Associate Dean of Instruction | STEM Focus | BTWA ES

Elevate Charter Schools•New Haven, CT

5d•Onsite

About The Position

Booker T. Washington Academy (BTWA) Elementary School seeks a dynamic, mission-driven Associate Dean of Instruction (STEM Focus) to join its leadership team and shape the academic vision for mathematics, science, and STEM integration across K–4. This pivotal instructional leadership role will spearhead the design and implementation of a rigorous, inquiry-driven, culturally relevant STEM curriculum that challenges scholars to excel while ensuring equity, inclusion, and joyful learning. Working closely with classroom teachers, grade-level teams, and the School Principal, the Associate Dean will drive academic excellence in STEM by transforming instructional practices, leading direct coaching and classroom observations, and embedding data-driven decision-making throughout the school. The role involves leading targeted professional development, evaluating instructional strategies through interim assessments, and supporting teachers in designing, planning, and refining STEM curriculum and instruction. This position requires a collaborative partner who will work hand in hand with school leadership and the broader instructional team to ensure that academic rigor in STEM is seamlessly integrated with the school culture and character development. This is an opportunity for a visionary, inspiring, growth-oriented leader who thrives on feedback, embraces continuous learning, and is dedicated to fostering a culture of high expectations and collaborative academic success.

Requirements

Bachelor’s degree is required.
Valid teaching certification or eligibility for certification upon employment (CT certification or eligibility for reciprocity required).
At least 5–7 years of elementary teaching experience with a demonstrated record of strong academic growth and achievement in mathematics, science, or STEM; plus at least 1 year of experience coaching and/or leading adults to drive notable academic performance.
Deep knowledge of foundational and advanced mathematics instruction, scientific inquiry, engineering design processes, and STEM integration for elementary learners.
Deep knowledge of foundational and advanced literacy development, including structured literacy principles, reading comprehension strategies, and the science of reading as applied to elementary learners.
Demonstrated ability to differentiate instruction and apply a range of scaffolding strategies to meet the diverse learning needs of all scholars—including MLLs, students with IEPs, and students with 504 plans—across varied instructional modalities.
Proficient in using data to assess academic outcomes and inform strategic decisions, with experience developing and monitoring interim assessments and individualized support plans.
Exceptional interpersonal, verbal, and written communication skills with the ability to inspire and influence educators and families.
Proven ability to lead school-wide and grade-level initiatives that drive academic excellence in STEM and foster a positive learning environment.
Deep alignment with the mission and values of Elevate Charter Schools and Booker T. Washington Academy.

Nice To Haves

Master’s degree or higher in Education, STEM Education, Curriculum & Instruction, Educational Leadership, or a related field.
Valid school leadership certification or eligibility for certification upon employment (CT certification or eligibility for reciprocity required).
Specialized training or certifications in STEM instruction, math content leadership, science pedagogy, inquiry-based learning, instructional coaching, or STEM curriculum design.
Prior experience in a charter or high performing urban school environment is highly desirable.
Familiarity with Connecticut Core Standards in Math and Science, and experience with widely-used STEM programs and assessment tools (e.g., Eureka Math, Illustrative Math, Amplify Science, FOSS, MAP Growth, or comparable curricula).

Responsibilities

Develop and implement a rigorous, inquiry-based, culturally relevant STEM curriculum—spanning mathematics, science, engineering thinking, and integrated STEM experiences—that aligns with BTWA’s mission and prepares scholars for college and beyond.
Ensure vertical alignment and coherence of STEM instruction across K–4 grade levels, building a strong foundation in conceptual understanding, problem-solving, and scientific thinking.
Integrate diverse, real-world STEM applications and culturally responsive materials that affirm and reflect the identities and experiences of BTWA scholars.
Lead the adoption of innovative and differentiated STEM instructional practices, incorporating hands-on learning, digital tools, manipulatives, lab experiences, and personalized strategies that engage all learners.
Champion a love of mathematics, scientific inquiry, experimentation, and engineering design as pathways for scholar curiosity, critical thinking, and academic identity development.
Conduct regular, structured classroom observations and deliver targeted, actionable feedback to teachers to refine STEM instructional practices and maximize scholar engagement.
Directly coach a caseload of teachers to further develop their instructional skills and their ability to support the learning and achievement of 100% of scholars.
Model exemplary STEM instruction through co-teaching, demonstration lessons, lab facilitation, and in-the-moment coaching.
Utilize qualitative and quantitative data—including interim assessments, math fluency checks, science performance tasks, exit tickets, and progress monitoring—to inform strategic decisions and drive continuous improvement in STEM.
Lead data debrief cycles with grade-level teams, translating data into targeted instructional actions and support plans for all learners, including students with IEPs and English Learners.
Design, coordinate, and lead professional development sessions that empower educators to implement high-impact STEM curriculum and instructional practices, with an emphasis on conceptual understanding, inquiry, and culturally responsive pedagogy.
Facilitate the use of research-based STEM frameworks and instructional models, building teacher expertise and confidence across grade levels.
Mentor teacher leaders, grade-level coaches, and content specialists in STEM, building their capacity to guide peers and manage classroom instruction effectively.
Identify and cultivate emerging instructional leaders within the STEM team, creating pathways for professional growth and responsibility.
Facilitate collaboration among grade-level teams for planning units, lessons, and assessments in STEM, ensuring vertical alignment and consistency across the academic program.
Partner with the BTWA ES instructional leadership team and Elevate’s academic team to ensure curricular coherence and alignment with school-wide and network-wide academic priorities.
Establish and refine systems and protocols that support the effective delivery of STEM academic programs, including teacher observations, data collection, and performance reviews.
Manage the STEM instructional calendar, ensuring alignment of units, assessments, and professional development with the school’s academic priorities and schedule.
Ensure that instructional strategies and curricular decisions in STEM comply with Connecticut academic standards (CT Core Standards) and BTWA’s high expectations.
Monitor and support compliance with IEP accommodations, EL supports, and other mandated requirements as they relate to STEM instruction.
Implement cycles of evaluation, regular data debriefs, and feedback loops to continually refine STEM academic strategies and reinforce a culture of accountability.
Produce regular progress reports on STEM academic outcomes for school leadership and Elevate’s academic leadership team.
Serve as an active member of the school's instructional leadership team, contributing to school-wide priorities, initiatives, and decision-making that extend beyond the STEM program.
Collaborate with and support the Principal and fellow leadership team colleagues in advancing the broader goals, culture, and programming of BTWA ES—including participation in school-wide events, committees, family engagement efforts, and other shared leadership responsibilities as directed.
Approach the role with a “whole school” mindset, understanding that instructional leadership at BTWA ES is a shared, collective endeavor that requires flexibility, partnership, and investment beyond one’s primary content area.