Bristol Public School District jobs - 478 jobs

Summer School/Summer School City-Wide Teacher Date Available: 07/01/2025 Closing Date: Open until filled Position: PreK Special Education Evaluator for Summer 2026 Location: EDGEWOOD SCHOOL Responsibilites: PreK referrals, B-3 referrals, PPT's, Developmental Evaluations and Observations. Qualifications: Appropriate Connecticut certification Salary As per negotiated contract Dates of Service: July 1, 2026 - (Flexible, based on need) Application If you are currently employed by the Bristol Board of Education as a teacher, please complete an internal application online by 4:00 p.m. on January 12, 2026. All others please fill out an online application at ************************************ 01/08/2026 IW/mma PC # N/A

Community Services Date Available: Immediately After Hire Closing Date: Until Position is Filled Waterbury Public Schools JOB CLASSIFICATION DESCRIPTION JOB CLASSIFICATION TITLE: Office Manager - Family and Community Engagement Center (FACE) DEPARTMENT: Family and Community Engagement Center FUNDING SOURCE: Grants BARGAINING UNIT CLASSIFICATION: UPSEU 69, Local 424-Unit 69 REPORTS TO: Works under the general supervision of the Family Community Engagement Manager FLSA DESIGNATION: Non-Exempt; 12 months; 35 hours per week; $17.25 - $23.00 per hour. Note: This is a full-time, Union, grant funded position with benefits that exists as long as grant funds are available. PART I - SUMMARY OF CLASSIFICATION This class is accountable for performing a full range of office management, administrative and secretarial support functions for the Family and Community Engagement Center. Guidelines for Class Use: This position is responsible for providing administrative and secretarial assistance of a confidential and responsible nature requiring knowledge of the district-wide and department systems and procedures. Skills are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment; using pertinent software applications; responding to inquiries from a variety of internal and external parties for the purpose of providing information, and preparing and maintaining accurate records. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES EDUCATION AND EXPERIENCE: Qualifications: High School Diploma or GED. General Experience Five (5) years of general clerical or secretarial experience. Special Experience Two (2) years of the General Experience must have been as lead or supervisory experience. Preferred: Experience in an urban school district and/or multicultural environment Preferred: Bilingual Substitutions Allowed College training may be substituted for the General Experience on the basis of fifteen (15) semester hours equaling one-half (1/2) year of experience to a maximum of two (2) years. B. CREDENTIALS: C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Incumbents in this class may be required to possess a current Connecticut Motor Vehicle Class D Operator's License. D. CONTINUING EDUCATION REQUIREMENTS: E. KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of and ability to assist with budget preparation and budget revisions; Knowledge of office administration and management; Knowledge of department and/or unit policies and procedures; Knowledge of and ability to use computer system (including Microsoft Windows, Excel, PowerPoint, Internet, Adobe, outlook as examples); Considerable interpersonal skills; Excellent oral and written communication skills for interacting with staff, parents and community; Critical thinking, problem solving and organizational skills; Skill in performing arithmetical computations with speed and accuracy; Supervisory ability; Considerable ability to read, interpret and apply complex materials; Ability to maintain a variety of office records in an organized and systematic manner; Ability to maintain confidentiality; meet deadlines/schedules and work with detailed information/data despite frequent interruptions; Ability to meet deadlines/schedules and work with detailed information/data with frequent interruptions; Ability to operate office equipment which includes personal computers and other automated equipment; Ability to operate office suite software; Ability to prioritize work and make sound decisions in accordance with department policies and procedures; Ability to work in a team environment and with a diverse group in a variety of circumstances; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES: May lead other clerical staff as assigned. PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Answers telephones and screens incoming calls and provides information to callers requiring knowledge and sensitivity to the department's function; Assists with payables and receivables activity accounts, expenditures within the budget, input of purchase orders and payment vouchers; Audits monthly reports for accuracy and alignment to prepare documents for submission; Compiles data and prepares reports; Compiles information from a variety of sources and prepares charts and graphs as requested; Composes routine letters and memos; Coordinates workflow; Determines priorities, assigns and reviews work; Develops and maintains constructive and cooperative working relationships with supervisor, co-workers, and stakeholders; Develops and maintains filing systems, forms and office procedures; Develops specific goals and plans to prioritize, organize, and accomplish work; Develops work performance and procedural standards and guidelines; Explains department policy to staff and public; Handles telephone and written inquiries for information and assistance; Maintains inventory control; Maintains office records; Manages overall office organization and inventory; Manages records of expenditures for the budget, input of requisitions and payment vouchers; Manages the receiving of purchases and manages the storage and distribution of materials; Orders supplies for the department; Performs day-to-day administrative tasks such as maintaining information files and processing paperwork; Problem solves office staff concerns in the absence of the supervisor; Problem solves with business office and vendors as necessary; Provide referrals to families, in office or on the telephone; Provides information to supervisor, co-workers, and public by telephone, in person, or in writing; Provides staff training and assistance; Responds to inquiries from a variety of internal and external parties (e.g., District staff, parent questions, funded program leaders, etc.) for the purpose of providing information; Responsible for accurately inputting and maintaining logs, records, and files; Schedule, arrange and coordinate meetings and events (including space and equipment); Screens letters, memos, reports, and materials to determine action required. May make recommendations to supervisor. Compose routine letters and memos; Serves as liaison with other operating units, agencies, outside officials, etc; Takes notes and type minutes of meetings; Tracks requisitions to ensure timely process to obtain materials; Performs related duties as required. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an equal opportunity employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Newtown Early Learning Center (NELC)/Child Care Provider Date Available: Immediate Attachment(s): * NELC childcare provider posting 25-26.doc

Tutors Date Available: Immediately After Hire Waterbury Public Schools JOB CLASSIFICATION DESCRIPTION JOB CLASSIFICATION TITLE Teacher Homebound Instructor DEPARTMENT Special Education INCUMBENT NAME BARGAINING UNIT CLASSIFICATION Non Union REPORTS TO: Receives administrative direction from the Principal or other administrative official of a higher grade FLSA DESIGNATION Exempt; $34.00 per hour, 10 months, (Looking for Teachers who are available both during and after school hours), hours may vary. Note: This is a non-union, no benefits, part-time, grant funded position that exists as long as grant funds are available. PART I - SUMMARY OF CLASSIFICATION This is a virtual position accountable for ensuring that homebound children in the District identified as capable of benefiting from instruction be provided with an ongoing educational program. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: Possession of a Bachelor's degree from an accredited university or college. Must possess a valid Connecticut Teacher Certification Special Requirement: In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. B. CREDENTIALS: C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. D. CONTINUING EDUCATION REQUIREMENTS: Teachers in this job class must complete all State CEU requirements for re-certification. E. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate; Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; Knowledge of child development; Knowledge of classroom management techniques; Knowledge of instructional technologies; Knowledge of learner outcomes; Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences; Knowledge of multicultural, gender and disability fair curriculum concepts; Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI); Some knowledge of community resources; Excellent listening skills; Skill in classroom management and organization; Skill in classroom presentation; Skill in human relations, mediation, conflict management and interpersonal interactions; Skill in maintaining and developing reports; Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds; Ability to adapt teaching styles to diverse student populations; Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI); Ability to communicate effectively, both orally and in writing; Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement; Ability to multi task and be flexible; Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students; Ability to provide appropriate instruction in core subjects; Ability to utilize computer and multimedia technology, as appropriate; Ability to work in a cooperative learning environment; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES May direct the work of paraprofessionals. PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Acquires personal acquaintanceship with the student's parents or guardians, and works to establish with them an understanding and cooperative relationship based on the student's individual needs; Assumes responsibility for obtaining textbooks and other teaching materials necessary through the procedures established; Devises, with the advice of curriculum specialists, an instructional program for each assigned student receiving homebound instruction on a permanent basis; Devises, with the advice of the student's regular teacher or teachers, an instructional program for each assigned student receiving homebound instruction on a temporary basis; Files written progress reports on each assigned student with the student's parents or guardians, and in the case of students temporarily assigned, with their regular teacher or teachers; Interprets the program for the homebound to the regular District staff and to the community at large as required; Keeps informed in a systematic way of trends and new methods in education, remaining always alert to possibilities inherent in such information for adaptation to the particular needs of homebound instruction; Keeps, maintains, and files such reports and records as the special services director may require, including attendance reports and case evaluation; Meets with each assigned student on a daily basis for the purpose of providing instruction; Works with members of the special services and pupil personnel teams to identify the educational needs and the physical and learning capabilities of students; Performs related duties as required. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Athletics/Activities/Coaching October 31, 2023 Waterbury Public Schools Job Assignment Title Wendell Cross Elementary School Intramural Coach Boys' Basketball - Winter Extracurricular Schedule Appendix B Division/Department Athletics STIPEND $2,319 SEASON LENGTH 9 Weeks CLOSING DATE November 22, 2023 Reports to: This job assignment receives administrative direction from the Principal or other administrator as assigned. Summary of Assignment This job assignment is accountable for supervising and coordinating athletic and non-athletic activities and games while providing opportunities and support for each participant to develop personal growth and collaborative skills. This support focuses on developing increased self-esteem and fostering an appreciation for the value of serving as a member of a collaborative group. Minimum Education and Experience Certificate of Completion for Module 15 from the Connecticut Coaching Education Program. Connecticut State Department of Education Coach permit or Temporary Coach permit. Current CPR and First Aid Certificates. High School diploma or GED. Successful completion of pre-employment process. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. Knowledge, Skills, and Abilities Knowledge of coaching techniques and human behavior; Knowledge of the specific assigned sport; Knowledge of the federal, State and Board Policies and regulations regarding student conduct and appropriate disciplinary action; Basic skills in equipment repair and maintenance as applicable; Coaching skills; Effective, active listening skills; Organizational and problem-solving skills; Public speaking skills; Ability to communicate ideas and directives clearly and effectively both orally and in writing; Ability to diffuse potentially volatile situations; Ability to establish and maintain rapport with students; Ability to physically perform essential functions; Ability to recognize and treat minor athletic injuries; Ability to work assigned hours; Ability to work effectively with others; Leadership ability; Ability to work with individuals from diverse backgrounds. Essential Functions The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties. Actively recruits participation of all students; Advertises and promotes the goals and purposes of the sport/activity; Assists in efforts to improve the program; Assists players in the care and prevention of injuries; Assists the administration in the preparation of written guidelines, rules, regulations, scheduling of activities, preparing bus requisitions for activities both at home and away, and coordination and distribution of master schedules; Assists with responsibilities associated with an intramural program; Assumes responsibility for the issuance, care and inventory of equipment, supplies, and uniforms; Attends and oversees all activities; Attends coaches and rules interpretation meetings; Collects all uniforms and equipment at the end of the season; Communicates with classroom teachers to encourage individual success of each player; Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program; Coordinates and works with staff and students to provide safe and appropriate use of equipment and facilities; Develops and enforces training rules; Ensures appropriate attire at practices and events; Ensures practice and repetition of fundamentals; Ensures proper care of equipment; Ensures proper organization of practices and drills; Ensures safety of students; Ensures that all tasks are completed in a timely manner; Ensures the proper conduct and actions of team players at all times; Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook; Interacts in a positive manner with staff, students, and parents; Keeps an inventory of equipment, uniforms, and repair/replacement of all equipment needs; Maintains respect at all times for confidential information, e.g. student athlete grades for eligibility purposes, etc.; Maintains satisfactory attendance; Makes contacts with the public using tact and diplomacy; Participates in awards program and works with administrative staff to establish awards criteria; Promotes good public relations through personal appearance, attitude, and conversation; Provides a positive learning environment for the athletes; Reports all injuries to school nurse or principal Responds to routine questions and requests in an appropriate manner; Schedules, plans, and conducts all practice sessions and scrimmages as approved by the Principal; Serves as a role model for students; Stresses good sportsmanship, leadership, respect for school and teachers, fair play, and academic success; Teaches and coaches the fundamentals of the sport/activity; Verifies that players have turned in physical forms and other necessary paperwork to the school nurse prior to engaging in the sport. Physical and Mental Requirements Individuals appointed to these assignments must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the assignment. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exist in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply September 23, 2019

Substitute/Substitute Cafeteria Worker Date Available: Immediately Additional Information: Show/Hide Invitation to apply Substitute Cafeteria Worker District Wide Substitute Cafeteria Workers will work on an as needed basis. Rate: $16.35 per hour

Maintenance & Custodial/Custodian Date Available: ASAP POSITION TITLE: ASSISTANT SITE SUPERVISOR DEPARTMENT: CUSTODIAL- WEST BRISTOL K-8 SCHOOL REPORTS TO: BUILDING PRINCIPAL/DIRECTOR OF FACILITIES SUMMARY: Keeps the district's school buildings in such a state of operating excellence that they present no problems or interruptions to the educational program. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. Instruct custodians verbally, and in writing, in building and grounds custodial and routine maintenance activities. Assist with setup and clean-up of cafeteria program. Assist the maintenance supervisor in scheduling and assigning extra time for custodians. Maintain inventory of custodial/maintenance supplies and equipment. Clean and preserve designated spaces, equipment, etc. in the building. Perform ongoing preventative maintenance and minor repair on plumbing, custodial equipment, ventilation, building structure and hardware. Perform minor maintenance and repairs. Assist visiting public utilizing the facilities with directions within building and in obtaining and setting up needed equipment. Mow grass, shovel snow and maintain grounds and equipment. Maintain building and grounds security. Maintain work related records and prepares various reports as directed. Perform supervisory duties. Major problems in the building should be reported to Building Supervisor or Building Principal. Coordinate all job functions with Building Supervisor. Service boilers, scrubbers, outdoor machinery, etc. Perform all other duties as prescribed by the immediate supervisor. Ability to substitute for building supervisor on both a short-term basis and long-term basis. Capability of working before and/or after the regular assigned shift and at other time because of emergency situations. Work closely with school administrators. SUPERVISORY RESPONSIBILITIES: Custodial staff within the building. QUALIFICATION REQUIREMENTS: TO PERFORM THIS JOB SUCCESSFULLY, AN INDIVIDUAL MUST BE ABLE TO PERFORM EACH ESSENTIAL DUTY SATISFACTORILY. THE REQUIREMENTS LISTED BELOW ARE REPRESENTATIVE OF THE KNOWLEDGE, SKILL AND/OR ABILITY REQUIRED. REASONABLE ACCOMMODATIONS MAY BE MADE TO ENABLE INDIVIDUALS WITH DISABILITIES TO PERFORM THE ESSENTIAL FUNCTIONS. EDUCATION AND/OR EXPERIENCE: High School Diploma or General Education Degree (GED) preferred. LANGUAGE SKILLS: Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups and other employees. MATHEMATICAL SKILLS: Ability to add and subtract two-digit numbers and to multiply and divide with 10s and 100s. Ability to perform these operations using units of American money and weight measurement, volume and distance. COMPUTER SKILLS: Basic knowledge and experience with job related computer hardware and software applications. REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. OTHER SKILLS AND ABILITIES: Ability to establish and maintain effective working relationships with students, staff and the community. Ability to perform duties with awareness of district requirements and Board of Education Policies. PHYSICAL DEMANDS: The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand, walk, use hands and fingers to handle or feel objects, tools or controls, and talk or hear. The employee frequently is required to reach with hands and arms. The employee is occasionally required to sit. The employee frequently must squat, stoop or kneel, reach above the head and reach forward. The employee continuously uses hand strength to grasp tools and climbs onto ladders. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to fifty (50) pounds, such as cleaning supplies, pails and unloading trucks. Occasionally, the employee will lift heavier items and should do so with assistance. The employee will sometimes push/pull items such as tables, bleachers, scrubbing machines. Specific vision abilities required by this job include close vision, color vision, peripheral vision, depth perception and the ability to adjust focus. WORK ENVIRONMENT: The work environment characteristics described herein are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors and will occasionally work outdoors. The employee will work near or with moving mechanical equipment. The employee may occasionally work with toxic or caustic chemicals such as petroleum products, degreasers and sprays. The employee must be able to meet deadlines with severe time constraints. The noise level in the work environment is usually moderate. WORK HOURS: 2:30 pm to 11:00 pm - 8 hours per day. SALARY: As per negotiated contract Application: Those currently employed by the Bristol Board of Education submit an internal application by 4:00 p.m. on December 15 , 2025. All others fill out an online application at ************************************* 12/4/2025 IW/mma PC# 52010001

Technology/Network Specialist Date Available: Immediately After Hire Waterbury Public Schools JOB CLASSIFICATION TITLE Network Specialist (10 Months) DEPARTMENT Information Technology INCUMBENT NAME Grants BARGAINING UNIT CLASSIFICATION UPSEU, Waterbury BOE Administrative Support Staff, Local 424-Unit 69 REPORTS TO: Receives administrative direction from the Director of Information Technology or other administrative official of a higher grade FLSA DESIGNATION Non-Exempt; 10 Month; 35 hours per week $21.00 per hour. Note: This is a full time, union, grant funded position that exists as long as grant funds are available. PART I - SUMMARY OF CLASSIFICATION The Network Specialist will work with the staff and Administration of Title I Schools to maximize the use of computer technology to enhance educational outcomes of students. This positon is 10 months, 35 hours per week. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: An Associate's degree from an accredited college or university in Computer Science or Data Processing or Electronic Engineering Technology or Computer Technology; or Candidates with prior school network troubleshooting and staff development experience will be considered; and Two (2) years of experience in maintaining and troubleshooting computer equipment and various peripherals. Substitution Allowed: College training in information systems, computer science or information technology related area may be substituted for the General Experience on the basis of fifteen (15) semester hours equaling six (6) months of experience to a maximum of two (2) years. Special Requirement: In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. B. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS Incumbents in this class may be required to possess a current Connecticut Motor Vehicle Class D Operator License. C. CONTINUING EDUCATION REQUIREMENTS Incumbents in this class are required to stay current with applicable IT certifications. D. KNOWLEDGE, SKILLS AND ABILITIES Ability to maintain and troubleshoot computer equipment and various peripherals; Effective interpersonal skills working with children and adults; Strong work ethics and good time management skills; PART III - POSITION SUPERVISES PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Performs installation, configuration, operation and maintenance of local area and wide area networks; Reports to and evaluated by Management Information Technology Central office; Reviews and evaluates software and make recommendations for purchases; Provides in-service training for staff on various software and network; Meets with staff/administration to suggest ways to incorporate technology in to the curriculum and identify resources to enhance curriculum; Troubleshoots computers, printers, hardware and all other related peripherals; Perform other duties as assigned by principal or office of Management Information System. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to a Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Office: Professional & Clerical/Secretary 2 Date Available: Immediately After Hire Closing Date: Until Position is Filled Waterbury Public Schools JOB CLASSIFICATION TITLE: Secretary II DEPARTMENT: Districtwide FUNDING SOURCE: Grants BARGAINING UNIT CLASSIFICATION: SEIU 3 REPORTS TO: Initially works under the close supervision of an employee of higher grade; works more independently with acquired experience. FLSA DESIGNATION: Non-Exempt, Full-Time, 35hrs/wk., 12 months, $16.50 Hourly Rate. Note: This is a Full-Time, Union, grant-funded position with benefits that exists as long as funds are available. PART I - SUMMARY OF CLASSIFICATION This class performs the full range of professional, secretarial and clerical support. Also furnishes the public and staff with courteous, effective and timely information and service. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE: General Experience: Three or more years of experience in clerical/secretarial work. Substitution Allowed: 1. College training in Business or Secretarial Science may be substituted for general office experience. B. CREDENTIALS: C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Incumbents in this class may be required to possess a current CT Motor Vehicle Class D Operator License. D. CONTINUING EDUCATION REQUIREMENTS: E. KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of general office principles and procedures utilizing IBM compatible computers (Windows, Excel, Access, PowerPoint, Internet, etc.). Excellent communication, interpersonal and telephone skills. Knowledge of Data Base Entry. Ability to develop and maintain filing system. Familiar with business communication and business mathematics. Ability to schedule and prioritize. Some bookkeeping knowledge. Helpful, with ability to work on multiple tasks. Must employ good judgement, tact and courtesy. Ability to perform tasks with little or no supervision. PART III - POSITION SUPERVISES: N/A PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties: 1. CORRESPONDENCE: Types documents, correspondence, forms and other related material. FILING: Performs basic and complex processing tasks such as sorting, numbering, coding and filing forms and documents. INTERPERSONAL: Serves as a receptionist, greeting the public, answering the phones and handling routine inquiries. PROCESSING: Operates standard office machines. Maintains inventory and orders supplies. Reviews information and material for accuracy and completeness. Organizes and schedules meetings, workshops and interviews for the program. Handles classified material to ensure confidentiality. Maintains records of State, local and federal reports and budgets. Reviews, sorts and distributes mail. Attends meetings and conferences as needed. Performs related duties as assigned by the Grants Supervisor. PART V - Working Conditions, Physical and Mental Requirements Physical Requirements: Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to a Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Elementary School Teaching/Library Media Specialist Date Available: 8/20/25 Closing Date: open until filled JOB CLASSIFICATION TITLE Library Media Specialist (Elementary) DEPARTMENT Academics INCUMBENT NAME BARGAINING UNIT CLASSIFICATION Waterbury Teachers' Association CEA-NEA REPORTS TO: Receives administrative direction from the Principal or other administrative official of a higher grade FLSA DESIGNATION Exempt PART I - SUMMARY OF CLASSIFICATION This class is accountable for establishing and coordinating the services of the school library-media center and technology lab appropriate to the educational needs of all students; providing a full spectrum of educational enrichment materials to ensure that student' in the school will find available instructional and non-instructional materials appropriate to their interests, abilities, and level of maturity; and making sure students and teachers are effective users of information and ideas by providing instruction in the use of technology to foster competence and stimulate interest in reading, viewing and using information and ideas. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: Bachelor's degree from an accredited college or university. Experience with managing school site collections and the selection/acquisition of materials and equipment. Previous teaching and/or related school experience. Special Requirement: In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. B. CREDENTIALS: C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. School Library Media Specialist - 062 Endorsement. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. D. CONTINUING EDUCATION REQUIREMENTS: Teachers in this job class must complete all State CEU requirements for re-certification. E. KNOWLEDGE, SKILLS AND ABILITIES Knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community; Knowledge of a variety of strategies for communicating with various constituencies; Knowledge of both the access to information and the operation of the devices that deliver, produce, and manage that information; Knowledge of current and developmentally appropriate resources and the strategies for guiding the intellectual access to information; Knowledge of information, instruction, and production-based technologies that enhance learning and teaching; Knowledge of literature and methodologies to provide reading, listening, and viewing guidance to students and others in the learning community; Knowledge of methods of collaboration with the other members of the learning community to ensure that the school library media program is able to meet the individual learning needs of students; Knowledge of selection, installation, management, and maintenance of technologies applicable to the library information center and the larger learning community; Knowledge of strategies for eliciting information needs from students; Knowledge of strategies necessary to assist in school reform efforts; Knowledge of the importance of community groups in maintaining support for the library information program; Skill to assist learners in locating, evaluating, and using information; Ability to apply effective methods and strategies for teaching the use of technological tools; Ability to create and maintain inviting, attractive physical spaces that encourage a positive learning climate; Ability to effectively communicate with students, faculty, staff, administrators, parents, and the community; Ability to establish, maintain, and supervise the school's library resource program and library information program support personnel; Ability to model and promote collaborative planning and curriculum development that includes creative, effective, and collaborative teaching; Ability to provide an effective library resource program that supports the mission, goals, and objectives of the school. Ability to recognize developmental growth patterns of children and youth and its influence upon reference and search processes; Ability to recognize elements essential to collaborative work, including time, trust, climate, and resources; Ability to recognize the importance of a positive learning climate in creating appropriate and attractive environments; Ability to recognize the need for policies and procedures and knows strategies for developing and evaluating the collection of materials and equipment needed to support a curriculum that meets the diverse learning needs of students and teachers; Ability to recognize the principles of flexible and equitable physical access to information and resources at time and point of need; Ability to recognize the role that parents play in developing students' lifelong learning skills; Ability to stay current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program; Ability to understand centralized systems for bibliographic control, materials, equipment circulation, and information distribution; Ability to understand curriculum in all subject areas and levels, State and national learning standards, and a variety of assessment strategies; Ability to understand how to use word processing, databases, spreadsheets, presentation software, graphics, and production software to support students' learning; Ability to understand information literacy, efficient and effective access to information, critical and competent evaluation of information, and accurate and creative use of information; Ability to understand social and ethical behavior in regard to information and information technology; Ability to understand that the library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students' achievement of learning goals; Ability to understand the importance of appropriate planning and purchasing to address issues of software and hardware compatibility; Ability to understand the process of reforming educational systems and structures and the needs of the individual in relation to these processes; Ability to understand the relationship between school climate and effective teaching and learning; Ability to understand the role of the central administration and the school board in communicating the importance of the library information program to teaching and learning; Ability to understand the structure of the school learning community and the leverage points for influence; Ability to understand the variety of motivational, coaching, and guidance; Ability to understand, encourage, and promote opportunities for independent learning and understand various learning styles; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES May direct the work of paraprofessionals and clericals as assigned. PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Administers a program that provides for learning experiences utilizing technology and resources accessed from classrooms or other locations outside of the library information center; Analyzes instructional and technological requirements and other features of the school to recommend appropriate staffing and training necessary to meet the learning and information needs of the students and to ensure the effectiveness of the program; Assists teachers and learners in developing appropriate activities for assessing the effectiveness of the curriculum; Assists teachers and other educational staff in developing connections among subjects, standards, and strategies for learning; Assists teachers and students in finding, evaluating, and developing these additional resources; Assists teachers in developing interdisciplinary connections using a variety of resources and technologies; Builds support for the role of the library media program in teaching and learning through the effective use of influence strategies; Catalogs, classifies, and arranges information resources in various forms and media according to recognized standards; Collaborates and communicates with all staff, and particularly the technology staff, to identify and use the full range of learning technologies required to meet students' informational needs; Collaborates with classroom teachers in the creation and implementation of their content-area standards, goals, and visions; Collaborates with classroom teachers in the creation of integrated classroom assignments and projects; Collaborates with other members of the learning community to ensure that the school library information program is able to meet the individual learning needs of students; Collaborates with the technology department to plan budgets and purchases software and hardware that meet the school curriculum needs and support the library information center, the classroom, and individual learning needs of students; Collaborates with the technology staff on issues of software and hardware compatibility; Communicates effectively with students, faculty, staff, administrators, parents, and the community; Communicates effectively with the technology staff and other educators about learning technology needs of the students who use the library information center; Communicates with the community the relationship of library media programs to students' achievement and lifelong learning for everyone; Contributes to the school curriculum by attending school and district curriculum meetings; Co-teaches and mentors along with the classroom teacher on projects and assignments for students; Creates and implements the library media program; Creates and maintains inviting, attractive physical spaces that encourage a positive learning climate; Demonstrates leadership in curricular planning and assessment; Demonstrates leadership in evaluating the effectiveness of the library media program in improving teaching and learning; Develops a budget and locates sources of funding that provide for purchasing and upkeep of all resources required for an effective school library information program; Develops action plans in conjunction with the technology specialist to accommodate changes in critical areas such as the utilization of new resources and technologies; Develops facility plans to include learning technology systems to meet students' needs in the library information center which may include but are not limited to video/playback production units, CD-ROM towers and servers, electronic card catalogues, and on-line reference resources; Encourages and assists students to seek information from diverse sources, contexts, disciplines, and cultures through equitable access to information; Encourages and engages students in reading, viewing, and listening for understanding and enjoyment; Encourages and guides the student to produce and communicate information and ideas in appropriate formats using critical thinking and problem-solving skills; Encourages collaboration with the technology specialist and others, both in person and through the use of various technologies, to design, develop, and evaluate information products and solutions; Ensures that policies on information use and distribution are reviewed and approved by appropriate governing bodies; Establishes and maintains ties with information resources and services within the wider community; Establishes effective interpersonal relationships that demonstrate an understanding of curriculum objectives, effective listening, and negotiation of responsibility for activities; Establishes, maintains, and supervises the school's library resource program and library information program support personnel; Facilitates students' development of information literacy skills; Guides the student to distinguish among facts, points of view, and opinions; Identifies examples that demonstrate the library information program's relationship to improved student achievement; Implements courses and content for students using distance learning technologies as available; Involves parents in library information center activities, suggests learning activities for parents and children to do together, and uses a variety of communication devices to keep parents informed about the program; Maintains a positive teaching and learning climate in the library media center; Maintains centralized systems for bibliographic control of materials, equipment, and electronic information distribution systems, including computer networks and distance learning facilities; Models and promotes collaborative planning and curriculum development that includes creative, effective, and collaborative teaching. Models continuous learning through activities such as membership in district, regional, State and national organizations that support library information programs and participation in staff development programs; Models the effective and enthusiastic use of print and non-print materials as sources of pleasure and information; Organizes information resources that align the library information program and information literacy standards for students' learning with the school's goals and integrates these standards into the curriculum; Participates as a partner and change agent in curriculum development at the building and district levels; Participates in collaborative planning of interdisciplinary instruction and uses the level of involvement appropriate to the learning activity and goal; Participates on committees charged with developing and implementing strategic plans for the school, including school improvement plans, technology plans, and curriculum development plans; Participates on the school's curricular decision-making body; Plans and efficiently administers a program that makes a significant contribution to students' learning an leads, collaborates, and applies technology skills in designing and managing a program that is integrated into the school's curriculum and supports the development of effective users and communicators of ideas and information within a lifelong, independent learning process; Plans and implements the access to and delivery of a full range of information resources and services through the library media program; Plans and teaches the latest research techniques and strategies that are applicable to the content area and assignment; Plans instruction collaboratively with teachers and other members of the learning community; Plans, develops and maintains a management system for print and non-print resources, equipment, and other learning technology resources that are inventoried and circulated through the library information center; Presents information creatively in a variety of formats so that students can learn to develop creative products in a variety of formats; Provides an effective library resource program that supports the mission, goals, and objectives of the school; Provides an environment that assists students with multiple learning styles; Provides equitable access for staff, students, and the community to the school library information center as needed to support the integration of the information literacy standards for student lifelong learning; Provides equitable access to multiple media resources with current and appropriate equipment for all students, staff, and the community through extended library hours before and after school; Provides instruction in the five cross-disciplinary abilities as they apply to the CT Learning Standards. Provides opportunities for students to seek information for personal interest and self-improvement; Provides reading, listening, and viewing guidance to students and others in the learning community; Recommends appropriate resources and activities to meet individual learning needs; Reports the results of program assessment on a regular basis to teachers, students, administrators, and other community members; Responds to various developmental levels, physical and intellectual disabilities, special gifts and talents, diverse cultural backgrounds, and different styles of accessing and processing information; Serves as a reference person, teacher, and mentor who may help students with issues relating to learning; Stays current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program; Supervises support staff and plans for and implements an effective program that is fundamental to students' learning and is based upon the school's instructional programs, services, facilities, size, and numbers of students and teachers; Supervises, schedules, and administers all aspects of the operation of the school library information program; Supports teachers and students with the selecting interest based materials for students to explore while learning about their interests using books, technology, and other sources of media; Teaches and demonstrates to students how to structure a search across a variety of sources and formats to locate the best information to meet a particular need; Teaches and encourages students to respect the principles of intellectual freedom, to respect copyrights and intellectual property rights, and to value the responsible use of technology; Teaches uses of computers and other technological tools and the application of technology-based resources to support instruction; Uses a variety of strategies to build collaborative teams for interdisciplinary teaching and learning; Uses active listening skills to assist learners in locating, evaluating, and using information; Uses appropriate strategies to guide reference and search processes with students and learners of all ages; Uses collaborative strategies that encourage administrators and teachers to integrate the library information program into the school's instructional program; Uses probing questions to clarify information needs; Uses reflective listening strategies to help students develop metacognitive skills; Uses the results of quantitative and qualitative data analysis to make decisions and develop plans and policies for the continuous improvement of the school's library information program; Works cooperatively with the technology department and other educators to provide flexible access to resources, spaces, and technology systems to individuals and groups at time of need, within or outside of regular classroom hours, as appropriate; Works with student learners, assisting them with production application questions and resource analysis, for use in word processing and graphic presentations; Performs related duties as required. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary. Prepared on: July 25, 2019

Certified: Student Support Services/Psychologist Date Available: As soon as possible Closing Date: Open until filled POSITION TITLE: SCHOOL PSYCHOLOGIST-DESTINATIONS ACADEMY DEPARTMENT: PUPIL PERSONNEL SERVICES LOCATION: BRISTOL EASTERN HIGH SCHOOL REPORTS TO: DIRECTOR OF PUPIL PERSONNEL /SUPERVISOR OF PUPIL PERSONNEL SERVICES/BUILDING PRINCIPAL SUMMARY: Provide strong consultation and collaboration with multidisciplinary teams regarding behavior, social and emotional and academic learning, evaluation and social skills. Strong crisis intervention and response planning skills with strong knowledge of diverse assessment skills to address the needs of learners. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. Conduct comprehensive student evaluations using various assessment measures appropriate to diagnostic questions. Conduct individual, group, or facilitative school based therapeutic services for students. Administer tests and provide educations recommendations for students. Maintain case records including but not limited to services provided, Medicaid billing, students behavioral functioning and student progress Recommend behavioral and instrucational interventions for students. Design and implement individualized educational program services according to students' needs. Conduct Functional behavioral assessments and design behavior intervention plans that meet student desired outcomes. Confer with teachers, parents, outside services providers and administrators. Consult on educational needs of students. Attend and participate in case conferences, planning placement team meetings, staff and professional meetings, and other relevant meetings. Serve as a consultant on cognitive, mental health and trauma related topics for teachers and staff. Interpret the school psychological evaluations and services to teachers and parents. Prepare and submit required reports on children and special education programs. Case management of students. Work collaboratively with personnel of community health, social welfare agencies, juvenile court, etc. Attend staff, professional and inter-agency meetings Fulfill supervisory responsibilities as assigned. Maintain professional competence through in-service education provided by the district and in self-selected professional growth activities. Serve on faculty and curriculum committees. SUPERVISORY RESPONSIBILITIES: Supervises classroom and students (volunteers and parent helpers where appropriate). Performs general supervisory duties as scheduled. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION AND/OR EXPERIENCE: 6th Year Certificate or equivalent CERTIFICATES, LICENSES, REGISTRATIONS: Valid Connecticut Teaching Certificate. PMT TRAINING TO BE PROVIDED BY THE DISTRICT LANGUAGE SKILLS: Ability to read, analyze and interpret periodicals, professional journals, technical procedure manuals and governmental regulations. Ability to write memos, reports and correspondence. Ability to effectively present information and respond to questions from groups of administrators, staff, parents and the general public. Ability to read and interpret for team members evaluation results from related service providers such as Psychiatric Evaluations and Neuropsychiatric Reports. MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and to draw and interpret bar graphs. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry. COMPUTER SKILLS: Basic knowledge and experience with standard hardware and software applications. Ability to use computer for E-mail, word processing, accounting, databases and presentations. REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule forms. OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and teaching competencies to instructional program. Ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents. Skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies and the code of professional responsibility for teachers. PHYSICAL DEMANDS: The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to fifty (50) pounds, such as boxes of books. The employee is directly responsible for safety, well-being or work output of other people. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. SALARY: As per negotiated contract START DATE: As soon as possible HOURS: 7:20am - 2:20pm APPLICATION: If you are currently employed by the Bristol Board of Education, please complete an internal application online by 4:00 p.m. on December 8, 2025. All others please fill out an online application at ************************************ 12/4/2025 IW/hg PC# 50050078

21st Century & SDE After-School Programs/Recreation Specialist Date Available: Immediately After Hire Closing Date: Until Position is Filled Waterbury Public School POSITION TYPE: 21 st Century & SDE After-School Programs / Recreation Specialist JOB CLASSIFICATION TITLE: Recreation Specialist, After-School Program DIVISION/DEPARTMENT: Teaching and Learning LOCATION: Walsh Elementary School INCUMBENT NAME: BARGAINING UNIT CLASSIFICATION: Non-Union REPORTS TO: Site Administrator, Building Principal, or District Level Administrator FLSA DESIGNATION: Non-Exempt; T-Th, $16.35 hourly rate, 2 hours per day plus one (1) hour of common planning per month. Program may include some Saturday field trips and an extended school year. Note: this is a part-time, non-union, grant funded position with no benefits that exists as long as grant funds are available. PART I - SUMMARY OF CLASSIFICATION This class is accountable organizing and conducting after-school recreational programs within the scope of the Family Resource Center curriculum. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE: General Education Graduation from high school or possession of a high school equivalency diploma. Special Requirement: Must attend required training. Must be available to work in accordance with the established schedule. C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License. D. CONTINUING EDUCATION REQUIREMENTS: Incumbents in this class are expected to be both trained in and current in trained curriculum of the program. E. KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning; Knowledge of basic principles and purposes of the assigned recreational activity; Knowledge of rules governing sports and sportsmanship; Knowledge of principles of discipline, methods, equipment, and terminology in the particular recreation specialty; Knowledge of both theory and practices of a particular hobby, specialty, sport, or recreational interest, including equipment and materials utilized; Knowledge of relevant laws, rules, regulations, and Board policies and District procedures; Oral and written communication skills; Interpersonal and social skills; Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment; Ability to collect and record performance data on students under the direction of a licensed teacher, while respecting student confidentiality and the laws regarding ethical practices of assessment; Ability to command respect, maintain discipline, and enforce rules and procedures; Ability to coordinate and organize group activities by maintaining a safe environment and effective relationships with students and adults; Ability to draw on knowledge and resources regarding a variety of developmental and age-appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher; Ability to earn the confidence and trust of students; Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment; Ability to train and instruct others; Ability to use ethical practices for confidential communication about students; Ability to use strategies that promote the student's independence; Ability to utilize learning styles theory in supporting instructional practices; Ability to work with individuals from diverse backgrounds; PART III - POSITION SUPERVISES: None PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Administers disciplinary action as appropriate; Assists teachers in after-school educational settings providing homework support, transferring of students between activities, and other duties as assigned; Assists with innovation, planning, promotion, implementation, and evaluation of programs, activities, and special events; Assures proper set-up of facility and safety of students; Communicates effectively with staff members, students, parents, administrators and other contact persons using tact and good judgement; Conducts gym activities/programs for small and large groups of students; Exercises professional judgement and responsibility in the conduct of the specialty activities for various age groups; Explains and demonstrates the use of supplies and equipment and the techniques and procedures used in the activity sessions; Follows appropriate training and lead small group activities planned by the teacher in an atmosphere where students are actively engaged in meaningful learning experiences; Keeps supervisor informed of potential problems and unusual events; Maintains a clean and orderly environment for students; Models and maintains high ethical standards; Participates in the maintenance, procurement, and selection of athletic equipment, facilities, supplies, and other materials for leisure-time activities and physical education programs; Prepares required reports and maintains all appropriate records; Prepares the classroom for learning activities; Provides guidance for multiple classes to include but not limited to: arts and crafts, music, dance, drama/theater, bowling, etc.; Provides instructional support as planned or coordinated by the teacher; Responds to inquiries and concerns in a timely manner; Performs other related duties as required. PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Bending X Color Distinction X Stretching X Peripheral Vision X Standing X Driving X Walking X Physical Strength: Sitting X Little Physical Effort (-10 lbs.) X Lifting X Light Work (-20 lbs.) X Carrying X Medium Work (20-50 lbs.) X Pushing X Heavy Work (50-100 lbs.) X Pulling X Very Heavy Work (100+ lbs.) X Climbing X Environmental Conditions Balancing X Cold (50 degrees F or less) X Stooping X Heat (90 degrees F or more) X Kneeling X Temperature Changes X Crouching X Wetness X Crawling X Humidity X Reaching X Extreme Noise or Vibration X Handling X Exposure to Chemicals X Grasping X Exposure to Gases and Fumes X Twisting X Exposure to Unpleasant Odors X Feeling X Exposure to bodily fluids X Talking X Exposure to dampness X Hearing X Confinement to Small or Restricting Area X Repetitive Motion X Mechanical Hazards X Hand/Eye/Foot Coordination X Physical danger or abuse X Visual Acuity/Near X Visual Acuity/Far X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

OTHER/University Clinical/Residency Programs Date Available: TBD Closing Date: open until filled JOB CLASSIFICATION TITLE NextGen Educators Clinical Fellowship DEPARTMENT Teaching and Learning DATES & TIME Two-Three Days/Week (2025-2026 School Year) SALARY $100 per day LOCATION Elementary and Middle School Programs BARGAINING UNIT CLASSIFICATION Non-Union REPORTS TO: Receives administrative direction from the Anchor Teacher, Principal, or other administrative official of a higher grade PART I - SUMMARY OF CLASSIFICATION The NextGen Educators bring highly motivated college students seeking education degrees into Waterbury's classrooms. Candidates would be immersed in our elementary and PreK-8 schools working as tutors, covering classes and duties when needed, or providing instruction in the virtual learning environment. Each NextGen Educator will be matched with an Anchor Teacher who will provide valuable guidance for their NextGen Educators. Once the Anchor Teacher, in collaboration with Human Capital and the University, feels that the NextGen Educator is ready to be on their own, the school principal can determine how best to utilize their NextGen educators. Just a few of the ways they can be helpful include: leading small group instruction under supervision, assisting with developing lesson plans, facilitating the use of new technologies to support online learning, providing personalized support for students. PART II - MINIMUM KNOWLEDGE, SKILLS, AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: Matriculated majors in teacher preparation programs at CCSU, WCSU, SCSU, and USJ. Special Requirement: In addition to the checking of references and facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. B. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Must commit to working at least three days per week (schedule must accompany application) Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. C. CONTINUING EDUCATION REQUIREMENTS: D. KNOWLEDGE, SKILLS, AND ABILITIES: Some knowledge of core curriculum areas for which the NextGen Educator is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, music, art, languages, and so forth, as appropriate; Some knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; Some knowledge of child development; Some knowledge of classroom management techniques; Some knowledge of instructional technologies; Some knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Interventions (SRBI); Some knowledge of community resources; Excellent listening skills; Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds; Ability to adapt teaching styles to diverse student populations; Ability to communicate effectively, both orally and in writing; Ability to multi-task and be flexible; Ability to utilize computer and multimedia technology, as appropriate; PART III - POSITION SUPERVISES Not applicable PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Assumes all of teacher's normally assigned duties when a teacher is absent including, but not limited to, instructional, extracurricular, cafeteria, hall, and bus duty; Collects and places students' papers in regular teacher's desk; Communicates, collaborates, and cooperates with colleagues, supervisors, and students; Completes evaluation at the end of the day, and checks out with authorized personnel prior to leaving at the end of the day; Complies with all building procedures and schedules; Complies with and supports school and regulations and Board policies; Consults with the principal and/or staff to resolve questions and/or concerns; Consults, as appropriate, with the principal or Anchor Teacher, before initiating any teaching or other procedures not specified in the lesson plans; Determines if services will be required for the next school day; Develops and maintains a positive learning environment; Dismisses all students from the classroom before leaving the building; Ensures the adequate supervision to assure health, welfare, and safety of all students; Follows the teacher's written lesson plans; Incorporates the effective use of available technology in records management and instructional activities; Maintains and respects confidentiality of student and school personnel information; Makes the absent teacher aware of special situations or problems encountered; Manages student learning in accordance with the goals and directives of the school; Models non-discriminatory practices in all activities; Remains in assigned classroom until all students have been dismissed for the day; Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible; Reports to the principal or school secretary upon arrival at the school; Returns instructional materials, equipment, and keys to proper place; Performs other related duties as assigned. PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS Physical Requirements: Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to the job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Balancing X Color distinction X Bending (forward)(backward) X Peripheral vision X Climbing (stairs, ladders, etc.) X Driving X Crawling X Visual Acuity (far) X Crouching X Visual Acuity (near) X Feeling X Physical strength: Grasping X Little physical effort (-10 lbs.) X Hand/eye/foot coordination X Light work (-20 lbs.) X Hearing X Medium work (20-50 lbs.) X Kneeling X Heavy work (50-100 lbs.) X Lifting above shoulders X Very heavy work (100+ lbs.) X Lifting from below knees X Environmental conditions Operating heavy mech. equip. X Cold (50 degrees F or less) X Physical intervention X Heat (90 degrees F or more) X Pulling X Physical strength: Pushing X Confinement to small/restricting area X Reaching (overhead) X Exposure to bodily fluids X Repetitive motion (keyboarding) X Exposure to chemicals, solvents, etc. X Restraining X Exposure to dampness X Sitting X Exposure to extreme wetness X Squatting X Exposure to gases and fumes X Standing X Exposure to high humidity X Stooping X Exposure to loud noises or vibration X Talking X Exposure to mechanical hazards X Transferring (wheelchairs, etc.) X Exposure to physical danger X Twisting X Exposure to temperature extremes X Walking X Exposure to unpleasant odors X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary. Prepared on: March 11, 2021

Substitute/Substitute Teacher Date Available: 01/02/2026 Closing Date: Open until filled Bristol Public Schools has partnered with ESS to manage our substitute program. A leader in K-12 staffing, ESS will be responsible for the hiring, training, and placement of all daily and long-term substitute teachers and paraprofessional substitutes. If you're interested in working as a substitute for our district, please visit ESS' website, ************ to apply or call ************ for more information. **Please do not apply through Applitrack. POSITION TITLE: LONG TERM SUBSTITUTE- Long Term Social Worker Substitute REPORTS TO: BUILDING PRINCIPAL/CHIEF OF TALENT MANAGEMENT SUMMARY: Perform regular class plans and assigned duties when social worker is absent. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. Assume all responsibilities for instructing class while social worker is absent. Perform all other non-instructional duties for absent social worker. Prepare lesson plans when such are not available. Maintain appropriate records including checking tests and quizzes, recording grades and all appropriate clerical work. SUPERVISORY RESPONSIBILITIES: Supervises classroom and students (volunteers and parent helpers where appropriate). Performs general supervisory duties as scheduled. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION AND/OR EXPERIENCE: Bachelor Degree (Associate degree or two years of college acceptable in some situations. Teaching certification desirable.) CERTIFICATES, LICENSES, REGISTRATIONS: Valid Connecticut Teaching Certificate desirable LANGUAGE SKILLS: Ability to read, analyze and interpret periodicals, professional journals, technical procedures and governmental regulations. Ability to write memos, reports and correspondence. Ability to effectively present information and respond to questions from groups of administrators, staff, parents and the general public. MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and to draw and interpret bar graphs. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry. COMPUTER SKILLS: Basic knowledge and experience with standard hardware and software applications. Ability to use computer for E-mail, word processing, accounting, databases and presentations. REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and teaching competencies to instructional program. Ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents. Skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies and the code of professional responsibility for teachers. PHYSICAL DEMANDS: The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to fifty (50) pounds, such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well-being or work output of other people. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. POSITION DURATION: 1/2/26 through 5/26/26 START TIME: 8:40AM TO 3:40PM 11/14/2025 IW/mma NO PC#

Athletics/Activities/Coach Date Available: 12/04/2025 Attachment(s):

Early Childhood Education (ECE)/Classroom Assistant Date Available: Immediately After Hire Closing Date: Until Position is Filled Waterbury Public Schools JOB CLASSIFICATION DESCRIPTION JOB CLASSIFICATION TITLE: Classroom Assistant DEPARTMENT: Teaching and Learning INCUMBENT NAME: Grant BARGAINING UNIT CLASSIFICATION: UPSEU, Local 424-Unit 68 REPORTS TO: Teacher or building level administrator FLSA DESIGNATION: Non-Exempt. 10 months; 35 hours per week; $16.35/hour (increases to $19.64 after one-year anniversary); Starting rate of $22.45/hour if a Bachelor's Degree is held. Note: This is a grant funded, Union position with benefits that exists as long as funds are available. PART I - SUMMARY OF CLASSIFICATION This class is accountable assisting certified staff with direct instructional support and the general supervision and management of students. Guidelines for Class Use: This job class assists teachers by performing nonprofessional duties so teachers may devote more of their time to professional tasks. Assistants organize and lead children in educational activities as directed by the teacher. Employees work close with the teacher and children to ensure that the programmed activities are carried out, and that a productive relationship is maintained between the teacher and the students. Assistants will be trained in specific tasks and work under the supervision of the teacher, but will not perform professional teaching duties. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE: General Experience: One (1) year of experience working with young children in group activities. Preferred: Bachelors or Associate's Degree from an accredited college or university with a minimum of 12 credits in early childhood education (EDE) or Child Development Associate Credential (CDA) credential with a minimum of 12 credits in early childhood education (ECE) and Desired: Experience in an urban school district and/or a multi-cultural environment. B. CREDENTIALS: C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Incumbents in this class may be required to possess a current Connecticut Motor Vehicle Class D Operator's License. D. CONTINUING EDUCATION REQUIREMENTS: Incumbents in this class are expected to be trained in and be current in all aspects of the program. E. KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning; Knowledge of relevant laws, rules, regulations, and Board policies and District procedures; Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI); Knowledge of Social Emotional Learning (SEL); Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs; Oral and written communication skills; Interpersonal and social skills; Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI); Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment; Ability to assist in adapting instructional strategies and materials according to the needs of the student, under the direction of a teacher; Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment; Ability to collect and record performance data on students under the direction of a licensed teacher, while respecting student confidentiality and the laws regarding ethical practices of assessment; Ability to collect objective and accurate information on student behavior to be provided to licensed professionals, as appropriate and directed by a licensed teacher; Ability to draw on knowledge and resources regarding a variety of developmental and age-appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher; Ability to effectively employ a variety of strategies that reinforce positive behavior; Ability to establish and maintain rapport with students; Ability to follow oral and written direction of licensed teachers, seeking clarification as needed; Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents; Ability to prepare and organize materials to support teaching and learning, as directed by a licensed teacher; Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment; Ability to use ethical practices for confidential communication about students; Ability to use strategies that promote the student's independence; Ability to utilize learning styles theory in supporting instructional practices; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES: None PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Assists in assessing student progress as directed, including proctoring the administration of tests and maintaining confidential records; Assists in maintaining the security of records, materials and equipment; Assists students with physical needs (hygiene, toileting, eating, dressing) as needed; Assists teacher in meeting with parents and displays children's work.; Assists teacher with student supervision as assigned; Assists the teacher in observing, recording, and charting behavior; Assists the teacher in preparing for changing curriculum to meet the needs of students with diverse cultural and socio-economic backgrounds, learning styles and special needs; Assists the teacher in the enforcement of classroom rules and the maintenance of appropriate records; Assists the teacher with crisis problems and behavior management; Assists the teacher(s) in preparing materials and equipment for direct instructional activity, including locating, copying, collating, distributing and/or grouping materials to support instructional activities planned by the teacher; Communicates effectively with the staff members, students, parents, administrators and other contact persons using tact and good judgment; Encourages children to talk; Ensures adherence to established safety standards; Examines short- and long-term unit plans prepared by the teacher and anticipate the need for specific supplies and materials; Follows appropriate training and lead small group activities planned by the teacher in an atmosphere where students are actively engaged in meaningful learning experiences; Gives individual attention to children with personality, emotional, physical, language, toileting and other needs; Keeps supervisor informed of potential problems or unusual events; Maintains a clean and orderly environment for students; Maintains confidentiality regarding school/workplace matters; Models and maintains high ethical standards; Participates in cross-training activities as required; Participates in professional activities and meetings; Participates successfully in the training programs offered to increase skill and proficiency related to assignment; Performs clerical tasks such as taking attendance, collecting milk money, issuing transfers, and recording and ordering supplies; Prepares required reports and maintains all appropriate records; Prepares the classroom environment for learning activities; Provides instructional support as planned or coordinated by the teacher; Reads stories to children and leads small group activities; Responds to inquiries and concerns in a timely manner; Serves on school/system committees as required or appropriate; Sets up and operates audio-visual equipment and other materials for instructional purposes; Supervises students during play and in a variety of classroom settings and school activities (e.g., lunchroom, field trips, bus duty, recess, art, music periods, etc.); Works with teachers to develop classroom schedule; May be required to take over classes in emergencies because of teacher's absence; May plan field trips as appropriate; Performs other related duties as required. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. The Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

High School Teaching/Technology Education Date Available: Immediately after hired Closing Date: Until Filled Waterbury Public Schools JOB CLASSIFICATION TITLE Teacher (Technical Education) Information Technology DEPARTMENT Teaching and Learning INCUMBENT NAME BARGAINING UNIT CLASSIFICATION Waterbury Teachers' Association CEA-NEA REPORTS TO: Receives administrative direction from the Principal or other administrative official of a higher grade FLSA DESIGNATION Exempt PART I - SUMMARY OF CLASSIFICATION This class is accountable for teaching occupational, career and technical, or vocational subjects as defined by applicable laws and regulations at various District schools. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: Possession of a Bachelor's degree from an accredited university or college. Special Requirement: In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. B. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate and Technical Education, PK-12 (047) endorsement(s) or other endorsement(s) appropriate to the teaching assignment. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. C. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate; Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; Knowledge of child development; Knowledge of classroom management techniques; Knowledge of instructional technologies; Knowledge of learner outcomes; Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences; Knowledge of multicultural, gender and disability fair curriculum concepts; Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI); Some knowledge of community resources; Excellent listening skills; Skill in classroom management and organization; Skill in classroom presentation; Skill in human relations, mediation, conflict management and interpersonal interactions; Skill in maintaining and developing reports; Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds; Ability to adapt teaching styles to diverse student populations; Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI); Ability to communicate effectively, both orally and in writing; Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement; Ability to multi task and be flexible; Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students; Ability to provide appropriate instruction in core subjects; Ability to utilize computer and multimedia technology, as appropriate; Ability to work in a cooperative learning environment; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES May direct the work of paraprofessionals. PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Adapts teaching methods and instructional materials to meet student's varied needs and interests; Administers tests to assess educational needs or progress; Advises students on academic or career matters; Applies multiple teaching methods; Assigns and grades class work and homework; Assigns class work to students; Assists students with special educational needs; Attends professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence; Attends staff meetings and serve on committees, as required; Collaborates with other teachers and administrators in the development, evaluation, and revision of school programs; Collaborates with other teaching professionals to develop educational programs; Confers with other staff members to plan and schedule lessons promoting learning, following approved curricula; Creates technology-based learning materials; Develops instructional objectives; Develops strategies or programs for students with special needs; Discusses problems or issues with supervisors; Discusses student progress with parents or guardians; Distributes instructional or library materials; Documents lesson plans; Enforce all administration policies and rules governing students; Enforces rules or policies governing student behavior; Establishes clear objectives for all lessons, units, and projects and communicate those objectives to students; Evaluates student work; Guides and advises students with adjustments or academic problems, or special academic interests; Instructs and monitors students in the use and care of equipment and materials to prevent injuries and damage; Instructs students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations; Maintains accurate and complete student records as required by laws, district policies, and administrative regulations; Maintains inventories of materials, equipment, or products; Maintains student records; Meets with other professionals to discuss individual student's needs and progress; Meets with parents and guardians to discuss their student's progress and to determine priorities for their children and their resource needs; Modifies teaching methods or materials to accommodate student needs; Monitors student performance, behavior, social development, or health; Observes and evaluate students; performance, behavior, social development, and physical health; Orders instructional or library materials or equipment; Plans and conducts activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate; Plans and supervises class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities; Plans educational activities; Plans experiential learning activities; Prepares and implements remedial programs for students requiring extra help; Prepares for assigned classes and shows written evidence of preparation upon request of immediate supervisors; Prepares materials and classrooms for class activities; Prepares objectives and outlines for courses of study, following curriculum guidelines or requirements of the District and program; Prepares reports detailing student activities or performance; Prepares reports on students and activities as required by administration; Prepares tests; Prepares, administers, and grades tests and assignments to evaluates students' progress; Provides disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms; Selects, stores, orders, issues, inventories, and maintains classroom equipment, materials, and supplies; Serves on institutional or departmental committees; Sets up classroom materials or equipment; Sponsors extracurricular activities such as clubs, student organizations, and academic contests; Supervise school or student activities; Teaches others to use technology or equipment; Uses computers, audio-visual aids, and other equipment and materials to supplement presentations; Performs related duties as required. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Athletics/Activities/Coaching December 23, 2025 Waterbury Public Schools Job Assignment Title North End Middle School Coach Extracurricular Schedule Appendix B Per Team Sport Softball Coach-Spring Division/Department Athletics STIPEND $3,405 CLOSING DATE January 27, 2026 Reports to: This job assignment receives administrative direction from the Director of Sports, Principal, or other administrator as assigned. Summary of Assignment This job assignment is accountable for instructing middle and/or alternate student athletes in a specific sports activity and providing leadership in helping each participating student achieve a high level of skill, and appreciation for the values of discipline and sportsmanship and an increased level of self-esteem. Minimum Education and Experience Certificate of Completion for Module 15 from the Connecticut Coaching Education Program. Connecticut State Department of Education Coach permit or Temporary Coach permit. Current CPR and First Aid Certificates. Life Guard Certification-Swimming Only. High School diploma or GED. Successful completion of pre-employment process. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. Knowledge, Skills, and Abilities Knowledge of coaching techniques and human behavior; Knowledge of the specific sport; Knowledge of federal, State and Board policies and regulations regarding student conduct and appropriate disciplinary action; Basic skills in equipment repair and maintenance as applicable; Coaching skills; Effective, active listening skills; Organizational and problem-solving skills; Public speaking skills; Ability to communicate clearly and effectively both orally and in writing; Ability to diffuse potentially volatile situations; Ability to establish and maintain rapport with students; Ability to physically perform essential functions; Ability to recognize and treat minor athletic injuries; Ability to work assigned hours; Ability to work effectively with others; Coaching ability; Leadership ability; Ability to work with individuals from diverse backgrounds. Essential Functions The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties. Assists in efforts to improve the program; Assists in scheduling non-league games and officials; Assists in the purchase of equipment and supplies; Assists players in the care and prevention of injuries; Assists preparation of outside facilities for all practice sessions; Attends clinics, camps, and seminars as required; Attends coaches and rules interpretation meetings; Coaches an assigned sport at the middle school level; Collects all uniforms and equipment at the end of the season; Communicates with classroom teachers to encourage individual success of each player; Communicates with head coach regarding coaching strategies and procedures; Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program; Conducts oneself with tact and diplomacy; Develops and enforces training rules; Enforces eligibility requirements; Ensures appropriate dress at practices and events; Ensures practice and repetition of fundamentals; Ensures proper care of equipment; Ensures proper organization of practices and drills; Ensures safety of students; Ensures that all tasks are completed in a timely manner; Ensures the proper conduct and actions of team players at all times; Evaluates players; Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook; Instructs and supervises team managers in game and practice preparation; Interacts in a positive manner with staff, students, and parents; Is encouraged to attend varsity and other district sponsored sporting events; Is encouraged to tape and review game films; Maintains respect at all times for confidential information, e.g., student athlete grades for eligibility purposes, etc.; Maintains respect for and support of middle school athletic program; Maintains satisfactory attendance; Oversees the condition of the locker room; Participates in awards program and distributes awards to players; Promotes good public relations through personal appearance, attitude, and conversation; Provides a positive learning environment for athletes; Provides information and reports to Director in a timely manner; Reports all injuries to school nurse and/or principal; Responds to routine questions and requests in an appropriate manner; Responsible for the issuance, care and inventory of equipment, supplies, and uniforms; Schedules fundraising activities as approved by the Principal; Schedules, plans, and conducts all practice sessions and scrimmages as approved by the Principal; Serves as a role model for students; Verifies that players have turned in physical forms and other necessary paperwork to the school nurse prior to engaging in the sport. Physical and Mental Requirements Individuals appointed to these assignments must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the assignment. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exist in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply September 24, 2019

PreK Special Education Evaluator- Summer 2026 JobID: 7423 Summer School/Summer School City-Wide Teacher Date Available: 07/01/2025 Additional Information: Show/Hide PreK Special Education Evaluator for Summer 2026 Location: EDGEWOOD SCHOOL Responsibilites: PreK referrals, B-3 referrals, PPT's, Developmental Evaluations and Observations. Qualifications: Appropriate Connecticut certification Salary As per negotiated contract Dates of Service: July 1, 2026 - (Flexible, based on need) Application If you are currently employed by the Bristol Board of Education as a teacher, please complete an internal application online by 4:00 p.m. on January 12, 2026. All others please fill out an online application at ************************************ 01/08/2026 IW/mma PC # N/A