English Language Learner (ELL) Teacher | Founding Years Middle School | ECPA

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794 Dixwell Avenue, New Haven, CT 06511

Full time

On-site

Edmonds Cofield Preparatory Academy for Young Men (ECPA)

Position Title
:
English Language Learner Teacher (ELL) | Founding Years Middle School

Reports To: School Principal

Employment Type
:
Part-time, Exempt (0.5 FTE)

Start Date: SY26-27

Salary Range: Aligned to Instructional Scale and commensurate to experience

Note:

Salary step prorated to reflect 0.5 FTE employment

About Edmonds Cofield Preparatory Academy for Young Men

Edmonds Cofield Preparatory Academy for Young Men (ECPA) is New Haven’s first dedicated middle school for young men. Our mission is to develop resourceful, resilient, and responsible young men who think critically, lead ethically, and contribute positively to their communities. ECPA provides a rigorous academic experience that fosters mastery of learning while preparing students to navigate real-world choices with confidence and integrity.

Through exposure to entrepreneurial thinking, leadership development, and hands‑on learning opportunities, our young men cultivate the skills and mindsets necessary to excel in high school, college, and beyond.

As ECPA enters its second founding year and expands to serve a larger, more diverse student body, we seek a mission‑driven Part‑Time ELL Teacher who is passionate about supporting multilingual learners, ensuring full access to rigorous, identity‑affirming instruction, and helping to build a strong, responsive ELL program that will grow alongside the school.

With the school moving steadily toward full scale, this role is essential in ensuring our English Learners have equitable access to rigorous instruction, culturally responsive supports, and the tools they deserve to let their brilliance shine consistently along the way.

This role is a meaningful opportunity for an educator who believes deeply in the potential of young men — particularly young men of color — is committed to educational equity, and is eager to help build and strengthen an emerging ELL program within a high‑expectations, identity‑affirming school community.

As an ECPA ELL Teacher, you will:

Provide targeted, research‑based language development instruction that accelerates English acquisition and supports full access to grade‑level content.

Create a supportive, structured, and joyful learning environment where multilingual learners feel affirmed, encouraged, and empowered.

Collaborate closely with content teachers and school leaders to analyze student data, refine supports, and ensure every scholar is on a path toward college and career readiness.

Partner with families to build strong relationships and shared accountability for student success.

The educator who excels in this role leads with relationships — with students, families, and colleagues — and sees both identity affirmation and language development as gateways to confidence, access, and opportunity. They bring professionalism, clarity, and shared ownership for student and community success, showing up consistently, collaborating deeply, and contributing to a culture where adults hold one another to high expectations in service of young men’s experience, growth, and achievement.

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Key Responsibilities of the Role

As a Part‑Time ELL Teacher at ECPA, you will be primarily responsible for:

Instructional Support & Language Development

Delivering targeted small‑group and push‑in language development instruction aligned to students’ English proficiency levels across grades 5–7.

Using diagnostic, formative, and progress‑monitoring data to identify language needs, group students, and adjust instruction responsively.

Building core language skills — listening, speaking, reading, and writing — through research‑based practices and structured language routines.

Supporting multilingual learners in accessing grade‑level content by reinforcing vocabulary, academic language, and comprehension strategies.

Maintaining clear, consistent instructional cycles with measurable goals and transparent communication of student…