Associate Dean of Instruction | Founding Years

Elevate Charter Schools•New Haven, CT

2d•$70,000 - $85,000•Onsite

About The Position

ECPA is searching for an instructional leader who believes deeply in the brilliance of young men and is ready to build the academic systems, adult culture, and instructional excellence that will challenge, affirm, and inspire them — and that will define and elevate ECPA’s academic model as the school expands its impact and moves from its founding years toward full scale. As we grow from our inaugural cohort of 5th and 6th graders to include 7th grade next year—and ultimately serve over 450 scholars in grades 5–8—this role is pivotal in shaping the instructional vision, systems, and adult learning culture that will anchor ECPA for years to come. In this multi‑content instructional leadership role, you will guide the development and execution of a rigorous, identity‑affirming academic program across all subject areas. Working closely with teachers, the Founding Principal, and Elevate Charter Schools leadership, you will strengthen instructional practice through direct coaching, classroom observations, and data‑driven decision‑making. You will design and facilitate high‑impact professional development, support teachers in planning and refining curriculum, and ensure that instructional systems are coherent, sustainable, and ready to scale. Because ECPA is still in its founding years, this role requires a leader who thrives in environments where collaboration, co‑creation, and systems‑building are essential. You will help refine the academic model launched in Year 1, build structures that support teacher growth and student achievement, and ensure that academic rigor is seamlessly integrated with our school culture, character development, and commitment to developing young men of color as leaders. This is an opportunity for a visionary, inspiring, growth‑oriented instructional leader who embraces continuous learning, leads with humility and clarity, and is energized by the challenge—and privilege—of building a school that will shape generations of young men in New Haven.

Requirements

Bachelor’s degree required.
Valid teaching certification or eligibility for certification upon employment (CT certification or reciprocity) is required.
At least 5–7 years of successful middle‑ or upper‑elementary teaching experience with a demonstrated record of strong academic growth and achievement; plus at least 1–2 years of experience coaching teachers, leading adult learning, or driving instructional improvement at the team, grade, or school level.
Demonstrated expertise in designing, implementing, and managing rigorous, culturally responsive instruction across multiple content areas, with a strong understanding of adolescent learning and identity development for grades 5–8.
Proven ability to differentiate instruction and apply a range of scaffolds to meet the needs of diverse learners—including Multilingual Language Learners (MLLs), students with IEPs, and students with 504 plans—across whole‑class, small‑group, and intervention settings.
Proficient in using qualitative and quantitative data to assess academic outcomes, inform instructional decisions, and design targeted supports; experience developing or implementing interim assessments is strongly preferred.
Exceptional interpersonal, verbal, and written communication skills with the ability to inspire, influence, and develop educators, scholars, and families.
Demonstrated ability to lead school‑wide or grade‑level initiatives that strengthen instructional practice, build adult culture, and drive academic excellence.
Deep alignment with the mission and values of Elevate Charter Schools and Edmonds Cofield Preparatory Academy for Young Men, including a belief in the brilliance, potential, and leadership of young men of color.

Nice To Haves

Master’s degree or higher in Education, Curriculum & Instruction, Educational Leadership, or a related field.
Candidates pursuing or eligible for CT school leadership certification are strongly preferred.
Training or certification in instructional coaching, culturally responsive pedagogy, adolescent literacy, structured literacy, or content‑specific curriculum design.
Prior experience in a charter, high‑performing urban school, or founding‑years environment is highly desirable.
Familiarity with Connecticut Core Standards across content areas and experience with widely used instructional materials, assessment tools, and curriculum frameworks for grades 5–8.

Responsibilities

Develop and refine a rigorous, identity‑affirming 5–8 curriculum that aligns with ECPA’s mission, provides meaningful and transformative learning experiences for young men, and prepares scholars for high school, college, and beyond.
Ensure vertical and horizontal alignment across all content areas, building coherent instructional pathways as the school expands from its founding years toward full scale.
Integrate high‑quality, culturally responsive materials that affirm scholar identity, elevate diverse perspectives, and strengthen academic engagement across disciplines.
Partner with teachers, principal and Elevate executive leadership to adapt and strengthen curriculum launched in Year 1, ensuring systems and materials are sustainable, scalable, and instructionally sound.
Lead the adoption of innovative instructional practices across content areas, incorporating blended learning, digital tools, and personalized strategies that meet the needs of all learners.
Champion instructional approaches that build scholar voice and critical thinking, ensuring classrooms are joyful, rigorous, and rooted in inquiry.
Support teachers in designing engaging lessons that reflect ECPA’s commitment to deeper learning, identity development, and academic excellence.
Conduct regular, structured classroom observations and deliver targeted, actionable feedback that strengthens instructional practice and scholar engagement across all content areas.
Directly coach a caseload of teachers through weekly cycles focused on planning, instruction, classroom culture, and data‑driven decision‑making.
Model exemplary instruction through co‑teaching, demonstration lessons, and in‑the‑moment coaching that builds teacher skill and confidence.
Build a collaborative, growth‑oriented adult culture grounded in shared accountability, reflective practice, and a commitment to the success of every scholar.
Use qualitative and quantitative data — including interim assessments, student work, progress monitoring, and classroom observations — to inform instructional decisions and drive continuous improvement.
Lead data‑driven planning and debrief cycles with grade‑level and content teams, translating insights into targeted instructional actions for all learners, including students with IEPs and English Learners.
Monitor academic performance across content areas and partner with teachers to design interventions, enrichment, and supports that ensure every scholar is on a path to mastery.
Build data systems that scale as ECPA grows, ensuring consistency, clarity, and usability for teachers and leaders.
Design and lead high‑impact professional development that equips teachers across all content areas to deliver rigorous, identity‑affirming instruction aligned to ECPA’s mission and academic priorities.
Facilitate the use of research‑based instructional frameworks—including literacy, numeracy, and content‑specific pedagogies—to build teacher expertise and confidence in grades 5–8.
Develop coherent adult learning structures that support planning, practice, reflection, and continuous improvement across the academic program.
Mentor emerging teacher leaders, grade‑level leads, and content specialists, strengthening their ability to coach peers, lead teams, and support high‑quality instruction.
Identify and cultivate future instructional leaders within the staff, creating pathways for increased responsibility, influence, and professional growth as the school scales.
Facilitate collaborative planning cycles for unit design, lesson planning, and assessment across content areas, ensuring alignment, coherence, and high expectations in every classroom.
Partner with school leadership and Elevate’s academic team to ensure curriculum, assessments, and instructional practices are aligned with school‑wide and network‑wide priorities.
Strengthen cross‑grade and cross‑content alignment as ECPA expands, ensuring instructional systems are sustainable and scalable from founding years to full scale.
Establish and refine academic systems that support effective instruction across all content areas, including observation cycles, feedback structures, and data routines.
Manage and coordinate the instructional calendar to ensure alignment of units, assessments, professional development, and school‑wide academic priorities.
Build scalable instructional protocols that support consistency, clarity, and high‑quality implementation as the school grows.
Ensure alignment with Connecticut academic standards (CT Core Standards) and ECPA’s expectations for rigor, equity, and culturally responsive practice.
Monitor and support compliance with IEP and EL requirements, ensuring instructional decisions and classroom practices meet the needs of all learners.
Maintain clear accountability structures that reinforce high expectations for teaching, learning, and student outcomes.
Implement cycles of evaluation and data review to assess instructional effectiveness and refine academic strategies across content areas.
Lead regular data debriefs with teachers and teams, translating insights into targeted instructional actions and supports for scholars.
Produce progress reports on academic outcomes for school leadership and Elevate’s academic team, highlighting trends, strengths, and areas for improvement.
Serve as a core member of the instructional leadership team, contributing to school‑wide priorities, initiatives, and decision‑making that extend beyond any single content area.
Collaborate closely with the Principal and leadership colleagues to advance ECPA’s broader goals, culture, and programming—including family engagement, community partnerships, and school‑wide events.
Lead with a whole‑school mindset, recognizing that instructional leadership at ECPA is a collective endeavor requiring flexibility, partnership, and investment in the success of the entire school community.