Academy Overview: Our STEM academies are academically intense, mathematics-based, summer enrichment programs designed for students who lack access to resources that would enable them to accelerate their learning and move into college preparatory coursework in high school.

Academic goals of our academies are designed to develop and enhance skills in abstract & critical reasoning, problem-solving through interpretation, making connections, explanation & demonstration, study techniques, technological skills, methods, and processes used to achieve goals and essential skills for college and career.

Life goals of our academies are developed with each student and designed to help them develop purpose through building leadership skills and increasing self-esteem/confidence via real-life application of solving practical-everyday problems that often have an impact on life, work, health, and overall well-being. Identified students have the potential to become scientists, engineers, and leaders in their community, yet lack access to academic enrichment programs that support their aptitude during the longest period's collaboration school is not in session, summer. Our STEM academies reinforce and encourage students to consider STEM careers, take STEM classes during high school, participate in their school-site MESA program and pursue STEM fields as college majors.

Student Profile-RFTSSA: Student participation in the RFTSSA is based on academic criteria. Recruitment starts while students are current 6th graders. Currently, students in grades 7-12 participate in the Stockton academy. Once enrolled, students continue their summer participation through their 12th-grade year.

Program Design: The program, presented over the course of six summers, introduces students to progressively challenging STEM concepts at each returning grade level (rising 7th - rising 12th). The college-level curriculum methodology covers concepts students typically experience during post-secondary education. The instructional delivery model is project-based and focuses on introducing students to STEM via themed topics. Inclusive are pre/post-tests, guest speakers, team projects, class presentations, library research, field trips, special events, homework, and skill assessments.

The PBST will work closely with academy Project Based STEM Lead teacher, the Project Based STEM Coordinator, other teachers, and classroom Teaching Assistant to deliver the daily curriculum. Teachers are required to attend staff orientation, Minors on Campus Training, staff meetings, and other program preparation activities.

The PBST will be responsible for teaching either:

• STEM introductory themed core topics in Logic and Engineering to a cohort of up to 25-7th grade students or
• STEM introductory themed core topics Physics and Algebraic Structures to a cohort of up to 20-8th grade students or
• STEM introductory themed core topics in Problem Solving and Statistics to a cohort of up to 20-9th grade students or
• STEM introductory themed core topics in water and computer science to a cohort of up to 20-10th grade students or
• STEM introductory themed core topics in Aeronautics to a cohort of up to 20-11th grade students or
• STEM introductory themed core topics in job training and mentoring skills to a cohort of up to 20-11th grade students.

STEM skills and knowledge will be developed in areas that strengthen students' ability to problem solve; reason; conject and apply mathematical knowledge logically and systematically. Other focus areas will be:

• Developing critical thinking, abstract reasoning, and systematic analysis
• Demonstrating, through an integrated and hands-on approach, the application of mathematics to diverse disciplines (particularly in the fields of science, computer science, and engineering), and to a wide range of career opportunities
• Developing basic mathematical skills and knowledge
• Learning to communicate and reason mathematically - both orally and in writing
• Learning that hard work, perseverance and commitment result in meaningful knowledge and pride in accomplishment through experiences of success in a rigorous academic program.

Academy Dates: June 1 - June 26, 2026. Monday through Friday, 7:30 am - 3:30 pm. Teachers are expected to be available a week prior to the academy start date for PD, classroom set-up, staff meetings, etc. Students attend daily Monday through Friday. Teachers are expected to participate in the opening ceremony (parent/student orientation) on Monday, June 1st, 9 a.m.-12 p.m., and the closing ceremony on Saturday, June 27th, 7 a.m.-12 p.m.

Essential Functions:
PBST functions, duties & responsibilities:

• Design all academy instructional & project-based learning experiences through the lens of the Common Core Content State Standards, effective instructional strategies, and assessment driven instruction.
• Design, develop, strategies to and manage STEM learning experiences.
• Model, deliver, and craft rich student-centered learning experiences around Science, Technology, Engineering, and Math.
• Create and implement strategies for integrating STEM experiences into academy curricula.
• Work in partnership with teachers and staff, modeling consistent effective teaching with technology, engagement, lesson plan design, use of technology, STEM, and online tools.
• Implement fundamental knowledge of the connection between technology, computer science, and other fields of study.
• Use data driven practices to assess student learning experiences and to modify curriculum and teaching strategies accordingly.
• Utilize Google Apps for Education skills (Docs, Sheets, Slides, Sites, etc.).
• Perform other related duties as assigned and/or requested

The University of the Pacific recognizes that diversity, equity, and inclusion are foundational to the success of our valued students and employees. We prioritize policy and decision-making that demonstrates awareness of, and responsiveness to, the ways socio-cultural forces related to race, gender, ability, sexuality, socio-economic status, etc. impede or propel students, faculty, and staff.

Minimum Qualifications:

• Bachelor's Degree with a valid Multiple Subject Credential, or Single Subject Mathematics or Science teaching credential, or STEM certification, or related project-based experience.
• Three (3) years of direct teaching experience in a public middle and/or high school setting. Substitute and Internship experience will also count towards the three (3) years of experience.

Preferred Qualifications:
Demonstrated ability to:

• Work successfully with diverse students and collegial populations in a variety of settings.
• Engage and integrate culturally responsive practices and knowledge in the learning environment.
• Promote and enhance diversity and inclusion in professional practices.
• Speak and understand Spanish.
• Use a variety of STEM related educational tools such as, but not limited to: 3D printing, autocad, laser cutting, vinyl cutting, Arduino, Makey-Makey, Codecademy, Sphero, Tynker, BeeBot, Parrot MiniDrone.
• Experience and sensitivity in working with people of diverse backgrounds and cultures.
• Demonstrated experience in advancing social justice, equity, and inclusion in a university setting.
• Ability to engage and integrate culturally responsive practices and knowledge in their work.

Physical Requirements:
The physical demands described here are representative but not definitive of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Requires extended periods of sitting and repetitive hand/wrist motion while using computer keyboard and phone. Occasional standing, walking across campus, climbing stairs, bending, stooping, and reaching. Occasional lifting up to 25 pounds.

Work Environment/Work Week/Travel:
Work is primarily performed in both office and academic environments. Most work is performed during standard business hours. Must be flexible to work on a selected evening for parent training and a Saturday morning for closing ceremony.

Hiring Range: (We consider factors such as, but not limited to, scope and responsibilities of the position, candidate's qualifications, internal equity, as well as market and organizational considerations when extending an offer.)

Background Check Statement:
All applicants who receive a conditional offer of employment are required to execute a release and authorization for a background screening.

AB 810 Misconduct Disclosure Requirement: University of the Pacific complies with California Assembly Bill 810, requiring candidates accepting conditional job offers to disclose any final administrative or judicial findings, ongoing proceedings, allegations, resignations under investigation, or appeals related to sexual harassment or misconduct within the past seven years.



To apply, visit https://pacific.peopleadmin.com/postings/31971





je-7e8a72f85d974147acd87060ae839a97

Academy Overview: Our STEM academies are academically intense, mathematics-based, summer enrichment programs designed for students who lack access to resources that would enable them to accelerate their learning and move into college preparatory coursework in high school.

Academic goals of our academies are designed to develop and enhance skills in abstract & critical reasoning, problem-solving through interpretation, making connections, explanation & demonstration, study techniques, technological skills, methods, and processes used to achieve goals and essential skills for college and career.

Life goals of our academies are developed with each student and designed to help them develop purpose through building leadership skills and increasing self-esteem/confidence via real-life application of solving practical-everyday problems that often have an impact on life, work, health, and overall well-being. Identified students have the potential to become scientists, engineers, and leaders in their community, yet lack access to academic enrichment programs that support their aptitude during the longest period's collaboration school is not in session, summer. Our STEM academies reinforce and encourage students to consider STEM careers, take STEM classes during high school, participate in their school-site MESA program and pursue STEM fields as college majors.

Student Profile-RFTSSA: Student participation in the RFTSSA is based on academic criteria. Recruitment starts while students are current 6th graders. Currently, students in grades 7-12 participate in the Stockton academy. Once enrolled, students continue their summer participation through their 12th-grade year.

Program Design: The program, presented over the course of six summers, introduces students to progressively challenging STEM concepts at each returning grade level (rising 7th - rising 12th). The college-level curriculum methodology covers concepts students typically experience during post-secondary education. The instructional delivery model is project-based and focuses on introducing students to STEM via themed topics. Inclusive are pre/post-tests, guest speakers, team projects, class presentations, library research, field trips, special events, homework, and skill assessments.

The PBST will work closely with academy Project Based STEM Lead teacher, the Project Based STEM Coordinator, other teachers, and classroom Teaching Assistant to deliver the daily curriculum. Teachers are required to attend staff orientation, Minors on Campus Training, staff meetings, and other program preparation activities.

The PBST will be responsible for teaching either:

• STEM introductory themed core topics in Logic and Engineering to a cohort of up to 25-7th grade students or
• STEM introductory themed core topics Physics and Algebraic Structures to a cohort of up to 20-8th grade students or
• STEM introductory themed core topics in Problem Solving and Statistics to a cohort of up to 20-9th grade students or
• STEM introductory themed core topics in water and computer science to a cohort of up to 20-10th grade students or
• STEM introductory themed core topics in Aeronautics to a cohort of up to 20-11th grade students or
• STEM introductory themed core topics in job training and mentoring skills to a cohort of up to 20-11th grade students.

STEM skills and knowledge will be developed in areas that strengthen students' ability to problem solve; reason; conject and apply mathematical knowledge logically and systematically. Other focus areas will be:

• Developing critical thinking, abstract reasoning, and systematic analysis
• Demonstrating, through an integrated and hands-on approach, the application of mathematics to diverse disciplines (particularly in the fields of science, computer science, and engineering), and to a wide range of career opportunities
• Developing basic mathematical skills and knowledge
• Learning to communicate and reason mathematically - both orally and in writing
• Learning that hard work, perseverance and commitment result in meaningful knowledge and pride in accomplishment through experiences of success in a rigorous academic program.

Academy Dates: June 1 - June 26, 2026. Monday through Friday, 7:30 am - 3:30 pm. Teachers are expected to be available a week prior to the academy start date for PD, classroom set-up, staff meetings, etc. Students attend daily Monday through Friday. Teachers are expected to participate in the opening ceremony (parent/student orientation) on Monday, June 1st, 9 a.m.-12 p.m., and the closing ceremony on Saturday, June 27th, 7 a.m.-12 p.m.

Essential Functions:
PBST functions, duties & responsibilities:

• Design all academy instructional & project-based learning experiences through the lens of the Common Core Content State Standards, effective instructional strategies, and assessment driven instruction.
• Design, develop, strategies to and manage STEM learning experiences.
• Model, deliver, and craft rich student-centered learning experiences around Science, Technology, Engineering, and Math.
• Create and implement strategies for integrating STEM experiences into academy curricula.
• Work in partnership with teachers and staff, modeling consistent effective teaching with technology, engagement, lesson plan design, use of technology, STEM, and online tools.
• Implement fundamental knowledge of the connection between technology, computer science, and other fields of study.
• Use data driven practices to assess student learning experiences and to modify curriculum and teaching strategies accordingly.
• Utilize Google Apps for Education skills (Docs, Sheets, Slides, Sites, etc.).
• Perform other related duties as assigned and/or requested

The University of the Pacific recognizes that diversity, equity, and inclusion are foundational to the success of our valued students and employees. We prioritize policy and decision-making that demonstrates awareness of, and responsiveness to, the ways socio-cultural forces related to race, gender, ability, sexuality, socio-economic status, etc. impede or propel students, faculty, and staff.

Minimum Qualifications:

• Bachelor's Degree with a valid Multiple Subject Credential, or Single Subject Mathematics or Science teaching credential, or STEM certification, or related project-based experience.
• Three (3) years of direct teaching experience in a public middle and/or high school setting. Substitute and Internship experience will also count towards the three (3) years of experience.

Preferred Qualifications:
Demonstrated ability to:

• Work successfully with diverse students and collegial populations in a variety of settings.
• Engage and integrate culturally responsive practices and knowledge in the learning environment.
• Promote and enhance diversity and inclusion in professional practices.
• Speak and understand Spanish.
• Use a variety of STEM related educational tools such as, but not limited to: 3D printing, autocad, laser cutting, vinyl cutting, Arduino, Makey-Makey, Codecademy, Sphero, Tynker, BeeBot, Parrot MiniDrone.
• Experience and sensitivity in working with people of diverse backgrounds and cultures.
• Demonstrated experience in advancing social justice, equity, and inclusion in a university setting.
• Ability to engage and integrate culturally responsive practices and knowledge in their work.

Physical Requirements:
The physical demands described here are representative but not definitive of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Requires extended periods of sitting and repetitive hand/wrist motion while using computer keyboard and phone. Occasional standing, walking across campus, climbing stairs, bending, stooping, and reaching. Occasional lifting up to 25 pounds.

Work Environment/Work Week/Travel:
Work is primarily performed in both office and academic environments. Most work is performed during standard business hours. Must be flexible to work on a selected evening for parent training and a Saturday morning for closing ceremony.

Hiring Range: (We consider factors such as, but not limited to, scope and responsibilities of the position, candidate's qualifications, internal equity, as well as market and organizational considerations when extending an offer.)

Background Check Statement:
All applicants who receive a conditional offer of employment are required to execute a release and authorization for a background screening.

AB 810 Misconduct Disclosure Requirement: University of the Pacific complies with California Assembly Bill 810, requiring candidates accepting conditional job offers to disclose any final administrative or judicial findings, ongoing proceedings, allegations, resignations under investigation, or appeals related to sexual harassment or misconduct within the past seven years.



To apply, visit https://pacific.peopleadmin.com/postings/31971





je-7e8a72f85d974147acd87060ae839a97