At Play-Well TEKnologies, kids dive into our classes and exercise their innate gift for building. They come away understanding fundamental principles of engineering and physics. The experience boosts their confidence, creativity and ability to collaborate.We provides project-based programs designed to teach principles and methods of engineering to children, ages 5 – 14, using LEGO®. Our curriculum is designed by engineers, building on the math and science skills students learn during the school year. Utilizing over 20,000 pieces of LEGO® for each class, we engage our students in solving real-world engineering challenges that explore concepts in physics, architecture, and engineering. Our goal is to have our students foster a greater appreciation of how things work, and encourage the qualities of inquisitiveness, self-reliance, and self-confidence in children. We have been growing future engineers since 1997.Play-Well TEKnologies currently runs programs in 23 states across the country and teach approximately 100,000 kids a year. Since 1997, hundreds of thousands of students have expanded a natural fascination with building and gained an appreciation of engineering through Play- Well’s many programs.We recently asked our staff what it is like to work at Play-Well TEKnologies. This is what they had to say:http://bit.ly/WhatIsItLikeWorkingForPlay-Well

Managed tasks and deliverables for the CEO and consultants. Coordinated meetings, calls, webcasts, and speaking engagements. Strategized with the CEO to identify research subjects and goals for presentations and proposals. Corresponded with prospects to obtain background information, goals, expectations, etc. Drafted presentations in PPT.

Managed the largest co-working center in Atlanta to enhance the productivity of clients’ businesses on a daily basis. Created and delivered exceptional customer experiences by being highly organized with effective time management skills. Built effective relationships with new and existing customers. Consistently collaborated with sales manager to acquire and retain clients.

Consistently performs at an elevated level of service and judgment by communicating effectively and professionally with guests and team members. Anticipates guests’ needs and concerns by being proactive; leads a team to handle issues according to arena guidelines and code of conduct.

Served as the first, chief administrator of the East Carolina University Laboratory School, to cultivate a culture of innovation that supported effective instructional practices/strategies, promoting student academic success and wellness.

Served as a member of the administrative team to develop and implement the total school program for a student body of
approximately 500 students.

Served as a member of the administrative team to develop and implement the total school program for a student body of
approximately 680 students. Created online lesson plan templates for teachers and administrators to utilize for easy access, submission and
implementation [Positive Impact on Student Learning and Development Service Leadership Project (SLP)].Revised and organized the school's outdated Critical Incident Response Kit each semester for accuracy of information and overall school safety (School Culture and Safety SLP).Facilitated training to staff on the North Carolina Educator Evaluation System and PowerSchool’s' program.Actively involved and intentionally contributed in the School Improvement Team meetings.Reduced the number of uniform non-compliance from about 50/week to 10/week, based on the district’s policy.Developed an online, informal teacher observation tool for quick classroom walk-throughs for analyzing.Established and maintained a positive rapport with students, staff and parents; especially with bus drivers from
initial scheduled meeting.

Taught students in low-performing schools and modeled lessons for teachers using effective instructional strategies.Provided leadership and built steams within various schools and grade levels.Provided instructional support for beginning and veteran teachers.Assisted teachers with schedules, assessments, planning and implemented differentiated lessons that maximized resources, and reflected researched based practices.Worked collaboratively with Central Office Staff, School Administration, Instructional Coaches, and Teachers.Communicated effectively with supervisors concerning pertinent aspects of the TLC initiative.Worked in a leadership capacity as part of teams working to increase teacher effectiveness and student achievement.Lead and/or participated in professional development opportunities for improved job performance.Improved leadership and team-building skills through self‐initiated professional activities.