Math Teacher/Facilitator

Facilitator of Learning - Multiple Subject Areas (Teachers)
YouthBuild Preparatory Academy - Providence, Rhode Island (Open in Google Maps)

Application Deadline: Posted until filled

Transforming Education: Join YouthBuild Preparatory Academy as a Facilitator of Learning

Job Title: Facilitator of Learning, English Language Arts / Mathematics / Science / Social Studies

Reports To: Chief Academic Officer / Head of School

Works In Partnership With: Chief Executive Officer, Director of Special Education Services, Facilitators of Learning, Advisors, Learning Lab Facilitator, Student Support Team, Families, Students, Community Partners, and School Leadership

Job Classification: Full-Time, Exempt

YouthBuild Preparatory Academy is looking for core academic Facilitators of Learning who can do more than deliver lessons. We need educators who can design learning, build relationships, support student mastery, and help young people see themselves as thinkers, creators, leaders, problem-solvers, and contributors to their communities.

At YBPA, the role of the teacher is different by design. We are not building a traditional school where students sit, comply, memorize, and move from class to class collecting grades. We are building a competency-based, project-based, interdisciplinary, liberatory learning community where students demonstrate what they know and can do through meaningful work.

The Facilitator of Learning serves as a teacher, advisor, curriculum designer, project coach, assessor of mastery, and member of an interdisciplinary academic team. This role requires an educator who can connect academic content to students’ lives, identities, communities, future goals, and real‑world issues. Whether teaching English Language Arts, Mathematics, Science, or Social Studies, the Facilitator of Learning must help students build skill, voice, confidence, agency, and purpose.

YBPA needs educators who can plan with intention, facilitate with care, assess with clarity, and hold students to high expectations without recreating the conditions that caused too many students to disengage from school in the first place.

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.

We are building a school where students do not simply earn credits. Deeply committed to working with young people, especially students whose brilliance has too often been overlooked, underestimated, or misunderstood by traditional school systems.

Skilled at building strong relationships with students while maintaining clear expectations, structure, accountability, and academic urgency.

Able to design competency-based and project-based learning experiences that are rigorous, relevant, accessible, and connected to real‑world issues.

Comfortable teaching in an interdisciplinary model where English Language Arts, Mathematics, Science, and Social Studies connect to identity, community, civic engagement, leadership, student voice, and real‑world problem‑solving.

Reflective, flexible, and willing to grow. This role requires an educator who can receive feedback, revise practice, and contribute to a developing school model.

Strong at helping students move from confusion to clarity through coaching, feedback, revision, modeling, and meaningful support.

Able to support students with varied academic needs, learning differences, language needs, executive functioning needs, and levels of readiness.

Committed to eliminating proficiency gaps by changing adult practice, not lowering expectations for students.

Design and facilitate competency-based learning experiences aligned to YBPA’s curriculum, competencies, graduation expectations, course outcomes, and applicable Rhode Island academic standards.

Develop project-based units that allow students to demonstrate mastery through meaningful products, performances, presentations, exhibitions, portfolios, research, written work, problem‑solving, inquiry, analysis, and real‑world application.

Teach course-specific content and skills while helping students understand why the learning matters beyond the classroom.

Provide differentiated instruction and academic support for students with varied learning needs, including students with IEPs, ILPs, multilingual learners, and students needing additional intervention.

Integrate reading, writing, speaking, listening, research, collaboration, problem‑solving, and reflection into course learning as appropriate.

Use technology, digital tools, multimedia resources, and learning platforms in ways that strengthen student learning and do not replace meaningful instruction.

Create opportunities for students to apply learning through projects, inquiry, fieldwork, service learning, community-based experiences, and exhibitions.

Support students in producing high-quality work that reflects growth, mastery, revision, and pride.

Assess student learning through demonstrations of mastery rather than relying only on traditional tests, quizzes, participation, or completion-based grading.

Use rubrics, portfolios, performance tasks, student conferences, exhibitions, written feedback, reflections, and student work samples to evaluate progress toward competencies.

Track student progress consistently and use data to inform instruction, intervention, enrichment, advising, and family communication.

Provide students with timely, clear, and actionable feedback that helps them revise, improve, and take ownership of their learning.

Help students understand where they are, what they have mastered, what still needs work, and how they can demonstrate mastery.

Maintain accurate records of attendance, grades, competency progress, assignments, intervention efforts, communication, and student performance.

Collaborate with academic leadership and colleagues to calibrate expectations, review student work, strengthen rubrics, and ensure consistency across courses.

Support students in preparing for exhibitions of learning, portfolio reviews, presentations, and other public demonstrations of mastery.

Project-Based and Interdisciplinary Learning

Collaborate with colleagues to design interdisciplinary projects that connect core academic content to other disciplines, community issues, student identity, civic action, and real-world problem‑solving.

Help students investigate real questions, solve authentic problems, create meaningful products, and communicate their learning to real audiences.

Connect classroom learning to service learning, community partnerships, fieldwork, schoolwide projects, and student exhibitions where appropriate.

Participate in planning and implementation of exhibitions of learning, student showcases, portfolio presentations, capstone-style experiences, and community-facing events.

Support students in developing the planning, collaboration, communication, research, problem‑solving, and presentation skills needed to complete strong projects.

Make sure project-based learning remains rigorous and purposeful, not just hands‑on activity without academic depth.

Classroom Culture and Student Support

Build a classroom culture rooted in respect, belonging, accountability, productive struggle, curiosity, and high expectations.

Serve as an advisor, mentor, and advocate for students as assigned, supporting academic progress, personal growth, attendance, goal-setting, and postsecondary planning.

Communicate regularly with families and caregivers about student progress, strengths, concerns, missing work, attendance, exhibitions, and next steps.

Work closely with student support staff, special education staff, multilingual learner support staff, the Learning Lab Facilitator, and school leadership to coordinate support for students.

Help students develop academic habits, including organization, time management, self‑advocacy, revision, persistence, collaboration, and follow-through.

Special Education, Accessibility, and Student Learning Needs

Collaborate with the Director of Special Education Services and special education staff to ensure students with disabilities have meaningful access to rigorous coursework, projects, exhibitions, and demonstrations of mastery.

Support multilingual learners and students with varied language needs through accessible instruction, scaffolding, vocabulary support, modeling, discussion, and multiple ways to demonstrate understanding.

Participate in student support meetings, progress reviews, IEP meetings, family meetings, and intervention planning as assigned.

Avoid deficit-based thinking and support students in building independence, confidence, and ownership over their learning.

Participate actively in staff meetings, common planning time, professional learning communities, student support meetings, curriculum planning, and professional development.

Collaborate with colleagues to strengthen curriculum, instruction, assessment, student support, and schoolwide systems.

Contribute to the development and refinement of YBPA’s competency-based curriculum, performance tasks, rubrics, exhibitions, portfolios, and graduation expectations.

Reflect on instructional practice and remain open to feedback, coaching, revision, and continuous improvement.

Support schoolwide events, service learning experiences, exhibitions, student showcases, advisory work, family engagement activities, and other major school priorities.

Help building a team culture where adults take responsibility for student learning rather than blaming students for the failure of old systems.

Liberatory Education and Mission Alignment

Teach in a way that affirms students’ identities, challenges deficit thinking, and refuses to treat compliance as the goal of education.

Examine curriculum, instruction, assessment, classroom culture, and student support through an equity and liberation lens.

Help students ask critical questions about history, power, language, data, community, identity, justice, science, systems, and possibility.

Design learning experiences that connect academic content to student voice, community relevance, and real-world impact.

Content Area Responsibilities
Each Facilitator of Learning will be assigned to English Language Arts, Mathematics, Science, or Social Studies based on school needs, certification, experience, and program design.

English Language Arts / Literacy: Facilitators of Learning assigned to English Language Arts support students in reading critically, writing clearly, speaking confidently, researching effectively, analyzing texts, crafting arguments, telling stories, and using language as a tool for power, reflection, advocacy, creativity, and leadership.

Mathematics / Quantitative Reasoning: Facilitators of Learning assigned to Mathematics support students in building number sense, problem‑solving, algebraic thinking, data analysis, mathematical modeling, financial reasoning, measurement, geometry, statistics, and the ability to use math to understand and make decisions about the world.

Science / Interdisciplinary STEM: Facilitators of Learning assigned to Science support students in inquiry, experimentation, observation, modeling, data interpretation, scientific reasoning, technical communication, environmental understanding, health-related learning, design thinking, and real-world problem‑solving.

Social Studies / Humanities: Facilitators of Learning assigned to Social Studies support students in examining history, power, identity, geography, civics, economics, culture, community, justice, and the ways people have shaped and challenged systems over time.

Bachelor’s degree required.

Current and active Rhode Island educator certification in English Language Arts, Mathematics, Science, Social Studies, or the appropriate assigned content area required, or eligibility to pursue certification through an approved pathway where permitted by Rhode Island requirements and school needs.

Minimum of three years of relevant teaching, youth development, or content-related experience preferred.

Experience working with high school students or young adults required.

Experience working in urban school communities or with students who have experienced barriers in traditional school settings strongly preferred.

Ability to build effective working relationships with students, families, colleagues, school leadership, and community partners.

Ability to design and facilitate student-centered, project-based, interdisciplinary, and competency-based learning experiences.

Ability to use student work, data, feedback, and reflection to improve instruction and support student progress.

Commitment to the mission, values, and educational model of YouthBuild Preparatory Academy.

Rhode Island Secondary certification or appropriate certification in English Language Arts, Mathematics, Science, or Social Studies.

Dual certification in Multilingual Learner education, Special Education, Reading, or another high-need area.

Bilingual or multilingual ability.

Experience with competency-based learning, project-based learning, portfolio assessment, exhibitions of learning, advisory models, restorative practices, culturally responsive pedagogy, or interdisciplinary curriculum design.

Experience designing performance tasks, rubrics, student portfolios, exhibitions, public presentations, capstone-style projects, or community-based learning experiences.

Experience supporting students with academic intervention, executive functioning, credit recovery, project completion, or postsecondary readiness.

Help students demonstrate mastery through meaningful work, not just seat time, task completion, or compliance.

Use student work, data, reflection, and feedback to improve instruction.

Support students in becoming stronger readers, writers, thinkers, problem-solvers, collaborators, creators, leaders, and community members.

Help students understand their progress, revise their work, and take ownership of their learning.

Support students in completing projects, portfolios, exhibitions, and other demonstrations of mastery.

Contribute to a school culture where students experience Growth, Relationships, Agency, and Belonging every day.

Help building a school model that proves students do not need less rigor. They need learning that is meaningful, structured, honest, and worthy of their brilliance.

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.

This role is for an educator who believes school can be different because it has to be different. At YouthBuild Preparatory Academy, the Facilitator of Learning is not simply delivering content. They are helping students build skill, voice, confidence, purpose, and power.

We are building something that challenges the old model. If you are looking for a traditional teaching job where the curriculum does the thinking for you, this may not be the right fit. If you are looking to help build a school rooted in liberation, mastery, relationships, student agency, and real-world learning, this is the work.

Position Type: Full-time

Classroom Teacher - English & Language Arts; Classroom Teacher - Math: General; Classroom Teacher - Science: General; Classroom Teacher - Social Studies: Chief Academic Officer

One Empire Plaza, 5th Floor

Phone: View phone number on click.appcast.io

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