareness and inclusive collaboration skills.
- Record daily attendance and maintain accurate participation records — develop members' accountability habits through consistent structure.
- Demonstrate leadership in conduct, safety, life, and employability skills development goals.
Technical Skills
- Innovation
- Problem‑Solving
- Design and facilitate hands‑on STEM experiences promoting innovation, critical thinking, and problem‑solving — members tackle real engineering and design challenges.
- Lead activities in robotics, coding, engineering design, electronics, digital literacy, and scientific exploration — build technical competencies aligned to in‑demand career fields.
- Facilitate project‑based learning experiences that encourage collaboration and creativity — mirror authentic workplace team dynamics.
- Coordinate STEM competitions, challenges, showcases, and special events — members build presentation and performance skills.
- Utilize technology and educational software to enhance learning experiences — digital fluency for the modern workforce.
- Maintain STEM equipment, technology, and learning spaces safely and organized — responsible stewardship of shared resources.
Program Teamwork & Operations
- Pathway Exploration
- Introduce members to STEM careers and post‑secondary opportunities — connect every activity to real jobs and real futures.
- Assist members in developing technical skills supporting college, career, and workforce readiness.
- Collaborate with schools, colleges, businesses, and community partners to provide STEM enrichment opportunities — bring guest speakers, site visits, and mentors into the learning experience.
- Oversee STEM‑related field trips, competitions, community service projects, and special events.
Through your leadership, members will develop:
- Accountability
- Community
- Collaborate actively as an Impact Center team member to meet shared program goals.
- Prepare written experience plans detailing activity purpose, materials, process, and skills addressed — build personal planning and documentation skills while modeling professionalism.
- Participate in implementation of other Impact Center activities as needed.
- Maintain the Impact Center facility — cleaning, organizing, and preparing activity spaces — shared responsibility and community pride.
Critical Thinking: Analyzing problems, evaluating options, and reasoning through solutions.
Resilience & Grit: Iterating through failure in engineering challenges builds persistence and a growth mindset.
Collaboration: Team projects teach members to communicate, negotiate, and achieve shared goals.
Responsibility: Managing equipment, meeting expectations, and following through on commitments.
Self‑Management: Goal‑setting, time management, and self‑monitoring in structured…
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