Positions Available as of 09/18/25
Academic Positions
Posting Closes September 23, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes September 22, 2025 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes September 25, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes October 2, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes October 2, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes September 24, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
#111 TESOL valid Connecticut Certification, #915 Bilingual English, 7-12 ; #926 Bilingual History/Social Studies, 7-12 ; #929 Bilingual Mathematics, 7-12 ;#930 Bilingual Biology, 7-12 ; #931 Bilingual Chemistry, 7-12 ; #932 Bilingual Physics, 7-12 ; #933 Bilingual Earth Science, 7-12 ; #934 Bilingual General Science, 7-12 or qualify for a Durational Shortage Area Permit (DSAP).
General description of the position:
A CTECS Bilingual/TESOL instructor is a teacher of the English language to speakers of other languages who employs teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in teaching English as a second language 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 (#111 TESOL), 915 Bilingual English, 7-12; 926 Bilingual History/Social Studies, 7-12 ; 929 Bilingual Mathematics, 7-12 ; 930 Bilingual Biology, 7-12 ; 931 Bilingual Chemistry, 7-12 ; 932 Bilingual Physics, 7-12 ; 933 Bilingual Earth Science, 7-12 ; 934 Bilingual General Science, 7-12or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates).
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Well versed in national and regional policies for teaching English as a second language.
- Professional experiences related to the field of teaching English Learner (EL) instructional strategies.
- 21st century standards-based lesson planning aligned to the CT Core (CELP) Standards and ELs.
- Experience with varied assessments including LAS Links to inform instruction and promote learning.
- Ability to streamline instructional accommodations and modifications, and progress monitor EL students through ELLevation.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to create individualized educational plans based on each student’s language needs (oral, literacy, comprehension).
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others in planning instruction and assessment.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will 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 various methods of teaching the English language to multilingual learners
- Understand the varied needs of each student
- Culturally responsive pedagogy
- 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 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
- Culturally responsive pedagogy
- 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 September 25, 2025, 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.
#111 TESOL valid Connecticut Certification, #915 Bilingual English, 7-12 ; #926 Bilingual History/Social Studies, 7-12 ; #929 Bilingual Mathematics, 7-12 ;#930 Bilingual Biology, 7-12 ; #931 Bilingual Chemistry, 7-12 ; #932 Bilingual Physics, 7-12 ; #933 Bilingual Earth Science, 7-12 ; #934 Bilingual General Science, 7-12 or qualify for a Durational Shortage Area Permit (DSAP).
General description of the position:
A CTECS Bilingual/TESOL instructor is a teacher of the English language to speakers of other languages who employs teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in teaching English as a second language 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 (#111 TESOL), 915 Bilingual English, 7-12; 926 Bilingual History/Social Studies, 7-12 ; 929 Bilingual Mathematics, 7-12 ; 930 Bilingual Biology, 7-12 ; 931 Bilingual Chemistry, 7-12 ; 932 Bilingual Physics, 7-12 ; 933 Bilingual Earth Science, 7-12 ; 934 Bilingual General Science, 7-12or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates).
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Well versed in national and regional policies for teaching English as a second language.
- Professional experiences related to the field of teaching English Learner (EL) instructional strategies.
- 21st century standards-based lesson planning aligned to the CT Core (CELP) Standards and ELs.
- Experience with varied assessments including LAS Links to inform instruction and promote learning.
- Ability to streamline instructional accommodations and modifications, and progress monitor EL students through ELLevation.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to create individualized educational plans based on each student’s language needs (oral, literacy, comprehension).
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others in planning instruction and assessment.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will 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 various methods of teaching the English language to multilingual learners
- Understand the varied needs of each student
- Culturally responsive pedagogy
- 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 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
- Culturally responsive pedagogy
- 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 September 25, 2025, 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 TESOL instructor is a teacher of the English language to speakers of other languages who employs teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in teaching English as a second language 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):
- Active State of Connecticut teaching certificate (#111 TESOL) or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates)
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Well versed in national and regional policies for teaching English as a second language.
- Professional experiences related to the field of teaching English Learner (EL) instructional strategies.
- 21st century standards-based lesson planning aligned to the CT Core (CELP) Standards and ELs.
- Experience with varied assessments including LAS Links to inform instruction and promote learning.
- Ability to streamline instructional accommodations and modifications, and progress monitor EL students through ELLevation.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to create individualized educational plans based on each student’s language needs (oral, literacy, comprehension).
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others in planning instruction and assessment.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will 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 various methods of teaching the English language to multilingual learners
- Understand the varied needs of each student
- Culturally responsive pedagogy
- 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 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
- Culturally responsive pedagogy
- 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 September 19, 2025, 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.
Posting Closes October 2, 2025, 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 Special Education Instructor is responsible for the education of students with and without disabilities and the case management of students with disabilities by employing a variety of teaching practices that reflect high learning expectations and current pedagogy of teaching and learning methods, differentiated instructional strategies, and assistive technology in all discipline areas including, but not limited to the following: making accommodations and/or modifications to the curriculum and working collaboratively with content area teachers to ensure equity to all students, fostering a gradual release of responsibility, fostering student discourse, encouraging and supporting self-advocacy, designing and assessing transition needs, engaging in parent and community outreach, consultation, and collaboration, creation of a student centered classroom environment that is conducive to learning, being knowledgeable in administering a variety of assessment batteries, and participation in professional learning.
Qualifications required, (education, degrees, certification, licensing, skills, knowledge, abilities, specialized training etc…)
- State of Connecticut Teaching Certificate
- Active state of Connecticut Teaching Certificate (#065, #165 or #265)
- Eligible for a State of Connecticut Teaching Certification in subject area (includes ARC Candidates)
- Minimum of a bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to special education.
- 21st Century standards-based lesson planning aligned to the CT Core Standards.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning, classroom management, behavior intervention plans, and transition.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening 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 demonstrate methods of delivering lessons assessing student knowledge and technology use. This may include involvement in community/student 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: http://svft.ct.aft.org/svft-contract
Working Conditions
- Interaction among adolescents and adults
- Repetitive hand motion such as computer keyboard typing, calculator, and writing
- Regular requirement to sit, stand, walk, read, hear, speak, reach, stretch with hands or arms, crouch, bend, kneel, climb, and/or stoop.
- Frequent interruption of duties by staff, students, visitors, parents, and/or telephones
- Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds.
The following essential duties, responsibilities, and functions that the employee must be able to perform including mental and/or physical requirements where applicable are described and quantified below:
Responsibility Area 1: Planning, Preparation, and Case Management
- Case manages students as assigned by building leadership
- Demonstrate skills in the areas of reading, writing, and mathematics
- Plan instruction with necessary modifications and/or accommodations to the curriculum with a progress monitoring system to ensure students achieve their IEP goals and objectives.
- Engage in intentional co-planning with academic and trade instructors to prepare lesson plans that achieve clear objectives, utilize appropriate techniques, and serve the needs of all learners in the classroom through differentiation and the use of accommodations and modifications.
- Effectively organize time, space, materials, and equipment for instruction.
- Maintain accurate and up to date special education records as required by district, state, and federal laws.
- Facilitate PPT meetings and be prepared with the required documentation to illustrate student progress.
- Develop and monitor students’ IEPS.
- Design, plan, conduct, and write triennial evaluations for students using various assessment methods.
- Have a strong knowledge base with transitional assessments, planning, and instruction.
- Assist related service providers with necessary data for the collection and implementation of Functional Behavioral Assessments and Behavior Intervention Plans.
- Encourage and maintain the cooperative involvement and support of parents and the community.
Responsibility Area 2: Classroom Environment
- Manage classroom and individual student behavior to maintain a positive learning environment and prepare students to meet the behavioral expectations necessary to join and maintain employment in the skilled workforce in Connecticut.
- Maintain a positive school community that encourages ethical student behavior.
- Educate and help students to develop positive self-concept and problem-solving skills.
- Follow safety regulations and protocols on school grounds, in the classrooms, and in the shops.
Responsibility Area 3: Instruction
- Effectively implement instructional plans and use appropriate instructional techniques including technology and other methods to actively engage students in the learning process.
- Effectively plan for accommodated and/or modified lessons in both academic and trade courses.
- Effectively and actively co-teach with other instructors in the academic and trade classrooms.
- Effectively communicate with students, families, and co-teachers.
- Effectively design instruction, materials, and assessments which incorporate accommodations and modifications to meet the individual needs of students with and without disabilities in the classroom.
- Effectively monitor and assess instruction, student needs, and progress to make necessary adjustments to meet the needs of students with and without disabilities in the academic and trade classrooms.
- Facilitate the self-advocacy skills and the independence of the student as a learner.
Responsibility Area 4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and ongoing communication with students, families, and other professionals in the school and community.
- Participate in building and district level professional development and collaboration including working with various committees, professional learning communities, and departments to ensure equity for learners with and without disabilities.
- Demonstrate professionalism by adhering to the Connecticut Code of Professional Responsibility.
- Implement the CTECS Board of Education and Administrative policies, rules, regulations, and directives.
- Maintain a positive and appropriate school community image that encourages ethical and appropriate student behavior.
- Maintain confidentiality concerning personnel, student, and operational concerns of the district.
- Report all cases of suspected child abuse and/or neglect to appropriate school personnel and authorities.
Closing date is September 18, 2025, 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 Special Education Instructor is responsible for the education of students with and without disabilities and the case management of students with disabilities by employing a variety of teaching practices that reflect high learning expectations and current pedagogy of teaching and learning methods, differentiated instructional strategies, and assistive technology in all discipline areas including, but not limited to the following: making accommodations and/or modifications to the curriculum and working collaboratively with content area teachers to ensure equity to all students, fostering a gradual release of responsibility, fostering student discourse, encouraging and supporting self-advocacy, designing and assessing transition needs, engaging in parent and community outreach, consultation, and collaboration, creation of a student centered classroom environment that is conducive to learning, being knowledgeable in administering a variety of assessment batteries, and participation in professional learning.
Qualifications required, (education, degrees, certification, licensing, skills, knowledge, abilities, specialized training etc…)
- State of Connecticut Teaching Certificate
- Active state of Connecticut Teaching Certificate (#065, #165 or #265)
- Minimum of a bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to special education.
- 21st Century standards-based lesson planning aligned to the CT Core Standards.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning, classroom management, behavior intervention plans, and transition.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening 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 demonstrate methods of delivering lessons assessing student knowledge and technology use. This may include involvement in community/student 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: http://svft.ct.aft.org/svft-contract
Working Conditions
- Interaction among adolescents and adults
- Repetitive hand motion such as computer keyboard typing, calculator, and writing
- Regular requirement to sit, stand, walk, read, hear, speak, reach, stretch with hands or arms, crouch, bend, kneel, climb, and/or stoop.
- Frequent interruption of duties by staff, students, visitors, parents, and/or telephones
- Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds.
The following essential duties, responsibilities, and functions that the employee must be able to perform including mental and/or physical requirements where applicable are described and quantified below:
Responsibility Area 1: Planning, Preparation, and Case Management
- Case manages students as assigned by building leadership
- Demonstrate skills in the areas of reading, writing, and mathematics
- Plan instruction with necessary modifications and/or accommodations to the curriculum with a progress monitoring system to ensure students achieve their IEP goals and objectives.
- Engage in intentional co-planning with academic and trade instructors to prepare lesson plans that achieve clear objectives, utilize appropriate techniques, and serve the needs of all learners in the classroom through differentiation and the use of accommodations and modifications.
- Effectively organize time, space, materials, and equipment for instruction.
- Maintain accurate and up to date special education records as required by district, state, and federal laws.
- Facilitate PPT meetings and be prepared with the required documentation to illustrate student progress.
- Develop and monitor students’ IEPS.
- Design, plan, conduct, and write triennial evaluations for students using various assessment methods.
- Have a strong knowledge base with transitional assessments, planning, and instruction.
- Assist related service providers with necessary data for the collection and implementation of Functional Behavioral Assessments and Behavior Intervention Plans.
- Encourage and maintain the cooperative involvement and support of parents and the community.
Responsibility Area 2: Classroom Environment
- Manage classroom and individual student behavior to maintain a positive learning environment and prepare students to meet the behavioral expectations necessary to join and maintain employment in the skilled workforce in Connecticut.
- Maintain a positive school community that encourages ethical student behavior.
- Educate and help students to develop positive self-concept and problem-solving skills.
- Follow safety regulations and protocols on school grounds, in the classrooms, and in the shops.
Responsibility Area 3: Instruction
- Effectively implement instructional plans and use appropriate instructional techniques including technology and other methods to actively engage students in the learning process.
- Effectively plan for accommodated and/or modified lessons in both academic and trade courses.
- Effectively and actively co-teach with other instructors in the academic and trade classrooms.
- Effectively communicate with students, families, and co-teachers.
- Effectively design instruction, materials, and assessments which incorporate accommodations and modifications to meet the individual needs of students with and without disabilities in the classroom.
- Effectively monitor and assess instruction, student needs, and progress to make necessary adjustments to meet the needs of students with and without disabilities in the academic and trade classrooms.
- Facilitate the self-advocacy skills and the independence of the student as a learner.
Responsibility Area 4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and ongoing communication with students, families, and other professionals in the school and community.
- Participate in building and district level professional development and collaboration including working with various committees, professional learning communities, and departments to ensure equity for learners with and without disabilities.
- Demonstrate professionalism by adhering to the Connecticut Code of Professional Responsibility.
- Implement the CTECS Board of Education and Administrative policies, rules, regulations, and directives.
- Maintain a positive and appropriate school community image that encourages ethical and appropriate student behavior.
- Maintain confidentiality concerning personnel, student, and operational concerns of the district.
- Report all cases of suspected child abuse and/or neglect to appropriate school personnel and authorities.
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is September 23, 2025
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/
General Description of the position:
A CTECS Special Education Instructor is responsible for the education of students with and without disabilities and the case management of students with disabilities by employing a variety of teaching practices that reflect high learning expectations and current pedagogy of teaching and learning methods, differentiated instructional strategies, and assistive technology in all discipline areas including, but not limited to the following: making accommodations and/or modifications to the curriculum and working collaboratively with content area teachers to ensure equity to all students, fostering a gradual release of responsibility, fostering student discourse, encouraging and supporting self-advocacy, designing and assessing transition needs, engaging in parent and community outreach, consultation, and collaboration, creation of a student centered classroom environment that is conducive to learning, being knowledgeable in administering a variety of assessment batteries, and participation in professional learning.
Qualifications required, (education, degrees, certification, licensing, skills, knowledge, abilities, specialized training etc…)
- State of Connecticut Teaching Certificate
- Active state of Connecticut Teaching Certificate (#065, #165 or #265)
- Minimum of a bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to special education.
- 21st Century standards-based lesson planning aligned to the CT Core Standards.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning, classroom management, behavior intervention plans, and transition.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening 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 demonstrate methods of delivering lessons assessing student knowledge and technology use. This may include involvement in community/student 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: http://svft.ct.aft.org/svft-contract
Working Conditions
- Interaction among adolescents and adults
- Repetitive hand motion such as computer keyboard typing, calculator, and writing
- Regular requirement to sit, stand, walk, read, hear, speak, reach, stretch with hands or arms, crouch, bend, kneel, climb, and/or stoop.
- Frequent interruption of duties by staff, students, visitors, parents, and/or telephones
- Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds.
The following essential duties, responsibilities, and functions that the employee must be able to perform including mental and/or physical requirements where applicable are described and quantified below:
Responsibility Area 1: Planning, Preparation, and Case Management
- Case manages students as assigned by building leadership
- Demonstrate skills in the areas of reading, writing, and mathematics
- Plan instruction with necessary modifications and/or accommodations to the curriculum with a progress monitoring system to ensure students achieve their IEP goals and objectives.
- Engage in intentional co-planning with academic and trade instructors to prepare lesson plans that achieve clear objectives, utilize appropriate techniques, and serve the needs of all learners in the classroom through differentiation and the use of accommodations and modifications.
- Effectively organize time, space, materials, and equipment for instruction.
- Maintain accurate and up to date special education records as required by district, state, and federal laws.
- Facilitate PPT meetings and be prepared with the required documentation to illustrate student progress.
- Develop and monitor students’ IEPS.
- Design, plan, conduct, and write triennial evaluations for students using various assessment methods.
- Have a strong knowledge base with transitional assessments, planning, and instruction.
- Assist related service providers with necessary data for the collection and implementation of Functional Behavioral Assessments and Behavior Intervention Plans.
- Encourage and maintain the cooperative involvement and support of parents and the community.
Responsibility Area 2: Classroom Environment
- Manage classroom and individual student behavior to maintain a positive learning environment and prepare students to meet the behavioral expectations necessary to join and maintain employment in the skilled workforce in Connecticut.
- Maintain a positive school community that encourages ethical student behavior.
- Educate and help students to develop positive self-concept and problem-solving skills.
- Follow safety regulations and protocols on school grounds, in the classrooms, and in the shops.
Responsibility Area 3: Instruction
- Effectively implement instructional plans and use appropriate instructional techniques including technology and other methods to actively engage students in the learning process.
- Effectively plan for accommodated and/or modified lessons in both academic and trade courses.
- Effectively and actively co-teach with other instructors in the academic and trade classrooms.
- Effectively communicate with students, families, and co-teachers.
- Effectively design instruction, materials, and assessments which incorporate accommodations and modifications to meet the individual needs of students with and without disabilities in the classroom.
- Effectively monitor and assess instruction, student needs, and progress to make necessary adjustments to meet the needs of students with and without disabilities in the academic and trade classrooms.
- Facilitate the self-advocacy skills and the independence of the student as a learner.
Responsibility Area 4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and ongoing communication with students, families, and other professionals in the school and community.
- Participate in building and district level professional development and collaboration including working with various committees, professional learning communities, and departments to ensure equity for learners with and without disabilities.
- Demonstrate professionalism by adhering to the Connecticut Code of Professional Responsibility.
- Implement the CTECS Board of Education and Administrative policies, rules, regulations, and directives.
- Maintain a positive and appropriate school community image that encourages ethical and appropriate student behavior.
- Maintain confidentiality concerning personnel, student, and operational concerns of the district.
- Report all cases of suspected child abuse and/or neglect to appropriate school personnel and authorities.
Closing date is October 1, 2025, 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:
The Special Education Department Head is a teacher and instructional leader that promotes student achievement for identified students, facilitates the operation of the department, and regulates compliance with state and federal regulations. The Special Education Department Head is responsible for developing a shared understanding of purposeful planning and progress monitoring as key components for special education students to effectively access curriculum, meet trade and academic competencies, and master the goals and objectives in their Individualized Education Plans (IEPs). The Special Education Department Head plans and conducts regularly scheduled department meetings to determine department goals, facilitate department tasks, communicates administrative decisions, and collect department feedback and input.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate
- Active State of Connecticut teaching certificate (#065, #165 or #265)
- Active State of Connecticut Administrative Endorsements (#105 Department Chairperson or #092 Intermediate Administration or Supervision
- Minimum of Master’s degree or at least 30 semester hours of credit beyond the bachelor’s degree
- Professional experiences related to the field of special education.
- Professional Experience with CT-SEDS.
- 21st century standards-based lesson planning aligned to the CT Core Standards.
- 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.
- Excellent organizational and problem-solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Knowledge of CT SEDS (preferred).
Supervisor: School Principal, Assistant Principal, and Central Office Special Education and Pupil Service Supervisor/Director
Hours / Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents
- 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 pull 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: Leadership
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Responsibility Area #2: Operational Responsibilities
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Responsibility Area #3: Instruction
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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
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is September 25, 2025
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/
Posting Closes October 2, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes September 22, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes October 2, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Trade Positions
Posting Closes October 2, 2025 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes October 2, 2025 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 Robotics and Automation instructor is responsible for educating students on theoretical and performance-based topics related to electronic and robotic principles, electronics schematics, resistors, actuators, mathematical calculations related to voltage, current, resistance and power systems, ohm’s law and its application to series, elements of circuit design as related to robotic sensors, transducers, interfacing techniques and control systems, as well as PLC’s. It is important that the candidate show experience in robotic automation, both analog and digital electronics circuitry related to diode, transistor, and FET component circuits as well as design using integrated circuitry for both advanced electronics/robot automation.
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 Robotics and Automation or related field.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved Robotics and Automation curriculum. For a detailed explanation, please reference the Robotics and Automation 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 robotics and Automation. 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 Electronics/Mechatronics/Robotics and Automation is required. Assistance is provided to the selected candidate in navigating and attaining certification. Required courses include tuition reimbursement.
- 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 Robotic and Automation 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 measurement, soldering and testing equipment including, but not limited to, Fluke meters, Digital Trainers, breadboards, robots, pneumatic arms, as well as robot structures, chassis, manipulators/grippers, and fabrication techniques. 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:
Robotic and Automation instructors are expected to be capable of teaching all aspects of the curriculum. The Robotic and Automation 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 Robotics and Automation curriculum will require instructors to possess the technical skill to complete various circuit and robotic design and creation tasks. Digital trainers are standard equipment in the trade and the many and varied meters, soldering systems and robotics kits need to be moved/set up for student use. 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 Robotics and Automation 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 October 2, 2025, 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.
Posting Closes September 18, 2025 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 Aviation Technology Instructor 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 Instructor 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 Instructors 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)
- Mechanic certificate with airframe and powerplant ratings
- Ten years of experience as an aerospace technician
- Must hold FAA Powerplant and Airframe License
- Must complete two courses (113 – Classroom Management and 116 CTE Instructional Methodology) within 18 months of hire
- 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 Instructors 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. Instructors will provide social emotional support in the learning process and ensure student engagement. Plumbing and Heating Instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Aviation Technology Instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Aviation Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.
Aviation Instructors 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).
Working Conditions:
- Instructors in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Instructors 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 September 23, 2025, 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 Electrical instructor is responsible for planning, conducting and assessing instructional activities – to include safety, proper use of tools, math, and all equipment and components related to the Electrical trade. In addition, the instructor 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. The CTECS Electrical instructor is responsible for educating students on theoretical and performance-based topics related to Residential, Commercial and Industrial Electrical. The CTECS Electrical Program instructor instructs students in the ability to apply technical knowledge and skills to install, operate, maintain, and repair electric apparatus and systems such as residential, commercial, and industrial electric-power, and DC and AC motors, controls and electrical distribution panels. Low voltage wiring including CAT 6 is taught and practiced, along with instruction and use of test equipment. The instructor will instruct the student/s on the safe use of the hand/portable tools and materials of the trade; proper use of materials, theory for planning, layout, fabrication, and integration of electrical installation; theory for DC, AC and poly-Phase current transformers, transmission and their application, control and protective devices; safe use of ladders, staging, and scaffolds and national, state and local standards and codes including state licensing requirements. The program is designed to meet the related instruction requirements of an E-2 unlimited electrical apprenticeship. Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s electrical market.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- An E-1 electrical contractor’s license issued by the State of Connecticut Department of Consumer Protection is required at time of application.
- Minimum of eight (8) years of relevant, varied, hands-on Electrical experience.
- Incumbents in this class must meet the State Board of Education Occupational Subject Endorsement #090 in Electrical requirements to receive an initial educator certificate to teach Vocational Education.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved electrical curriculum. For a detailed explanation, please reference the Electrical Program Description.
- Apprentice training, or formal training (specific and affiliated union program training, college or technical institutes) can count up to five years. Formal training credit should be applied for coursework directly associated with electrical. Transcript review should determine the percentage of study time devoted to trade and be applied proportionately. Two thousand (2,000) hours of apprentice training equals one year based on a letter of completion from the Connecticut Department of Labor (CT-DOL OAT).
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight years for each subject area endorsement.
- Current OSHA 10- Construction Industry Certification
- Current First Aid/CPR/AED Certification
- Connecticut Commercial Driver’s License (CDL) with proper endorsements required to operate a CTECS STV with-in first year of employment
- Entry-level computer skills including, Microsoft Office and Google Products
- OSHA Train-the-Trainer (CFR-1926) certification with-in two years of employment
- Preferred candidates will have completed VTE 113, VTE 116 and a Special Education course (approved by CT-SDE).
- For a list of approved special education courses, please click on this link: CT-SDE Approved SPED Course List
- Knowledge of educational principles, methods and techniques; skill in a particular trade or occupation; teaching ability; ability to work effectively with students; ability to express ideas simply and clearly, orally and in writing.
- Oral and written communication skills; interpersonal skills; ability to provide instructional support; ability to maintain records and charts; ability to prepare reports.
- 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 as well as help facilitate district-wide and school specific initiatives.
- Preferred candidates will be familiar with SEL, differentiated instruction, synchronous and asynchronous learning.
- Preferred candidates will have had prior connections to the school culture, i.e. CTEAC Member, WBL Sponsor, Job Shadowing Sponsor, and/or PFO Member.
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 Electrical Instructors teach courses in the discipline of electrical 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. Instructors will provide social emotional support in the learning process and ensure student engagement. Electrical instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Electrical instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Electrical Instructors are required to attend periodic building-level and districtwide meetings and professional development.
Electrical instructors 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).
CTECS Electrical instructors educate students on proper safety procedures and competencies that are aligned to the current National Electrical Code that are currently adopted in Connecticut. These codes dictate the adopted practice of installation and maintenance of electrical systems. Additionally, instructors in the electrical technology area report to a department head.
Working Conditions:
CTECS Electrical Instructors are required to incorporate an abundance of teaching methods that are often very practical and include hands-on instruction in the classroom.
- Instructors in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Instructors may need to stand for long periods of time, lift, climb, bend, twist and repeat the same movements as dictated by the electrical trade and projects being taught.
- Instructors in this technology area are required to use and properly demonstrate the use of ladder/scaffold, hand and power tools used in the electrical trade/s will be required.
- CTECS Electrical Instructors will be required to teach in a variety of settings for both theoretical and psychomotor/hands-on training which include, but are not limited to: electrical lab, theory room, off-campus production sites (construction sites which include residential, commercial, and industrial settings), as also on-campus production sites.
- CTECS Electrical Instructors work on a variety of sites to complement real-world applications in an effort to bolster curriculum.
- These sites include working with established businesses, and construction sites, to connect their students with employment opportunities and resources.
- Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical construction site environments.
INTERNAL TRANSFER APPLICANTS ONLY
Closing Date is September 25, 2025 at 11:59 p.m.
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/
Student Support Services
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, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate #070 School Psychologist, or qualify for a Durational Shortage Area Permit (DSAP)
- Minimum of a Master’s degree from an accredited university or college.
- Professional experiences related to the field of school psychology.
- Experience with varied assessments to assess cognitive, academic, and behavioral functioning.
- Effective, active listening skills.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
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 school psychology at the secondary level
- 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 assessment batteries
- Effectively design assessments
Responsibility Area #2: Instruction
- Consult with instructors to maintain an advantageous and positive learning environment by providing strategies and supports to help with classroom management and student behavior
- Work collaboratively with all educators to ensure IEP and 504 accommodations/modifications are implemented
- Maintain a positive learning environment that encourages open communication between the instructor and student
- Conduct psychological and psycho-educational assessments
- Prepare and provide analysis of psychological and psycho-educational diagnostic reports
- Provide individual and group counseling for students concerning school-related problems
- Provide in-service training for school staff, students, and parents on topics related to and including social-emotional learning, mental health, child and adolescent development
- Develop and implement programs to assess and address the social-emotional development of students
- Assist in the development of IEPs and 504s for students with disabilities
- Facilitate 504 meetings and perform case management duties for students with 504s
- Collect and review data to assist school teams. Provide recommendations for student interventions and programming
- Demonstrate flexibility and responsiveness
Responsibility Area #3: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate and complete records as required
- Maintain on-going communication with parents, educators, and outside service providers
- 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
- Adhere to the Connecticut Code of Professional Responsibility
- Adhere to the ethical standards of the National Association of School Psychologists
Closing date is October 2, 2025, 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.
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, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate #070 School Psychologist, or qualify for a Durational Shortage Area Permit (DSAP)
- Minimum of a Master’s degree from an accredited university or college.
- Professional experiences related to the field of school psychology.
- Experience with varied assessments to assess cognitive, academic, and behavioral functioning.
- Effective, active listening skills.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
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 school psychology at the secondary level
- 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 assessment batteries
- Effectively design assessments
Responsibility Area #2: Instruction
- Consult with instructors to maintain an advantageous and positive learning environment by providing strategies and supports to help with classroom management and student behavior
- Work collaboratively with all educators to ensure IEP and 504 accommodations/modifications are implemented
- Maintain a positive learning environment that encourages open communication between the instructor and student
- Conduct psychological and psycho-educational assessments
- Prepare and provide analysis of psychological and psycho-educational diagnostic reports
- Provide individual and group counseling for students concerning school-related problems
- Provide in-service training for school staff, students, and parents on topics related to and including social-emotional learning, mental health, child and adolescent development
- Develop and implement programs to assess and address the social-emotional development of students
- Assist in the development of IEPs and 504s for students with disabilities
- Facilitate 504 meetings and perform case management duties for students with 504s
- Collect and review data to assist school teams. Provide recommendations for student interventions and programming
- Demonstrate flexibility and responsiveness
Responsibility Area #3: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate and complete records as required
- Maintain on-going communication with parents, educators, and outside service providers
- 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
- Adhere to the Connecticut Code of Professional Responsibility
- Adhere to the ethical standards of the National Association of School Psychologists
Closing date is October 2, 2025, 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 School counselor is responsible for implementing a developmentally appropriate, comprehensive, preventative, school counseling program that covers the academic, career, and social emotional domains and is aligned with the CT Comprehensive School Counseling Framework and ASCA professional school counselor standards, ethical standards, and Mindsets & Behaviors. School counselors work to maximize and support student success, while promoting access and equity to education for all students. As vital members of the school leadership team, school counselors contribute to a school culture of success for all.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate (#068 School Counselor)
- Master’s degree in school counseling from an accredited university or college.
- Demonstrate knowledge and expertise with the CT Comprehensive School Counseling Framework (CCSCF) and the American School Counselor Association (ASCA) National Model.
- Demonstrate knowledge of best practices and methodologies in school counseling, aligned with current state and national standards
- Training and/or experience with career & college counseling
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to work effectively and collaboratively with school leadership, staff, families and the community
- Ability to utilize technology and data to address student and departmental needs
- Strong public relations, organizational and problem solving skills.
- High standards of ethics, honesty and integrity.
Supervisor: School Principal and/or 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
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: Instruction
- Use school counseling student standards and competencies to inform the implementation of a comprehensive school counseling framework
- Provide appraisal and advisement to all students through large group, classroom, small group, and individual settings
- Provide school based small group and individual counseling
- Guide students starting in 9th grade to help them develop their post-secondary educational/career plans, coordinate career assessments and help students interpret results to help them in their planning using district provided career management tool to keep record of their plans.
- Provide individual assistance to students regarding their academic, career and social-emotional needs
- Implement and deliver a developmentally appropriate school counseling curriculum that is sequential and uses diverse strategies, for all students.
- Review credits, grades, and transcripts with students, guiding them to meet graduation requirements and develop academic plans for success and future career planning.
- Provide trade/career/college counseling to all students. Assist students in preparing for and navigating through the college admissions process, and other specific processes by trade.
- Assist in the transition from middle school to high school and from high school to postsecondary.
Responsibility Area #2: Collaboration
- Collaborate with teachers, families, and other staff on early identification and intervention of children’s academic & social emotional needs.
- Consult with families, teachers, administrators, and support agencies in regards to the students’ academic & social emotional needs.
- Consult and be a resource for teachers in helping students to be successful.
- Work collaboratively with school psychologists, school social workers, school nurses and other outside mental health providers to provide multi-tiered systems of support to students and families.
- Make referrals to appropriate school and community resources.
- Participate in parent/teacher/student meetings, student assistance team meetings, 504 & PPT meetings as appropriate and in the role of student advocate.
- Include families as partners in the academic, post-secondary and social emotional processes as it relates to their child.
- Provide family education materials and programming with school related problems/issues as appropriate (e.g. post-secondary nights, financial aid nights, career fairs).
- Assist families in addressing school related problems and issues. Refer students and their parents, as needed, to appropriate specialists, programs and/or outside agencies.
- Include families in student planning activities; working with translators and other services as needed.
Responsibility Area #3: Data and Advocacy
- Use data to document the results of strategies and interventions that are used to improve student outcomes.
- Collect and analyze data to identify gaps in achievement, opportunity and attainment.
- Interpret student data and assessment results to be used in the counseling environment.
- Report results of the program evaluation and data collection that demonstrates student outcomes and achievement.
- Articulate and promote the school counseling program to students, parents, staff, community and other stakeholders
- Advocate for the fair, just and compassionate treatment of all students.
- Advocate for equitable access to programs and services for all students.
- Participate in school-wide decision making that contributes to the overall effective operation of the school.
- Promote and coordinate school activities and resources between and among home, school, community agencies and business and industry.
Responsibility Area #4: Professional Responsibilities
- Review the comprehensive school counseling framework annually, revising it as needed and planning year/monthly calendars of counseling program activities.
- Conduct annual needs assessments with students and other stakeholders as appropriate.
- Develop and maintain skills needed to utilize technology systems and participate in professional development activities.
- Adhere to the ethical standards of the state and national associations for school counseling.
- Adhere to professional practices and standards set forth by the state and national associations for school counseling.
- Demonstrate knowledge of state and federal laws as they pertain to school counseling.
Closing date is September 23, 2025, 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.
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)