Resident Teacher | Elementary School | BTWA ES

Elevate Charter Schools•New Haven, CT

1d•Onsite

About The Position

Booker T. Washington Academy Elementary School is seeking a committed Resident Teacher to join our grades K–4 community and grow into a confident, skilled classroom educator. This full‑time, school‑based role is designed as a true teacher residency pathway: Residents support instruction, co‑teach, and gradually take on increased classroom leadership as they build their competencies. While Residents provide classroom coverage when needed, the heart of the role is learning to teach well—through coaching, practice, and meaningful engagement with students. Residents work closely with mentor teachers, contribute to a consistent and joyful learning environment, and support scholars both academically and socially. The ideal candidate is reflective, eager to learn, and excited to build a long‑term career in education. This role offers a unique opportunity to develop core teaching skills, co‑teach and co‑plan alongside experienced educators, build strong relationships with scholars, deepen practice in restorative and culturally responsive approaches, and pursue teacher certification through a partnership with RELAY Graduate School of Education. Residents will grow into a lead teaching role within Elevate Charter Schools through our Resident Teacher Pathway.

Requirements

Bachelor's degree from an accredited institution
Interest in pursuing a career in teaching via our Resident Teacher Pathway Program
Connecticut substitute teaching/long-term substitute certification or eligibility upon hire
Minimum 1 year of experience working with middle school (grades 6–8) scholars, preferably in urban or high-need environments
Strong classroom management skills and ability to build rapport quickly
Excellent verbal, written, and restorative communication skills
Reliable attendance, punctuality, and professional demeanor

Nice To Haves

Prior experience as a long-term substitute, resident teacher, or intern
Connecticut initial or provisional teaching certification in any content area
Familiarity with restorative justice practices and culturally responsive pedagogy
Experience differentiating instruction for diverse learners, including ELs and students with IEPs
Background in project-based or inquiry-driven instructional models

Responsibilities

Deliver rigorous, standards-aligned lessons using existing teacher plans, adapting in real time to meet scholar needs.
Lead small-group interventions and pull-out sessions to reinforce grade-level skills.
Utilize formative data (exit tickets, quick writes, checks-for-understanding) to monitor progress and adjust supports.
Establish consistent routines, expectations, and restorative approaches that foster a safe, inclusive, and joyful learning environment.
Build strong relationships to empower student voice, leadership, and self-advocacy.
Supervise and engage scholars during lunch, recess, hall transitions, and emergency drills.
Co-plan and co-teach alongside grade-level teams and content-area specialists.
Participate in weekly professional learning communities, coaching cycles, and peer observations.
Share emerging best practices in behavior management, culturally responsive instruction, and differentiation.
Serve as point person for daily substitute placement and classroom coverages.
Step into other school-based roles as needed (study hall supervisor, hall monitor, small group instruction, behavioral supports, lunch/recess duty).
Uphold all school policies, emergency protocols, and compliance requirements.
Model a growth mindset, professional adaptability, and a solutions-focused approach to unanticipated challenges.
Contribute to school-wide events, committees, and culture-building initiatives.
Engage in a structured teacher residency that gradually increases instructional responsibility across the school year.
Co‑teach and co‑plan with mentor teachers across content areas and grade levels.
Lead small‑group instruction and eventually take on full-class sections with coaching and feedback.
Apply to the RELAY Graduate School of Education by established deadlines and successfully complete all baseline requirements for acceptance into the ECS | Relay Consortium.
Participate fully in the RELAY certification pathway once enrolled, including coursework, observations, and performance assessments.
Engage in weekly coaching cycles focused on instructional techniques, classroom culture, and student engagement.
Demonstrate steady growth toward independent classroom leadership aligned to Elevate Charter Schools’ teaching competencies.