Bristol Public School District jobs

Custodial Assistant Site Supervisor- West Bristol JobID: 7379 Maintenance & Custodial/Custodian Date Available: ASAP Additional Information: Show/Hide 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

Office: Professional & Clerical/Office Manager JOB CLASSIFICATION TITLE: Office Manager DEPARTMENT: School Inspector's Office FUNDING SOURCE: Grants BARGAINING UNIT CLASSIFICATION: UPSEU 69, Local 424-Unit 69 REPORTS TO: Works under the general supervision of the Director of School Inspectors Office 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 School Inspector's Office. 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. 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. Preferred: Experience in an urban school district and/or a multicultural 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: E. KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of and ability to assist with budget preparation and budget revisions; Knowledge and experience of principles and practices of office 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

Adult Education/Math Teacher Date Available: Immediately After Hire Closing Date: Until Position is Filled Waterbury Public Schools JOB CLASSIFICATION TITLE Teacher (Adult Education-Math) DEPARTMENT Teaching and Learning INCUMBENT NAME Grants BARGAINING UNIT CLASSIFICATION Non-Union REPORTS TO: Receives administrative direction from the Principal or other administrative official of a higher grade. FLSA DESIGNATION 10-Month; 8:00 a.m. - 1:00 p.m. Monday-Friday; $34.00 Per Hour. Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available. PART I - SUMMARY OF CLASSIFICATION This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination. 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. Valid Connecticut Teaching Certificate with endorsement REQUIRED: Mathematics grade 7-12 (029) 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: 1. Employment in this class is conditional upon posession of a valid 029 Mathematics, grades 7-12 Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teching assignment. 2. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Driver's license. D. CONTINUING EDUCATION REQUIREMENTS: 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 health, 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 content material and methods to develop relevant sequential activities that guide and challenge students; Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student; Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS); Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum; Evaluates student performance through examinations, homework assignments, and other methods, promoting student achievement, maintaining the required student records, and, submits required reports, including report cards, to the principal, assessing students' academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating school-wide testing of students; Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds; Implements the goals, objectives and standards of the District, the school, and the specific program or department, following a prescribed course of study as delineated in curriculum outlines and authorized by the principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans; Integrates technology into classroom instruction; Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals; Maintains accurate, up-to-date daily records of student progress and attendance; Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students; Maintains professional competence through participation in professional development activities provided by Adult Education, ATDN, CAACE, and self-selected professional growth activities; Maintains records of assessment; Openly supports and abides by all school policies and procedures; Participates in staff development and professional growth activities, as required; Performs classroom management duties, enforcing school rules governing the conduct of students, taking appropriate disciplinary action regarding students not adhering to school rules, ensuring the safety of students, and maintaining an appropriate classroom-learning environment, including displays; Performs other related duties such as enforcing District and school guidelines regarding health and hygienic conditions and practices, as they may affect the physical and mental health of students; Plans and prepares throughout the year for goal-oriented, curricula aligned instruction; Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds; Provides instruction in the core and age-appropriate curriculum, assessing initial knowledge or skills, making appropriate use of instructional resources and technologies, including computer technology, developing and implementing instructional activities for students, developing and coping instructional materials, and, orders instructional materials and supplies, collaborating with other teachers, staff resources, regarding instructional and program activities; providing for remediation, when necessary, revising teaching methodology to accommodate students, maintaining instructional equipment, as appropriate; and team teaching, when appropriate; Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles; Teaches content area to effect the planned student growth as designated in the curriculum; Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction; Performs related duties as requested. 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.

Support Staff Date Available: TBD Additional Information: Show/Hide Title: Student and Family Engagement Specialist Reports to: School Administration JOB SUMMARY: Under the general supervision of the building administrators, the Student and Family Engagement Specialist will serve as a liaison between teachers, parents, students, support staff, and the community regarding educational programs, services, and various student issues; assist in coordinating and arranging various programs and services to meet the needs of students. Provide outreach, liaison, and guidance services to assist in resolving student issues and problems in areas such as attendance, academics, behavior, and health. Serve as an informational resource to parents, staff, and others concerning school programs, services, attendance issues, and other matters; respond to inquiries and provide information concerning related activities, standards, guidelines, practices, goals, objectives, processes, policies, and procedures. Respond to Tier 1 and Tier 2 behaviors and implement a positive behavior management system in order to improve student behavior and enhance academic skills. Provide information and material to parents to assist in the location and utilization of school and community services and resources; refer parents to school services or community resources as appropriate. ESSENTIAL DUTIES and RESPONSIBILITIES: * Help the school community develop a family-friendly school climate amongst staff, students, and families. * Support staff and families to develop strong academic partnerships. * Enhance communication between families, schools, and the district. * Promote and participate in school/ district activities and programs for families. * Organize, implement, coordinate, and present family education workshops and training sessions. Assisting in the preparation and dissemination of parent education materials. * Provide support resources and referrals to families as needed. * Confer with students and their parents regarding concerns related to student attendance, and makes home visits as necessary. * Work closely with all school personnel regarding matters related to student attendance. * Participate in in-service training of school personnel in matters related to student attendance and welfare. * Monitor and implement the district's policies related to school attendance. * Prepare attendance reports, etc., as requested by the school or district administration. * Work with Intervention Team to enhance student communication, engagement, and academic achievement. * Assists students with behavior support within the building. * Assists students in the development of self-management and problem-solving strategies in the following areas: * Interpersonal/peer relationships * Development of social skills * Peer mediation * Implements the Safe School and Positive Climate Plan. * Facilitates and documents restorative practices and circles. * Implements Responsive Classroom practices and protocols. * Implements behavior intervention plans designed to reinforce appropriate behaviors and eliminate inappropriate behaviors. * Attends staff meetings, department meetings, and parent conferences as required. * Ensures every student has a meaningful relationship with an adult. * Performs other duties as assigned by supervisor. QUALIFICATIONS: * Strong interpersonal skills and human relations skills. * Ability to respect the rights of all students and the rules of confidentiality. * Ability to implement behavioral techniques that are ethically and culturally responsive. * Prior experience working in a school setting and/or implementing restorative discipline models is preferred. * Transportation and a valid driver's license are required for frequent home visits and meetings throughout the community. Spanish and Portuguese speaking are preferred but not required.

Athletics/Activities/Athletic Trainer Date Available: 08/26/2025 POSITION DESCRIPTION To support the RHS Athletics department by providing athletic training coverage at practices and games as well as developing/coordinating in-season and out-of-season strength & conditioning programs to benefit individual RHS programs. To provide additional support to the Athletics Director through daily administrative tasks and “game day” operations. ESSENTIAL JOB FUNCTIONS The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position. Assists the Athletics Director with organizing the overall program of interscholastic athletics. Coordinates the Strength and Conditioning program for all sports both during the school year and during the summer with a focus on reducing injuries and improving competitiveness for all RHS athletes Assists the Athletics Director with the arrangement and communication of practice schedules for equitable and efficient use of athletic fields and facilities. Helps students understand and embrace ethical conduct Strives to develop a positive rapport with all stakeholders and serve as a positive role model. Attends conferences, workshops, seminars, classes, as they pertain to the growth and understanding of athletic training and strength & conditioning. Helps maintain the Tiger Hollow and Metzger Center strength & conditioning facilities: makes daily preparations for scheduled athletic events and handles cleaning/repairs as needed Assists in the scheduling of RHS Athletics facilities for external user groups in conjunction with the Athletics Director Help maintain equipment and cleanliness of athletic training room Follow standing orders from the school's medical director Coordinate scheduling with head athletic trainer to ensure proper event coverage Provide pre-game/practice athletic taping and preparation, injury assessment and injury management Determine athlete's availability to compete after an injury/illness and makes return-to-play decisions Report all significant injuries to Athlete's Parent/Guardian Respond to all parent/guardian inquiries about injuries Serve as liaison between the team physician, the athlete, the athlete's parents, and coaching staff/school Serve as a consultant to coaching staff and athletes on conditioning, nutrition, protective equipment and sports medicine Assist with distribution and collection of medical kits and coolers from teams ADDITIONAL JOB FUNCTIONS Mandated Reporter May perform additional tasks and duties as requested REQUIRED KNOWLEDGE, SKILLS AND ABILITIES Excellent human relations and organizational skills. Ability to work collaboratively as a team member within the Athletics Department. Ability to use technology and apply new technological skills needed to meet the demands of the Athletics Department. Anticipates time constraints of the position in order to effectively manage tasks to meet deadlines. Demonstrates constant professionalism and contributes to a positive learning environment. Ability to effectively use active listening, observation, reading, verbal, nonverbal, and writing skills Ability to present to groups of stakeholders in a variety of settings. Ability to address problem situations to resolve conflict. Ability to deal with elevated levels of stress associated with the multiple tasks in a fast paced environment REQUIRED PHYSICAL AND MENTAL EFFORT AND ENVIRONMENTAL CONDITIONS (The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) Must have the ability to stand for extended periods of time; exhibit manual dexterity to dial a phone, see and read a computer screen and printed materials with or without visual aids; hear and understand speech at normal levels, outdoors and on the telephone; speak clearly so that others may understand; ability to lift, carry, and/or drag up to 75 lbs; physical agility to bend, sit on the ground or floor, to climb stairs, to walk and reach overhead. Exposure to adverse weather conditions and temperature extremes; extended working hours based on workload and event schedule; interactions with disruptive and/or unruly individuals. SCOPE OF WORK YEAR: ATC/Strength & Conditioning Coach work will be a ten-month position, not to exceed 190 days during the school year following the Athletics calendar. Coverage will be provided from the first day of CIAC allowed football practice until the end of spring sport CIAC championships with time on either end for setup/cleanup. In addition, the position requires 25 days of work during the summer months outside the CIAC-defined athletic school year. Daily schedule is roughly 12 PM - 8 PM Monday through Friday, with flexibility to adjust hours during the week for weekend coverage of events as needed. Exact ATC schedule will be developed by the Head Athletic Trainer in conjunction with the Athletics director. Salary is $60,000 - $75,000 depending on training, certifications and experience. QUALIFICATIONS B.S. or Masters/PhD in Athletic Training required BOC Certified, Licensed in state of CT required Valid American Red Cross CPR/AED and Standard First Aid Certificates required Knowledge/experience of strength and conditioning techniques Certified Strength & Conditioning Specialist (CSCS) Certification from the NSCA preferred Previous experience in high school athletic setting

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

School Psychologist JobID: 3736 Certified Support Services - SPS/Psychologist Attachment(s): * Vacancy - School Psych Elementary.pdf

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.

High School Teaching/Library Media Specialist Date Available: 1/5/26 Closing Date: Untill Filled JOB CLASSIFICATION TITLE Library Media Specialist (High School) 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

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

ANNOUNCEMENT OF VACANCY 12.16.25 Tyrrell Middle School seeks to hire a School Social Worker to support students in grades 6-8 who present social, emotional, behavioral, and family-related challenges. This role will provide targeted, tiered support for students and families while also launching a hybrid middle school program modeled after the high school SHAPE program (Self Help and Personal Exploration). Title: SHAPE Counselor (071 School Social Worker Certification Required) Location: Tyrrell Middle School Start Date: January 2026 Rate: Per Union Contract Benefits: Per Union Contract Closing: Until Filled Role Overview: The School Social Worker will work collaboratively with administrators, counselors, teachers, special education staff, and families to improve student engagement, behavior, attendance, and overall well-being. The position will balance individual and family-based interventions with small-group, peer-based programming, aligned with the developmental needs of middle school students. Internal Candidates: Please send a letter of interest to Meagan Angelone at *********************** External Candidates: MUST apply online through our portal at *********************************

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 (increase 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: 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.

Athletics/Activities/Coach Date Available: 12/04/2025 Attachment(s): * Girls Indoor Track & Field - Assistant Coach.docx

City Wide Interim TESOL Teacher JobID: 7394 Certified: City-Wide Teacher/TESOL Date Available: 01/02/2026 Additional Information: Show/Hide City Wide Interim TESOL Teacher DEPARTMENT: MULTILINGUAL LEARNERS/ENGLISH LEARNERS SCHOOL: Ivy Drive School REPORTS TO: EL Supervisor / Principal SUMMARY: To help ML/EL students learn subject matter and skills that will contribute to their development as mature, able and responsible men and women. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. * Teaches district approved curriculum. * Meets and instructs assigned classes in the locations and at the times designated. * Plans a program of study that meets the individual needs, interests and abilities of the students. * Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students. * Encourages students to set and maintain standards of classroom behavior. * Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. * Diagnoses the learning styles of students. * Evaluates pupils' academic and social growth, keeps appropriate records and prepares progress reports. * Is available to students and parents for education-related purposes outside of the instructional day. * Maintains professional competence through in-service education provided by the district and in self-selected professional growth activities. * Serves on faculty and curriculum committees. * Implement an individual education program for special needs students. 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. * (Masters Degree for certain positions). * Additional credits required for completion of certification requirements. CERTIFICATES, LICENSES, REGISTRATIONS: TESOL 111 * Valid Connecticut Teaching Certificate. LANGUAGE SKILLS: Bilingual Spanish preferred, but not required. 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: Knowledge and experience with standard hardware and software applications. Ability to use computers for Email, 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 programs. 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. SALARY: Based on experience as per negotiated contract HOURS: 8:45am - 3:30pm DATE OF SERVICE: Position is only through the end of the 2025-2026 school year. 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 December 18, 2025. All others please fill out an online application at ************************************ 12/12/2025 IW/mma PC# 50040005

Substitute/Substitute Teacher - Long Term Substitute Date Available: Immediately Additional Information: Show/Hide Long Term Substitute STEM Interventionist Second Hill Lane School Rate of Pay: $125.00 per day for the first 40 days. If assignment exceeds 40 days, rate of pay will increase to $230.00 per day as of the 41st day. Please apply online with Kelly Education using the link below: ******************************************************************************************************************************************** If you have any questions, please contact Kelly Services directly at **************. Attachment(s): * Kelly Education Services.pdf Title: STEM Interventionist (K-6) Overview: We are seeking dedicated and qualified STEM Interventionists to join our elementary school team. The STEM Interventionist will work collaboratively with teachers, administrators, and parents to provide targeted support to students in grades K-6 who are struggling with science and mathematical concepts and skills. The ideal candidate will possess a strong foundation in science and mathematics education and expertise in implementing evidence-based intervention strategies to promote student success in STEM. Responsibilities: 1. Assessment and Data Analysis: * Conduct ongoing assessments to identify students' STEM strengths and weaknesses. * Analyze assessment data to determine specific areas of need and inform intervention planning. * Monitor student progress and adjust interventions as necessary based on data analysis. * Train teachers in the interpretation of screener, diagnostic state, and district assessment results * Collaborate with teachers and administrators to analyze data to inform instruction and plan for whole and small-group instruction 2. Individualized Intervention Planning: * Develop personalized intervention plans for students based on assessment data and individual learning needs. * Implement targeted intervention strategies to address conceptual misunderstandings, procedural fluency, and problem-solving skills. * Modify intervention plans as needed to meet the changing needs of students. 3. Small Group Instruction: * Provide small group instruction to students requiring additional support in STEM. * Differentiate instruction to accommodate diverse learning needs and abilities. * Utilize a variety of instructional materials and manipulatives to engage students in STEM concepts and skills. * Instructional Support: * Plan, model, and co-teach effective lessons in the classroom * Build teacher capacity by improving instructional practices resulting in increased student learning * Build effective relationships with teachers and administration in order to promote a climate of continuous professional growth * Cultivate collaboration across teams for data analysis, goal setting, and implementing effective instruction strategies aligned to specific problems in learning * Provide support for implementation of best practices in STEM as well as current district programs (iReady, ST math, Bridges Number Corner) 4. Collaboration and Communication: * Collaborate with classroom teachers, special education staff, and other support personnel to coordinate interventions and align instructional goals. * Communicate regularly with parents/guardians to provide updates on student progress and strategies for supporting math learning at home. * Participate in MTSS meetings as necessary 5. Professional Development: * Stay informed about current research, best practices, and resources related to mathematics instruction and intervention. * Participate in professional development opportunities to enhance knowledge and skills in math intervention. * Share expertise and resources with colleagues to support the overall improvement of STEM instruction across the school or district. 6. Documentation and Reporting: * Maintain accurate records of student progress and intervention services provided. * Generate reports and documentation to track student growth and outcomes in mathematics. * Ensure compliance with all relevant policies and regulations regarding student records and confidentiality. All other duties as assigned by your supervisor. Qualifications: * Bachelor's degree in Education, Mathematics, Science, or related field (Master's degree preferred). * Valid teaching certification with a focus on elementary education or mathematics or science. * Demonstrated expertise in STEM instruction and intervention strategies. * Experience working with elementary-aged students, particularly in math intervention. * Strong analytical skills for interpreting assessment data and designing targeted interventions. * Excellent communication and interpersonal skills for collaborating with colleagues, parents, and students. * Ability to work effectively in a team environment and independently. * Commitment to ongoing professional growth and development in the field of STEM education. * Experience with administering and interpreting math assessments (e.g., NWEA, iReady,, etc.). * Familiarity with Multi-Tiered System of Supports (MTSS) frameworks. * Training in specialized math intervention programs (e.g., ST Math, Bridges Math Intervention, iReady Intervention, etc.). * Knowledge of diverse instructional strategies and accommodations to support students with varying learning needs. * Strong knowledge of Common Core Math Standards and the progression of skills through the standards Travel may be required.

Administration/Principal Waterbury Public Schools JOB CLASSIFICATION DESCRIPTION JOB CLASSIFICATION TITLE Principal (Middle) DEPARTMENT Academics INCUMBENT NAME BARGAINING UNIT CLASSIFICATION School Administrators of Waterbury REPORTS TO: Receives administrative direction from the Superintendent or other administrative official of a higher grade FLSA DESIGNATION Exempt PART I - SUMMARY OF CLASSIFICATION This class is accountable for providing instructional leadership and planning, organizing, directing, and controlling the full-time educational program at one of the District's middle schools. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: A Master's degree in education or related field plus five (5) years of professional level experience in an educational setting. Special Experience: Two (2) years of the General Experience must have been in an administrative capacity over professional certified staff. 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: A Master's degree in education or related field plus eighteen (18) semester hours of graduate credit and completion of fifty (50) school months of successful teaching or service employment as identified in State of Connecticut, Regulation of State Board of Education, Sec. 10-145d-574 (a - f). Connecticut State Board of Education certification as an Intermediate Administrator/Supervisor (092) will be required at time of appointment. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator's License. D. CONTINUING EDUCATION REQUIREMENTS: Administrators in this job class must complete all State CEU requirements for re-certification. E. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of academic curriculum and pedagogical techniques that is effective across diverse populations; Considerable knowledge of and ability to apply management principles and techniques and educational administration; Considerable knowledge of school curriculum and instruction; Considerable knowledge of the school improvement and quality review processes; Knowledge of and application of methods used in improving academic achievement; Knowledge of current and emerging educational developments and trends; Knowledge of current educational theories and practices; Knowledge of educational assessment practices and techniques; Knowledge of effective intervention, academic and behavior techniques; Knowledge of effective supervision and discipline; Knowledge of evidence-based research and best practices in educational interventions; Knowledge of instructional technology; Knowledge of philosophy and methods of education and teaching; Knowledge of Response to Intervention (RtI) and how to improve core instruction while building a system of interventions; Knowledge of school safety procedures; Knowledge of Connecticut Code of Professional Responsibility for Educators and District policies and procedures governing teacher conduct; Knowledge of the middle school curriculum; Knowledge of Every Student Succeeds Act (ESSA) requirements; Knowledge of the principles and practices of education for special needs population; Knowledge of theory and research in education; Considerable crisis management, emergency and de-escalation techniques skills; Considerable problem-solving skills; Excellent technological skills; Excellent verbal and written communication skills; Ability to apply leadership skills within a shared decision-making model; Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI); Ability to be part of an effective management team; Ability to demonstrate high moral and ethical standards; Ability to develop a strong school culture; Ability to develop and foster a professional learning community that supports student success; Ability to effectively evaluate curriculum and instructional programming; Ability to establish and maintain effective working relationships with students, staff and the community; Ability to evaluate and develop staff instructional skills and overall performance; Ability to facilitate high student achievement; Ability to lead a staff and community through school improvement efforts; Ability to lead and supervise staff and students; Ability to maintain high student morale, attendance and general discipline; Ability to manage budgets with varying sources and levels of revenue; Ability to manage financial resources; Ability to mentor and develop staff to become master teachers; Ability to multi-task complex issues; Ability to plan, organize and coordinate the activities of an educational program; Ability to prepare and present clear and concise written and oral reports; Ability to produce an effective school climate; Ability to provide leadership to school community; Ability to remain flexible and develop alternative strategies to achieve established goals; Ability to supervise, evaluate, and hire both effective Certified and Non-Certified staff; Ability to use school data to develop school goals and improve student achievement; Administrative ability; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES Supervises administrators, teachers, instructors, professional support staff, clerical and other 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. Advises, counsels, and assists instructional and support personnel in problem-solving activities pertaining to student performance and behavior to determine appropriate solutions; Allocates resources within the educational program in order to maximize efficiency and effectiveness of service; Assume responsibility for staff and personal Professional Development; Attends special events held to recognize student achievement, school sponsored activities, functions and athletic events; Attends team and Individual Educational Planning (IEP) meetings as appropriate; Balances the workloads of teaching staff, schedules student teachers and substitutes; Coordinates all educational services provided by the school; Coordinates testing schedules for a variety of standardized testing; Coordinates various building meetings including those related to student progress, student attachment, and staff development; Develops and prepares reports and paperwork relating to discipline, suspension, injury, and expulsion; Develops creative ways to deliver a successful curriculum to students; Develops, implements, and monitors program goals and objectives for the school; Develops, implements, and sustains program plans and organizational procedures for the health, safety, discipline, and conduct of students; Direct sand provides supervision of the General Education Intervention program; Directs the maintenance of educational records; Encourages positive teacher/student relationships through differentiated instruction; Ensures that students are assigned in such a way as to encourage their optimal growth and make periodic appraisals of their progress; Ensures that the educational program is in compliance with Federal and State mandates and Board policies and District procedures; Ensures the operational effectiveness of the school including planning, supervising and directing the business operation of the school in accordance with Board policies and District procedures; Establishes and maintains an effective learning climate in the school; Evaluates certified staff members and certain non-certified members as specified; Evaluates the effectiveness and efficiency of existing educational programs; Facilitates team and professional meetings, professional learning, and other trainings and updates staff with pertinent information; Implements and coordinates co-curricular activities, including athletics, athletic supervision, and clubs; Initiates, designs, and implements programs to meet the specific needs of the school; Is responsible for the building School Emergency and Crisis Response Plan; Leads and assists teachers in data analysis and its impact on instruction, school improvement efforts, and overall student achievement (CMT); Maintains effective community relations in an effort with outside organizations to foster mutual respect for and collaboration on joint educational initiatives; Maintains the safety, security and well-being of all students and staff; Manages and oversees the administrative and daily operations of the school; Manages special assignments and initiatives as assigned; Mediates staff-staff, staff-student, and student-student issues as needed; Organizes staff schedules and school calendar to meet State and District guidelines and program needs; Oversees guidance and counseling personnel and programs; Oversees student academic programs; Oversees extra-curricular activities and demonstrations; Participates in professional development; Plans, organizes, directs and controls of the operations and activities of the educational program at a District elementary school and ensures improvement of instruction and staff development; Prepares and administers the allocated budget; Presents information about the school to parents, students, and others; Promotes the integration of technology into school programs; Promotes a positive school climate through recognition programs; Promotes average daily attendance; Promotes continuous growth in student achievement; Promotes positive student behavior; Provides direct supervision and implementation of State Standards/Curriculum; Provides supervision of student behavior through enforcement of school rules and student code of conduct; Provides consultation to staff in curriculum development and program planning; Provides feedback, support and assistance to licensed instructional staff regarding Individualized Education Plans (IEPs), Behavioral Improvement Plans (BIPs), Three-Year Re-evaluations, Child Study documentation, and other related areas; Provides leadership to the professional staff in determining objectives and identifying program long- and short-range needs; Recommends policies and procedures that are consistent with the goals and objectives of the District and Federal and State mandates; Recruits, screens, selects and facilitates talent management of staff; Supervises pupil service programs including discipline and transportation; Supervises the educational staff in academic and special education programs; May create and maintain extra duty schedule; Performs related duties as required. SEE ATTACHED JOB DESCRIPTION FOR MORE DETAILS REGARDING THIS IMMEDIATE TRANSFER OPPORTUNITY Attachment(s): Principal (Middle).pdf