STEM Campus Teacher K-2

STEM Campus Teacher K-2

Lufkin, Texas

Job : 5552625

Final date to receive applications: Posted until filled

Posted: Feb 24, 2026 12:00 AM (UTC)

Starting Date: To Be Determined

Position Title: K–2 STEM Teacher

Reports To: Campus Principal

Primary

Purpose:

The K–2 STEM Teacher provides high‑quality, developmentally appropriate STEM instruction that builds foundational academic skills while fostering curiosity, problem‑solving, and early STEM identity in young learners. This position supports the campus STEM mission by delivering hands‑on, inquiry‑based learning experiences aligned to the Advanced STEM model, the Engineering Design Process, and district expectations. The K–2 STEM Teacher intentionally develops STEM fluency skills while using effective instructional practices to ensure all students experience success and growth.

• Education/Certification: Bachelor’s degree from an accredited college or university
• Valid Texas teaching certificate
• Special Knowledge/
  
  Skills:
  
  Knowledge of early childhood instructional practices and child development
• Understanding of STEM pedagogy appropriate for primary grades
• Knowledge of the Engineering Design Process and inquiry‑based learning
• Ability to integrate science, technology, engineering, and mathematics concepts
• Knowledge of STEM fluency skills including collaboration, communication, critical thinking, creativity, and resilience
• Ability to implement effective classroom management and instructional strategies
• Strong organizational, communication, and collaboration skills

• Plan and deliver engaging, hands‑on STEM lessons aligned to district curriculum and grade‑level standards.
• Introduce students to the Engineering Design Process using age‑appropriate language and activities (Ask, Research, Imagine, Plan, Create, Improve).
• Balance explicit instruction in foundational skills with exploration and guided inquiry.
• Integrate literacy, numeracy, and scientific thinking into daily STEM instruction.
• Plan and deliver instruction that builds number sense, patterns, and mathematical reasoning to support long‑term algebra readiness.
• Explicitly teach and model STEM fluency skills during lessons and collaborative activities.
• Establish and maintain a safe, structured, and nurturing classroom environment.
• Implement consistent routines, procedures, and expectations appropriate for young learners.
• Foster a positive classroom culture that encourages curiosity, risk‑taking, collaboration, and learning from mistakes.
• Support social‑emotional development through teamwork, communication, and problem‑solving experiences.
• Use formative assessments, observations, and student work to monitor understanding and skill development.
• Adjust instruction to meet diverse learning needs and support early intervention.
• Provide timely, developmentally appropriate feedback to students.
• Support campus academic goals by reinforcing grade‑level expectations in reading, math, and science through STEM instruction.
• Analyze student data to plan and adjust instruction that builds foundational mathematical skills and prepares students for algebra readiness in upper grades.
• Collaborate with grade‑level teachers, instructional staff, and administrators to align STEM instruction with classroom learning.
• Participate in professional development related to STEM education and effective instructional practices.
• Support campus STEM events, family engagement activities, and enrichment opportunities.
• Maintain accurate records and comply with district and campus policies.
• Build strong foundational skills in inquiry, observation, and problem‑solving.
• Develop early STEM fluency skills including collaboration, communication, and critical thinking.
• Encourage creativity, perseverance, and adaptability through hands‑on challenges.
• Help students develop confidence, curiosity, and positive attitudes toward STEM learning.
• Prepare students for successful transition into upper elementary STEM coursework and experiences.
• Perform other duties as assigned by the campus principal.

• Posture:
  Prolonged standing; frequent kneeling/squatting,…