Experienced Math Teacher | Founding Years Middle School | ECPA

Elevate Charter Schools•New Haven, CT

22h•Onsite

About The Position

Edmonds Cofield Preparatory Academy for Young Men (ECPA) is seeking an educator who believes deeply in the brilliance, voice, and leadership potential of young men to serve as our Middle School Math Teacher on the 7th/8th grade team. As a founding‑years teacher, you will help shape a school designed intentionally for young men—one that pairs rigorous academics with identity, confidence, and character development. As an ECPA Middle School Math Teacher, you will design and deliver math instruction that challenges students to think critically, persevere through complex problems, and see themselves as capable mathematicians and problem‑solvers. You will create a classroom where young men feel known, supported, and pushed to grow — academically, socially, and personally. You will join a team committed to building a school where young men are affirmed, held to high expectations, and equipped with the habits, discipline, and self‑belief needed to thrive in high school, college, and life. As ECPA expands from its inaugural cohort toward full scale, your work will directly influence the academic model, culture, and traditions that define our school. This opportunity is ideal for educators who bring strong instructional skill, deep care for students, and a desire to help young men grow into thoughtful, confident, and resilient leaders.

Requirements

Bachelor’s degree or higher
Valid teaching certification, or eligibility to obtain required CT certification through reciprocity
2–3 years of successful teaching experience with a demonstrated track record of strong student achievement
Ability to build a safe, structured, and intellectually challenging classroom where scholars feel supported, known, and pushed to engage deeply in meaningful work
Reflective practice and personal accountability for student growth, achievement, and overall experience
Commitment to ECS’s and ECPA’s mission and values—confidence, character, leadership, and academic excellence
Demonstrated commitment to educational equity, youth development, social‑emotional learning, restorative practices, and culturally responsive pedagogy
Experience differentiating instruction for diverse learners, including multilingual learners (ELs) and students with IEPs
Belief in the potential of every scholar - especially young men and particularly young men of color, to learn, grow, and achieve at the highest of levels.

Nice To Haves

3–5+ years of teaching experience with a strong record of student achievement
Experience in an urban, high‑expectations, or charter school setting
Experience teaching middle‑grade learners, ideally in an all‑boys or identity‑affirming school community
Experience integrating hands‑on, inquiry‑based, or problem‑based math instruction is a plus
Comfort with educational technology and digital tools that support math learning
Bilingual or multilingual proficiency — Spanish speaking is a strong plus

Responsibilities

Plan rigorous math instruction by intellectually preparing standards‑aligned lessons that build conceptual understanding, procedural fluency, and mathematical reasoning.
Deliver high‑quality instruction that develops core disciplinary skills—problem‑solving, modeling, analyzing patterns, constructing arguments, and critiquing reasoning.
Build strong, affirming relationships that create a classroom where young men feel safe taking intellectual risks, asking questions, and engaging deeply with challenging math tasks.
Integrate culturally relevant and identity‑affirming practices that make math meaningful, connected to students’ lived experiences, and reflective of their strengths and aspirations.
Use data and ongoing assessment (exit tickets, discourse, problem‑solving tasks, formative check) to differentiate instruction and ensure every learner is known and supported.
Establish a structured, joyful classroom grounded in mutual respect, high expectations, and consistent routines that support productive mathematical discourse and collaboration.
Model and reinforce ECPA’s values—confidence, character, leadership, and academic excellence—to help scholars grow as young men and leaders.
Partner with families to build trust, share progress, and ensure shared ownership of student growth.
Contribute to school life by supporting events, leading a club or enrichment experience, and helping build ECPA’s emerging traditions and community culture.
Engage in weekly professional learning, including coaching, co‑planning, department work, and grade‑level collaboration focused on strong math instruction and deeper learning.
Collaborate with colleagues to build a positive, high‑performing adult culture centered on continuous improvement and shared responsibility for student success.
Give and receive feedback to refine instructional practice, strengthen classroom routines, and improve student outcomes—demonstrating adaptability, openness, and a growth‑oriented mindset.
Support common school routines (arrival, dismissal, lunch, recess, transitions) to ensure safety, consistency, and a positive school culture.
Lead a homeroom/advisory that builds community, fosters authentic relationships, and supports scholars’ social‑emotional development as young men.
Strengthen school-wide systems and traditions, including exhibitions, performances, and public demonstrations of learning that reinforce ECPA’s identity and celebrate scholar voice.
Shape and refine school-wide systems—academic routines, culture practices, community rituals, and enrichment structures—as ECPA grows into a full 5–8 middle school.
Embrace feedback and adapt with flexibility, modeling a growth mindset as the school evolves.
Take ownership of school-wide initiatives and contribute to special projects that advance the mission in a dynamic, early‑stage environment.