Middle School ELA Interventionist (ELA SRBI) | BTWA MS

Elevate Charter Schools•Hamden, CT

1d•$50,500 - $90,000•Onsite

About The Position

Booker T. Washington Academy Middle School seeks a passionate and mission‑driven Middle School ELA Interventionist (ELA SRBI) to join our grades 5–8 team. This is an exciting opportunity for an educator who believes deeply in the brilliance of all students, is committed to equity, and is eager to accelerate literacy growth in a high‑need, urban setting through targeted, data‑driven intervention. As a BTWA MS ELA Interventionist, you will deliver high‑impact, research‑based Tier II and Tier III intervention that strengthens foundational literacy skills and supports equitable access to grade‑level content. You will create a supportive, structured, and joyful learning environment where students feel safe, encouraged, and motivated to grow as readers and writers. You will collaborate closely with ELA teachers and school leaders to analyze student data, refine intervention plans, and ensure every scholar is on a path toward college and career readiness. You will also partner with families to build strong relationships and shared accountability for student success. This role is ideal for an educator who is reflective, growth‑oriented, and energized by contributing to a collaborative, mission‑driven school community — and who is excited to help shape a new intervention model that will meaningfully impact student achievement.

Requirements

Bachelor’s degree or higher in education or a related field
Valid teaching certification or ability to obtain required certification upon employment (CT certification or eligibility for reciprocity) is required.
Valid CT teaching certification strongly preferred (ELA‑aligned certification ideal; 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
Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work.
A strong sense of reflection and personal accountability for student growth, achievement and experience.
Excellent communication skills, both written and verbal.
Demonstrated commitment to educational equity, youth development, social-emotional learning, restorative practices, and culturally responsive pedagogy.
Demonstrated experience and success differentiation supports for diverse learners, including multilingual learners (ELs) and students with IEPs
Deep alignment with the mission and values of ECS and BTWA, including a resolute and unshakable 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 education, english or a related field is preferred.
Experience in an urban, high-expectations and charter school setting is a plus
Familiarity with SRBI/RTI frameworks, structured literacy, or research‑based intervention programs.
Bilingual or multilingual proficiency is highly preferred, particularly to support meaningful partnership and accessibility with our students, families, and community (Spanish fluency is a strong plus).

Responsibilities

Deliver targeted, small‑group and push‑in ELA intervention aligned to Tier II and Tier III needs across grades 5–8.
Use diagnostic, formative, and progress‑monitoring data to identify student needs, group students, and adjust instruction.
Build foundational literacy skills — decoding, fluency, vocabulary, comprehension, and writing — through research‑based practices.
Provide intervention that complements and reinforces core ELA instruction, ensuring coherence and alignment across classrooms.
Maintain clear, consistent intervention cycles with measurable goals and transparent communication of student progress.
Lead regular data cycles to analyze student performance, identify trends, and refine intervention plans.
Collaborate with ELA teachers, instructional coaches, and school leadership to strengthen BTWA’s SRBI structures.
Document intervention plans, progress, and outcomes in alignment with BTWA’s academic systems.
Use data to empower students to understand their growth, set goals, and take ownership of their learning.
Work in close partnership with the ELA team to ensure intervention is tightly connected to grade‑level 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 readers and writers.
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.
Communicate proactively with families about student progress, goals, and intervention plans.
Participate in literacy nights, family engagement events, and schoolwide celebrations of student growth.
Contribute to the design and refinement of BTWA’s literacy intervention systems as this role is established.
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.
Partner proactively with families through regular communication, conferences, and collaborative goal-setting to ensure shared ownership of student success.
Participate in school-wide events, literacy nights, and community initiatives to strengthen the home-school connection and celebrate student growth.
Participate actively in weekly professional learning communities, coaching cycles, and peer observations to continuously refine practice.
Collaborate with grade-level and content-area teams to align curriculum, analyze student data, and share best practices.
Contribute to a positive, high-performing adult culture that values feedback, reflection, and collective responsibility for student achievement.
Take initiative in shaping school culture by leading enrichment opportunities such as clubs, reading groups, or community service projects.
Serve on committees or contribute to school‑wide initiatives that strengthen academic systems, culture routines, and enrichment experiences.
Support and facilitate common school routines, including arrival and dismissal, lunch and recess duties, and transitions, ensuring safety, consistency, and a positive school culture.
Lead a homeroom or advisory setting that fosters authentic relationships, builds community, and supports students’ social‑emotional learning and development.
Model professionalism, adaptability, and a growth mindset in all aspects of the role, embracing feedback and demonstrating resilience in the face of challenges.