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

Position Title: Part-Time Student Support & School Culture Associate Location: Middle School | New Haven, CT Reports To: School Principal Employment Type: Part-Time | Up to 20 hours per week Consistent daily schedule, Monday–Friday (approximately 4 hours per day; specific hours set with the Principal based on campus needs) Salary Range: Part-Time, Hourly | $18-20 / hour, commensurate with experience Start Date: Immediate Hire (SY26-27) 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. For more information about ECPA, please visit www.edmondscofieldprep.org About the Opportunity Edmonds Cofield Preparatory Academy for Young Men is seeking a Part-Time Student Support & School Culture Associate who brings steadiness, warmth, and high expectations to the daily work of supporting our young men. This person will help support the great work already happening and contribute to a focused, positive, and affirming school environment where every young man knows he belongs — and has the culture, systems, and support he needs to grow into his best self. Much of that work happens proactively and in every interaction: a greeting at the door, a check-in at lunch, a scholar recognized in front of his peers for living out our values. In addition to promoting proactive school culture support, this team member makes sure that if a scholar has to step out of class — be it for a reset, a referral, or for any additional support – the time away has a purpose, the path back is clear, and he returns ready to learn. As Connecticut’s first all-boys public charter school, ECPA is now entering its next pivotal stage of growth. After a successful launch year with a small founding cohort, the school is now growing toward full scale — ultimately serving nearly 400 scholars in grades 5–8 — and a strong, consistent school culture is at the heart of that trajectory. In this space, the Part-Time Student Support & School Culture Associate will work closely with the Principal, school leadership, teachers, and families to run referral and re-entry routines, supervise in-school support and ISS, lead restorative conversations, and carry out logical consequences grounded in social-emotional learning. The ideal candidate is calm under pressure, consistent, and able to hold a firm line with a young man in one moment and help him repair a relationship the next. Joining ECPA at this stage means stepping into a school community still writing its early chapters. This role is perfect for someone who understands how much an equitable, predictable, and restorative approach to behavior shapes the daily experience of a middle school campus, and who wants to help build culture practices that will shape the school for years to come. ~~~ Key Responsibilities of the Role As the next Part-Time Student Support & School Culture Associate at ECPA, you will be primarily responsible for: Proactive & Positive School Culture Maintain a visible, warm presence during arrival, transitions, lunch, and dismissal — greeting scholars by name and reinforcing expectations before problems start. Build relationships with scholars through regular check-ins, especially those who benefit from an extra adult connection to stay on track. Recognize and celebrate scholars who live out ECPA’s core values, in partnership with teachers and school leadership (e.g., shout-outs, incentives, community meetings). Help teach and reinforce school-wide expectations, routines, and core values so they look and sound the same in every classroom and common space. Support SEL lessons, community-building circles, and mentoring moments as scheduled by school leadership. Referral & Re-Entry Routines Serve as the first point of contact when a scholar is referred out of class; receive him calmly, document the referral, and follow the school’s established response protocols. Facilitate structured re-entry conversations that help scholars reflect on what happened, name what they will do differently, and return to class prepared to learn. Coordinate with teachers on re-entry timing and expectations so scholars rejoin instruction with as little lost learning time as possible. In-School Support & Alternative Consequences Supervise the in-school support / ISS space, keeping it structured, calm, and focused on completing assigned classwork. Assign and supervise logical, SEL-informed alternative consequences — such as reflection work, repair tasks, or service to the school community — aligned to the school’s code of conduct. Gather work from teachers for scholars in ISS and return completed work, so time away from class is still time spent learning. Restorative Practices & Student Support Lead restorative conversations, peer conflict resolution, and small-group circles as directed by school leadership. Support the implementation of individual behavior supports and plans developed by school leadership, student support staff, and service providers. Escalate acute or safety-related situations to school leadership in line with the school’s crisis protocols. Family Communication & Collaboration Communicate with families about incidents, consequences, and re-entry, in partnership with school leadership. Share observations with teachers, counselors/social workers, and leadership to keep supports consistent for scholars across settings. Data & Documentation Maintain accurate, confidential records of referrals, ISS attendance, restorative conversations, and consequences (PowerSchool and school tracking systems). Prepare simple summaries of behavior data so school leadership can spot patterns and adjust supports. Culture of Excellence Model professionalism, composure, and respect in every interaction with scholars, families, and staff. Anticipate needs, identify gaps in routines, and contribute ideas that strengthen school culture. Uphold ECPA’s mission, values, and commitment to educational equity in daily work. ~~~ 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 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 stay calm, consistent, and respectful with young people in difficult moments. Commitment to educational equity, restorative practices, and social-emotional learning. Excellent communication skills and a warm, firm, professional presence with scholars, families, and staff. Ability to keep accurate records, exercise discretion, and maintain confidentiality. Preventive Management Training (PMT) certification or willingness to obtain. Flexibility, reliability, and comfort interacting with diverse personalities and stakeholders. Preferred Qualifications Associate’s degree or higher, or coursework in education, psychology, social work, or a related field. Experience in a school setting, particularly in an urban or high-expectations environment. Experience mentoring, coaching, or leading programs for young men. Training or experience in restorative practices, conflict resolution, or SEL facilitation. Familiarity with charter schools and/or charter school operations is a plus. Bilingual or multilingual skills — especially Spanish — strongly preferred to support inclusive family communication. Core Competencies Composure & Consistency: Responds to the same behavior the same way, regardless of the day, the scholar, or the pressure in the moment. Relationship-Building: Earns trust with young men quickly and keeps it through follow-through. Accountability with Care: Holds clear expectations while treating every consequence as a chance for a scholar to learn and repair. Communication: Explains what happened and what comes next in plain, respectful terms to scholars, families, and staff. Discretion & Confidentiality: Handles sensitive information with professionalism and care. ~~~ Mindsets We Value Our team is passionately committed to the vision and values of Elevate Charter Schools and Edmonds Cofield Preparatory Academy for Young Men. 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: In addition to deeply aligning and embodying the mission and values of ECS and ECPA, you believe in the brilliance and promise of all students, particularly young men and young men of color, and want to be part of their success story. 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