Qualifications/Certifications
061 Speech & Language Pathologist certification or qualify for a DSAP (Durational Shortage Area Permit). 
2 years’ experience working with students with special needs, preferred
Experience in writing IEP goals/objectives preferred
Experience with the PPT process preferred
Experience in working with families from diverse backgrounds, preferred

Essential Functions
Conducts speech, language and hearing screenings, as required
Evaluates and identifies communication disorders of the students.
Provides diagnostic services when appropriate.
Works cooperatively with district/building administrators and specialists providing direction within a team in planning interventions for referred students to and reviewed by the PPT.
Remains current in the field of speech and language and special education.
Attends and/or provides information for teacher/parent conferences.
Compile written reports, statistical data, and other required documentation in support of district learning objectives and/or IEP goals of students.
Continually assess progress, recommend revisions and/or recommend new treatments or learning objectives for learners.
Maintain activity logs, progress reports, treatment plans and all other necessary files required.
Comply with the professional, ethical and legal codes of conduct, standards, and practices for Speech and Language Therapists as outlined by the Connecticut Department of Health and the Connecticut State Department of Education.
Use mandated assessments, skilled professional evaluations and assessments and other proven supplementary information to evaluate student needs
Interpret findings accurately and convey information professionally to parents and school personnel as appropriate
Serve as a resource to educators, building/district administrators, support personnel and parents on the effects of Speech and Language Therapy and the educational process.
Maintain inventory of equipment, materials, and supplies.
Properly and accurately provide timely Medicare/Medicaid billing information in accordance with federal, state, and local laws to include the Connecticut State Department of Education.
Identify, recommend, modify and/or provides direct services with variance; i.e. receptive and expressive language, fluency, voice, articulation, aural rehabilitation, oral motor intervention, auditory processing to meet educational learning objectives.
Develop and/or train professional development and in-service activities.

Qualifications/Certifications
061 Speech & Language Pathologist certification or qualify for a DSAP (Durational Shortage Area Permit). 
2 years’ experience working with students with special needs, preferred
Experience in writing IEP goals/objectives preferred
Experience with the PPT process preferred
Experience in working with families from diverse backgrounds, preferred

Essential Functions
Conducts speech, language and hearing screenings, as required
Evaluates and identifies communication disorders of the students.
Provides diagnostic services when appropriate.
Works cooperatively with district/building administrators and specialists providing direction within a team in planning interventions for referred students to and reviewed by the PPT.
Remains current in the field of speech and language and special education.
Attends and/or provides information for teacher/parent conferences.
Compile written reports, statistical data, and other required documentation in support of district learning objectives and/or IEP goals of students.
Continually assess progress, recommend revisions and/or recommend new treatments or learning objectives for learners.
Maintain activity logs, progress reports, treatment plans and all other necessary files required.
Comply with the professional, ethical and legal codes of conduct, standards, and practices for Speech and Language Therapists as outlined by the Connecticut Department of Health and the Connecticut State Department of Education.
Use mandated assessments, skilled professional evaluations and assessments and other proven supplementary information to evaluate student needs
Interpret findings accurately and convey information professionally to parents and school personnel as appropriate
Serve as a resource to educators, building/district administrators, support personnel and parents on the effects of Speech and Language Therapy and the educational process.
Maintain inventory of equipment, materials, and supplies.
Properly and accurately provide timely Medicare/Medicaid billing information in accordance with federal, state, and local laws to include the Connecticut State Department of Education.
Identify, recommend, modify and/or provides direct services with variance; i.e. receptive and expressive language, fluency, voice, articulation, aural rehabilitation, oral motor intervention, auditory processing to meet educational learning objectives.
Develop and/or train professional development and in-service activities.

#026 History and Social Studies valid Connecticut Certification required or qualify for a DSAP (Durational Shortage Area Permit).

Application materials should provide specific examples of knowledge, skill, and ability with secondary-level history/social studies experienceand training in the following areas in order to be considered:  21st century standards-based lesson planning aligned to the CT Secondary Social StudiesFrameworks,C3 Framework, and CT Core Standards in English Language Arts. Teaching practices that reflect current pedagogy of teaching and learning methods, strategies, and technologies in history and social studies e.g., student-centered, gradual release of responsibility, differentiation, student discourse, blended-learning.Experience teaching a wide range of students, and history and social studies courses e.g., World History, Civics/American Government, Sociology, Honors, advanced placement courses such as AP™, UCONN ECE, IB™.  Experience with varied assessments to inform instruction and promote learning.  Professional experiences related to the field of teaching history and social studies, collaboration with colleagues in planning for teaching and learning, establishment of a positive classroom climate, involvement in school-related student activities and positive family and community relations.

#165, #265 or #065 Special Education valid Connecticut Certification required or qualify for a Durational Shortage Area Permit (DSAP). This is a 3-year, grant funded position.

Application materials should document the following experiences:  knowledge and skills at the secondary level, full understanding of Special Education and 504 regulations including all legal and reporting requirements. Applicant should beable to demonstrate knowledge and experience with student evaluations including interpretation and report writing, assistive technology policies and practices, differentiated instruction and SRBI practices. Applicant must be able to demonstrate ability to write a student IEP which meets all legal requirements including appropriate goal development and progress monitoring through data collection.

#034 General Science valid Connecticut certification. Candidates who qualify for a Durational Shortage Area Permit (DSAP) may apply. Application materials should document the following experiences, skills and training in effective instruction to help students meet learning standards: Experience utilizing a blended learning environment including, but not limited to, the use of hand-held devices, web-based and software-based computer technologies as well as conventional approaches to teaching and learning; Experience utilizing technology for on-line submission of work and teacher feedback to support, track and manage student learning; Experience with effective standards-based lesson planning, integration of 21st Century skills and interdisciplinary learning; Experience with implementing differentiated instruction, positive classroom climate strategies, varied assessments for progress monitoring based on student needs; Relevant professional experiences related to the field of Science, leadership role(s) in teaching and learning, collaboration with colleagues in planning instruction/assessment, involvement in student activities at the school-level, and involvement in relevant community experiences that positively connect to parents and youth.

#102 Remedial Reading and/or #097 Reading Consultant valid Connecticut Certification required OR qualify for a Durational Shortage Area Permit (DSAP).

This is a Literacy Lab position working with students to improve literacy skills.  Application materials should detail experience of knowledge, skill, and ability and preferred secondary-level Reading experience and training in the following areas in order to be considered:  Current ILA standards for Reading Professionals; 21st century standards-based lesson planning aligned to the CT Core Standards in English Language Arts; MTSS practices that reflect relevant reading/literacy interventions for teaching and learning methods, strategies, and technologies e.g., research-based methodology, student-centered, gradual release of responsibility, differentiation, student discourse; various forms of assessment, including diagnostic and progress monitoring; professional experiences related to the teaching of reading/literacy;  professional experience related to developing and providing professional learning for teachers across content areas; collaboration with colleagues in planning for teaching and learning; establishment of a positive classroom climate.

#071 School Social Worker.  Preferred candidate will have high school experience and bilingual skills in Spanish. The candidate will be required to work collaboratively with academic, career technical education and other support personnel. Must remain current with district, state and federal laws and guidelines. Responsible to provide leadership for school-based teams to assess the health and mental health needs of the school community and coordinate the delivery of an array of services that includes prevention, early intervention and crisis response and offer liaison to families for provision of community resources. Candidate must be able to engage parents as partners in meeting the needs of individual students and the student body as a whole, participate in regular education intervention teams, model pro-social behaviors and provide daily reinforcement of classroom lessons and school climate priorities, e.g., encourage caring behavior toward others, allow for and encourage shared responsibility for tasks, and exhibit problem solving and conflict resolution skills. Maintenance of records that demonstrate compliance with 504 and IEP services is critical.

#043-Health and #044 Physical Education required or qualify for a DSAP (Durational Shortage Area Permit)..

Application materials should document the following experiences, skills and training in effective instruction to help students meet learning standards: experience utilizing a blended learning environment including, but not limited to, the use of hand-held devices, web-based and software-based computer technologies as well as conventional approaches to teaching and learning; experience utilizing technology for on-line submission of work and teacher feedback to support, track and manage student learning; experience with effective standards-based lesson planning, integration of 21st Century skills and interdisciplinary learning; experience with implementing differentiated instruction, positive classroom climate strategies, varied assessments for progress monitoring based on student needs and involvement in student activities at the school-level.  Preferred experience includes relevant professional experiences related to the fields of Health Education and Physical Education, leadership role(s) in teaching and learning, collaboration with colleagues in planning instruction/assessment and involvement in relevant community experiences that positively connect to parents and youth.

#043-Health and #044 Physical Education required or qualify for a DSAP (Durational Shortage Area Permit)..

Application materials should document the following experiences, skills and training in effective instruction to help students meet learning standards: experience utilizing a blended learning environment including, but not limited to, the use of hand-held devices, web-based and software-based computer technologies as well as conventional approaches to teaching and learning; experience utilizing technology for on-line submission of work and teacher feedback to support, track and manage student learning; experience with effective standards-based lesson planning, integration of 21st Century skills and interdisciplinary learning; experience with implementing differentiated instruction, positive classroom climate strategies, varied assessments for progress monitoring based on student needs and involvement in student activities at the school-level.  Preferred experience includes relevant professional experiences related to the fields of Health Education and Physical Education, leadership role(s) in teaching and learning, collaboration with colleagues in planning instruction/assessment and involvement in relevant community experiences that positively connect to parents and youth.