Elementary School Academic Interventionist (SRBI) | BTWA ES

Elevate Charter Schools•New Haven, CT

1d•Onsite

About The Position

Booker T. Washington Academy Elementary School (BTWA ES) seeks a mission-driven K–4 Academic Interventionist to deliver targeted, data-driven support, primarily in early literacy, while also supporting math and cross-content learning as needed. The role focuses on high-impact, research-based Tier II and Tier III intervention that helps scholars build foundational skills and access grade-level content. The interventionist creates a supportive, structured, and joyful learning environment and works closely with classroom teachers, school leaders, and families to support student growth and achievement. The position contributes to the development of BTWA ES’s intervention model and SRBI systems. The interventionist participates in data cycles, professional learning, coaching, planning, and schoolwide activities; documents intervention plans and progress; and supports student culture, enrichment, family engagement, and common school routines. The role is based at BTWA’s Elementary campus in New Haven, Connecticut, and reports to the School Principal. It is a full-time, exempt position with an immediate opening for SY26–27. The salary range is $50,500–$90,000, commensurate with experience and qualifications.

Requirements

Bachelor’s degree or higher in education or a related field.
Valid teaching certification or ability to obtain required certification upon employment, including Connecticut certification or eligibility for reciprocity.
At least 2–3 years of teaching experience with a strong track record of student achievement.
Ability to create a classroom environment where students feel safe, supported, and challenged to engage in meaningful work.
Reflection and personal accountability for student growth, achievement, and experience.
Excellent written and verbal communication skills.
Demonstrated commitment to educational equity, youth development, social-emotional learning, restorative practices, and culturally responsive pedagogy.
Demonstrated experience and success differentiating support for diverse learners, including multilingual learners and students with IEPs.
Strong alignment with the mission and values of ECS and BTWA, including belief in every student’s potential to learn, grow, and achieve at a high level.

Nice To Haves

Valid Connecticut teaching certification is strongly preferred; elementary education or reading/language arts certification is ideal, and early childhood or special education certification is acceptable.
Candidates eligible for certification pathways such as DSAP or long-term substitute certification may also be considered.
Three or more years of teaching experience with a proven track record of student achievement.
Master’s degree in education, reading/literacy, or a related field.
Experience in an urban, high-expectations, or charter school setting.
Familiarity with SRBI/RTI frameworks, structured literacy and the science of reading, or research-based intervention programs.
Experience delivering or supporting elementary math intervention.
Bilingual or multilingual proficiency, particularly Spanish fluency.

Responsibilities

Deliver targeted small-group and push-in Tier II and Tier III literacy intervention across grades K–4.
Build foundational reading and writing skills, including phonological awareness, phonics and decoding, fluency, vocabulary, comprehension, and early writing, using structured, research-based practices.
Use screening, diagnostic, formative, and progress-monitoring data to identify student needs, group students, adjust instruction, and track measurable goals and progress.
Align intervention with core literacy instruction and grade-level classroom learning.
Provide targeted math intervention as needed, including support for number sense, foundational computation, and problem-solving.
Reinforce reading, language, and reasoning skills needed to access grade-level content across subjects.
Lead regular data cycles and collaborate with teachers, instructional coaches, and school leaders to refine intervention plans and strengthen SRBI systems.
Document intervention plans, progress, and outcomes in alignment with BTWA’s academic systems.
Help students recognize and celebrate growth, set goals, and take age-appropriate ownership of their learning.
Partner with K–4 grade-level teams to connect intervention with grade-level instruction.
Participate in weekly professional learning communities, coaching cycles, planning meetings, and peer observations; share effective practices and contribute to a feedback-oriented adult culture.
Build trusting relationships with students and create a safe, structured, joyful environment that fosters motivation, resilience, confidence, and risk-taking.
Use culturally responsive texts and practices that affirm student identities and broaden perspectives.
Communicate and collaborate proactively with families through regular communication, conferences, and shared goal-setting.
Participate in literacy and math nights, family engagement events, and schoolwide celebrations of student growth.
Contribute to the design and refinement of BTWA ES’s academic intervention systems.
Lead enrichment opportunities such as clubs, reading groups, or community service projects, and contribute to committees or schoolwide initiatives.
Support common school routines, including arrival, dismissal, lunch, recess, and transitions, to promote safety and a positive school culture.
Support morning meeting and community-building routines that foster relationships and students’ social-emotional development.
Model professionalism, adaptability, reflection, resilience, and a growth mindset; welcome and apply feedback.