Middle School ELA Interventionist (ELA SRBI) | BTWA MS

Position Title: Middle School ELA Interventionist (ELA SRBI)

Location: Hamden / New Haven, CT

Reports To: School Principal

Employment Type: Full-time, Exempt

Start Date: Immediate Opening (SY26-27)

Salary Range: $50,500 - $90,000, commensurate with experience

About Booker T. Washington Academy

Booker T. Washington Academies (BTWA) in New Haven, CT, serves K–4 scholars at its Elementary campus and grades 5–8 at its Middle School campus. Founded in 2014 around Booker T. Washington’s credo—“Excellence is doing common things in uncommon ways”—BTWA balances a rigorous academic program with the cultivation of morals, character, self-discipline, responsibility for one’s actions, lifestyle, work ethic, and educational uplift.

Scholars develop proficiency in reading, writing, critical thinking, discussion, and problem-solving to meet college and career goals, while embracing and demonstrating the morals, character, self-discipline, and work ethic to be leaders in life and community.

Recognized as a Connecticut School of Distinction in 2018 (Category 1) and again in 2024 (Category 2)—the only New Haven public school honored that year—BTWA equips graduates to work hard, harness the power of education, elevate themselves, and give back to their communities in a transformational way.

For more information about Booker T. Washington Academy, please visit www.btwanewhaven.org

About the Opportunity

Booker T. Washington Academy Middle School seeks a passionate and mission‑driven Middle School ELA Interventionist (ELA SRBI) to join our grades 5–8 team. This is an exciting opportunity for an educator who believes deeply in the brilliance of all students, is committed to equity, and is eager to accelerate literacy growth in a high‑need, urban setting through targeted, data‑driven intervention.

As a BTWA MS ELA Interventionist, you will:

• Deliver high‑impact, research‑based Tier II and Tier III intervention that strengthens foundational literacy skills and supports equitable access to grade‑level content.

• Create a supportive, structured, and joyful learning environment where students feel safe, encouraged, and motivated to grow as readers and writers.

• Collaborate closely with ELA teachers and school leaders to analyze student data, refine intervention plans, 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.

This role is ideal for an educator who is reflective, growth‑oriented, and energized by contributing to a collaborative, mission‑driven school community — and who is excited to help shape a new intervention model that will meaningfully impact student achievement.

~~~

Key Responsibilities of the Role

As a Middle School ELA Interventionist (ELA SRBI) at BTWA MS, you will be primarily responsible for:

Instructional Intervention & Literacy Acceleration

• Deliver targeted, small‑group and push‑in ELA intervention aligned to Tier II and Tier III needs across grades 5–8.

• Use diagnostic, formative, and progress‑monitoring data to identify student needs, group students, and adjust instruction.

• Build foundational literacy skills — decoding, fluency, vocabulary, comprehension, and writing — through research‑based practices.

• Provide intervention that complements and reinforces core ELA instruction, ensuring coherence and alignment across classrooms.

• Maintain clear, consistent intervention cycles with measurable goals and transparent communication of student progress.

Data‑Driven Practice & SRBI Systems

• Lead regular data cycles to analyze student performance, identify trends, and refine intervention plans.

• Collaborate with ELA teachers, instructional coaches, and school leadership to strengthen BTWA’s SRBI structures.

• Document intervention plans, progress, and outcomes in alignment with BTWA’s academic systems.

• Use data to empower students to understand their growth, set goals, and take ownership of their learning.

Collaboration & Team Alignment

• Work in close partnership with the ELA team to ensure intervention is tightly connected to grade‑level instruction.

• Participate in weekly professional learning communities, coaching cycles, and planning meetings.

• Share best practices, model effective strategies, and contribute to a collaborative, high‑expectations adult culture.

Student Experience & Classroom Culture

• Build strong, trusting relationships with students that foster motivation, resilience, and confidence as readers and writers.

• Create a supportive, structured, and joyful learning environment where students feel safe to take risks and grow.

• Integrate culturally responsive texts and practices that affirm student identities and broaden perspectives.

Family & Community Partnership

• Communicate proactively with families about student progress, goals, and intervention plans.

• Participate in literacy nights, family engagement events, and schoolwide celebrations of student growth.

Instructional Leadership Beyond Intervention

• Contribute to the design and refinement of BTWA’s literacy intervention systems as this role is established.

• Support common school routines — arrival, dismissal, transitions, lunch, and recess — to ensure consistency and a positive school culture.

• Model professionalism, adaptability, and a growth mindset in all aspects of the role.

Family & Community Engagement

• Partner proactively with families through regular communication, conferences, and collaborative goal-setting to ensure shared ownership of student success.

• Participate in school-wide events, literacy nights, and community initiatives to strengthen the home-school connection and celebrate student growth.

Collaboration & Professional Learning

• Participate actively in weekly professional learning communities, coaching cycles, and peer observations to continuously refine practice.

• Collaborate with grade-level and content-area teams to align curriculum, analyze student data, and share best practices.

• Contribute to a positive, high-performing adult culture that values feedback, reflection, and collective responsibility for student achievement.

Leadership & Contribution Beyond the Classroom

• Take initiative in shaping school culture by leading enrichment opportunities such as clubs, reading groups, or community service projects.

• Serve on committees or contribute to school‑wide initiatives that strengthen academic systems, culture routines, and enrichment experiences.

• Support and facilitate common school routines, including arrival and dismissal, lunch and recess duties, and transitions, ensuring safety, consistency, and a positive school culture.

• Lead a homeroom or advisory setting that fosters authentic relationships, builds community, and supports students’ social‑emotional learning and development.

• Model professionalism, adaptability, and a growth mindset in all aspects of the role, embracing feedback and demonstrating resilience in the face of challenges

~ ~ ~

Qualifications of the Ideal Candidate

While no one candidate will embody all the qualifications enumerated below, the ideal candidate will possess many of the following professional and personal abilities, attributes, and experiences:

Required Qualifications

• Bachelor’s degree or higher in education or a related field

• Valid teaching certification or ability to obtain required certification upon employment (CT certification or eligibility for reciprocity) is required.

  • Valid CT teaching certification strongly preferred (ELA‑aligned certification ideal; broader CT certification in humanities or special education acceptable).

  • Candidates eligible for certification pathways (DSAP, long‑term sub) may be considered.

• At least 2-3 years of teaching experience with a strong track record of student achievement

• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work.

• A strong sense of reflection and personal accountability for student growth, achievement and experience.

• Excellent communication skills, both written and verbal.

• Demonstrated commitment to educational equity, youth development, social-emotional learning, restorative practices, and culturally responsive pedagogy.

• Demonstrated experience and success differentiation supports for diverse learners, including multilingual learners (ELs) and students with IEPs

• Deep alignment with the mission and values of ECS and BTWA, including a resolute and unshakable belief in the potential of every student to learn, grow and achieve at a high level.

Preferred Qualifications

• 3+ years of teaching experience with a proven track record of student achievement.

• Master’s degree in education, english or a related field is preferred.

• Experience in an urban, high-expectations and charter school setting is a plus

• Familiarity with SRBI/RTI frameworks, structured literacy, or research‑based intervention programs.

• Bilingual or multilingual proficiency is highly preferred, particularly to support meaningful partnership and accessibility with our students, families, and community (Spanish fluency is a strong plus).

~~~

Mindsets We Value

Our team is passionately committed to the vision and values of Elevate Charter Schools and Booker T. Washington Academy. The ideal candidate will have a positive mindset, a very strong work ethic, an inner drive for excellence and will thrive working in an entrepreneurial and results-driven environment

Additionally, we deeply value, and are actively seeking candidates who demonstrate, the following mindsets and beliefs:

• Mission-Driven: You embody the mission and values of ECS and BTWA and hold an unwavering belief in the brilliance, identity, and limitless potential of all students — particularly students of color from extraordinary yet historically underserved communities. You create the conditions for children to discover their strengths, grow with purpose, and thrive as positive contributors and emerging leaders within their communities.

• Growth-Oriented: You welcome feedback, are deeply reflective on your personal practices, and are constantly seeking to improve your craft.

• Entrepreneurial: You are flexible, solutions-focused, and energized by the opportunity to build something from the ground up.

• Collaborative: You thrive in a team-based culture and believe that collective effort drives school success.

• Commitment to Excellence: You hold yourself, and others, to the highest of standards and have a student-centric, “whatever it takes” mentality to create a learning community where all students and stakeholders can grow and thrive.

~ ~ ~

Compensation and Benefits

At Elevate Charter Schools, we are committed to ensuring fair and equitable compensation based on the skills and qualifications required for the role. Our salaries are set through a lens of equity, and based on an individual’s skills, education, and years of experience relevant to the role.

The salary range for the Middle School ELA Interventionist (ELA SRBI) position is $50,500 to $90,000, commensurate with experience and qualification aligned to our organizational salary scale, and reflective of the responsibilities and expertise needed to succeed in this position. Final salary may be adjusted based on experience and qualification.

In addition to competitive compensation, Elevate offers a range of comprehensive benefits packages to all regular, full-time employees at a competitive value.

~~~

Physical Requirements

This position requires the ability to perform the following physical activities with or without reasonable accommodation:

• 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.

Elevate Charter Schools is committed to providing a supportive work environment and will make reasonable accommodations for qualified individuals with disabilities to perform the essential functions of the role.

Elevate Charter Schools is an Equal Opportunity Employer.

Elevate is a non‑profit charter management organization serving public charter schools in Connecticut’s urban communities. Our scholars are 99% Black and Brown, and Elevate deeply values inclusion, representation, and diversity across our staff.

Elevate Charter Schools is committed to fostering a diverse, inclusive, and equitable environment for all stakeholders. We encourage individuals of all backgrounds and experiences to apply, especially those who share a similar background to the communities we serve.

If you have questions about the application process, experience any challenges, or need support completing your application, please reach out to our talent team at [email protected]. We are committed to ensuring an accessible and welcoming experience for all candidates.

Compensation (from employer):
Instructional Scale $50.5K – $90K