Learning Lab Facilitator, Academic Intervention and Credit Recovery

Learning Lab Facilitator, Academic Intervention and Credit Recovery YouthBuild Preparatory Academy - 2.2 Providence, RI Job Details Full-time 2 hours ago Qualifications Computer literacy English Bachelor's degree Teaching English language arts Algebra Grammar Experience Constructive feedback for students

Full Job Description Transforming Education:

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Learning Lab Facilitator Job Title:

Learning Lab Facilitator, Academic Intervention and Credit Recovery Reports To:

Director of Special Education Services Works In Partnership With:

Chief Academic Officer, Facilitators of Learning, Advisors, Student Support Team, and School Leadership Approved By:

Board of Trustees Date Revised:

June 30, 2026

Job Classification:

Full-Time, Exempt Position Summary YouthBuild Preparatory Academy is looking for a Learning Lab Facilitator who can provide targeted academic intervention, support students with credit recovery, and serve as a reliable academic support person for students working on projects, portfolios, and exhibitions of learning. This position works under the supervision of the Director of Special Education Services and in partnership with the Chief Academic Officer, classroom Facilitators of Learning, Advisors, Student Support Team, and school leadership. The role sits at the intersection of academic intervention, student support, credit recovery, and competency-based learning. That matters because students do not experience their needs in separate boxes. A student may need help reading a text, completing an Imagine Learning module, organizing a project, preparing an exhibition, understanding a math concept, or figuring out how to demonstrate mastery. The Learning Lab Facilitator helps bring those supports together in one intentional academic space. This is not a passive study hall role. This is not a position where students are simply placed on a computer and expected to figure it out alone. The Learning Lab must be an active, structured, supportive academic environment where students receive targeted help, build skills, recover credits, revise work, complete projects, and move toward graduation with confidence. The Learning Lab Facilitator provides targeted intervention in Math and English Language Arts, supports students enrolled in credit recovery through Imagine Learning, and serves as a go-to academic support person for students seeking help with coursework, interdisciplinary projects, performance tasks, portfolios, and exhibitions of learning. The person in this role must be able to work closely with special education services while also supporting the broader academic model of the school. That includes understanding student learning needs, honoring accommodations and modifications, supporting ILP and IEP implementation where appropriate, and helping students access rigorous work without lowering expectations. The right person understands that intervention is not about watering down learning. It is about helping students build the skills, confidence, and clarity they need to demonstrate mastery. About YouthBuild Preparatory Academy YouthBuild Preparatory Academy is a competency-based, project-based, interdisciplinary learning community rooted in liberatory education. We serve students who deserve more than a traditional school model that asks them to sit still, comply, and memorize information disconnected from their lives. Our work is grounded in four core commitments: Growth, Relationships, Agency, and Belonging. We believe students learn best when they are known well, challenged with purpose, and given opportunities to demonstrate mastery through meaningful work. We are building a school where students do not simply earn credits. They build identity, voice, skill, confidence, and a path toward their future. Core Characteristics The ideal Learning Lab Facilitator is: Deeply committed to helping students who may have experienced academic gaps, interrupted learning, disengagement, or frustration in traditional school settings. Skilled at providing targeted support in Math and English Language Arts without making students feel embarrassed, incapable, or behind. Able to work under the direction of the Director of Special Education Services while partnering closely with academic leadership, classroom facilitators, advisors, and support staff. Comfortable supporting students with IEPs, ILPs, accommodations, modifications, intervention plans, and varied learning needs. Able to balance warmth and accountability. Students should feel supported, but they should also know the work matters. Comfortable using data, student work, online learning platforms, rubrics, teacher feedback, and progress monitoring tools to identify what students need next. Strong at helping students organize their work, manage deadlines, revise assignments, prepare exhibitions, and complete projects with quality. Able to support students working independently while still maintaining structure, focus, and academic urgency. Collaborative and willing to work closely with classroom facilitators, advisors, student support staff, special education staff, and leadership. Grounded in the belief that intervention is not about remediation alone. It is about helping students reclaim confidence, skill, agency, and momentum. Essential Roles and Responsibilities Academic Intervention in Math and English Language Arts Provide targeted individual and small-group intervention in Math and English Language Arts based on student needs, assessment data, teacher referrals, student work, and competency progress. Help students strengthen foundational and grade-level skills in reading comprehension, writing, grammar, vocabulary, research, mathematical reasoning, problem-solving, number sense, algebraic thinking, data interpretation, and quantitative literacy. Use diagnostic information, student work samples, teacher input, and progress monitoring data to identify specific skill gaps and create focused support plans. Support students in building confidence and persistence, especially those who have internalized negative beliefs about their academic ability. Provide clear, direct, and actionable feedback that helps students revise work, correct misunderstandings, and demonstrate growth. Track student progress and communicate regularly with classroom facilitators, advisors, the Director of Special Education Services, and school leadership about student needs, progress, and concerns. Support students in understanding their own learning progress, including what they have mastered, what needs improvement, and what steps they need to take next. Credit Recovery and Imagine Learning Support Facilitate student participation in credit recovery through Imagine Learning and other approved academic platforms used by the school. Monitor student enrollment, pacing, progress, completion rates, assessment performance, and engagement in credit recovery courses. Provide active academic support to students completing online coursework, including help with reading directions, understanding content, organizing assignments, taking notes, preparing for assessments, and staying on pace. Make sure credit recovery is treated as a meaningful academic process, not a click-through exercise. Communicate regularly with students, families, advisors, classroom facilitators, the Director of Special Education Services, and school leadership about credit recovery progress and completion status. Identify students who are falling behind in credit recovery and provide timely intervention before they become stuck or disengaged. Maintain accurate records related to credit recovery enrollment, attendance, progress, completion, and final outcomes. Support students in connecting credit recovery work to broader competency expectations when appropriate. Project, Portfolio, and Exhibition Support Serve as an academic support resource for students working on projects, exhibitions of learning, portfolios, performance tasks, presentations, research assignments, and other demonstrations of mastery. Help students understand project expectations, unpack rubrics, organize tasks, plan timelines, gather evidence, draft written components, revise work, and prepare final presentations. Coach students through the exhibition process, including helping them explain their learning, defend their thinking, respond to feedback, and present with confidence. Support students with writing, research, public speaking, slide preparation, visual organization, evidence selection, and reflection. Help students move from "I don't know what to do" to a clear action plan with next steps. Collaborate with classroom facilitators to make sure Learning Lab support aligns with course expectations and does not replace the student's responsibility to complete authentic work. Encourage student ownership, agency, and accountability throughout the project and exhibition process. Special Education and Student Support Alignment Work under the supervision of the Director of Special Education Services to ensure Learning Lab supports are aligned with student needs, intervention plans, IEPs, ILPs, accommodations, and modifications where applicable. Provide academic support that helps students access rigorous coursework, credit recovery, projects, and exhibitions without reducing the quality or expectations of the work. Collaborate with special education staff, classroom facilitators, advisors, and student support team members to identify students who need targeted intervention or additional academic coaching. Support the implementation of accommodations and modifications in the Learning Lab setting while promoting student independence and ownership. Share student progress, concerns, patterns, and intervention needs with the Director of Special Education Services and appropriate members of the academic and student support teams. Help students understand how to advocate for the support they need while also building the habits and skills necessary to complete work more independently. Maintain confidentiality and professionalism when working with student records, learning plans, academic data, and family communication. Learning Lab Culture and Student Accountability Create and maintain a Learning Lab environment that is calm, focused, respectful, supportive, and academically productive. Establish clear routines, expectations, and systems for students receiving intervention, completing credit recovery, or seeking academic support. Monitor student attendance, engagement, work completion, and behavior in the Learning Lab. Use restorative, relationship-centered, and developmentally appropriate approaches to support student behavior and conflict resolution. Help students develop academic habits, including organization, time management, goal setting, self-advocacy, revision, persistence, and follow-through. Build strong relationships with students while maintaining clear boundaries and high expectations. Support students in becoming more independent learners, not dependent on adults to do the thinking for them. Collaboration and Communication Work closely with Math, English Language Arts, and interdisciplinary course facilitators to align intervention support with classroom learning and competency expectations. Participate in student support meetings, common planning time, professional learning communities, staff meetings, and academic progress reviews as assigned. Collaborate with advisors, special education staff, multilingual learner support staff, school counselors, and leadership to coordinate support for students. Provide regular updates on student progress, intervention outcomes, credit recovery completion, and academic concerns. Communicate with families and caregivers when appropriate regarding student progress, missing work, credit recovery status, and next steps. Contribute to schoolwide systems for tracking academic progress, intervention, portfolio completion, exhibition readiness, and graduation progress. Required Qualifications Bachelor's degree required. Current and active Rhode Island educator certification preferred, especially in English Language Arts, Mathematics, Special Education, Reading, or another relevant area. Candidates without certification may be considered if they have strong experience in academic intervention, youth development, credit recovery, tutoring, or instructional support, and meet all applicable school and state requirements. Current B.C.I. required. Minimum of three years of relevant teaching, intervention, tutoring, youth development, or academic support experience preferred. Experience supporting students in Math and English Language Arts. Experience using online learning platforms, learning management systems, or credit recovery tools preferred. Experience with Imagine Learning is strongly preferred. Strong verbal and written communication skills. Ability to build effective working relationships with students, families, colleagues, and school leadership. Ability to support students with organization, time management, project completion, writing, research, presentations, and academic planning. Ability to maintain accurate student progress records and communicate academic concerns in a timely and professional manner. Citizenship, residency, or work authorization required. Commitment to the mission, values, and educational model of YouthBuild Preparatory Academy. Preferred Qualifications Rhode Island certification in Mathematics, English Language Arts, Reading, Special Education, Multilingual Learner education, or a related field. Bilingual or multilingual ability. Experience with competency-based learning, project-based learning, credit recovery, intervention systems, portfolio assessment, advisory models, or restorative practices. Experience working in urban school communities or with students who have experienced barriers in traditional school settings. Experience helping students prepare exhibitions, presentations, portfolios, capstone projects, or other demonstrations of mastery. Strong comfort with data tracking, progress monitoring, academic coaching, and student goal setting. Ability to support both foundational skill-building and higher-level project-based work. What Success Looks Like A successful Learning Lab Facilitator at YBPA will: Help students make measurable progress in Math and English Language Arts. Support students in completing credit recovery with integrity, focus, and academic growth. Help students stay on track toward graduation by addressing academic gaps early and consistently. Create a Learning Lab culture where students feel supported, but not allowed to drift. Help students complete stronger projects, portfolios, written work, and exhibitions of learning. Collaborate with classroom facilitators, special education staff, advisors, and support staff to make academic intervention more coordinated and effective. Help students build confidence, independence, and ownership over their learning. Support the implementation of student learning plans while maintaining rigorous expectations for mastery. Contribute to a school culture where students experience Growth, Relationships, Agency, and Belonging every day. Equal Opportunity Employer Statement YouthBuild Preparatory Academy is an Equal Opportunity Employer. We are committed to building an inclusive workplace and learning community. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status, or any other protected status under applicable law. Closing Statement This role is for an educator who knows that academic support cannot be passive. Students do not need another room where they are told to "catch up" without real guidance. They need structure, feedback, encouragement, accountability, and someone who can help them see a path forward. At YouthBuild Preparatory Academy, the Learning Lab Facilitator helps students recover credits, strengthen skills, complete meaningful work, and prepare to demonstrate mastery. This position sits at the center of student progress. Done well, it helps students rebuild momentum and stay connected to their future. We are building something that challenges the old model. That means we need educators who are ready to support students with honesty, skill, patience, and high expectations. If you are looking for a passive academic support role, this may not be the right fit. If you are ready to help students get unstuck, regain confidence, and demonstrate what they know, this is the work.