English Language Learner (ELL) Teacher | Founding Years Middle School | ECPA

Position Title: English Language Learner Teacher (ELL) Founding Years Middle School

Location: New Haven CT

Reports To: School Principal

Employment Type: Part-time Exempt (0.5 FTE)

Start Date: SY26-27

Salary Range: Aligned to Instructional Scale and commensurate to experience

• Note: Salary step prorated to reflect 0.5 FTE employment

About Edmonds Cofield Preparatory Academy for Young Men

Edmonds Cofield Preparatory Academy for Young Men (ECPA) is New Havens first dedicated middle school for young men. Our mission is to develop resourceful resilient and responsible young men who think critically lead ethically and contribute positively to their communities. ECPA provides a rigorous academic experience that fosters mastery of learning while preparing students to navigate real-world choices with confidence and integrity. Through exposure to entrepreneurial thinking leadership development and hands-on learning opportunities our young men cultivate the skills and mindsets necessary to excel in high school college and beyond.

For more information about ECPA please visit

About the Opportunity

As ECPA enters its second founding year and expands to serve a larger more diverse student body we seek a missiondriven PartTime ELL Teacher who is passionate about supporting multilingual learners ensuring full access to rigorous identityaffirming instruction and helping to build a strong responsive ELL program that will grow alongside the school.

With the school moving steadily toward full scale this role is essential in ensuring our English Learners have equitable access to rigorous instruction culturally responsive supports and the tools they deserve to let their brilliance shine consistently along the way.

This role is a meaningful opportunity for an educator who believes deeply in the potential of young men particularly young men of color is committed to educational equity and is eager to help build and strengthen an emerging ELL program within a highexpectations identityaffirming school community.

As an ECPA ELL Teacher you will:

• Provide targeted researchbased language development instruction that accelerates English acquisition and supports full access to gradelevel content.

• Create a supportive structured and joyful learning environment where multilingual learners feel affirmed encouraged and empowered.

• Collaborate closely with content teachers and school leaders to analyze student data refine supports and ensure every scholar is on a path toward college and career readiness.

• Partner with families to build strong relationships and shared accountability for student success.

The educator who excels in this role leads with relationships with students families and colleagues and sees both identity affirmation and language development as gateways to confidence access and opportunity. They bring professionalism clarity and shared ownership for student and community success showing up consistently collaborating deeply and contributing to a culture where adults hold one another to high expectations in service of young mens experience growth and achievement.

Key Responsibilities of the Role

As a Part-Time ELL Teacher at ECPA you will be primarily responsible for:

Instructional Support & Language Development

• Delivering targeted smallgroup and pushin language development instruction aligned to students English proficiency levels across grades 57.

• Using diagnostic formative and progressmonitoring data to identify language needs group students and adjust instruction responsively.

• Building core language skills listening speaking reading and writing through researchbased practices and structured language routines.

• Supporting multilingual learners in accessing gradelevel content by reinforcing vocabulary academic language and comprehension strategies.

• Maintaining clear consistent instructional cycles with measurable goals and transparent communication of student progress.

DataDriven Practice & ELL Systems

• Lead regular data cycles to analyze student performance identify trends and refine instructional plans.

• Collaborate with teachers instructional coaches and school leadership to strengthen ECPAs emerging ELL structures and compliance systems.

• Document language plans progress and outcomes in alignment with ECS academic and compliance expectations.

• Use data to empower students to understand their growth set goals and take ownership of their learning.

Collaboration & Team Alignment

• Work in close partnership with gradelevel and contentarea teams to ensure language supports are tightly connected to classroom instruction.

• Participate in weekly professional learning communities coaching cycles and planning meetings.

• Share best practices model effective strategies and contribute to a collaborative highexpectations adult culture.

Student Experience & Classroom Culture

• Build strong trusting relationships with students that foster motivation resilience and confidence as multilingual learners.

• Create a supportive structured and joyful learning environment where students feel safe to take risks and grow.

• Integrate culturally responsive texts and practices that affirm student identities and broaden perspectives with particular attention to the lived experiences of young men of color.

Family & Community Partnership

• Communicate proactively with families about student progress goals and language development plans.

• Participate in family engagement events literacy nights and schoolwide celebrations of student growth.

• Support meaningful accessibility for multilingual families through clear communication and culturally responsive partnership.

Instructional Leadership Beyond Direct Service

• Contribute to the design and refinement of ECPAs ELL systems as the school grows toward full scale.

• Support common school routines arrival dismissal transitions lunch and recess to ensure consistency and a positive school culture.

• Model professionalism adaptability and a growth mindset in all aspects of the role

Leadership & Contribution Beyond the Classroom

• Take initiative in shaping school culture by supporting enrichment opportunities such as clubs reading groups or communitybuilding experiences.

• Serve on committees or contribute to schoolwide initiatives that strengthen academic systems culture routines and enrichment experiences.

• Support and facilitate common school routines ensuring safety consistency and a positive school culture.

• Lead a homeroom or advisory setting (if assigned) that fosters authentic relationships builds community and supports students socialemotional development.

• Model professionalism adaptability and a growth mindset embracing feedback and demonstrating resilience in the face of challenges.

Qualifications of the Ideal Candidate

While no one candidate will embody all the qualifications enumerated below the ideal candidate will possess many of the following professional and personal abilities attributes and experiences:

Required Qualifications

• Bachelors degree or higher in education TESOL linguistics or a related field.

• Valid teaching certification or ability to obtain required certification upon employment (CT certification or eligibility for reciprocity).

• TESOLaligned certification strongly preferred; broader CT certification in humanities or special education acceptable.

• Candidates eligible for certification pathways (DSAP longterm sub) may be considered.

• At least 23 years of teaching experience with a strong track record of student achievement.

• Demonstrated experience supporting multilingual learners (ELs) through structured language development or sheltered instruction.

• Ability to create a class environment in which students feel safe supported and challenged to engage deeply in meaningful work.

• Excellent communication skills both written and verbal.

• Demonstrated commitment to educational equity youth development socialemotional learning restorative practices and culturally responsive pedagogy.

• Deep alignment with the mission and values of ECS and ECPA including a resolute belief in the potential of every student to learn grow and achieve at a high level.

Preferred Qualifications

• 3 years of teaching experience with a proven track record of student achievement.

• Masters degree in TESOL bilingual education English or a related field.

• Experience in an urban highexpectations and/or charter school setting.

• Familiarity with WIDA standards sheltered instruction (SIOP) structured literacy or researchbased ELL programs.

• Bilingual or multilingual proficiency is highly preferred Spanish fluency is a strong plus to support meaningful partnership with students and families.

Mindsets We Value

Our team is passionately committed to the vision and values of Elevate Charter Schools and Edmonds Cofield Preparatory Academy for Young Men The ideal candidate will have a positive mindset a very strong work ethic an inner drive for excellence and will thrive working in an entrepreneurial and results-driven environment

Additionally we deeply value and are actively seeking candidates who demonstrate the following mindsets and beliefs:

• Mission-Driven: In addition to deeply aligning and embodying the mission and values of ECS and ECPA you believe in the brilliance and promise of all students particularly young men and young men of color and want to be part of their success story.

• Growth-Oriented: You welcome feedback are deeply reflective on your personal practices and are constantly seeking to improve your craft.

• Entrepreneurial: You are flexible solutions-focused and energized by the opportunity to build something from the ground up.

• Collaborative: You thrive in a team-based culture and believe that collective effort drives school success.

• Commitment to Excellence: You hold yourself and others to the highest of standards and have a student-centric whatever it takes mentality to create a learning community where all students and stakeholders can grow and thrive.

Compensation and Benefits

At Elevate Charter Schools we are committed to ensuring fair and equitable compensation based on the skills and qualifications required for the role. Our salaries are set through a lens of equity and based on an individuals skills education and years of experience relevant to the role.

The salary range for the Part-Time ELL Teacher position is prorated (.5) and aligned to our district salary scale and is commensurate with experience and qualification and reflective of the responsibilities and expertise needed to succeed in this position. Final salary may be adjusted based on experience and qualifications.

In addition to competitive compensation Elevate offers a range of comprehensive benefits packages to all regular full-time employees at a competitive value.

Physical Requirements

This position requires the ability to perform the following physical activities with or without reasonable accommodation:

• Mobility: Ability to move around the school building and classrooms attend meetings and participate in professional development activities.

• Vision: Clear vision to engage with students and stakeholders in a variety of settings and to monitor classrooms/school environments for student safety and well-being.

• Hearing: Ability to hear conversations and presentations in various settings.

• Communication: Clear speech to effectively communicate with teachers staff administrators and families/caregivers.

• Occasional Physical Demands: Ability to lift and carry light materials (such as books and documents) bend or reach to access files or materials and stand for extended periods during meetings or presentations.

• Stamina: Ability to lead instruction across the school day with sustained energy and focus.

Elevate Charter Schools is committed to providing a supportive work environment and will make reasonable accommodations for qualified individuals with disabilities to perform the essential functions of the role.

Elevate Charter Schools is an Equal Opportunity Employer.

Elevate is a nonprofit charter management organization serving public charter schools in Connecticuts urban communities. Our scholars are 99% Black and Brown and Elevate deeply values inclusion representation and diversity across our staff.

Elevate Charter Schools is committed to fostering a diverse inclusive and equitable environment for all stakeholders. We encourage individuals of all backgrounds and experiences to apply especially those who share a similar background to the communities we serve.

If you have questions about the application process experience any challenges or need support completing your application please reach out to our talent team at We are committed to ensuring an accessible and welcoming experience for all candidates.

Required Experience:

IC