Project Based Learning/Stem Coach-Yadkin Valley-Permanent with Benefits-Available 07/28/2025 Position Available In Davidson, North Carolina

Project Based Learning/Stem Coach-Yadkin Valley-Permanent with Benefits-Available 07/28/2025 3.8 3.8 out of 5 stars 250 County School Rd, Lexington, NC 27292 Project Based Learning/Stem Coach-Yadkin Valley-Permanent with Benefits-Available 07/28/2025 Resume Required. Please view the job description below.

For more information contact:

Kevin Hudson at khudson@davidson.k12.nc.us

Title:

Project Based Learning/Stem Lead Facilitator Reports to :

YVRCA Principal Terms of Employment:

11/12

Months Salary:

Pay Grade- Teacher Salary Plus Supplement

GENERAL STATEMENT OF JOB

The Yadkin Valley Regional Career Academy (YVRCA) is looking for an experienced and dedicated education professional to serve as the Project Based Learning Lead Facilitator for our innovative high school academy. The Project Based Learning Lead Facilitator will ensure the quality and consistency of instruction by providing professional development and individual coaching to all staff, with an emphasis on supporting teachers new to Valley Academy. This position will also provide support to district and regional partners on effective Project Based Learning (PBL) models and implementation to scale PBL in other innovative and traditional schools.

Required:

A minimum of three years of middle/high school teaching experience with diverse student populations; previous experience in developing and writing curriculum. A background in Project-Based Cooperative and Innovative Learning is required. Candidates should have a knowledge of the methods employed at the Yadkin Valley Regional Career Academy, including standards-based grading, performance based assessment, and differentiated instruction. Previous teacher leadership experience is helpful.

ESSENTIAL JOB FUNCTIONS

The many and varied responsibilities of the Project Based Learning/STEM Lead Facilitator include: Strong academic foundation with the ability to integrate

PBL/STEM

engineering practices in all content areas.

A PBL/STEM

coach supports teachers and students in

PBL/STEM

education by providing professional development, instructional coaching, and resources to enhance

PBL/STEM

instruction and student learning. Plan, prepare, and deliver rigorous and engaging lessons that engage every student in reading, writing, thinking, and speaking every day. Collaborate with other colleagues within the Academy. Contribute to the recruitment, hiring, and orienting of new faculty. Meet regularly with the principal in relation to school improvement and teacher practice. Adhere to professional expectations and community norms. Model professional behavior. Promote high expectations and the skills needed for success beyond high school. Engage in the community as a whole through participating in classroom professional development, exhibition nights, and other school wide events. Develop and administer assessments. Assess student progress toward goals. Identify and select different instructional resources and methods to meet students’ varying needs Support YVRCA educators as they work to implement meaningful and purposeful instruction. Collaborate with YVRCA staff on PBL planning and implementation. Facilitate the continued development of a powerfully engaging and hands-on PBL and STEM curriculum. Provide guidance for staff in their curricular, PBL, and daily lesson plans. Assist with the development of a common PBL focused lesson plan template. Collaborate with staff to support the continued development of standards-based, high quality instructional plans and assessments. Conduct demonstration lessons as needed or requested by YVRCA staff and/or educational partners. Plan appropriate professional development opportunities for staff Model best PBL instructional practices and STEM engineering practices in the facilitation of professional development. Support staff in the development of student portfolios. Assist colleagues in providing differentiated instruction through workshop structures, curricular modifications, project design and planning. Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field. Other duties as assigned by the YVRCA principal. The many and varied responsibilities of the Project Based Learning/STEM Lead Facilitator position include: Use relevant technology to support instruction Maintain accurate and complete records of students’ progress and development and provide students with regular feedback Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs Engage all students using a contextual project-based instructional format Other duties as assigned by the YVRCA principal. Provide ongoing support and guidance to teachers on implementing effective

PBL/STEM

teaching practices Models exemplary

PBL/STEM

lessons and activities Co-teaches with teachers to demonstrate effective instruction. Develops and delivers professional development opportunities for teachers on

PBL/STEM

topics and pedagogy. Keeps abreast of current research and best practices in

PBL/STEM

education. Manages and organizes

PBL/STEM

resources, materials and technology. Identifies and recommends appropriate

PBL/STEM

resources and programs. Collaborate with teachers to develop and implement

PBL/STEM

curricula and lesson plans. Collects and analyzes student data to inform instruction and identify areas for improvement. Provides data-driven feedback to teachers and administrators. Works collaboratively with teachers, administrators, and other stakeholders to support

PBL/STEM

initiatives. Communicates effectively with parents and community about

PBL/STEM

education. Assists with organizing

PBL/STEM

events and activities. Supports student internships and field experiences. The Yadkin Valley Regional Career Academy has been established as a cooperative effort. Applicants should possess a deep commitment to serve innovative high schools and the needs of students and families who are first generation college goers. All staff will be expected to work collaboratively to implement the Six Design Principles.

VALLEY ACADEMY YADKIN VALLEY REGIONAL CAREER ACADEMY

Industry, Innovation and Education Valley Academy “At A Glance” Valley Academy will be: An economic driver for Davidson County and the region A new innovative model of industry focused education for North Carolina Support for existing growth industries searching for STEM trained employees. A generator of new business growth by Attracting new business to a STEM-trained workforce o Developing new entrepreneurial activity Unique features of

Valley Academy:

Focus on regional growth sectors Advanced Manufacturing Global Logistics o Health Sciences Scandinavian Model of Industry Based Education Project Based Learning technique using community and industry based projects for student application and instruction STEM Foundation o Science o Technology o Engineering o Mathematics 21 st Century Skills Instruction Teamwork Creative Problem Solving Communication — Written and Verbal Digital Literacy Entrepreneurship Training Corporate-Based High School Wellness Program to be replicated across North Carolin Industry Internships — Junior and Senior Year College Courses and Credits with potential of up to an Associates Degree — Industry Certification programs Regional collaboration of multiple education systems

COMMON INSTRUCTIONAL FRAMEWORK

Every student reads, writes, thinks and talks in every classroom every day. This common framework for instruction drives the instructional practice at partner schools and has supported their success because it defines common practices that are used consistently from classroom to classroom. These strategies give all students of all skill levels access to the complex information needed to meet state and college-ready standard and engage all students, requiring each to take an active role in their own learning.

Collaborative Group Work:

Collaborative group work involves bringing students together in small groups for the common purpose of engaging in learning. Effective group work is well planned and strategic. Students are grouped intentionally with each student held accountable for contributing to the group work. Activities are designed so that students with diverse skill levels are supported as well as challenged by their peers. Collaborative group work uses questioning, scaffolding and classroom talk and centers literacy groups. Writing to

Learn:

Writing to learn is a strategy through which students can develop their ideas, their critical thinking ability and their writing skills. Writing to learn enables students to experiment every day with written language and increase their fluency and mastery of written conventions. Writing to learn can also be used as formative assessment and as a way to scaffold mid- and high-stakes writing assignments and tests. Writing to

Learn:

Writing to learn is a strategy through which students can develop their ideas, their critical thinking ability and their writing skills. Writing to learn enables students to experiment every day with written language and increase their fluency and mastery of written conventions. Writing to learn can also be used as formative assessment and as a way to scaffold mid- and high-stakes writing assignments and tests.

Literacy Groups:

Literacy groups provide students with a collaborative structure for understanding a variety of texts and engaging in a higher level of discourse. Group roles traditionally drive literacy groups by giving each student a role to play and a defined purpose within the group. The specific roles or discussion guidelines may vary for different content areas, lengths of texts, or student level of sophistication using this strategy, but the purpose of literacy groups is to raise ncnewschools.org 4 student engagement with texts by creating a structure within which they may do so.

Questioning:

Questioning challenges students and teachers to use good questions as a way to open conversations and further intellectual inquiry. Effective questioning (by the teacher and by students) deepens classroom conversations and the level of discourse students apply to their work. Teachers use this strategy to create opportunities for students to investigate and analyze their thinking as well as the thinking of their peers and the authors that they read in each of their classes.

Scaffolding:

Scaffolding helps students to connect prior knowledge and experience with new information. Teachers use this strategy to connect students with previous learning in a content area as well as with previous learning in an earlier grade. Scaffolding also helps facilitate thinking about a text by asking students to draw on their subjective experience and prior learning to make connections to new materials and ideas.

Classroom Talk:

Classroom talk creates the space for students to articulate their thinking and strengthen their voice. Classroom talk takes place in pairs, in collaborative group work and as a whole class. As students become accustomed to talking in class, the teacher serves as a facilitator to engage students in higher levels of discourse. Classroom talk opens the space for questioning, effective scaffolding and successful collaborative group work and literacy groups.

DESIGN PRINCIPLES

Proven approach for education innovation North Carolina New Schools partners with local school districts and higher education institutions to help schools become nimble, rigorous and focused institutions that graduate every student prepared for college, careers and life. NC New Schools’ goal is to spark and support deep instructional change by purposefully and dramatically rethinking traditional district and school organization to promote more effective teaching and learning.

Our essential premise is straightforward:

to improve public schools everywhere, individual districts and schools must be encouraged and assisted to invent and implement more effective means of serving students. The successes that these districts and schools achieve must be sustained, their processes supported, and their new structures for success replicated. Each child in every school is entitled to achieving high academic and affective outcomes. To that end, the following six design principles for partner districts and schools are non-negotiable for all involved in leading education transformation. Ready for

College:

Partner districts and schools are characterized by the pervasive, transparent, and consistent understanding that the school exists for the purpose of preparing all students for college and work. They maintain a common set of high standards for every student to overcome the harmful consequences of tracking and sorting.

Require Powerful Teaching and Learning:

Partner districts and schools are characterized by the presence of commonly held standards for high quality instructional practice. Teachers in these schools design rigorous instruction that ensures the development of critical thinking, application and problem solving skills often neglected in traditional settings.

Personalization:

Staff in partner districts and schools understand that knowing students well is an essential condition of helping them achieve academically. These high schools ensure adults leverage knowledge of students in order to improve student learning

Redefine Professionalism:

Evident in partner districts and schools are the collaborative work orientation of staff, the shared responsibility for decision making, and the commitment to growing the capacity of staff and schools throughout the network.

Leadership:

Staff in partner districts and schools work to develop a shared mission for their school and work actively as agents of change, sharing leadership for improved student outcomes in a culture of high expectations for all students.

Purposeful Design:

Partner districts and schools are designed to create the conditions that ensure the other five design principles: ready for college, powerful teaching and learning, personalization leadership and redefined professionalism. The organization of time, space, and the allocation of resources ensures that these best practices become common practice.