Positions Available as of 06/02/26
Academic Positions
Posting Closes on June 8, 2026 at 11:59 p.m.
Please choose the following link to view the job posting and apply via JobAps:
Posting Closes on June 15, 2026 at 11:59 p.m.
Please choose the following link to view the job posting and apply via JobAps:
Posting Closes June 9, 2026, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes June 16, 2026, at 11:59 p.m.
Please click the link below to view the job description and apply on CT JopAps:
Posting Closes June 15, 2026, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
General description of the position:
A CTECS SAIL instructor is an important member of the teaching team who provides vital and meaningful interventions and enrichment for at-risk students. There is a critical need for dedicated SAIL instructors who want to have a positive and long-term impact on student growth and development. This position is an excellent opportunity to make a difference in students’ lives. SAIL instructors are expected to demonstrate skills in classroom management experience, differentiated learning strategies, problem solving skills and/or coaching experience. They are certified teachers who supervise students who are removed from class or assigned in-school suspension by administration. The SAIL instructor serves as the main point of contact in reaching out to classroom instructors and coordinating work for students. They often provide 1 to 1 help and mentoring. SAIL instructors also develop restorative practices and reflective lessons such as lessons on making good choices, anti-vape, teaching tolerance, and goal setting to name a few. The
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate
- Any Active State of Connecticut secondary teaching certificate; #068 Guidance Counselor or #071 Social Worker preferred.
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to the field of teaching at the secondary level.
- 21st century standards-based lesson planning aligned to the CT Core Standards in English Language Arts.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Knowledge of secondary content and pedagogy of high school curricula
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use questioning and discussion techniques
- Keep students intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
Closing date is June 17, 2026, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
General description of the position:
A CTECS English instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in English e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate
- Active State of Connecticut teaching certificate (#015 English 7-12)
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to the field of teaching English.
- 21st century standards-based lesson planning aligned to the CT Core Standards in English Language Arts.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Knowledge of English content and pedagogy of all high school English curricula
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use questioning and discussion techniques
- Keep students intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
INTERNAL TRANSFER APPLICANTS ONLY
Closing Date is June 10, 2026
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
Trade Positions
Posting Closes June 3, 2026 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes June 4, 2026 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes June 3, 2026 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
General description of the position:
A candidate must be able to effectively teach the approved graphics technology curriculum, specifically: design, layout, image manipulation and illustration principles, 2d /3d design, print and web graphics. Candidate must have knowledge using Adobe Creative Suite or similar product. Significant work in digital design and visual graphics. Experience in both Apple and Microsoft platforms is a plus.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Minimum of eight (8) years of relevant, varied, hands-on experience in the graphics field.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved Graphics curriculum. For a detailed explanation, please reference the Graphics program description.
- Formal training (college or technical institutes) can count up to five (5) years. Formal training credit should be applied for coursework directly associated with graphics. Transcript review should determine the percentage of study time devoted to trade and be applied proportionately.
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight (8) years for each subject area.
- Connecticut Teacher Certification Occupational Subject Endorsement #090 in Graphics Technology is required.
- Current OSHA 10- General Industry Certification.
- Intermediate-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have completed VTE 113, VTE 116, and a Special Education course.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.
Working Conditions:
Instructors are required to teach students in a variety of settings; theory and hands-on. In the theoretical education setting, instructors will be required to plan and deliver Graphics related lessons in the laboratory/classroom. Hands-on education will be delivered in the laboratory/classroom also. Instructors will be required to plan and deliver lessons that include utilizing a variety of design software applications, substrates, finishing equipment and web-delivered content. . Instructors are also required to attend periodic building level meetings and professional development. Review your bargaining unit contract for more information.
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Graphics instructors are expected to be capable of teaching all aspects of the curriculum. The Graphics program is a mixture of theoretical and hands-on training. The theoretical training will require instructors to plan and deliver information, and then assess the student’s competency. This will be done in a variety of methods, some will include the use of educational technology. Instructors need the basic computer skills to access online curriculum/resources and present lessons to students.
The hands-on portion of the Graphics curriculum will require instructors to possess the technical skill to complete various design and creation tasks. Along with standing and moving, many tasks will require the ability to bend at the waist, squat, and kneel, as well as work with and manipulate items above the head. Lifting and transporting heavier items can also be expected.
While working in the laboratory environment, the Graphics instructor will be required to use a variety of hand and power tools. This will require the fine and gross motor skills to appropriately manipulate work pieces and tools. The shop projects and operations include, but are not limited to, using basic hand tools and using portable power tools e.g., corded/cordless drills, etc..
Participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate student learning.
Closing date is June 17, 2026, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
General description of the position
A CTECS Aviation Technology Department Head is responsible for planning, conducting and assessing instructional activities on maintenance, repair and parts installation– to include safety, proper use of tools, ensure regulations of FURPA, and monitor group instructional activities. In addition, the Department Head must maintain educational records; inventory and tool control logs; track achievement of desired program outcomes by coordinating and administering tests in accordance with accepted reporting procedures; developing alternative instruction for individualized and independent study. Aviation Technology Department Heads shall educate students on theoretical and performance-based topics related to all aspects of the Aviation repair and related fields. The program is designed to meet the requirements of FAA Part 147 school. Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s Aviation Repair field.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- Occupational Subject Endorsement #090 in Aviation Technology is required. A #826 endorsement is required for the Department Head position.
- Eight years of relevant hands-on experience
- Must hold FAA Powerplant and Airframe License
- Basic computer skills, Microsoft Office, Word, and Excel
Supervision Received: Works under the supervision of a School Principal, and Assistant Principal.
Supervision Exercised: Supervises students in classrooms, laboratories, and CTECS shops as well as on off-campus production sites
Hours / Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.
General Statement of Duties
CTECS Aviation Technology Department Heads teach courses in the discipline of Aviation technologies. They will be required to develop and design lesson and/or unit plans to foster student learning, stimulate class discussions utilizing a variety of pedagogical methods, including but not limited to differentiated instruction, fostering building of relationships, etc. Department Heads will provide social emotional support in the learning process and ensure student engagement. Plumbing and Heating Department Heads provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Aviation Technology Department Heads also collaborate and support colleagues regarding research interests and co-curricular activities. Aviation Technology Department Heads are required to attend periodic building-level and districtwide meetings and professional development.
Aviation Department Heads are required to meet with business and industry partners in an effort to maintain being current in the trade and to keep apprised to the newest technology, as well as providing feedback to district curriculum teams on modern industry practices to adjust curricula when needed. These relationships also connect the program and students to employment and work-based learning opportunities. For more information regarding this, please review your bargaining unit contract for more information (see link above).
Additional Department Head Responsibilities include:
Instructional Support Responsibilities
- Assists with the implementation of the instructional program within the department including supporting substitutes.
- Assists and monitors in the implementation of the content, aligned to the CTECS district approved materials such as: curriculum, pacing guide, DSA’s, and competency checklists.
- Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
- Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.
Leadership Responsibilities
- Provides clear expectations regarding policies and procedures utilized in the shop, including but not limited to, uniform, student conduct/discipline, equipment uses, safety compliance, clean-up, and inventory controls.
- Plans and leads department meetings and PLCs with other departments as well as administration.
- Serves on committees when requested and as a liaison between the department, administration and central office.
- Organizes and facilitates the Program Advisory Committee (PAC) in accordance with district guidelines, including the recruitment of appropriate members. Increase and document PAC membership annually. Meetings will be held after school hours.
- Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, Skills USA, and job shadowing.
- Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.
Operational Responsibilities
- Manages departmental budgets, prepares, and submits OF-95s for orders, repairs, and maintenance. Manage enrollment and retention plans. Ensures that student credentials are attained and tracked in collaboration with district guidelines. Improvement of summative assessments per year.
- Oversees all Student Workforce activities, such as On/Off campus Production, CTECS Facilities Production, WBL, Internships and job shadowing, ensuring that all district procedures are followed.
- Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
- Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
- Ensures all safety training is appropriately completed, required documentation is properly maintained and procedures are followed. Ensures safety within the department; including posting and enforcement of appropriate laboratory safety wear & rules (i.e. uniforms, boots, PPE, etc…).
- Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.
Working Conditions:
- Department Heads in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Department Heads may need to stand for long periods of time, lift, climb, bend, twist and repeat the same movements as dictated by the trade and projects being taught.
- Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical Aviation repair site environments.
Closing date is June 17, 2026, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
Student Support Services
Posting Closes on June 8, 2026 at 11:59 p.m.
Please choose the following link to view the job posting and apply via JobAps:
General description of the position:
A CTECS school psychologist is responsible for integrating and coordinating educational, psychological, and behavioral health services. School psychologists work with students and their families to support students’ social, emotional, and behavioral health. School psychologists work with school-based teams to support the academic success of students; support social-emotional learning; address barriers to educational success; provide interventions; enhance academic engagement; promote positive behavioral supports.
Qualifications required, unless position specifices DSAP conditions (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate
- Active State of Connecticut teaching certificate (#070 School Psychologist)
- Minimum of a Master’s degree from an accredited university or college
- Professional experiences related to the field of school psychology
- Motor Vehicle Operator’s License or ability to provide own transportation
- Experience with varied assessments to assess cognitive, academic, and behavioral functioning
- Ability to provide school-based counseling to students around social-emotional issues; experience in methodologies of Dialectical Behavior Therapy (DBT) and Cognitive Behavioral Therapy (CBT) preferred
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing
- Entry-level computer skills including Microsoft Office and Google Products
- Ability to work effectively and collaboratively with others
- Organizational and problem solving skills
- Effective, active listening skills
- Excellent public relations
- Experience in the field preferred
Supervisor:
Building Administration in partnership with Director and Supervisors of Pupil Services & Special Education
Hours/Time Requirements:
188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
- Ability to travel to and from professional development activities and district meetings
- Regionally contracted staff will commute to schools within their assigned region to support each of their assigned schools
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Set instructional goals and outcomes
- Understand the varied needs of each student
- Knowledge of school psychology and child/adolescent development at the secondary level
- Gather, review, and analyze data to inform decision making pertaining to student growth, progress, and development
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Develop lesson plans for school-based counseling sessions (individual and group) for students with documented service hours
- Work collaboratively with school/district administration, school/district school counseling personnel, school/district special education personnel, school/district educators, and contracted service providers to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Create and maintain caseload documents (schedule, school-based counseling, testing, and 504 accommodations for standardized testing) to be shared with school administration and district Supervisors/Director of Pupil Services & Special Education
- Review required documentation, as documented through the CTECS admissions process, and attend transition 504 meetings
- Maintain documentation and submit eligibility for students with 504 plans as outlined by CTECS policies and procedures
- Document all incoming students’ current 504 plans within the CTSEDS platform to implement within CTECS programming
- Create and submit CREC referrals for required services for students with 504 plans
- Maintain standardized testing accommodation data for students with 504s to support standardized testing
- Knowledge and use of varied assessment batteries
- Effectively design assessments
- Document testing material requests through district process in preparation/planning for each school year
- Selects and requisitions appropriate books, aids, and other other supplies/equipment
- Maintains inventory records for testing materials, books, aids, supplies, and equipment
- Provide school/district support to CTECS school communities in response to crisis events
- Develop and maintain community resource documents for students and their families to access supports
Responsibility Area #2: Instruction
- Demonstrate flexibility and responsiveness
- Maintain a positive learning environment that encourages open communication between the instructor and student
- Consult with instructors to maintain an advantageous and positive learning environment by providing strategies and supports to help with classroom management and student behavior
- Collaborate with school/district school counseling personnel, school/district special education personnel, school/district educators, and CREC/contracted service providers to develop and implement transition evaluations, services and programs for students
- Consult and collaborate with parents, school community and outside personnel regarding mental health, development, behavioral, educational and personal adjustment concerns
- Provide in-service training for school staff, students, and parents/guardians on topics related to and including social-emotional learning, mental health, child and adolescent development
- Work collaboratively with all educators to ensure IEP and 504 accommodations/modifications are implemented
- Conduct multi-factored psychological, psycho-educational, diagnostic assessments of students for the purpose of recommending courses of action or corrective procedures to maximize learning and overcoming psychological issues. Ensure that psychological/psycho-educational assessment materials utilized are in compliance with current editions.
- Assessments include evaluation in the areas of intelligence, adaptive behavior, academic achievement, language and communication skills, sensory and perceptual-motor functioning, social-emotional adaptation/skills, environmental/cultural influences, and vocational development, aptitude and interest using formal and informal instruments, procedures and techniques
- Conduct all evaluations with explicit regard for the ethical standards established for the profession, and maintain regard for principles of non-biased assessment
- Conduct classroom observations and Functional Behavior Assessments (FBAs)
- Collaborate with all stakeholders to develop and implement behavioral contracts, safety plans, and Behavior Intervention Plans (BIPs)
- Collect, review, and analyze data from behavioral contracts, safety plans, and BIPs
- Prepare and provide analysis of diagnostic reports with parents/guardians & students prior to and at a student’s (504/Planning and Placement Team) meeting
- Attend MTSS, PLC, 504, PPT, and lead crisis team meetings as required based on individual student needs and participate in related trainings (e.g. Physical and Psychological Management Training- PMT, MTSS, CTSEDS, etc.)
- Facilitate 504 meetings and perform case management duties for incoming students with 504s, for newly referred students, and for students requiring manifestation determination meetings
- Collect and review data to assist and share with school teams at required meetings (MTSS, PLC, departmental meetings, 504/IEP, school crisis team)
- Assist with the identification and programming of all types of exceptional students
- Provide recommendations for student interventions and programming
- Assist in the development of IEPs and 504s for students with disabilities. School psychologists will write goals/objectives, supplementary aids/services, present levels, and service hours for their areas of instruction and service delivery
- Design, develop and implement programs to assess and address the social-emotional development of students and to prevent disorders, promote mental health and learning, and improve the educational system; design programs to enhance cognitive, academic, affective, social and vocational development
- Provide individual and group school-based counseling for students concerning school-related problems
- Provide both push-in and pull-out services for students in the resource setting, academic, and trade environments
- Develop and implement social-emotional programming to support the MTSS process
- Provide direct and indirect interventions to facilitate the functioning of individuals, groups, and/or the educational system; develop positive, productive relationships with students
- Conduct social-emotional screeners with students through the MTSS process
- Progress monitor student performance within the MTSS & IEP service delivery processes
Responsibility Area #3: Professional Responsibilities
- Adhere to the ethical standards of the National Association of School Psychologists
- Adhere to the Connecticut Code of Professional Responsibility
- Carry out assignments as specified by the Director of Pupil Services and Special Education, building administration (Principal and Assistant Principals), Supervisors of Pupil Services and Special Education and the CTECS Executive Director and Superintendent
- Complete paperwork as required by CTECS and state agencies. Maintain documentation as outlined by CTECS policies and procedures
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Complete Electronic Leave Requests (ELRs) to document days/hours of school absences
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
- Demonstrate growth in professional craft
- Participate in professional communities
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships
- Serve as a resource and consultant on mental health and child/adolescent psychology, conducts inservice programs as requested
- Assist with school and district level data verification processes for identified students at multiple points within each school year
- Can host school psychologist practicum and/or internship students from local universities as outlined within the CTECS policies and procedures
- Maintain on-going communication with parents/guardians, educators, and outside service providers. Encourages parental/guardian involvement in students’ education and ensures effective communication with students and parents/guardians
- Organizes and maintains a system for accurate and complete record keeping, as required
- Document communication with families/students/stakeholders within PowerSchool log
- Document services provided to students within PowerSchool log
INTERNAL TRANSFER APPLICANTS ONLY
Closing Date is June 10, 2026
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
The Connecticut Technical Education and Career System is an affirmative action/equal opportunity employer.
The CTECS is committed to a policy of equal opportunity/affirmative action for all qualified persons and equal access to Boy Scouts of America and other designated youth groups. The CTECS does not discriminate in any employment practice, education program, or educational activity on the basis of age ancestry, color, criminal record (in state employment or licensing)gender identity or expression, genetic information, intellectual disability, marital status, mental disability (past or present) national origin, physical disability (including blindness), race religious creed, retaliation for previously opposed discrimination or coercion, sex (pregnancy or sexual harassment)sexual orientation, veteran status or workplace hazards to reproductive systems, unless there is a bona fide occupational qualifications excluding persons in any of the aforementioned protected classes.
Inquiries regarding the Connecticut Technical Education and Career System’s non discrimination policies and practices should be directed to:
Levy Gillespie
Equal Employment Opportunity Director
State of Connecticut Department of Education
450 Columbus Blvd, Suite 607
Hartford, CT 06103
Levy.Gillespie@ct.gov
(860)-807-2071
(Coordinator for matters related to Affirmative Action/Equal Opportunity Employment and nondiscrimination policies and practices)
Linda Leyhow
Climate, Equity and Title IX Supervisor
Connecticut Technical Education and Career System
39 Woodland St
Hartford, CT 06105
Linda.Leyhow@cttech.org
(860)-807-2106
(Coordinator for matters related to Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973)
U.S. Department of Education
Office for Civil Rights
5 Post Office Square, Suite 900
Boston, Massachusetts 02109-3921
(617) 289-0111
Fax number (617) 289-0150
TTY/TDD (877) 521-2172
(Matters related to race, color, national origin, age, sex and/or disability)