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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 Haven’s 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 www.edmondscofieldprep.org
About the Opportunity
As ECPA enters its second founding year and expands to serve a larger, more diverse student body, we seek a mission‑driven Part‑Time ELL Teacher who is passionate about supporting multilingual learners, ensuring full access to rigorous, identity‑affirming 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 high‑expectations, identity‑affirming school community.
As an ECPA ELL Teacher, you will:
Provide targeted, research‑based language development instruction that accelerates English acquisition and supports full access to grade‑level 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 men’s experience, growth, and achievement.
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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 small‑group and push‑in language development instruction aligned to students’ English proficiency levels across grades 5–7.
Using diagnostic, formative, and progress‑monitoring data to identify language needs, group students, and adjust instruction responsively.
Building core language skills — listening, speaking, reading, and writing — through research‑based practices and structured language routines.
Supporting multilingual learners in accessing grade‑level content by reinforcing vocabulary, academic language, and comprehension strategies.
Maintaining clear, consistent instructional cycles with measurable goals and transparent communication of student progress.
Data‑Driven 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 ECPA’s 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 grade‑level and content‑area 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, high‑expectations 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 ECPA’s 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 community‑building experiences.
Serve on committees or contribute to school‑wide 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’ social‑emotional development.
Model professionalism, adaptability, and a growth mindset, embracing feedback and demonstrating resilience in the face of challenges.
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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
Bachelor’s 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).
TESOL‑aligned certification strongly preferred; broader CT certification in humanities or special education acceptable.
Candidates eligible for certification pathways (DSAP, long‑term sub) may be considered.
At least 2–3 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, social‑emotional 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.
Master’s degree in TESOL, bilingual education, English, or a related field.
Experience in an urban, high‑expectations, and/or charter school setting.
Familiarity with WIDA standards, sheltered instruction (SIOP), structured literacy, or research‑based ELL programs.
Bilingual or multilingual proficiency is highly preferred — Spanish fluency is a strong plus to support meaningful partnership with students and families.
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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.
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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 individual’s 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.
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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 non‑profit charter management organization serving public charter schools in Connecticut’s 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 talent@elevatecharters.org. We are committed to ensuring an accessible and welcoming experience for all candidates.
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