Science Teacher | Founding Years Middle School | ECPA

Elevate Charter Schools•New Haven, CT

7d•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 Science Teacher. 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 Science Teacher, you will design and deliver inquiry‑driven science instruction that invites students to investigate real‑world phenomena, build scientific habits of mind, and engage in hands‑on exploration across life, physical, and earth sciences. You will cultivate a classroom where young men learn to ask strong questions, test ideas, analyze evidence, and see themselves as capable scientists and problem‑solvers. You will create an environment where students feel known, supported, and pushed to grow — academically, socially, and personally. In your classroom, young men will strengthen the curiosity, analytical thinking, and evidence‑based reasoning that anchor scientific inquiry and transfer across every part of life. 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 help cultivate the scientific literacy, problem‑solving skills, and innovative mindset that prepare students to become thoughtful contributors — future scientists, engineers, and community‑centered innovators who use their learning to make a positive impact.

Requirements

Believes deeply in the brilliance, voice, and leadership potential of young men.
Ability to design and deliver inquiry‑driven science instruction.
Ability to cultivate a classroom where young men learn to ask strong questions, test ideas, analyze evidence, and see themselves as capable scientists and problem‑solvers.
Ability to create an environment where students feel known, supported, and pushed to grow — academically, socially, and personally.
Ability to strengthen curiosity, analytical thinking, and evidence‑based reasoning.
Ability to 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.
Ability to cultivate scientific literacy, problem‑solving skills, and innovative mindset.
Ability to plan rigorous math instruction by intellectually preparing standards‑aligned lessons that build conceptual understanding, procedural fluency, and mathematical reasoning.
Ability to deliver high‑quality instruction that develops core disciplinary skills—problem‑solving, modeling, analyzing patterns, constructing arguments, and critiquing reasoning.
Ability to 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.
Ability to integrate culturally relevant and identity‑affirming practices that make math meaningful, connected to students’ lived experiences, and reflective of their strengths and aspirations.
Ability to use data and ongoing assessment (exit tickets, discourse, problem‑solving tasks, formative check) to differentiate instruction and ensure every learner is known and supported.
Ability to establish a structured, joyful classroom grounded in mutual respect, high expectations, and consistent routines that support productive mathematical discourse and collaboration.
Ability to model and reinforce ECPA’s values—confidence, character, leadership, and academic excellence—to help scholars grow as young men and leaders.
Ability to partner with families to build trust, share progress, and ensure shared ownership of student growth.
Ability to contribute to school life by supporting events, leading a club or enrichment experience, and helping build ECPA’s emerging traditions and community culture.
Ability to engage in weekly professional learning, including coaching, co‑planning, department work, and grade‑level collaboration focused on strong math instruction and deeper learning.
Ability to collaborate with colleagues to build a positive, high‑performing adult culture centered on continuous improvement and shared responsibility for student success.
Ability to give and receive feedback to refine instructional practice, strengthen classroom routines, and improve student outcomes—demonstrating adaptability, openness, and a growth‑oriented mindset.
Ability to support common school routines (arrival, dismissal, lunch, recess, transitions) to ensure safety, consistency, and a positive school culture.
Ability to lead a homeroom/advisory that builds community, fosters authentic relationships, and supports scholars’ social‑emotional development as young men.
Ability to strengthen school-wide systems and traditions, including exhibitions, performances, and public demonstrations of learning that reinforce ECPA’s identity and celebrate scholar voice.
Ability to 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.
Ability to embrace feedback and adapt with flexibility, modeling a growth mindset as the school evolves.
Ability to take ownership of school-wide initiatives and contribute to special projects that advance the mission in a dynamic, early‑stage environment.
Mobility : Ability to move around the school building and classrooms, attend meetings, and participate in professional development activities.
Vision : Clear vision to engage with students and stakeholders in a variety of settings and to monitor classrooms/school environments for student safety and well-being.
Hearing : Ability to hear conversations and presentations in various settings.
Communication : Clear speech to effectively communicate with teachers, staff, administrators, and families/caregivers.
Occasional Physical Demands : Ability to lift and carry light materials (such as books and documents), bend or reach to access files or materials, and stand for extended periods during meetings or presentations.
Stamina : Ability to lead instruction across the school day with sustained energy and focus.

Nice To Haves

Believes in the brilliance and promise of all students, particularly young men and young men of color.
Welcomes feedback, is deeply reflective on personal practices, and is constantly seeking to improve craft.
Is flexible, solutions-focused, and energized by the opportunity to build something from the ground up.
Thrives in a team-based culture and believes that collective effort drives school success.
Holds self, and others, to the highest of standards and has a student-centric, “whatever it takes” mentality to create a learning community where all students and stakeholders can grow and thrive.

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.