Elementary School Academic Interventionist (SRBI) | BTWA ES
Elevate Charter Schools · New Haven, Connecticut, United States · onsite
USD 50,500 to 90,000 per year
Position Title: Elementary School Academic Interventionist (SRBI)
Location: 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 http://www.btwanewhaven.org
About the Opportunity
Booker T. Washington Academy Elementary School seeks a passionate and mission‑driven Elementary School Academic Interventionist (SRBI) to join our K–4 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 build strong foundations in the early grades through targeted, data‑driven intervention. Literacy is the heart of this role; the ideal candidate will also bring the range to support math and cross‑content learning as scholars' needs require.
As a BTWA ES Academic Interventionist, you will:
- Deliver high‑impact, research‑based Tier II and Tier III intervention that builds early literacy skills and supports equitable access to grade‑level content.
- Extend targeted support into math and across content areas, so scholars receive coherent help wherever they need it most.
- Create a supportive, structured, and joyful learning environment where young scholars feel safe, encouraged, and motivated to grow as readers, writers, and thinkers.
- Collaborate closely with classroom 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.
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Key Responsibilities of the Role
As an Elementary School Academic Interventionist (SRBI) at BTWA ES, you will be primarily responsible for:
Early Literacy Intervention & Acceleration (Primary Focus)
- Deliver targeted, small‑group and push‑in literacy intervention aligned to Tier II and Tier III needs across grades K–4.
- Build foundational reading and writing skills — phonological awareness, phonics and decoding, fluency, vocabulary, comprehension, and early writing — through structured, research‑based practices.
- Use universal screening, diagnostic, formative, and progress‑monitoring data to identify student needs, group students, and adjust instruction.
- Provide intervention that complements and reinforces core literacy instruction, ensuring coherence and alignment across classrooms.
- Maintain clear, consistent intervention cycles with measurable goals and transparent communication of student progress.
Math & Cross‑Content Support
- Provide targeted math intervention as needed, strengthening number sense, foundational computation, and problem‑solving.
- Reinforce the reading, language, and reasoning skills scholars need to access grade‑level content across subjects.
- Partner with classroom teachers to identify where a scholar’s literacy needs are affecting learning in other areas, and respond with timely, aligned support.
Data‑Driven Practice & SRBI Systems
- Lead regular data cycles to analyze student performance, identify trends, and refine intervention plans.
- Collaborate with classroom 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.
- Help scholars see and celebrate their own growth, set goals, and take ownership of their learning in age‑appropriate ways.
Collaboration & Professional Learning
- Work in close partnership with K–4 grade‑level teams to ensure intervention is tightly connected to grade‑level instruction.
- Participate actively in weekly professional learning communities, coaching cycles, planning meetings, and peer observations to continuously refine practice.
- Share best practices, model effective strategies, and contribute to a positive, high‑performing adult culture that values feedback, reflection, and collective responsibility for student achievement.
Student Experience & Classroom Culture
- Build strong, trusting relationships with students that foster motivation, resilience, and confidence as learners.
- 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 Engagement
- Partner proactively with families through regular communication, conferences, and collaborative goal‑setting to ensure shared ownership of student success.
- Participate in literacy and math nights, family engagement events, and schoolwide celebrations of student growth.
Leadership & Contribution Beyond Intervention
- Contribute to the design and refinement of BTWA ES’s academic intervention systems as this role is established.
- 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.
- Support morning meeting and community‑building routines that foster authentic relationships and 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.
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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 (elementary education or reading/language arts certification ideal; early childhood or special education certification acceptable).
- Candidates eligible for certification pathways (DSAP, long‑term sub) may also be considered.
- At least 2-3 years of teaching experience with a strong track record of student achievement
- Abilit