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Project Based Learning Teacher Jobs (NOW HIRING)

URGENT, Inc.

Teacher and Learning Coach

Miami, FL · On-site

$42K - $55K/yr

... Teacher someone who thrives at the intersection of education, mentorship, and community impact ... Coach and mentor students as they navigate interest-driven, project-based learning experiences.

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Project Based Learning Teacher information

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$23K

$53.5K

$99.5K

How much do project based learning teacher jobs pay per year?

As of Jul 11, 2026, the average yearly pay for project based learning teacher in the United States is $53,476.00, according to ZipRecruiter salary data. Most workers in this role earn between $43,000.00 and $60,000.00 per year, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a Project Based Learning Teacher, and why are they important?

To thrive as a Project Based Learning (PBL) Teacher, you need a solid background in instructional design, subject matter expertise, and a teaching credential or education degree. Familiarity with project management tools, digital collaboration platforms, and assessment software is typically required. Creativity, adaptability, and strong facilitation skills set outstanding PBL teachers apart by fostering student-driven inquiry and teamwork. These competencies are vital to effectively guide students through meaningful projects, encourage critical thinking, and achieve learning outcomes in dynamic classroom settings.

How does a Project Based Learning (PBL) Teacher typically collaborate with colleagues and external partners during the course of a project?

As a Project Based Learning Teacher, you will frequently collaborate with fellow teachers to design interdisciplinary projects, share best practices, and coordinate assessment standards. You may also work with community partners, local businesses, or subject matter experts to provide students with real-world context and authentic learning experiences. Effective communication and teamwork are essential, as PBL often involves cross-functional planning and ongoing reflection to ensure projects align with both curricular goals and students’ interests.

What is a Project Based Learning Teacher?

A Project Based Learning (PBL) Teacher is an educator who designs and facilitates learning experiences centered around real-world projects. Instead of traditional lectures, PBL teachers guide students in investigating complex questions or challenges, allowing them to develop critical thinking, collaboration, and problem-solving skills. These teachers create environments where students take ownership of their learning and demonstrate their understanding through tangible outcomes. Their role is to mentor, provide resources, and assess both the process and the final products of student work.

What is the difference between Project Based Learning Teacher vs Curriculum Developer?

AspectProject Based Learning TeacherCurriculum Developer
Required CredentialsTeaching certification, relevant degreeDegree in education, curriculum design, or related field
Work EnvironmentClassroom, educational institutionsOffice, remote, educational publishing or institutions
Employer & Industry UsageSchools, districts, educational organizationsEducational publishers, school districts, edtech companies
Common Search & ComparisonOften compared for roles in K-12 educationCompared for curriculum design roles

While both roles focus on education, a Project Based Learning Teacher primarily facilitates hands-on, student-centered projects in classrooms, whereas a Curriculum Developer designs educational content and frameworks. The roles often overlap in educational settings but differ in daily responsibilities and focus areas.

More about Project Based Learning Teacher jobs
What cities are hiring for Project Based Learning Teacher jobs? Cities with the most Project Based Learning Teacher job openings:
What states have the most Project Based Learning Teacher jobs? States with the most job openings for Project Based Learning Teacher jobs include:
What job categories do people searching Project Based Learning Teacher jobs look for? The top searched job categories for Project Based Learning Teacher jobs are:
Project Based Learning Teacher jobs near you
Infographic showing various Project Based Learning Teacher job openings in the United States as of July 2026, with employment types broken down into 1% As Needed, 79% Full Time, 14% Part Time, and 6% Contract. Highlights an 89% Physical, 1% Hybrid, and 10% Remote job distribution, with an average salary of $53,476 per year, or $25.7 per hour.
Work Based Learning Teacher

Work Based Learning Teacher

West Fargo Public Schools

West Fargo, ND • On-site

$48K - $64K/yr

Full-time, Contractor

Re-posted 20 days ago

Job description

Position Type:
Special Education/Special Education Teacher
Date Posted:
5/22/2026
Location:
Sheyenne High School
Job Description
Position Title: Work Based Learning Teacher
Location: Sheyenne High School
Department: Curriculum & Instruction
Reports To: Building Administration and Special Education Leadership
Term: Renewing 188-day contract beginning with 2026-27 school year. Following school calendar. (Prorated depending on start date)
Schedule: Mon-Fri Full-time
Salary: Positions follows the 2025-2027 Teacher Salary Schedule
Date of last review: May 2026
SUMMARY: The Work Based Learning teacher supports learners in developing career readiness skills and successfully participating in work-based learning experiences. This position combines classroom instruction with coordination of student work placements, with a strong emphasis on supporting students receiving Special Education services and meeting transition goals aligned with IEPs. The teacher serves multiple high schools and collaborates across buildings to ensure equitable access to meaningful work experiences and career development opportunities.
To Apply: Please complete the application and include up-to-date, relevant submissions of your resume, letter of interest, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available. Not including the required documents/references may result in loss of candidacy.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
  • Collaborates with Special Education programs, counselors, and CTE staff across multiple high schools to schedule learners into Work Experience and Career Development courses.
  • Attends IEP meetings and contributes to transition planning.
  • Coordinates with community agencies, employers, and skills trainers to support work-based learning placements.
  • Participates in Special Education Department meetings and cross-building collaboration.
  • Facilitates, inspires, and supports learner engagement, formative and authentic assessment, academic literacy, safe and compassionate learning environments, and technology integration through the coaching cycle framework to support learner learning.
  • Develops positive, effective working relationships with learners and staff.

Communication:
  • Communicates learner progress, program expectations, and worksite performance with learner caregivers, staff, and community partners.
  • Maintains ongoing communication with employers, supervisors, and job coaches.
  • Uploads required documentation and manages data related to vocational and transition services
  • Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
  • Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
  • Engages learners in meaningful direct instruction, guided practice, and independent practice.
  • Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.

Compassion:
  • Proactively seeks to understand the ideas, opinions, and skills of others.
  • Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
  • Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
  • Partners with others to resolve potential controversy and conflict through respectful discussion.
  • Supports learners with diverse academic, social, and career-readiness needs.
  • Assists learners in problem-solving challenges in both classroom and workplace settings.

Creativity:
  • Designs and delivers engaging instruction in career readiness, including job seeking skills, workplace expectations, and employability skills.
  • Implements differentiated instructional strategies to support individualized learning.
  • Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
  • Utilizes creative, critical thinking skills when faced with challenges.
  • Establishes a culture that values high expectations, work ethic, and a growth mindset.

Critical Thinking:
  • Analyzes learner performance in both classroom and work-based settings to guide instruction and support.
  • Uses data to monitor progress and provide interventions for learners needing additional support.
  • Reasons, interprets, and analyzes information to generate new knowledge and understanding.
  • Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.

Reflection:
  • Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
  • Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
  • Participates in PLCs, professional development, and transition-planning meetings.
  • Reflects on instructional practices, student outcomes, and program effectiveness to guide continuous improvement.

Resilience:
  • Maintains composure while dealing with stressful situations.
  • Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
  • Manages work-based learning coordination across multiple high schools and job sites.
  • Adapts to changing learner needs, schedules, and workplace environments.

Responsibility:
  • Teaches Work Experience and/or Career Development courses across assigned high schools.
  • Develops and maintains partnerships with local businesses and community organizations.
  • Secures and coordinates student work placements aligned with career interests and transition goals.
  • Conducts site visits to monitor student performance and provide support.
  • Maintains accurate records of student participation, hours, and progress in work based learning.
  • Monitors grades and progress for learners in both classroom and work-based settings.
  • Supports summer or extended work experience programming as assigned.
  • Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
  • Plans a program of study that meets the individual needs, interests, and abilities of the learners.
  • Utilizes district behavioral plans as a backbone to promote positive learner behavior.
  • Fosters a safe and equitable learning environment.
  • Utilizes the district protocol for maintaining information on learner progress.
  • Utilizes knowledge of applicable federal and state laws regarding education and learners.
  • Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
  • Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative 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.
  • While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
  • While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
  • The specific vision abilities required for this role include close and peripheral vision.
  • The employee may be required to lift up to ~30 pounds.
  • The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
  • The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
  • The employee will work in an environment that has a quiet to loud noise level.

Education and/or Experience:
  • North Dakota Teaching License with qualifications in one or more areas of Special Education.
  • Bachelor's Degree in Education or related field.
  • Master's Degree in Special Education, Career & Technical Education, or related field is preferred.
  • Experience working in a Special Education classroom is preferred.
  • Experience working with learners with complex behaviors is preferred.
  • Prior teaching experience is preferred.
  • Experience supporting secondary transition services, career development, or vocational programming is preferred.
  • Experience participating in IEP meetings with an emphasis on transition planning is preferred. Experience coordinating or supporting work-based learning, job sites, or community partnerships is preferred.
  • Experience with Career Education programs, PAES labs, or similar career readiness models is preferred.
  • Ability to manage documentation, data collection, and reporting related to vocational or transition services is preferred.

Language Skills:
  • Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
  • Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:
  • Exercise confidentiality, discretion, and good judgement.
  • Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES:
  • None.

The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran's Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
Attachment(s):
  • WFPS - Work Based Learning Teacher.pdf

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