Bristol Public School District Internships - 38 jobs

Family Resource Center/Per-Diem / Summer Child Care Assistant or Intern POSITION: FRC Per-Diem Child Care Assistant * Putnam Family Resource Center DESCRIPTION: A per-diem child care assistant with the Putnam Family Resource Center will assist in providing care and educational support for preschool and school-age children. Working under the supervision of the center's director, the per-diem child care assistant will help implement age-appropriate activities, assist with classroom management, and support children's social and emotional development. Key responsibilities include aiding in the preparation and delivery of engaging learning experiences, assisting with daily routines, providing one-on-one support to children as needed, and maintaining a safe and nurturing environment. The ideal candidate is enthusiastic and compassionate, with strong communication skills, a passion for working with young children, and a desire to contribute to a supportive and inclusive educational setting. This position offers hands-on experience in early childhood education and childcare within a dynamic public school environment. QUALIFICATIONS: High school diploma or equivalent ParaPro Test or equivalent of 2 year's college credits - 60 credits (preferred) Experience working with young children preferred Ability to work effectively in a team environment Must be physically able to engage in activities with children, including sitting on the floor, standing for extended periods, and lifting up to 30 pounds DATES: Immediate openings RATE OF PAY: $18.20 per hour APPLICATION PROCEDURE: EXTERNAL APPLICANTS: Please submit your application through our website: *********************** INTERNAL APPLICANTS: Please submit a letter of interest and updated resume to Patricia Bryant-Beausoleil, Putnam Family Resource Center Director APPLICATION CLOSING DATE: Open until filled Equal Opportunity Employer

Waterford Public Schools has a position available for a student seeking experience as a Video Intern. The Video Intern will assist the Superintendent's Office by creating and editing video content that highlights school events, programs, and initiatives. This position offers an opportunity for a high school student to gain hands-on experience in video production and communications while supporting district projects. Waterford Public Schools serves approximately 2,400 students in grades PK-12. Our district is actively seeking to recruit qualified applicants from a diversity of backgrounds, perspectives, and experiences so as to promote a diverse applicant pool for administrative, faculty, and staff positions to better serve our students' multiple identities and to bring a broader range of experiences into our district to continue to enhance the teaching and learning for ALL. Waterford's Mission and Strategic Plan guide us as we take action to engage all voices to examine practices, imagine possibilities and create an equitable, diverse community with “Excellence in Every School. Inspiring Every Child.” The District's facilities include three elementary schools, one middle school and one high school. The Waterford community strongly supports the public schools and has high expectations for staff and students. According to the State of Connecticut Next Generation Performance Accountability System, Waterford Public Schools ranks in the top third of K-12 school districts in the state. The Waterford Board of Education is a nine-member elected body. Responsibilities include: Filming and editing short videos for district use. Assisting with planning and preparing video shoots. Covering school and community events as assigned. Maintaining video files and equipment. Working with staff to showcase student and district achievements. Qualifications EDUCATION / QUALIFICATIONS: Current high school student with experience creating video content. Basic skills in video editing software (iMovie, Adobe Premiere, Final Cut, or similar). Creative, reliable, and able to work independently. Strong communication and organizational skills. Schedule: Part-time, flexible hours to fit around school commitments. Occasional evening or weekend work may be required. Hourly Rate: $16.35 per hour Link to full job description below: https://docs.google.com/document/d/1Q1ycWoyXKbyaKRlc1b9_BlPBpANmh-GP/edit?usp=drive_link&ouid=11***********87948329&rtpof=true&sd=true

As a J1 F&B Trainee Manager at Innis Arden Golf Club, you will embark on a comprehensive, year -long professional development journey within one of Connecticut's premier private clubs. This hands -on program is designed to provide you with in -depth exposure to all aspects of Food & Beverage operations and Front of House management. Key Responsibilities: Rotate through core departments including Food & Beverage, Front of House, and Member Services to gain a holistic understanding of club operations Support daily dining operations, including set -up, service, and breakdown for a variety of dining venues (fine dining, casual, and event spaces) Deliver exceptional guest service to club members and guests, upholding the highest standards of hospitality Assist with planning and execution of club events, member tournaments, and private functions Collaborate with culinary, bar, and service teams to ensure seamless operations and guest satisfaction Participate in ongoing training sessions, workshops, and professional development activities led by club leadership and industry experts Contribute to a positive, inclusive, and community -oriented work environment Support administrative tasks such as inventory, scheduling, and reporting as required RequirementsTo be eligible for the J1 - 12 Month F&B Trainee Manager program at Innis Arden Golf Club, candidates must meet the following criteria: Hold a third -level qualification (university degree or equivalent) in hospitality, hotel management, or a related field OR Have at least 5 consecutive years of full -time experience in the hospitality industry Demonstrate strong verbal and written English language skills Show a genuine passion for hospitality, guest service, and professional development Exhibit excellent interpersonal skills, teamwork, and a positive attitude Display adaptability and commitment to completing the full 12 -month program Be eligible for the J1 Trainee visa (must not have previously participated in a J1 Trainee or Internship program in the same occupational field) Willingness to relocate to Connecticut, USA, for the duration of the program Benefits Compensation: $17/hour (plus overtime at time and a half) Schedule: 40 hours per week Accommodation: Provided within walking distance to the club for $35/week (deducted from wages) Meals: Morning & afternoon staff meals provided on shift Bonuses: Performance -based bonuses at end of season and year Perks: Summer staff outing to NY Yankees baseball game Employee holiday party in December Why Innis Arden Golf Club? Work at a top -tier, newly redesigned private golf club with a welcoming, community -focused culture Gain exposure to both F&B and Front of House operations Enjoy a range of club amenities and participate in club events Be part of a close -knit international team that values professional growth and camaraderie Access to tennis courts, family -oriented programs, and a variety of member events

AI + Elite Basketball | Summer 2025 Duration: ~8 weeks (June 16 ~ Aug 11) Onsite (Putnam, CT), with housing supported through PSA's campus Type: Unpaid internship, with potential path into a deeper role beyond summer Open to candidates with CPT, OPT, and H-1B About Us This internship is hosted by PAI (Precision Athletics Intelligence), a new AI athletic program by Putnam Science Academy (PSA) - one of the most elite basketball-focused high schools in the U.S. PSA has won 5 National Prep School Basketball Championships, in 8 years, most recently in March 2025 The school's mission is to deliver world-class private high school education while developing players for NCAA and NBA levels PAI is built to bring AI into high-performance sports and education, starting with this summer MVP project This is PAI's first technical initiative, aiming to create a foundational performance analysis platform for PSA's nationally ranked basketball program - with high visibility and real-world application from day one. What You'll Build You'll join a small, focused team building an end-to-end system to: Ingest training video and AI-generated data Display insights via web/mobile interface (shot charts, movement heatmaps, player metrics) Support coaches and athletes with real-time, intuitive access to performance analysis Help lay the groundwork for future AI-powered training & educational tools This product will serve elite athletes and coaching staff immediately, with long-term potential to scale across teams and domains. Your Role As a Full-Stack Developer Intern, you'll lead or co-own the system's software foundation - from data APIs to front-end dashboards. Responsibilities Build front-end interfaces using React.js / Next.js / similar Design UI components to display player data, visualizations, and video insights Implement backend endpoints to deliver model results (FastAPI, Flask, or equivalent) Structure and query training data using PostgreSQL or Firebase Work with ML engineers to connect the model layer to the user interface Ensure a responsive, intuitive user experience for coaches and players What We're Looking For Core Skills Experience with front-end frameworks (React.js / Vue.js / similar) Familiarity with backend APIs (REST, FastAPI, Flask, etc.) Comfortable working with databases (PostgreSQL, Firebase, or equivalent) Git version control and collaborative workflow Mindset We're looking for someone who: Has real confidence in their ability to learn fast and figure things out independently Can take vague or high-level product goals, and turn them into working code Works through ambiguity with speed, structure, and clarity Cares about doing real work that gets used - not just academic experiments Is genuinely interested in basketball and understands the game at a basic level Thrives in a builder-style environment with ownership, speed, and open problems Bonus (Not Required) Experience with mobile or cross-platform development (React Native, SwiftUI) Background in data visualization (Chart.js, D3.js, ECharts) Familiar with video playback or annotation features Prior involvement in sports (as athlete, analyst, or developer) Who Can Apply We welcome candidates from a variety of backgrounds: Undergraduates (junior/senior preferred) with strong project experience Master's students in CS, or related fields Self-taught engineers or bootcamp grads with strong portfolios International students welcome - we support CPT, OPT, and H-1B pathways We value your ability to build and think clearly over your academic label. Why This Matters This is not a typical early-stage internship. While our tech team is just starting out, our platform isn't. You'll be building within a system that already has: A championship-level basketball program Immediate real-world users: athletes and coaches with daily training needs A founder with full access to decision-making, facilities, and execution A high-trust environment where things move fast, and feedback is real In many ways, PSA provides what most startups seek after Y Combinator: A live environment, institutional support, immediate demand, and the room to build and scale. If you have: Strong learning ability Clear technical thinking Ambition to turn huge ideas into real systems …and you're excited by sports, education, AI, and building things from scratch - you'll thrive here.

Horizons at Brunswick Horizons at Brunswick is an enrichment program aimed at fostering a love of learning and supporting personal growth in under-resourced boys from Greenwich public schools, from kindergarten through eighth grade. The program runs for six weeks in the summer and continues with six additional Saturdays throughout the school year. The curriculum encompasses a broad range of subjects, including math, language arts, STEAM, swimming, chess, arts, sports, and includes field trips for a comprehensive learning experience. Summer College Intern: Academics and Athletics Horizon's at Brunswick is seeking nine college interns majoring in Education or related fields to mentor and work with students from kindergarten through 8th grade, who are interested in gaining practical classroom experience. In addition, Horizons is seeking two college interns to help support the physical education program. Program Dates: June 26 through August 7, 2026 (6 weeks) Responsibilities: Work closely with educators to promote a dynamic and positive classroom atmosphere while sustaining an engaging and effective learning environment. Assist with classroom administrative tasks as needed. Additional bus monitoring duties may be assigned with additional pay. Assist with the program's academic and non-academic activities, including field trips, parent communication, and comment writing. Qualifications High School Diploma, currently enrolled in an accredited four-year college or university. Demonstrate a genuine interest in classroom teaching, student engagement, and educational support. Brings energy and a team-first mindset to the group. Friendly and adaptable, eager to gain new insights. Schedule will be from 8:15am - 3:45pm

Summer School/Summer School Teacher Date Available: 06/30/2025 Closing Date: Until filled Greenwich Public Schools seeks Grades K-12+ Board-Certified Behavior Analyst(s) (BCBA(s)) for its 2025 Summer School program. The Elementary Summer School will be located at New Lebanon Elementary School, and the Secondary Summer School will be located at Western Middle School, from June 30 through August 7, Mondays through Thursdays. Board-Certified Behavior Analysts must possess the BCBA license in addition to CT State Certification as a special education teacher, school psychologist, or school social worker. Compensation for all hours will be at the individual teacher's hourly per diem rate as based on the Agreement between the Greenwich Board of Education and the Greenwich Education Association. Positions are dependent on student enrollment. Preference will be given to Greenwich Public Schools teachers contracted for the 2025-26 school year, and then to other Greenwich Public Schools benefits-eligible employees.

Horizons at Brunswick Horizons at Brunswick is an enrichment program aimed at fostering a love of learning and supporting personal growth in under-resourced boys from Greenwich public schools, from kindergarten through eighth grade. The program runs for six weeks in the summer and continues with six additional Saturdays throughout the school year. The curriculum encompasses a broad range of subjects, including math, language arts, STEAM, swimming, chess, arts, sports, and includes field trips for a comprehensive learning experience. Summer Associate Teacher - Horizons at Brunswick School is seeking talented and enthusiastic assistant teachers to work with kindergarten through fourth-grade students in a unique academic enrichment summer program. We welcome professional and caring individuals to support lead teachers in implementing strategies for learning and social-emotional growth. Program Dates: June 26 through August 7, 2026 (6 weeks) Responsibilities: Promote hands-on learning and encourage student engagement Work alongside the lead teacher to plan and facilitate daily lessons Help coordinate classroom flow and ensure a focused learning environment Guide students through assignments and help them overcome challenges Assist in the program's academic and non-academic activities, including field trips, parent communication, and comment writing Qualifications At least one year of relevant teaching or assistant teaching experience Enrollment in a graduate program of education is a plus Enthusiastic, creative, and dedicated to student success

Internships Date Available: 08/25/2015 *** This posting does not necessarily reflect vacancies in the respective area. *** Hartford Public Schools Intern (Paid) REQUIREMENTS: This application is to be used for pre-established internship opportunities. Applicants must already be in communication with a school leader or a department head and be using this application as tool to formally apply for the internship opportunity that has already been discussed and agreed upon. This posting is not for candidates looking to be considered for future potential internship opportunites. SALARY: Pay will be commensurate with experience, educational level and on a case by case basis. An Equal Employment Opportunity and Affirmative Action Employer, M/F/V/D

Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students' interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks a School Psychology Intern, Grades N-12, to start in August 2026. This opportunity is ideally suited for graduate students seeking internship or externship experience. Preference will be given to those with a concentration in School Psychology. There will be a stipend of $10,000. This position will report to the Director of Wellness and Student Support, a Doctoral level, licensed psychologist, who will supervise the internship program. The master's or doctoral-level intern will provide support to the division's counselor/psychologist to engage in many different responsibilities. Some of these will include conducting observations, developing behavioral plans, consulting with teachers, providing counseling, supporting students with academic plans/needs, and completing screenings. This is a full-time, 10-month/year position. Responsibilities Include: Provide counseling services to students; working one-on-one or in small groups Understand and support the mission of the school Provide academic Support for students Review Psychological Evaluations, summarize the results, and share with staff Provide executive functioning support for students in Production Lab Participate in grade-level meetings and student support meetings Complete classroom observations Assist in the development of school-based interventions for the students Provide academic support for teachers Survey staff for academic needs Develop professional development trainings for staff Develop and implement FBA/BIP (BSP) Meet with teachers and provide them with in-school interventions aimed at supporting students Seminar Class/Advisory Attend seminar planning meetings and help develop curriculum Develop content for seminar class and help teach Support Advisory at the high school and middle school levels Examine our protocol for screening students in order to better assess our students in the following areas: Academic - reading, writing, math Attention/Executive Function Emotional Language-based Nonverbal Interpersonal Help with the screening process for admissions Professional Development Attend weekly supervision meetings Attend weekly mental health team meetings Provide support for parents Develop content for presentations and trainings for parents Meet with parents Learn protocols including suicide /safety protocol and classroom safety protocols Learn how to examine/review Bark and determine safety Support referrals Develop a list of all local support agencies (Links, Greenwich Ed, Waverly, Sasco, Anxiety Institute, etc.) Required Qualifications: Must be working towards a graduate-level degree in School Psychology Commitment to building a diverse, equitable, and inclusive school community Ability to develop proficiency with student information systems and databases Willingness to learn about the school, its curriculum, and admissions programs Strong work ethic combined with a high degree of professionalism, and the ability to maintain absolute confidentiality and the integrity of the student support process Ability to manage multiple projects and meet deadlines in a fast-paced, service-oriented office Demonstrated cultural competency skills to effectively communicate and collaborate across difference Excellent interpersonal written and verbal communication skills and the ability to comfortably, warmly, and effectively engage with large and small groups of adults and/or students in professional or social settings Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor Superlative organizational skills and attention to detail Ability to work both as part of a team and independently to accomplish departmental and individual goals Positive energy, flexibility, and a desire to participate in the life of the school Preferred Qualifications: Bachelor's degree; Masters or doctoral degree in School Psychology in progress Concentration in School Psychology Spanish language proficiency Interested candidates are invited to use the link provided to submit a cover letter and resume to: Raquel Salcedo, Director of Recruiting & Talent

Intern/Intern/Student Teacher Date Available: July/2025

Summer School/Summer School - NON-CERTIFIED (INTERNAL) POSITION SUMMARY: This summer school position is for Child Development Associates to work in a fully inclusive Pre-K along with a Special Education Teacher with students ages 3 & 4 who are typically developing and those with special education needs whose educational progress would be irreparably diminished, and for whom serious and/or educational harm would result if a summer program were not provided. Dates and times of employment are contingent on the individual school's summer program. School location will be determined based on student needs and enrollment. QUALIFICATIONS PREFERRED: 1. Minimum a Child Development Associate Certificate credential or an Associates Degree in Early Childhood development or the equivalent required. 2. Experience with Pre-k work or in a related field preferred. 3. Excellent interpersonal and organizational skills. 4. Demonstrated ability to work effectively with diverse communities is essential. 5. Develop and maintain favorable relationships with administration, staff and parents. 6. Bilingual (English/Spanish) skills desirable. SALARY AND TERMS OF EMPLOYMENT: Regular per-diem hourly rate based upon salary of individual selected. No holidays, vacation or sick leave during this scheduled program. Applicants who cannot work through the entire program due to scheduling conflicts should not apply. Location and hours of employment are subject to change based on student enrollment. UNION AFFILIATION: Hartford Federation of Child Development Associates. APPLICATION PROCEDURE: All internal applicants must submit an online application.To apply, go to ********************************************* Or, go to *********************** and follow the appropriate link, under "Summer School". An Equal Employment Opportunity and Affirmative Action Employer, M/F/V/D

The Summer School Teaching Intern position is designed for motivated college juniors or seniors pursuing a degree in education who are seeking hands-on classroom and residential experience in a dynamic summer boarding school environment. Interns work closely with experienced educators through a structured, gradual release of responsibility model while actively participating in all aspects of student life. Key Responsibilities Assist lead teachers with daily classroom instruction and activities Plan and deliver lessons under the guidance and supervision of an experienced educator Independently teach an elective course aligned with program needs and intern interests Participate in a gradual release of responsibility, taking on increasing leadership in classroom planning, instruction, and management Write lesson plans and reflect on teaching practice, guided by an experienced teacher Serve as a student advisor, helping guide students' academic progress and personal development Participate in dorm duty, contributing to student supervision, safety, and community life Organize, supervise, and actively participate in weekend and weekday extracurricular and recreational activities for students Collaborate effectively as part of a teaching and residential life team Attend meetings, training sessions, and professional development opportunities Uphold program expectations, policies, and professional standards Qualifications College junior or senior pursuing a degree in education or a related field Strong interest in teaching and working with adolescents Willingness to engage fully in a residential summer school program, including dorm duty and weekend activities Ability to work collaboratively with other interns and experienced educators Strong communication, organization, and interpersonal skills Commitment to supporting students from diverse backgrounds Benefits of the Internship Direct mentorship from experienced educators Meaningful classroom and residential teaching experience Exposure to all aspects of a boarding school summer program Opportunities for professional growth, reflection, and skill development Generous stipend

Student Teacher/Intern/Student Teacher Date Available: 2026 Speech-Language Pathology Interns Student SLP Intern Responsibilities: Adhere to student IEPs and lesson plans assigned/created by the supervising SLP Follow procedures and achieve lesson goals Assign and explain home practice activities Comply with all school regulations and policies at all times Take attendance and document session data when appropriate Ensure classroom/office and materials are kept clean and orderly Student Intern Requirements: GPS must have received information from a cooperating university. Must be detail oriented and able to follow written and verbal instructions Excellent communication and interpersonal skills Application Process: Applicants can only apply once the accredited University recommends them. In addition to the completed Frontline application, candidates should include a brief letter of interest, resume, and current transcript.

The Loomis Chaffee School seeks a dedicated team of Faculty Interns for our 2025 Summer Enrichment Program. This unique 4-week opportunity is ideal for energetic, dedicated individuals with a keen interest in teaching, coaching, and participating fully in boarding school life. Summer Program Faculty Interns will engage in a multifaceted role: - Co-Teaching: Interns will co-teach two courses in a discipline in consideration of their expertise or interest. This offers hands-on experience in curriculum planning, instructional delivery, and student assessment in a supportive, collaborative environment. - Dorm Parent: The selected intern will reside in our campus dormitory, assuming the responsibilities of a dorm parent. This role includes supervising and mentoring students, ensuring a safe and respectful living environment, and fostering a sense of community among residents. - Athletic Coaching: Interns will lead and coach afternoon athletic activities, promoting physical fitness, teamwork, and sportsmanship among students. This aspect of the role allows for engagement with students in a dynamic, extracurricular setting. - Activity Chaperone: Summer Program Faculty Interns will also chaperone various student activities, ensuring they are not only safe and organized but also fun for all participants. - Student Life Facilitation: Interns will engage actively in facilitating a vibrant and supportive student life atmosphere, participating in and leading various student life initiatives and activities. Designed for candidates interested in pursuing careers in teaching or experiencing boarding school life, this internship offers invaluable first-hand experience. Participants will acquire a set of transferable skills that are applicable to a broad range of educational opportunities, making it an excellent steppingstone for future educators or those exploring various roles within educational institutions. Essential Skills: - Collaborative Spirit: Candidates should possess a willingness to collaborate effectively in a classroom setting with lead teachers, contributing positively to the instructional environment. - Commitment to Inclusive Excellence and Belonging: A dedication to building a vibrant culture where every person, regardless of background, perspective, or life experience, is fully supported, authentically engaged, and able to bring their full selves into the learning community. Interns should demonstrate an understanding and commitment to these principles, actively contributing to creating a community that is welcoming and supportive of all individuals, regardless of their background. - Full Immersion Engagement: A strong desire to immerse oneself fully in boarding school life is crucial. Interns should be prepared to engage with all aspects of our residential and academic community, contributing to a positive and enriching experience for all students. Adaptability with Age Groups: Willingness and enthusiasm to work with middle and high school-aged students, understanding their unique needs and contributing positively to their academic and personal development. If interested in applying, please submit a cover letter with your resume.

Intern/Intern This application is for interns that we have partnered with to provide support for our classrooms. In order to be eligible to submit an application, you must have already been selected as an intern for the East Hartford Public Schools through our University partnerships. ');

Job Description Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students' interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks a School Psychology Intern, Grades N-12, to start in August 2026. This opportunity is ideally suited for graduate students seeking internship or externship experience. Preference will be given to those with a concentration in School Psychology. There will be a stipend of $10,000. This position will report to the Director of Wellness and Student Support, a Doctoral level, licensed psychologist, who will supervise the internship program. The master's or doctoral-level intern will provide support to the division's counselor/psychologist to engage in many different responsibilities. Some of these will include conducting observations, developing behavioral plans, consulting with teachers, providing counseling, supporting students with academic plans/needs, and completing screenings. This is a full-time, 10-month/year position. Responsibilities Include: Provide counseling services to students; working one-on-one or in small groups Understand and support the mission of the school Provide academic Support for students Review Psychological Evaluations, summarize the results, and share with staff Provide executive functioning support for students in Production Lab Participate in grade-level meetings and student support meetings Complete classroom observations Assist in the development of school-based interventions for the students Provide academic support for teachers Survey staff for academic needs Develop professional development trainings for staff Develop and implement FBA/BIP (BSP) Meet with teachers and provide them with in-school interventions aimed at supporting students Seminar Class/Advisory Attend seminar planning meetings and help develop curriculum Develop content for seminar class and help teach Support Advisory at the high school and middle school levels Examine our protocol for screening students in order to better assess our students in the following areas: Academic - reading, writing, math Attention/Executive Function Emotional Language-based Nonverbal Interpersonal Help with the screening process for admissions Professional Development Attend weekly supervision meetings Attend weekly mental health team meetings Provide support for parents Develop content for presentations and trainings for parents Meet with parents Learn protocols including suicide /safety protocol and classroom safety protocols Learn how to examine/review Bark and determine safety Support referrals Develop a list of all local support agencies (Links, Greenwich Ed, Waverly, Sasco, Anxiety Institute, etc.) Required Qualifications: Must be working towards a graduate-level degree in School Psychology Commitment to building a diverse, equitable, and inclusive school community Ability to develop proficiency with student information systems and databases Willingness to learn about the school, its curriculum, and admissions programs Strong work ethic combined with a high degree of professionalism, and the ability to maintain absolute confidentiality and the integrity of the student support process Ability to manage multiple projects and meet deadlines in a fast-paced, service-oriented office Demonstrated cultural competency skills to effectively communicate and collaborate across difference Excellent interpersonal written and verbal communication skills and the ability to comfortably, warmly, and effectively engage with large and small groups of adults and/or students in professional or social settings Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor Superlative organizational skills and attention to detail Ability to work both as part of a team and independently to accomplish departmental and individual goals Positive energy, flexibility, and a desire to participate in the life of the school Preferred Qualifications: Bachelor's degree; Masters or doctoral degree in School Psychology in progress Concentration in School Psychology Spanish language proficiency Interested candidates are invited to use the link provided to submit a cover letter and resume to: Raquel Salcedo, Director of Recruiting & Talent Powered by JazzHR uBduYdcTE8

OTHER/University Clinical/Residency Programs Date Available: TBD Closing Date: open until filled JOB CLASSIFICATION TITLE: Teacher Apprentice (NextGen) DEPARTMENT: Teaching and Learning FLSA DESIGNATION: Non-Exempt. $17.14-$20/hour (Up to 5 days/week) Note:This is a grant funded Non-Union position with benefits that exists as long as funds are available. INCUMBENT NAME: Grant REPORTS TO: Receives administrative direction from the assigned MentorTeacher, Principal, Talent & Professional Development Supervisors, or other administrative official of a higher grade. PART I - SUMMARY OF CLASSIFICATION The Teacher Apprenticeship is an alternate route towards a teacher certification program where individuals have the opportunity to explore the field of education while gaining paid hands-on training. This “Earn While You Learn” model will allow aspiring educators to observe best practices in classroom instruction. Teacher Apprentice candidates will be enrolled in rigorous coursework with the University partner and serve in a paid apprenticeship position in designated WPS schools. A Mentor teacher will be assigned to each Teacher Apprentice working side-by-side with their Teacher Apprentice and be supported by the partnering university Supervisors to help prepare for a successful career in education. Upon successful completion of the program, a WPS Teacher Apprentice will have the opportunity to be interviewed and recommended for current vacancies within the district for the upcoming school year. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE: General Experience: Completed 2 years in the NextGen Educators Program Accepted into the partner University's Educator Preparation Program 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 be accepted into the partner University's Educator Preparation Program Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator's License. C. KNOWLEDGE, SKILLS AND ABILITIES: Demonstrated commitment to diversity in the field of education Some knowledge of core curriculum areas for which the WPS Teacher Apprentice 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 multitask 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. This is a teacher apprenticeship position leading to initial teaching certification. The program requires Teacher Apprentice to: Serve in a Teacher Apprentice position under the guidance of a designated Mentor Teacher for one academic school year for the hours designated; Plan instruction and meet with Mentor Teacher at times beyond the staff required hours (meetings can be planned for up to 2 additional hours per week) Complete Educator Preparation Program coursework Attend district and school-based professional development and training sessions; Prepare for and take appropriate assessments for Connecticut State initial teaching certification Upon successful completion of the program and certification requirements, commit to accepting a classroom teaching position in the District for a period of three years. 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.

Farm Internship for Emerging Urban Farmers 2026 Part-time/seasonal About Common Ground : Common Ground is home to a charter high school, a non-profit urban farm and an environmental education center. The site includes 20 acres of forested hiking trails, wildlife and diverse natural habitats, and a working farm that includes production and education gardens and a variety of farm animals. Common Ground is a center for learning and leadership, inviting people across ages and identities to connect to their urban environment, build community, grow into their full potential, and contribute to a just and sustainable world.For more information visit *********************** The Common Ground Urban Farm is a 1 acre farm based in New Haven, CT, which models sustainable agriculture, engages youth, students, and city residents in educational opportunities, and provides healthy produce to the surrounding community. The farm grows 13,000 lbs of fresh produce annually, including vegetables, fruits, herbs, and flowers. We also raise laying hens, ducks, turkeys, goats + sheep. Farm products go to our Cafeteria, Farm Share Program (CSA), Farm Stand + more! Farm work is done with the Farm Director, Farm Manager, Food Justice Education Coordinator, Compost Program staff and alongside our High School Aged Green Jobs Program youth. Job Description: The Farm Internship for Emerging Urban Farmers aims to support the development of aspiring farmers and sustainable agriculture leaders. 3-4 interns will gain in-person experience and lesson based learning in aspects of planting, growing, maintaining a diversified sustainable vegetable operation, small scale livestock management, and food justice issues. The internship balances a supportive place of learning and a fast paced environment where we are working to feed a lot of people in our community during the Summer. Specific farm tasks may include planting, weeding, watering, harvesting, preparing for farm share (our Community Supported Agriculture program which serves 50+ New Haven residents with sliding scale weekly food shares) and markets, keeping crop records, caring for farm animals, processing food waste for our midscale aerated static pile composting system, and a variety of other tasks. Interns will have embedded rotations through programmatic responsibilities like farm stands, compost production, and animal chores. There will be field trips to learn from other farms and about food justice work going on in the New Haven area. Interns are expected to teach or lead a conversation with the crew on a topic of their choice. There are opportunities for additional hours doing weekend farm work, staffing our farm stands, or continuing past the end date. *Several summer programs for children ages 4 - 18 take place on the farm. Interns do not have daily responsibilities working with these programs, but must be mature and good role models for all children on the farm. Interns will be working as a team with a group of 5-6 teenagers who are employed by CG. Qualifications: Previous garden experience is not necessary although welcomed A strong interest in deepening farming + food systems knowledge + skills with a focus on food justice Willingness + ability to work hard, physically in all weather: be able to lift 25+ lbs and kneel/crouch for extended periods of time. Comes prepared and is adaptable to the ever changing priorities of the farm Good communication + interpersonal skills with people of all ages and a good sense of humor. Ability to learn, to ask questions, + also take initiative, to work both with + without direct supervision Demonstrated commitment, reliability, punctuality, + responsible behavior Uphold the safety procedures and precautions to keep ourselves and community safe 18 years or older Work Schedule & Compensation There is 1 internship spot available from May 26 through August 13 (12 Weeks). There is 1 internship spot available from May 26 through mid November (24+ weeks). Starting August 11th, this position is approximately 10 hours on the farm and 10 hours on the Mobile Farmers Market on Tuesday afternoon and Thursdays. Hours will be 20 hours per week, 3 days Tue-Thur 8:30-3. *The first two orientation weeks are 10-15 hours. Compensation: $16.94/hour plus weekly farm produce. Housing: Housing is not provided. Classification : This is a temporary internship that is not represented by Common Ground's Collective Bargaining Agreement Transportation: Parking is available on-site, as are bicycle racks. We have a bus-stop on site (take the 243-B bus from the New Haven Green), + we are walking distance from New Haven's Westville, Westrock neighborhoods. To Apply Please apply on the ADP website by March 15, you must include a cover letter and resume for your application to be considered. Nondiscrimination Policy and Notice Pursuant to Title IX and its regulations (“Final Rule” released on April 19, 2024), the Board of Directors has adopted and implemented a policy stating that the Common Ground District does not discriminate on the basis of sex and prohibits sex discrimination in any education program or activity it operates, including admission and employment. Common Ground High School does not discriminate based on race, color, religion, sex, sexual orientation, gender identity or expression, status as a veteran, status as a victim of domestic violence, marital status, pregnancy or related conditions, national origin, protective hairstyles, alienage, ancestry, age, disability, or any other basis prohibited by law and prohibits discrimination, including harassment, in any education program or activity it operates. The Board shall provide protections from all forms of sex-based harassment, including sexual violence and unwelcome sex-based conduct that creates a hostile environment by limiting or denying a person's ability to participate in or benefit from a school's education program or activity. The Common Ground District shall take prompt and effective action to end any sex discrimination in its education programs or activities to provide for the prompt and equitable resolution of sex discrimination complaints, prevent recurrence, and remedy its effects. To that end, the District shall act promptly and effectively in response to information about conduct that reasonably may constitute discrimination, including sexual violence and other forms of sex-based harassment. The district shall also ensure that all school employees are trained about their obligations to address sex discrimination and their obligations to notify or provide contact information for the Title IX Coordinator. The Common Ground Board of Directors Non-discrimination policy includes protections for students, employees, and applicants against discrimination based on pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, or recovery from these conditions and shall provide reasonable modifications for students based on pregnancy or related conditions, allow for lactation for employees, and access to a clean, private lactation space for students and employees. Common Ground shall not disclose personally identifiable information obtained through complying with Title IX, with limited exceptions, such as when there had been prior written consent or when the information is disclosed to the parent of a minor. Retaliation against anyone who, in good faith, makes a report of harassment or discrimination, files a complaint of harassment or discrimination, serves as a witness, or participates in an investigation or grievance process is also a violation of Common Ground District's non-discrimination policy and is prohibited.

Student Teacher/Intern/Student Teacher Date Available: 2026 School Mental Health Professionals Internship Program District: Greenwich Public Schools (GPS) Positions Available: School Psychologist Intern, School Social Worker Intern, School Counselor Intern Program Overview GPS is seeking dedicated and compassionate graduate-level interns to join our mental health teams. These internships provide a robust learning environment under the supervision of certified professionals. Important Eligibility Note: University Recommendation: For all positions, candidates must be enrolled in an accredited graduate program. GPS must receive formal information and recommendation from the cooperating university prior to acceptance. Supervision & Scope of Work Interns will be placed under the direct supervision of a certified professional in their respective discipline (School Psychologist, School Social Worker, or School Counselor). Daily responsibilities will be determined in collaboration with the site supervisor to ensure they fulfill the intern's specific university program requirements and professional standards. Intern Requirements To ensure success in the school environment, all interns across Psychology, Social Work, and Counseling must possess the following competencies: Communication Skills: Excellent verbal and written skills for interacting with students, parents, and staff. Interpersonal Skills: Ability to build rapport, foster trust, and demonstrate empathy and active listening. Cultural Competence: Awareness and understanding of diverse backgrounds and the ability to work effectively with all students. Problem-Solving: Ability to think critically to develop appropriate solutions for student issues. Organization & Confidentiality: Detail-oriented with strict adherence to ethical standards and confidentiality regarding student information. Technology Proficiency: Ability to use relevant software, data management systems, and communication tools effectively. Application Process Step 1: Apply Online Applicants must apply using the specific Frontline posting. Step 2: Documentation In addition to the completed Frontline application, candidates must include: A brief Letter of Interest Current Resume Current Graduate Transcripts Step 3: University Recommendation The University must formally recommend the candidate. This communication is required for the application to proceed.