Positions Available as of 3/15/24

Academic Positions

Active State of Connecticut Special Education certification (#065, #165 or #265) or qualify for a Durational Shortage Area Permit (DSAP).

A CTECS Special Education 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 all discipline areas 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 (#065, #165 or #265 ) 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 special education.
  • 21st century standards-based lesson planning aligned to the CT Core Standards.
  • Experience with varied assessments to inform instruction and promote learning.
  • Ability to foster and facilitate learning 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
  • 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 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 SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1: Planning, Preparation & Case Management

  • Demonstrate facility in the skills of the reading, writing, and mathematics
  • Demonstrate knowledge of human growth and development as it relates to the teaching-learning process
  • Engage in intentional co-planning with academic instructors to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
  • Plan instruction to achieve students’ IEP goals and objectives
  • Effectively organize time, space, materials, and equipment for instruction
  • Maintain accurate and complete special education records as required
  • Assess student learning on a continual basis to maintain pertinent data and analyze it to demonstrate student progress on goals and objectives
  • Plan, schedule, and lead PPT meetings to meet all federal and state timeline requirements
  • Encourage and maintain the cooperative involvement and support of parents and the community

Responsibility Area #2: Classroom Environment

  • Manage the classroom and individual student behavior to maintain an advantageous and positive learning environment
  • Maintain a positive school community image that encourages ethical student behavior
  • Help students develop positive self-concepts

Responsibility Area #3: Instruction

  • Effectively implement instructional plans and use appropriate instructional techniques
  • Effectively communicate with students
  • Effectively assess student needs and progress
  • Effectively meet the needs of exceptional students
  • Facilitate the independence of the student as a learner

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 April 1, 2024, 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

Active State of Connecticut Special Education certification (#065, #165 or #265) or qualify for a Durational Shortage Area Permit (DSAP).

A CTECS Special Education 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 all discipline areas 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 (#065, #165 or #265 ) 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 special education.
  • 21st century standards-based lesson planning aligned to the CT Core Standards.
  • Experience with varied assessments to inform instruction and promote learning.
  • Ability to foster and facilitate learning 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
  • 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 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 SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1: Planning, Preparation & Case Management

  • Demonstrate facility in the skills of the reading, writing, and mathematics
  • Demonstrate knowledge of human growth and development as it relates to the teaching-learning process
  • Engage in intentional co-planning with academic instructors to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
  • Plan instruction to achieve students’ IEP goals and objectives
  • Effectively organize time, space, materials, and equipment for instruction
  • Maintain accurate and complete special education records as required
  • Assess student learning on a continual basis to maintain pertinent data and analyze it to demonstrate student progress on goals and objectives
  • Plan, schedule, and lead PPT meetings to meet all federal and state timeline requirements
  • Encourage and maintain the cooperative involvement and support of parents and the community

Responsibility Area #2: Classroom Environment

  • Manage the classroom and individual student behavior to maintain an advantageous and positive learning environment
  • Maintain a positive school community image that encourages ethical student behavior
  • Help students develop positive self-concepts

Responsibility Area #3: Instruction

  • Effectively implement instructional plans and use appropriate instructional techniques
  • Effectively communicate with students
  • Effectively assess student needs and progress
  • Effectively meet the needs of exceptional students
  • Facilitate the independence of the student as a learner

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 March 22, 2024 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

Active State of Connecticut Special Education certification (#065, #165 or #265) or qualify for a Durational Shortage Area Permit (DSAP).

A CTECS Special Education 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 all discipline areas 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 (#065, #165 or #265 ) 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 special education.
  • 21st century standards-based lesson planning aligned to the CT Core Standards.
  • Experience with varied assessments to inform instruction and promote learning.
  • Ability to foster and facilitate learning 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
  • 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 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 SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1: Planning, Preparation & Case Management

  • Demonstrate facility in the skills of the reading, writing, and mathematics
  • Demonstrate knowledge of human growth and development as it relates to the teaching-learning process
  • Engage in intentional co-planning with academic instructors to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
  • Plan instruction to achieve students’ IEP goals and objectives
  • Effectively organize time, space, materials, and equipment for instruction
  • Maintain accurate and complete special education records as required
  • Assess student learning on a continual basis to maintain pertinent data and analyze it to demonstrate student progress on goals and objectives
  • Plan, schedule, and lead PPT meetings to meet all federal and state timeline requirements
  • Encourage and maintain the cooperative involvement and support of parents and the community

Responsibility Area #2: Classroom Environment

  • Manage the classroom and individual student behavior to maintain an advantageous and positive learning environment
  • Maintain a positive school community image that encourages ethical student behavior
  • Help students develop positive self-concepts

Responsibility Area #3: Instruction

  • Effectively implement instructional plans and use appropriate instructional techniques
  • Effectively communicate with students
  • Effectively assess student needs and progress
  • Effectively meet the needs of exceptional students
  • Facilitate the independence of the student as a learner

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 March 18, 2024 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

#029 –Math valid Connecticut Certification required. Candidates who qualify for a Durational Shortage Area Permit (DSAP) may apply.

General description of the position:

A CTECS Math 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 Mathematics 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 (#029 Mathematics 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 all high school math curricula.
  • Professional experiences related to the field of teaching Mathematics.
  • 21st century standards-based lesson planning aligned to the CT Core Standards in Mathematics.
  • 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
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified: 

Responsibility Area #1: 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 Math content and pedagogy of high school Mathematics 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 March 18, 2024, 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

Active State of Connecticut Special Education certification (#065, #165 or #265) and one of the following Department Head Certifications: #092, or #105, or qualify for a Durational Shortage Area Permit (DSAP).

A CTECS Special Education 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 all discipline areas 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.

The Department Head is an instructional leader that promotes student achievement for identified students, facilitates the operation of the department, and regulates compliance with state and federal regulations. The Special Education Department Head is responsible for developing a shared understanding of purposeful planning and progress monitoring as key components for special education students to effectively access curriculum, meet trade and academic competencies, and master the goals and objectives in their Individualized Education Plans (IEPs). The Special Education Department Head plans and conducts regularly scheduled department meetings to determine department goals, facilitates department tasks, communicates administrative decisions, and collects department feedback and input.

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

  • Active State of Connecticut teaching certificate (#065, #165 or #265 ) and one of the following Department Head Certifications: #092, or #105, or qualify for a DSAP (Durational Shortage Area Permit).
  • Minimum of a Bachelor’s degree from an accredited four-year university or college.
  • Professional experiences related to the field of special education.
  • 21st century standards-based lesson planning aligned to the CT Core Standards.
  • Experience with varied assessments to inform instruction and promote learning.
  • Ability to foster and facilitate learning 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 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 SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform.  Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1: Planning, Preparation & Case Management

  • Demonstrate facility in the skills of the reading, writing, and mathematics
  • Demonstrate knowledge of human growth and development as it relates to the teaching-learning process
  • Engage in intentional co-planning with academic instructors to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
  • Plan instruction to achieve students’ IEP goals and objectives
  • Effectively organize time, space, materials, and equipment for instruction
  • Maintain accurate and complete special education records as required
  • Assess student learning on a continual basis to maintain pertinent data and analyze it to demonstrate student progress on goals and objectives
  • Plan, schedule, and lead PPT meetings to meet all federal and state timeline requirements
  • Encourage and maintain the cooperative involvement and support of parents and the community

Responsibility Area #2:  Classroom Environment

  • Manage the classroom and individual student behavior to maintain an advantageous and positive learning environment
  • Maintain a positive school community image that encourages ethical student behavior
  • Help students develop positive self-concepts

Responsibility Area #3:  Instruction

  • Effectively implement instructional plans and use appropriate instructional techniques
  • Effectively communicate with students
  • Effectively assess student needs and progress
  • Effectively meet the needs of exceptional students
  • Facilitate the independence of the student as a learner

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 March 25, 2024, 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

This is a 32-Hour (part-time), 5 days per week position with benefits. This position is only eligible to participate in the State Employees Retirement System (SERS) retirement plan and is NOT eligible to participate in the Connecticut Teachers’ Retirement Board (TRB).

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, 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

Closing date is March 28, 2024, 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

#090 Automotive Technology valid Connecticut Certification.

A CTECS Automotive Technology instructor is responsible for planning, conducting and assessing instructional activities on maintenance, repair and parts installation– to include safety, proper use of tools, ensure regulations of FURPA, and monitor group instructional activities.  In addition, the instructor must maintain educational records; inventory and tool control logs; track achievement of desired program outcomes by coordinating and administering tests in accordance with accepted reporting procedures; developing alternative instruction for individualized and independent study. Automotive Technology instructors shall educate students on theoretical and performance-based topics related to all aspects of the Automotive repair and related fields. Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s Automotive Repair field.

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

  • Occupational Subject Endorsement #090 in Automotive Technology is required.
  • Eight years of relevant hands-on experience
  • Must hold ASE Certification A4, A5, A6, A8 and obtain A1, A2, A3, A7, and G1 in the first year of employment.
  • Basic computer skills, Microsoft Office, Word, and Excel

Supervision Received:  Works under the supervision of a School Principal, and Assistant Principal.

Supervision Exercised:  Supervises students in classrooms, laboratories, and CTECS shops as well as on off-campus production sites

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

General Statement of Duties

CTECS Automotive Technology Instructors teach courses in the discipline of Automotive technologies. They will be required to develop and design lesson and/or unit plans to foster student learning, stimulate class discussions utilizing a variety of pedagogical methods, including but not limited to differentiated instruction, fostering building of relationships, etc. Instructors will provide social emotional support in the learning process and ensure student engagement. Plumbing and Heating instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Automotive Technology instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Automotive Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.

Automotive instructors are required to meet with business and industry partners in an effort to maintain being current in the trade and to keep apprised to the newest technology, as well as providing feedback to district curriculum teams on modern industry practices to adjust curricula when needed. These relationships also connect the program and students to employment and work-based learning opportunities. For more information regarding this, please review your bargaining unit contract for more information (see link above).

Working Conditions:

  • Instructors in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Instructors may need to stand for long periods of time, lift, climb, bend, twist and repeat the same movements as dictated by the trade and projects being taught.
  • Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical Automotive repair site environments.

Closing date is April 1, 2024, 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 Mechanical Design and Engineering Technology 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 Mechanical Design and Engineering Technology 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 Mechanical Design and Engineering Technology Instructor is responsible for educating students on theoretical and performance-based topics related to Mechanical Design and Engineering Technology. The CTECS Mechanical Design and Engineering Technology Program instructor prepares students to become workforce ready for a skilled Mechanical Design and Engineering position.

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

  • #090 – Mechanical Design and Engineering Technology valid Connecticut Certification required.
  • Applicants must demonstrate a strong background in 2D and 3D computer-aided drafting (CAD) software applications (AutoCAD©/Autodesk, Solid works products preferred) and 3-D modeling/prototype printing.
  • Part-time job experience counts half.
  • Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight (8) years for each subject area.
  • An applicant will not meet guidelines if he/she cannot demonstrate competence in many of the areas listed in the program description
  • Application materials must document eight (8) years, relevant, varied, hands-on Mechanical Design and Engineering Technology 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.
  • 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.
  • Entry-level computer skills including, Microsoft Office and Google Products preferred.
  • OSHA (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 Mechanical Design and Engineering Technology Instructors teach courses in the discipline of Mechanical Design and Engineering Technology 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. Mechanical Design and Engineering Technology instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Mechanical Design and Engineering Technology instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Mechanical Design and Engineering Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.

Mechanical Design and Engineering Technology 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.

Closing date is April 1, 2024, at 11:59 p.m.

Applications will be accepted via E-Mail or Fax only.

E-Mail address: HR.applications@cttech.org Faxes may be sent to-CTECS Recruitment 860-706-5756.

Click here to learn how to apply

General description of the position:

The Connecticut Technical Education and Career System’s (CTECS) Health Technology program prepares students with theoretical knowledge and clinical skills for careers in planning, managing and providing therapeutic services and health informatics. CTECS Health Technology graduates are eligible for Connecticut Certified Nurse Aide certification or equipped for entry-level employment in a variety of healthcare settings or pursue their studies at a post-secondary institution.

The preferred candidate will be responsible for implementing the CTECS Health Technology curriculum which includes: introduction of CTECS Health Technology students to the healthcare field; instruction in anatomy and physiology; medical terminology; the study of human behavior through the lifespan, classroom instruction and clinical instruction for nursing assistant certification (CNA); medical assistant and advanced career exploration.

Applicants should be able to demonstrate the following knowledge, skills and training in order to help students meet the programs learning objectives:

  • Experience in use of electronic health records, portable monitors and wearable medical devices, use of drug management technology, automated IV pumps, and smart beds;
  • On-going professional development or health-related technical training;
  • Knowledge of the philosophy and methods of education employed in clinical instruction for nursing assistant certification; medical assisting and advanced healthcare career exploration; and
  • Active participation in state and national professional healthcare organizations

Minimum qualifications for candidate:

  • Registered Nurse (RN) license
  • Associate’s Degree or higher
  • Eight (8) years of relevant healthcare professional experience

While prior teaching experience is not necessary, preference may be given to those candidates have:

  • One (1) year of work experience in a long-term care or rehabilitation facility;
  • Experience teaching, preparing lesson plans, differentiated learning and assessing student;
  • College Career Pathway (CCP) or UCONN Early College Experience (ECE) instructors; and/or
  • Have completed the following courses at Central Connecticut State University (CCSU): VTE 113, VTE 116 and Special Education.

Within the first year of employment, candidates are required to:

  • Obtain American Heart Association CPR instructor certification
  • Obtain a Commercial Driver License (CDL) license with proper endorsements required to drive the student transport vehicle
  • Complete the 3 CCSU courses listed above, if not already completed.

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 Health Technology related lessons in a classroom setting. Hands-on education will be delivered in a Health Technology skill lab setting which mimics a small healthcare facility. In the Health Technology skills lab setting, instructors will be required to plan and deliver lessons that include interacting and caring for patients. Instructors organize off-campus visits to clinics and large healthcare facilities. 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:

Health Technology instructors are expected to be capable of teaching all aspects of the Health Technology curriculum. The Health Technology 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 Health Technology curriculum will require instructors to possess the technical skill and physical ability to complete various healthcare 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 the head. Lifting and transporting heavier items can also be expected.

The instructor is also responsible for obtaining and retaining a Connecticut CDL with proper endorsements, to transport students.

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

Closing date is March 26, 2024, 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:

The Connecticut Technical Education and Career System’s (CTECS) Health Technology program prepares students with theoretical knowledge and clinical skills for careers in planning, managing and providing therapeutic services and health informatics. CTECS Health Technology graduates are eligible for Connecticut Certified Nurse Aide certification or equipped for entry-level employment in a variety of healthcare settings or pursue their studies at a post-secondary institution.

The preferred candidate will be responsible for implementing the CTECS Health Technology curriculum which includes: introduction of CTECS Health Technology students to the healthcare field; instruction in anatomy and physiology; medical terminology; the study of human behavior through the lifespan, classroom instruction and clinical instruction for nursing assistant certification (CNA); medical assistant and advanced career exploration.

Applicants should be able to demonstrate the following knowledge, skills and training in order to help students meet the programs learning objectives:

  • Experience in use of electronic health records, portable monitors and wearable medical devices, use of drug management technology, automated IV pumps, and smart beds;
  • On-going professional development or health-related technical training;
  • Knowledge of the philosophy and methods of education employed in clinical instruction for nursing assistant certification; medical assisting and advanced healthcare career exploration; and
  • Active participation in state and national professional healthcare organizations

Minimum qualifications for candidate:

  • Registered Nurse (RN) license
  • Associate’s Degree or higher
  • Eight (8) years of relevant healthcare professional experience

While prior teaching experience is not necessary, preference may be given to those candidates have:

  • One (1) year of work experience in a long-term care or rehabilitation facility;
  • Experience teaching, preparing lesson plans, differentiated learning and assessing student;
  • College Career Pathway (CCP) or UCONN Early College Experience (ECE) instructors; and/or
  • Have completed the following courses at Central Connecticut State University (CCSU): VTE 113, VTE 116 and Special Education.

Within the first year of employment, candidates are required to:

  • Obtain American Heart Association CPR instructor certification
  • Obtain a Commercial Driver License (CDL) license with proper endorsements required to drive the student transport vehicle
  • Complete the 3 CCSU courses listed above, if not already completed.

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 Health Technology related lessons in a classroom setting. Hands-on education will be delivered in a Health Technology skill lab setting which mimics a small healthcare facility. In the Health Technology skills lab setting, instructors will be required to plan and deliver lessons that include interacting and caring for patients. Instructors organize off-campus visits to clinics and large healthcare facilities. 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:

Health Technology instructors are expected to be capable of teaching all aspects of the Health Technology curriculum. The Health Technology 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 Health Technology curriculum will require instructors to possess the technical skill and physical ability to complete various healthcare 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 the head. Lifting and transporting heavier items can also be expected.

The instructor is also responsible for obtaining and retaining a Connecticut CDL with proper endorsements, to transport students.

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

Closing date is March 28, 2024, 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

Position is for the 24/25 school year, start date of August 26, 2024.

A CTECS Architecture Instructor is responsible for educating students on theoretical and performance-based topics related to Residential and Commercial Architecture. The CTECS  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.

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 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 Architecture is required.
  • 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 Architecture related lessons in a classroom setting. Hands-on application will be delivered in an Architecture shop setting. In the 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.

Architecture instructors are expected to be capable of teaching all aspects of the Architecture curriculum. The 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 Architecture curriculum will require teachers to possess the technical skill and physical ability to complete various Architecture related 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 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.

INTERNAL CANDIDATES ONLY

Closing date is March 21, 2024

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

Student Support Services

CTECS Region 2: Wolcott, Kaynor, Whitney, O’Brien

(Torrington, Waterbury, Hamden, Ansonia)

Homebase: Eli Whitney Tech, Hamden, CT

Qualifications/Certifications

  • 061 Speech & Language Pathologist certification
  • One year of experience in an educational setting
  • 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.

Supervisor:  Director or Supervisor

Hours/Time Requirements:  188 days per school year, 7 hours daily.

Pay: VS 03 Pay Scale, http://svft.ct.aft.org/

Working Conditions:

  • Travel required to regional schools.
  • 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 pull various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1: 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
  • 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 March 20, 2024, 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

CTECS Region 3: (Goodwin, Prince, Cheney, Wilcox, Vinal)

Homebase: A. I. Prince Tech

Qualifications/Certifications

  • 061 Speech & Language Pathologist certification
  • One year of experience in an educational setting
  • 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.

Supervisor:  Director or Supervisor

Hours/Time Requirements:  188 days per school year, 7 hours daily.

Pay: VS 03 Pay Scale, http://svft.ct.aft.org/

Working Conditions: 

  • Travel required to regional schools.
  • 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 pull various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1: 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
  • 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 March 27, 2024, 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

The Connecticut Technical Education and Career System is an affirmative action/equal opportunity employer.