Part-Time Student Support & School Culture Associate | Middle School | ECPA

Elevate Charter Schools • New Haven, CT

10d • Onsite

About The Position

Edmonds Cofield Preparatory Academy for Young Men (ECPA), part of Elevate Charter Schools, is seeking a part-time Student Support & School Culture Associate for its middle school in New Haven, Connecticut. The role supports a focused, positive, and affirming school environment where students feel they belong and receive consistent support. The Associate works closely with the Principal, school leadership, teachers, and families to promote proactive school culture, manage referral and re-entry routines, supervise in-school support and suspension (ISS), lead restorative conversations, and implement logical consequences grounded in social-emotional learning.

The position is part-time, up to 20 hours per week, with a consistent Monday–Friday schedule of approximately four hours per day. Specific hours are set with the Principal based on campus needs. The hourly rate is $18–$20, commensurate with experience. The start date is listed as immediate hire for SY26–27.

ECPA is New Haven’s first dedicated middle school for young men and Connecticut’s first all-boys public charter school. Its mission is to develop resourceful, resilient, and responsible young men who think critically, lead ethically, and contribute positively to their communities. The school provides rigorous academics, leadership development, entrepreneurial thinking, and hands-on learning as it grows toward serving nearly 400 students in grades 5–8.

The ideal candidate is calm under pressure, consistent, warm, and able to maintain clear expectations while helping students reflect, repair relationships, and return to learning. The position also involves confidential documentation, communication with families and school staff, and contributing to the development of effective school culture practices.

Requirements

• High school diploma or higher.
• At least 1–2 years of experience working directly with middle school-aged youth in a school, youth development, mentoring, athletics, or community setting.
• Demonstrated ability to remain calm, consistent, and respectful with young people in difficult situations.
• Commitment to educational equity, restorative practices, and social-emotional learning.
• Excellent communication skills and a warm, firm, professional presence with students, families, and staff.
• Ability to maintain accurate records, exercise discretion, and protect confidential information.
• Preventive Management Training (PMT) certification or willingness to obtain it.
• Flexibility, reliability, and comfort interacting with diverse personalities and stakeholders.
• Composure and consistency in responding to student behavior.
• Ability to build trust with young men and follow through on commitments.
• Ability to maintain clear expectations while treating consequences as opportunities for learning and repair.
• Ability to explain incidents and next steps in plain, respectful terms to students, families, and staff.
• Professional handling of sensitive information.
• Positive mindset, strong work ethic, drive for excellence, and ability to thrive in an entrepreneurial, results-driven environment.
• Belief in the promise of all students, particularly young men and young men of color, and alignment with ECS and ECPA’s mission and values.
• Openness to feedback, reflection, and continuous improvement.
• Flexibility, a solutions-focused approach, and interest in helping build an organization.
• Ability to work collaboratively and maintain high, student-centered standards.

Nice To Haves

• Associate’s degree or higher, or coursework in education, psychology, social work, or a related field.
• Experience in a school setting, particularly an urban or high-expectations environment.
• Experience mentoring, coaching, or leading programs for young men.
• Training or experience in restorative practices, conflict resolution, or social-emotional learning facilitation.
• Familiarity with charter schools or charter school operations.
• Bilingual or multilingual skills, especially Spanish.

Responsibilities

• Maintain a visible, welcoming presence during arrival, transitions, lunch, and dismissal; greet students and reinforce expectations proactively.
• Build relationships with students through regular check-ins, especially with students who benefit from additional adult support.
• Recognize and celebrate students who demonstrate the school’s core values, in partnership with teachers and school leadership.
• Teach and reinforce school-wide expectations, routines, and core values across classrooms and common spaces.
• Support scheduled social-emotional learning lessons, community-building circles, and mentoring activities.
• Receive students referred out of class, document referrals, and follow established response protocols.
• Facilitate structured re-entry conversations that help students reflect, identify what they will do differently, and return to class ready to learn.
• Coordinate re-entry timing and expectations with teachers to minimize lost instructional time.
• Supervise the in-school support/ISS space and maintain a structured, calm environment focused on assigned classwork.
• Assign and supervise logical, social-emotional-learning-informed alternative consequences, such as reflection work, repair tasks, or service to the school community.
• Collect assignments from teachers for students in ISS and return completed work.
• Lead restorative conversations, peer conflict resolution, and small-group circles as directed by school leadership.
• Support individual behavior plans developed by school leadership, student support staff, and service providers.
• Escalate acute or safety-related situations to school leadership according to crisis protocols.
• Communicate with families about incidents, consequences, and re-entry in partnership with school leadership.
• Share observations with teachers, counselors/social workers, and school leadership to support consistency across settings.
• Maintain accurate, confidential records of referrals, ISS attendance, restorative conversations, and consequences in PowerSchool and school tracking systems.
• Prepare behavior data summaries to help school leadership identify patterns and adjust supports.
• Model professionalism, composure, and respect in interactions with students, families, and staff.
• Anticipate needs, identify gaps in routines, and contribute ideas to strengthen school culture.
• Uphold ECPA’s mission, values, and commitment to educational equity.

Benefits

• Competitive compensation based on relevant skills, education, and experience.
• Comprehensive benefits packages are offered to regular, full-time employees; the posting does not specify benefits for this part-time role.

What This Job Offers

• Job Type: Part-time
• Career Level: Entry Level
• Education Level: High school or GED