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

Elevate Charter Schools•New Haven, CT

1d•Onsite

About The Position

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.

Requirements

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.

Nice To Haves

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.

Responsibilities

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.
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.
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.
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.
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.
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
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.