Inclusive Learning Director; K-7 — Equity & MTSS Leader

Director of Inclusive Learning (2026‑2027)

New York, New York, United States

Positions Report to:
Principal

Start Date:

Summer 2026

Hours:

8:00 am – 4:30 pm + occasional out of school time responsibilities

Compensation: $96,000 – $130,000 (salary determined based on credentials and experience). EHTP also offers a competitive benefits package, more details on our full list of benefits can be found at the bottom of this posting.

FLSA Status:
Exempt

East Harlem Scholars Academies are community‑based Pre‑K to 12 public charter schools operated by East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi‑site after‑school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2,200 students in our schools and after‑school programs.

In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on‑track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization‑wide commitment to anti‑racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice.

We ground all of our work in racial equity in our core values (S, C, H, O, L, A, R) and in our five guiding principles:
1) all children can and will succeed when provided a great education;
2) the best learning occurs when children engage in higher‑order, critical thinking;
3) a nurturing and supportive environment supports students’ love of learning and of themselves;
4) self‑awareness promotes dynamic leadership and global understanding;
5) active community engagement richly enhances educational opportunities. These principles inform and are reflected in our current four key strategic priorities: to increase high‑impact, high‑quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

The Director of Inclusive Learning (Pre‑K – 7th Grade) is responsible for leading and overseeing the implementation of inclusive education practices, special education services, and multi‑tiered student supports. This role ensures that all students, particularly those with disabilities, English Language Learners (ELLs), and students requiring academic or behavioral interventions, receive high‑quality, individualized support to thrive academically and socially. As a key member of the school leadership team, the Director of Inclusive Learning collaborates with teachers, administrators, families, and external partners to foster an inclusive, equitable learning environment.

They coach and evaluate teachers and teacher leaders, and take action on school‑wide trends on curriculum, assessments, culture systems, and family engagement practices in partnership and consultation with the other members of the school’s leadership team.

Serve as the instructional leader of inclusive learning staff, ensuring that all teachers are delivering engaging, standards‑aligned, and data‑driven instruction.

Foster a school culture of joy, high expectations, and inclusivity, ensuring that students feel safe, valued, and challenged.

Lead the development and implementation of curriculum and instructional strategies that meet the diverse needs of students, including Multilingual Learners and students with IEPs.

Develop and support general education and inclusive learning teachers and staff through coaching, feedback, and professional development.

Implement restorative justice and trauma‑informed practices to…