Positions Available as of 08/07/25:
Academic Positions
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 August 7, 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 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 August 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.
Posting Closes August 18, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes August 18, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes August 18, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes August 11, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes August 18, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes August 18, 2025, at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
#023 Spanish valid Connecticut certification required.
General description of the position:
A CTECS World Language (WL) -Spanish certified 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 teaching Spanish 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(#023 Spanish).
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Well versed in teaching at the secondary level assisting students in accurately, listening, speaking, writing, and reading Spanish.
- Ability to speak Spanish fluently.
- 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.
- Ability to create educational plans based on each student’s language needs.
- Ability to work effectively and collaboratively with others in planning instruction/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 promote critical thinking skills, cultural awareness, and compassion for all people, in a dynamic global environment.
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 Spanish
- 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 August 11, 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.
Trade Positions
Posting Closes on August 7, 2025 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
Posting Closes on August 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 Carpentry teacher is responsible for educating students on theoretical and performance-based topics related to Residential and Commercial Carpentry. The CTECS Carpentry program includes use of material for finish and rough construction, use of hand, portable and stationary power tools, design and creation of cabinets and furniture, framing, interior and exterior finish, and weatherization.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- Minimum of eight (8) years of relevant, varied, hands-on Carpentry experience.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved carpentry curriculum. For a detailed explanation, please reference the Carpentry 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 carpentry. 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 carpentry, 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 Carpentry is required, Current OSHA 10- Construction Industry Certification
- Current First Aid/CPR/AED Certification
- Connecticut Commercial Driver’s License (CDL) with proper endorsements with-in first year of employment
- Entry-level computer skills including, Microsoft Office and Google Products
- 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 carpentry related lessons in a classroom setting. Hands-on education will be delivered in a carpentry shop setting and a rough construction setting. In the carpentry shop setting, teachers will be required to plan and deliver lessons that include utilizing a variety of hand and power tools to complete finished carpentry projects on the school grounds. In the rough construction setting, teachers will be required to plan, manage and complete rough construction projects for customers. 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.
Carpentry teachers are expected to be capable of teaching all aspects of the Carpentry curriculum. The Carpentry 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 Carpentry curriculum will require teachers to possess the technical skill and physical ability to complete various Carpentry 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. Lifting and transporting heavier items can also be expected. Many tasks will involve the use of stairs, ladders and scaffolds, which would require the Carpentry teacher to appropriately set up and use these items.
While working the shop atmosphere, the Carpentry teacher 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, using portable power tools (circular saw, reciprocating saw, jig saw, corded/cordless drills, etc.), using stationary machinery (planer, jointer, radial arm and up-cut saws, band/scroll saws, drill press, CNC, Unique Door Machine, etc.), using various pneumatic nailers, and various furniture and cabinetmaking skills.
A majority of the 11th and 12th grade curriculum consists of performing Off-Campus Production. These are real construction jobs completed for a customer. Teachers are responsible to ensure that jobs are being completed in a safe manner that meets industry standards. Carpentry teachers must obtain and maintain a Connecticut Commercial Driver’s License with the proper endorsement so that they can transport their students and tools to the jobsite. There is a physical demand in performing Off-Campus Production. Teachers will need the ability to stand and move on uneven ground for a majority of their shift. Many tasks require heavy lifting and carrying of material and tools. Teachers will need the technical and physical ability to complete these Off-Campus Production jobs that include but are not limited to; framing, roofing, siding, window/door installation, insulation, drywall and flooring.
Participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students.
INTERNAL APPLICANTS ONLY
Closing Date is August 8, 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 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.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- #090 – Precision Machining valid Connecticut Certification required.
- 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 initial educator certificate to teach Vocational Education.
- 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.
- 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.
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.
Closing date is August 11, 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 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.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- #090 – Precision Machining valid Connecticut Certification required.
- 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 initial educator certificate to teach Vocational Education.
- 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.
- 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.
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.
Closing date is August 11, 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 Hairdressing and Cosmetology instructor is responsible for educating students on theoretical and performance-based topics related to all aspects of a salon. The CTECS Hairdressing and Cosmetology program includes design, cutting, coloring, multicultural techniques, makeup, fashion trends, and the art of hairdressing.
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 cosmetology experience.
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- Experience must encompass all areas specified in the program description in order to effectively teach the approved cosmetology curriculum. For a detailed explanation, please reference the Cosmetology Program Description.
- If an applicant shows experience in only a few areas of cosmetology, this demonstrates that he/she cannot teach all areas of curriculum.
- Use of point of sale software.
- Basic understanding of office suite software.
- Hairdressing/cosmetologist license.
- Occupational Subject Endorsement #090 in Cosmetology is required. A #110 endorsement is required for the Cosmetology Department Head.
- Current OSHA 10- Construction Industry Certification.
- 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.
In addition to above, trade department heads are responsible for the following:
Instructional Support Responsibilities
- Assists with the implementation of the instructional program within the department including supporting substitutes.
- Assists and monitors in the implementation of the content, aligned to the CTECS district approved materials such as: curriculum, pacing guide, DSA’s, and competency checklists.
- Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
- Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.
Leadership Responsibilities
- Provides clear expectations regarding policies and procedures utilized in the shop, including but not limited to, uniform, student conduct/discipline, equipment uses, safety compliance, clean-up, and inventory controls.
- Plans and leads department meetings and PLCs with other departments as well as administration.
- Serves on committees when requested and as a liaison between the department, administration and central office.
- Organizes and facilitates the Program Advisory Committee (PAC) in accordance with district guidelines, including the recruitment of appropriate members. Increase and document PAC membership annually. Meetings will be held after school hours.
- Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, Skills USA, and job shadowing.
- Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.
Operational Responsibilities
- Manages departmental budgets, prepares, and submits OF-95s for orders, repairs, and maintenance. Manage enrollment and retention plans. Ensures that student credentials are attained and tracked in collaboration with district guidelines. Improvement of summative assessments per year.
- Oversees all Student Workforce activities, such as On/Off campus Production, CTECS Facilities Production, WBL, Internships and job shadowing, ensuring that all district procedures are followed.
- Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
- Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
- Ensures all safety training is appropriately completed, required documentation is properly maintained and procedures are followed. Ensures safety within the department; including posting and enforcement of appropriate laboratory safety wear & rules (i.e. uniforms, boots, PPE, etc…).
- Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.
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 cosmetology related lessons in a classroom setting. Hands-on education will be delivered in a Cosmetology shop setting. In the cosmetology shop (salon) setting, instructors will be required to plan and deliver lessons that include utilizing a variety of methods and techniques related to the cosmetology field. This will include Principles of hair design and cutting and chemical procedures for all types of hair. Instructors are expected to deliver instruction in the areas of skin care and nail care as well. Instructors will assist students in client services and how to provide customer service.
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:
Cosmetology instructors are expected to be capable of teaching all aspects of the Cosmetology curriculum. The Cosmetology 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 Cosmetology curriculum will require instructors to possess the technical skill and physical ability to complete various Cosmetology tasks. Standing and moving around can be expected for a majority of each shift.
While working in the shop atmosphere, the Cosmetology instructor will be required to instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. Establish and enforce rules for behavior and procedures for maintaining order among students. Instructors will be expected to establish and enforce rules for behavior and procedures for maintaining order among students. This position will require the instructor to observe and evaluate students’ performance, behavior, social development, and physical health. The instructor will also be expected to prepare objectives and outlines for courses of study following district curriculum guidelines, as well as following the guidelines set forth by the Department of Public Health for salon settings.
A majority of the 11th and 12th grade curriculum consists of performing On-Campus Production in the salon. The instructor will be responsible for assisting students in providing beauty services such as cutting, coloring, and styling hair; massaging and treating the scalp; shampooing hair; applying makeup; dressing wigs; removing hair; and providing nail and skincare services.
Participating in building and district level professional development and collaboration is expected. This will include working with various committees and departments to facilitate educating students.
Closing date is August 12, 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 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 a teacher that 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
- Assists with the implementation of the instructional program within the department including supporting substitutes.
- Assists and monitors in the implementation of the content, aligned to the CTECS district approved materials such as: curriculum, pacing guide, DSA’s, and competency checklists.
- Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
- Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.
Leadership Responsibilities
- Provides clear expectations regarding policies and procedures utilized in the shop, including but not limited to, uniform, student conduct/discipline, equipment uses, safety compliance, clean-up, and inventory controls.
- Plans and leads department meetings and PLCs with other departments as well as administration.
- Serves on committees when requested and as a liaison between the department, administration and central office.
- Organizes and facilitates the Program Advisory Committee (PAC) in accordance with district guidelines, including the recruitment of appropriate members. Increase and document PAC membership annually. Meetings will be held after school hours.
- Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, SkillsUSA, and job shadowing.
- Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.
Operational Responsibilities
- Manages departmental budgets, prepares, and submits 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.
- Oversees all Student Workforce activities, such as On/Off campus Production, CTECS Facilities Production, WBL, Internships and job shadowing, ensuring that all district procedures are followed.
- Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
- Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
- Ensures all safety training is appropriately completed, required documentation is properly maintained and procedures are followed. Ensures safety within the department; including posting and enforcement of appropriate laboratory safety wear & rules (i.e. uniforms, boots, PPE, etc…).
- Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.
Closing date is August 12, 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 August 18, 2025 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
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 August 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.
The CTECS Dean of Students is responsible for improving students’ attendance, job skills and behavior patterns, promoting a positive educational experience during their technical high school careers. The Dean of Students is responsible for overseeing the technical high school’s Work-based learning program by acting as a liaison between the school, student and industry partners.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Any secondary endorsement valid Connecticut Certification required.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have completed VTE 113, VTE 116, and a Special Education course or appropriate coursework.
- 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.
- Preferred candidates will hold an 092 CT Certification, demonstrate experience with tiered intervention practices and student discipline.
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.
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:
Serves as the school Attendance Officer; provides leadership in School and Industry partnerships activities, including the Work-based Learning (WBL) components; collaborates with administration, guidance and faculty members to develop a school-wide behavior management system with the goal of reducing suspension, tardiness and absenteeism; works with instructors to design individualized student behavioral intervention activities; leads and/or participates in student assistance team and peer mediation teams and other at risk groups as may be identified through analysis of school-based data; designs, implements and evaluates programs to address these issues; provides communication between home and school regarding daily attendance and student discipline issues and follows up as necessary; organizes and coordinates WBL program including facilitating student placement, follow-up, work-site visitations, review of student’s work with employer and required paperwork; responds to employer requests for placement information; performs related duties as required. The Dean is expected to participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students.
Supervision Exercised
May supervise professional and/or support staff, especially with respect to data entry and monitoring of student attendance and disciplinary actions, and Work-based Learning (WBL) programs.
Knowledge, Skills and Abilities:
Knowledge of adolescent behavior, methods of behavior change, school climate studies, and designing alternative discipline strategies; knowledge of and experience in secondary career and technical education; knowledge of area labor market needs and employers within the region; considerable communication skills, considerable interpersonal skills.
Closing date is August 13, 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)