Positions Available as of 05/19/25:

Academic Positions

This is a 32-Hour (part-time), 5 days per week position with benefits.

A CTECS ISS/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 ISS/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.  ISS/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 ISS/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. ISS/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.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):

  • Any Active State of Connecticut secondary teaching certificate.
  • 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.  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 May 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.

Click here to learn how to apply

General description of the position:

A CTECS Social Studies 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 Social Studies 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 (#026 History & Social Studies 7-12) 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.
  • Professional experiences related to the field of teaching Social Studies.
  • 21st century standards-based lesson planning aligned to the College, Career, and Civic Life (C3) Framework for Social Studies and the CT Core Standards in History/Social Studies.
  • 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 History/Social Studies content and pedagogy of all high school History/Social Studies 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 May 20, 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/

General description of the position:

A CTECS Physical Education and Health 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 Physical Education and Health e.g., student-centered, physically engaging, 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 (#043 Health 7-12; #044 Physical Education 7-12 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 high school Physical Education and Health curricula.
  • Professional experiences related to the field of teaching Physical Education and Health.
  • Experience with intentional, standards based lesson planning.
  • 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 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 
  • Ability to lift and move Physical Education Equipment in compliance with OSHA limits.
  • 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
  • Ability to model Physical Education skills

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 and up to date techniques, and reflect the needs of all learners in the classroom through differentiation
  • Knowledge of Physical Education and Health content and pedagogy in content-specific high school PE/Health 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 inquiry, 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 May 27, 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.

Click here to learn how to apply

Trade Positions

A CTECS Precision Machining 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 Precision Machining 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 Precision Machining instructor is responsible for educating students on theoretical and performance based topics related to Precision Machining. The CTECS Precision Machining Program instructor instructs students in the ability to become workforce ready for a skilled manufacturing position.

The department head is an instructional leader who promotes student achievement for all and facilitates the operations of the department. As a Department Head, you are responsible for the duties outlined above, as well as responsibilities related to instructional support, leadership and operations within your department.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)

  • #090 – Precision Machining valid Connecticut Certification.
  • Application materials must document eight (8) years, relevant, varied, hands-on precision machining/CNC/CAM experience. Software includes Mastercam and SolidWorks.  It is important that the applicant show evidence of experience that provides the foundation for teaching our students the theoretical knowledge, analytical problems solving, and application skills necessary for entry-level employment in the ever-changing manufacturing environment as well as preparation for post-secondary education. Preferred candidate will have experience in differentiated learning, classroom management, and lesson planning. Preference may be given to those candidates who have completed the following courses at CCSU; VTE 113 and VTE 116 and a Special Education course.
  • Application materials must document eight (8) years, relevant, varied, hands-on precision machining/CNC/CAM experience. It is important that the applicant show evidence of experience that provides the foundation for teaching our students the theoretical knowledge, analytical problems solving, and application skills necessary for entry-level employment in the ever-changing manufacturing environment as well as preparation for post-secondary education. Preferred candidate will have experience in differentiated learning, classroom management, and lesson planning. Preference may be given to those candidates who have completed the following courses at CCSU; VTE 113 and VTE 116 and a Special Education course.
  • Minimum of eight (8) years of relevant, varied, hands-on Precision Machining experience.
  • Incumbents in this class must meet the State Board of Education Occupational Subject Endorsement #090 in Precision Machining requirements to receive an initial educator certificate to teach Vocational Education. A #826 endorsement is required for the Precision Machining Department Head
  • High School graduation or possession of a high school equivalency diploma and eight (8) years of employment and/or teaching experience in the subject field.
  • Interested candidates for Department Head openings will need a minimum of twelve credits to qualify for the #826 required certification as per SDE Bureau of certification.
  • Experience must encompass all areas specified in the program description in order to effectively teach the approved Precision Machining curriculum. For a detailed explanation, please reference the Precision Machining 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 Precision Machining.  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.
  • 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 site visits.

Hours / Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.  

General Statement of Duties

CTECS Precision Machining Instructors teach courses in the discipline of Precision Machining 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. Precision Machining instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Precision Machining instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Precision Machining Instructors are required to attend periodic building-level and districtwide meetings and professional development.

Precision Machining 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 Precision Machining instructors educate students on proper safety procedures and competencies that are aligned to the Manufacturing Industry. Additionally, instructors in the Precision Machining technology area report to a department head.

In addition to above, trade department heads are responsible for the following:

Instructional Support Responsibilities

  1. Assists with the implementation of the instructional program within the department including supporting substitutes.
  2. 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.
  3. Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
  4. Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.

Leadership Responsibilities

  1. 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.
  2. Plans and leads department meetings and PLCs with other departments as well as administration.
  3. Serves on committees when requested and as a liaison between the department, administration and central office.
  4. 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.
  5. Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, Skills USA, and job shadowing.
  6. Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.

Operational Responsibilities

  1. 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.
  2. 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.
  3. Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
  4. Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
  5. 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…).
  6. Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.

Working Conditions:

CTECS Precision Machining 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 Precision Machining trade and projects being taught.
  • Instructors in this technology area are required to use and properly demonstrate the use of hand and power tools used in the Precision Machining trade/s will be required.
  • CTECS Precision Machining 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: Precision Machining lab, and theory room.
  • CTECS Precision Machining 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 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 shop environments.

INTERNAL TRANSFER CANDIDATES ONLY

Closing date is  May 20, 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/

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). 
  • 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 APPLICANTS ONLY

Closing date is May 20, 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.

Click here to learn how to apply

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.

 The department head is an instructional leader who promotes student achievement for all and facilitates the operations of the department. As a Department Head, you are responsible for the duties outlined above, as well as responsibilities related to instructional support, leadership and operations within your department.  

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 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. A #826 endorsement is required for the Robotics and Automation/Electronics/Mechatronics Department Head position. 
  • 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.  

In addition to above, trade department heads are responsible for the following:

Instructional Support Responsibilities

  1. Assists with the implementation of the instructional program within the department including supporting substitutes.
  2.  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.
  3.  Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
  4. Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.

Leadership Responsibilities

  1. 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.
  2. Plans and leads department meetings and PLCs with other departments as well as administration.
  3. Serves on committees when requested and as a liaison between the department, administration and central office.
  4. 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.
  5. Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, SkillsUSA, and job shadowing.
  6. Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.

Operational Responsibilities

  1. Manages departmental budgets, prepares, and submits requisitions 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.
  2. 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.
  3. Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
  4. Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
  5. 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…).
  6. Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is May 22, 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/

General description of the position

A CTECS Architecture Instructor is responsible for educating students on theoretical and performance-based topics related to Residential and Commercial Architecture. The CTECS Sustainable Architecture program includes architectural drafting concepts, the latest 2D and 3D CAD software applications (Autodesk products preferred including REVIT), sustainable building design and Leadership in Energy and Environmental design (LEED) practices.

The department head is an instructional leader who promotes student achievement for all and facilitates the operations of the department. As a Department Head, you are responsible for the duties outlined above, as well as responsibilities related to instructional support, leadership and operations within your department. 

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 architectural computer-aided design, drafting and related technologies experience. 
    • Experience must encompass all areas specified in the program description in order to effectively teach the approved Sustainable Architecture curriculum. For a detailed explanation, please reference the Sustainable Architecture Program Description.
    • Apprentice training or formal training (college or technical institutes) can count up to five years.  Formal training credit should be applied for coursework directly associated with Sustainable Architecture.  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 Labor Department.
    • If an applicant shows experience in only a few areas of Sustainable Architecture, this clearly shows that he/she cannot teach all areas of curriculum.
    • Combined experience cannot be counted to obtain multiple endorsements.  Requirement is eight years for each subject area.
  • No trade license requirement 
  • Occupational Subject Endorsement #090 in Sustainable Architecture is required. Entry-level computer skills including,  Microsoft Office and Google Products.  A #826 endorsement is required for the Department Head position. 
  • OSHA Train the Trainer certification with-in two years of employment (applies to teachers hired after 11/01/2019)
  • 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, differentiated instruction, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
  • Preferred candidates will have oral and written communication skills; interpersonal skills; ability to provide instructional support; ability to maintain records and charts; ability to prepare reports.

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

Teachers are required to teach students in a variety of settings, theory and hands-on. In the theoretical education setting, teachers will be required to plan and deliver Sustainable Architecture related lessons in a classroom setting. Hands-on application will be delivered in a Sustainable Architecture shop setting. In the Sustainable Architecture shop setting, teachers will be required to plan and deliver lessons that include utilizing a variety of hand drafting techniques and computer-aided drafting techniques. Teachers will be required to plan, manage, and complete drafting projects for customers, which will occasionally require teachers to accompany student to a potential jobsite to perform field measurements and job evaluation. Teachers 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.

Sustainable architecture instructors are expected to be capable of teaching all aspects of the Sustainable Architecture curriculum. The Sustainable Architecture program is a mixture of theoretical and hands-on training. The theoretical training will require teachers 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. Teachers need the basic computer skills to access online curriculum/resources and present lessons to students.

The hands-on portion of the Sustainable Architecture curriculum will require teachers to possess the technical skill and physical ability to complete various Sustainable Architecture tasks. Standing and moving around can be expected for a majority of each shift. 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 your head. 

While working the shop atmosphere, the Sustainable architecture instructor will be required to use a variety of hand drafting tools, along with field measuring devices. This will require the fine and gross motor skills to appropriately manipulate work pieces and tools.   

Participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students.

In addition to above, trade department heads are responsible for the following:

Instructional Support Responsibilities

  1. Assists with the implementation of the instructional program within the department including supporting substitutes.
  2. 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.
  3. Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
  4. Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.

Leadership Responsibilities

  1. 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.
  2. Plans and leads department meetings and PLCs with other departments as well as administration.
  3. Serves on committees when requested and as a liaison between the department, administration and central office.
  4. 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.
  5. Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, Skills USA, and job shadowing.
  6. Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.

Operational Responsibilities

  1. 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.
  2. 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.
  3. Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
  4. Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
  5. 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…).
  6. Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.

INTERNAL APPLICANTS ONLY

Closing date is May 20, 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.

Click here to learn how to apply

Student Support Services

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)