Math Teacher jobs at Bristol Public School District - 97 jobs

Math Teacher (2026-27) JobID: 2161 High School Teaching/Mathematics Date Available: 08/21/2026 Additional Information: Show/Hide The Ridgefield Public Schools have a vacancy for a Math Teacher at Ridgefield High School commencing with the 26-27 school year.. CT certification is required. Candidates must submit: * Online Application * Cover Letter * Resume * Three Letters of Recommendation * Copy of Transcripts * Copy of Certification

High School Teaching/Mathematics Date Available: 08/21/2026 The Ridgefield Public Schools have a vacancy for a Math Teacher at Ridgefield High School commencing with the 26-27 school year.. CT certification is required. Candidates must submit: Online Application Cover Letter Resume Three Letters of Recommendation Copy of Transcripts Copy of Certification

High School Teaching/Mathematics 7-12 (029) Danbury Public Schools is a diverse community located in the western part of Connecticut and serving more than 12,500 students spread across the City of Danbury, Connecticut. We are committed to cultivating equity and excellence for all of our students, closing the opportunity gaps, and preparing students for post-secondary success. The mission of Danbury Public Schools, in partnership with families and the community, is to provide transformational learning experiences, designed to nurture thoughtful and prepared graduates. We have set very ambitious and rigorous goals to assure that our students graduate prepared to transform our world, and we are always searching for staff who are committed to our mission and the success of our students. Our schools range from 13 different and unique elementary schools including an interdistrict magnet school for International Studies, to three middle schools, including an intradistrict magnet school focused on STEM and World Studies, to our flagship Danbury Career Academies that are transforming how we deliver education to students with a wide range of interests taught by a faculty with real world and academic experiences. DPS recruits and commits to educators with passion, who are committed to our vision to aspire to advance ALL learners to their highest potential. POSITION SUMMARY: Instruct students in the specific area of specialty; help students learn subject matter and skills that will broaden their learning experiences and contribute to their development in order to meet high expectations; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning. Seeking a Mathematics teacher for the Danbury Public Schools. Should be interested in creating a student-centered and problem-based learning environment. Need a teacher who collaborates well in a small-setting with a diverse population, is flexible and dynamic, and is excited about teaching. RESPONSIBILITIES: Follow the scope and sequence of the instructional program as defined and approved by the Danbury Board of Education Set and reinforce clear expectations and routines Manage the classroom and individual student behavior to maintain an advantageous learning environment Prepare lesson plans that achieve clear objectives, uses appropriate techniques, and serves the needs of all learners in the classroom Demonstrate strong content knowledge of Mathematics Maintain accurate and complete records as required Conduct parent/teacher conferences Assess student learning on continual basis and identify areas of intervention if needed Keep parents up-to-date of student progress through use of interim reports, report cards, and/or conferences Design instruction to meet the needs of all students through both individual and small group settings as needed Design and implement assessments that measure progress and use assessments to refine curriculum and instructional practices Design clear and specific learning assessments Maintain a positive learning environment that encourages open communication between the teacher and learner Maintain a positive school community image that encourages ethical student behavior Maintain ongoing communication with parents Assist in the selection of textbooks, equipment and other education materials Establish and maintain professional relationships Participate in professional learning by attending seminars and workshops to improve instructional practice and positively affect student achievement Demonstrate knowledge of teaching methods, materials and educational practices for secondary school teaching of Mathematics KNOWLEDGE/SKILLS: Experience working with adolescent students in a diverse school setting Experience with team teaching in a multicultural environment Ability to communicate ideas and directives clearly and effectively, both orally and in writing Effective, active listening skills Ability to work effectively with others Organizational and problem-solving skills Prior teaching experience preferred QUALIFICATIONS: Active 029 CDE Mathematics Certification as required by the Connecticut State Department of Education Knowledge and skills required would generally be acquired with a Bachelor's Degree in Education or in Mathematics Demonstrated and successful experience in a multi-cultural setting Demonstrated ability to teach high school classes. Experience with team teaching. Urban experience. Human relations skills to work effectively with students, parents, school administrators and school staff Knowledge of teaching methods, materials and education practices applicable to secondary school teaching Ability to prepare effective plans Such alternatives to the above qualifications as the Superintendent and/or Danbury Board of Education may find appropriate Salary: Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education which can be found on our website. Attachment(s): DHS Recruitment 2025

Mathematics Teacher JobID: 7000 Middle School Teaching/Mathematics (029) (229) Additional Information: Show/Hide Danbury Public Schools is a diverse community located in the western part of Connecticut and serving more than 12,500 students spread across the City of Danbury, Connecticut. We are committed to cultivating equity and excellence for all of our students, closing the opportunity gaps, and preparing students for post-secondary success. The mission of Danbury Public Schools, in partnership with families and the community, is to provide transformational learning experiences, designed to nurture thoughtful and prepared graduates. We have set very ambitious and rigorous goals to assure that our students graduate prepared to transform our world, and we are always searching for staff who are committed to our mission and the success of our students. Our schools range from 13 different and unique elementary schools including an interdistrict magnet school for International Studies, to three middle schools, including an intradistrict magnet school focused on STEM and World Studies, to our flagship Danbury Career Academies that are transforming how we deliver education to students with a wide range of interests taught by a faculty with real world and academic experiences. DPS recruits and commits to educators with passion, who are committed to our vision to aspire to advance ALL learners to their highest potential. POSITION SUMMARY: Instruct students in the specific area of specialty; help students learn subject matter and skills that will broaden their learning experiences and contribute to their development in order to meet high expectations; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning. Seeking a Mathematics teacher for the Danbury Public Schools. Should be interested in creating a student-centered and problem-based learning environment. Need a teacher who collaborates well in a small-setting with a diverse population, is flexible and dynamic, and is excited about teaching. RESPONSIBILITIES: * Follow the scope and sequence of the instructional program as defined and approved by the Danbury Board of Education * Set and reinforce clear expectations and routines * Manage the classroom and individual student behavior to maintain an advantageous learning environment * Prepare lesson plans that achieve clear objectives, uses appropriate techniques, and serves the needs of all learners in the classroom * Demonstrate strong content knowledge of Mathematics * Maintain accurate and complete records as required * Conduct parent/teacher conferences * Assess student learning on continual basis and identify areas of intervention if needed * Keep parents up-to-date of student progress through use of interim reports, report cards, and/or conferences * Design instruction to meet the needs of all students through both individual and small group settings as needed * Design and implement assessments that measure progress and use assessments to refine curriculum and instructional practices * Design clear and specific learning assessments * Maintain a positive learning environment that encourages open communication between the teacher and learner * Maintain a positive school community image that encourages ethical student behavior * Maintain ongoing communication with parents * Assist in the selection of textbooks, equipment and other education materials * Establish and maintain professional relationships * Participate in professional learning by attending seminars and workshops to improve instructional practice and positively affect student achievement * Demonstrate knowledge of teaching methods, materials and educational practices for secondary school teaching of Mathematics KNOWLEDGE/SKILLS: * Experience working with adolescent students in a diverse school setting * Experience with team teaching in a multicultural environment * Ability to communicate ideas and directives clearly and effectively, both orally and in writing * Effective, active listening skills * Ability to work effectively with others * Organizational and problem-solving skills * Prior teaching experience preferred QUALIFICATIONS: * Active 029 CDE Mathematics Certification as required by the Connecticut State Department of Education * Knowledge and skills required would generally be acquired with a Bachelor's Degree in Education or in Mathematics * Demonstrated and successful experience in a multi-cultural setting * Demonstrated ability to teach high school classes. Experience with team teaching. Urban experience. * Human relations skills to work effectively with students, parents, school administrators and school staff * Knowledge of teaching methods, materials and education practices applicable to secondary school teaching * Ability to prepare effective plans * Such alternatives to the above qualifications as the Superintendent and/or Danbury Board of Education may find appropriate Salary: Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education which can be found on our website.

Mathematics Teacher JobID: 6958 High School Teaching/Mathematics 7-12 (029) Additional Information: Show/Hide Danbury Public Schools is a diverse community located in the western part of Connecticut and serving more than 12,500 students spread across the City of Danbury, Connecticut. We are committed to cultivating equity and excellence for all of our students, closing the opportunity gaps, and preparing students for post-secondary success. The mission of Danbury Public Schools, in partnership with families and the community, is to provide transformational learning experiences, designed to nurture thoughtful and prepared graduates. We have set very ambitious and rigorous goals to assure that our students graduate prepared to transform our world, and we are always searching for staff who are committed to our mission and the success of our students. Our schools range from 13 different and unique elementary schools including an interdistrict magnet school for International Studies, to three middle schools, including an intradistrict magnet school focused on STEM and World Studies, to our flagship Danbury Career Academies that are transforming how we deliver education to students with a wide range of interests taught by a faculty with real world and academic experiences. DPS recruits and commits to educators with passion, who are committed to our vision to aspire to advance ALL learners to their highest potential. POSITION SUMMARY: Instruct students in the specific area of specialty; help students learn subject matter and skills that will broaden their learning experiences and contribute to their development in order to meet high expectations; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning. Seeking a Mathematics teacher for the Danbury Public Schools. Should be interested in creating a student-centered and problem-based learning environment. Need a teacher who collaborates well in a small-setting with a diverse population, is flexible and dynamic, and is excited about teaching. RESPONSIBILITIES: * Follow the scope and sequence of the instructional program as defined and approved by the Danbury Board of Education * Set and reinforce clear expectations and routines * Manage the classroom and individual student behavior to maintain an advantageous learning environment * Prepare lesson plans that achieve clear objectives, uses appropriate techniques, and serves the needs of all learners in the classroom * Demonstrate strong content knowledge of Mathematics * Maintain accurate and complete records as required * Conduct parent/teacher conferences * Assess student learning on continual basis and identify areas of intervention if needed * Keep parents up-to-date of student progress through use of interim reports, report cards, and/or conferences * Design instruction to meet the needs of all students through both individual and small group settings as needed * Design and implement assessments that measure progress and use assessments to refine curriculum and instructional practices * Design clear and specific learning assessments * Maintain a positive learning environment that encourages open communication between the teacher and learner * Maintain a positive school community image that encourages ethical student behavior * Maintain ongoing communication with parents * Assist in the selection of textbooks, equipment and other education materials * Establish and maintain professional relationships * Participate in professional learning by attending seminars and workshops to improve instructional practice and positively affect student achievement * Demonstrate knowledge of teaching methods, materials and educational practices for secondary school teaching of Mathematics KNOWLEDGE/SKILLS: * Experience working with adolescent students in a diverse school setting * Experience with team teaching in a multicultural environment * Ability to communicate ideas and directives clearly and effectively, both orally and in writing * Effective, active listening skills * Ability to work effectively with others * Organizational and problem-solving skills * Prior teaching experience preferred QUALIFICATIONS: * Active 029 CDE Mathematics Certification as required by the Connecticut State Department of Education * Knowledge and skills required would generally be acquired with a Bachelor's Degree in Education or in Mathematics * Demonstrated and successful experience in a multi-cultural setting * Demonstrated ability to teach high school classes. Experience with team teaching. Urban experience. * Human relations skills to work effectively with students, parents, school administrators and school staff * Knowledge of teaching methods, materials and education practices applicable to secondary school teaching * Ability to prepare effective plans * Such alternatives to the above qualifications as the Superintendent and/or Danbury Board of Education may find appropriate Salary: Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education which can be found on our website.

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

Adult Education Date Available: Immediately After Hire Waterbury Public Schools JOB CLASSIFICATION TITLE Teacher (Culinary Arts) DEPARTMENT Adult Education 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 months, 30 hours. $34.00/hour. 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 for instructional planning and delivery in the culinary arts in order to equip students with the skills necessary for success in future careers in the food service and production industry. Guidelines for Class Use: A Culinary Arts Teacher serves as a classroom leader who works to provide exceptional instruction that affords all students the opportunity to excel academically and meet grade level standards. The Culinary Arts Teacher will bring content-specific expertise to instructional planning and delivery in order to equip students with the skills necessary for success in future careers in the food service and production industry as evidenced by students receiving certification. This teacher will deliver specified instruction in the areas of food safety, commercial production and culinary arts. Through this role, the Culinary Arts Teacher will work to increase student achievement levels by consistently setting rigorous academic and behavioral goals for students, monitoring progress toward these goals, and adjusting course when necessary. The Culinary Arts Teacher will work to actively build positive and beneficial relationships with parents, guardians and community members in order to positively impact students. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: Possession of a Bachelor's degree from an accredited university or college. Must have five (5) years of work experience in the area of culinary arts, nutrition, dietetics. and/or hospitality management. Must Possess Family Consumer Science Certification (098 with “Culinary Arts” write in) 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 and 098 Trade and Industrial Occupations endorsement or other endorsement(s) appropriate to the teaching assignment. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator's license. D. CONTINUING EDUCATION REQUIREMENTS: Teachers in this job class must complete all State CEU requirements for re-certification. E. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge within the field of commercial foods production; Considerable knowledge of culinary arts core curriculum area; Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; Knowledge and appropriate use of large commercial kitchen equipment; Knowledge and skills in culinary arts programs or restaurant management; Knowledge of and ability to follow Board of Education policies and procedures; Knowledge of child development; Knowledge of classroom management techniques; Knowledge of cost control procedures; Knowledge of curriculum and program development; Knowledge of industry related software; Knowledge of instructional technologies; Knowledge of designing 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); Knowledge of project-based learning; Knowledge of public relations/marketing practices and methods; Some knowledge of community resources; Exemplary oral and written communication skills; Interpersonal and teamwork skills; Excellent listening skills; Skill in classroom management and organization; Skill in classroom presentation; Skill in current technologies and word processing, database, presentation, and spreadsheet software, specifically Microsoft Office applications Skill in human relations, mediation, conflict management and interpersonal interactions; Skill in instructing students from diverse cultures and/or backgrounds; Skill in integrating technology into curriculum and other educational services; Skill in maintaining and developing reports; Skill in using authentic assessment to evaluate students' needs and progress; 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 align culinary arts curriculum and instruction to industry standards; Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI); Ability to communicate effectively, verbally and in writing; Ability to critically assess challenges and identify effective instructional or behavioral solutions that support the success of each individual student; Ability to establish and maintain effective working relationships with other department staff, faculty, students and the public; Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement; Ability to interface with outside food service industry organizations in support of culinary program and events; Ability to market culinary arts program to students, staff, parents and business community; 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 plan banquet menus, prepare and provide catering for campus, District and community events; Ability to provide appropriate instruction in core subject; Ability to successfully differentiate instruction in order to meet the needs of all students, including those who are classified as English Language Learners; Ability to use data to inform instruction; 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. Applies and maintains standards of quality operating methods, processes, systems, and procedures; Assists with the preparation of course proposals, curriculum updates; Attends and actively participates in all professional development, team planning and data analysis meetings; Collaborates with the Career and Technical Education Curriculum Supervisor to review and maintain the integrity of department curriculum; Consistently implements and enforces rules and consequences in the classroom setting and school-wide; Develops new courses, curriculum, instructional materials, and evaluation tools; Effectively and innovatively incorporating technological resources into classroom lessons; Establishes, maintains and submits accurate student and instructional records in a timely manner; Facilitates instruction using alternative delivery methods as needed; Implements and effectively modifies instruction aligned to the District's educational goals by focusing on high standards and achievement for all students; Implements changes as necessary to maintain a successful culinary program; Informs students in writing of instructional standards; posts and maintains office hours; participates in the assessment of student learning outcomes; Maintains partnerships with local area restaurants to assist in arranging field experiences for program students; collaborates college community and area high schools in support of college culinary events, competitions and fairs; Maintains written instructional standards; Maintains, monitors, and reports students' grade and attendance records; Participates in culinary course scheduling; Plans and delivers content that covers, but is not limited to, food safety and sanitation, commercial food preparation, meal production and planning, customer service, catering, and culinary arts; Plans menus, purchases food and other supplies, ensures proper food handling, storage, and sanitation practices; maintains equipment and supply inventory; Prepares, leverages and delivers constructive feedback to students aimed at improving their academic performance; Provides continuous evaluation of student progress that is consistent with District established goals and policies, and clearly communicates this progress to all necessary stakeholders; Reviews and updates course outlines, textbooks, and course procedure sheets for assigned courses; integrates knowledge of industry trends and professional training to continuously improve program quality; Reviews and updates course outlines, textbooks, course procedure sheets for culinary courses; Serves as a classroom leader by providing high quality, differentiated instruction to students; Serves on committees as assigned; Sets rigorous academic and behavioral goals for students and invests students in these goals; Teaches assigned culinary courses, in accordance with Board of Education policy; Tracks student achievement data and using the data to inform instructional planning and delivery; Works with local college staff in support of department grants and assessments; 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. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Elementary Date Available: 03/17/2025 Additional Information: Show/Hide Grade 4 Teacher Long Term Substitute Andrew Avenue Elementary School Description: * Complies with all published and disseminated rules, regulations, and policies of the Board of Education. * Instructs, guides, disciplines and supervises in accordance with Naugatuck's goals and objectives, the Professional Code of Responsibilities, the Connecticut Common Core of Teaching, and the Connecticut Common Core of Leaming. * Respects the privacy of the people for whom services are provided. * Acknowledges and respects individual differences of each student, and provides the student with appropriate educational experiences. * Monitors the progress of all students in accordance with the indicators of pupil progress such as teacher observation, formal and informal evaluation, cumulative pupil records, and parental conferences. * Assists in the development and implementation of individual student improvement plans. * Brings to the attention of appropriate school personnel those students who may require the assistance of district specialists. * Maintains such records and reports as required under the provisions of state law and administrative regulations; e.g., attendance, grades, classroom inventory, recommendations for budgetary items. * Assists administration, where appropriate, in developing reasonable rules for student behavior and procedures for the teacher's specific area of responsibility. * Establishes and maintains sound relationships with students, parents, fellow teachers, nonteaching personnel, and administrators. * Participates in activities that promote professional enhancement. * Attends staff meetings in accordance with Board of Education regulations. * Maintains awareness of new developments in the field, of changes in federal and state guidelines, and of changes within the curriculum approved by the Board of Education. * Delivers instruction in accordance with the areas of content as presented in the curriculum and grades which are addressed in the Connecticut State Frameworks. * Performs additional duties, where appropriate, which are assigned within the scope of employment and certification. Job Summary:The teacher plans, organizes, presents and evaluates an instructional program for students in areas assigned under the jurisdiction of the principal or appropriate supervisor. Qualifications: Connecticut Elementary Certification Application Procedure: Apply online Selection Procedure: Interview

Adult Education/Adult Education Teacher SCOPE WERACE English as a second language (ESL) teacher(s) teach ESL courses to adult learners by implementing the English Learner Proficiency Standards. WERACE ESL teacher(s) plan, organize, and implement appropriate lessons for adult learners that guide and encourage these students to develop their English proficiency, enabling them to reach their academic and professional goals. Teacher(s) is directly responsible to and evaluated by the WERACE evening site supervisor. EXAMPLES OF RESPONSIBILITIES (Illustrative, not inclusive) Plan and effectively carry out life and academic skills-based instruction informed by student skill proficiency assessment data and English language proficiency standards; Request, organize, and utilize teaching materials appropriate for adult ESL learners; Implement instruction that reflects a logical sequence for the appropriate learning levels of adult learners based on student need assessment data; Support student learning outside the walls of the classroom by providing activities or practice students can engage in between class meetings; Create, foster, and maintain a positive learning environment for all adult learners; Attend and actively participate in site monthly data meetings; Accurately record student data in collaboration with site supervisor, including attendance and any disclosed employment achievements, in the LACES database; Assist with student registration and student testing as needed and scheduled by site; MINIMUM QUALIFICATIONS TESOL certification (111) and/or Teaching English to Non-English Speaking Adults (088); WORK SCHEDULE Two evenings per week (either Monday and Wednesday OR Tuesday and Thursday), 6:30-8:30 p.m. The assignment includes a total of 25 sessions, with start dates available in January or February. COMPENSATION Stipend for this position is $2,249.00 APPLICATION PROCESS Apply online, including all required attachments: ******************************

Elementary School Teaching/Reading Date Available: TBD JOB CLASSIFICATION TITLE Teacher (Elementary School Literacy Facilitator) DEPARTMENT Teaching and Learning BARGAINING UNIT CLASSIFICATION Waterbury Teachers' Association CEA-NEA REPORTS TO: Receives administrative direction from the Principal, Content Supervisor, or other administrative official of a higher grade FLSA DESIGNATION Exempt PART I - SUMMARY OF CLASSIFICATION This class is accountable for assisting classroom teachers and other instructional staff to develop strategies, skills, tools, techniques, and capacity to effectively teach reading and writing to all students. This class also develops curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding of the varying learning styles and the needs of a diverse student population. Guidelines for Use: The Literacy Facilitator will be used to support all staff in the implementation of the site reading/literacy plans and programs. The Literacy Facilitator will work directly with teachers in a school providing classroom-based demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development. The Literacy Facilitator will focus on enhancing teachers' ability to provide instruction that builds students' sense of engagement in the ownership of learning. The Literacy Facilitator will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience: Possession of a Bachelor's degree from an accredited university or college. Special Requirement: In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. B. CREDENTIALS: All Coaches/Facilitator must become a Google Certified Educator Level 1 and a Google Certified Educator Level 2. 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. Endorsement as a Reading and Language Arts Consultant (097) or Reading Specialist/Remedial Reading and Remedial Language Arts, 1-12 (102) is preferred. 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 be continually learning through professional conferences and professional organizations. Teachers in this job class must complete all state requirements for recertification. E. KNOWLEDGE, SKILLS AND ABILITIES Comprehensive knowledge, gained by formal or informal learning, about the content and methodology of district curriculum and programs. Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; Considerable knowledge of standard-based and core curriculum areas for which the teacher is responsible, including specialized knowledge in reading/literacy; In-depth knowledge of significant topics related to early reading/literacy, such as children's literature and contemporary research in reading instruction; Knowledge of child and/or adolescent development; 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 and ability to apply the principals of Scientific Research Based Interventions (SRBI); Knowledge of successful techniques in classroom management and instructional planning for effective reading/literacy instruction; Knowledge of theory and practice of teaching writing as process and product; Effective coaching skills; Effective collaboration skills; Excellent listening skills; 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 assess student skills and knowledge in reading and writing, using a variety of formal and informal assessment tools; 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 integrate technology in classroom instruction; Ability to multitask and be flexible; Ability to plan lessons based upon District and school goals, as well as the objectives, needs and abilities of students; Ability to provide appropriate instruction; Ability to use assessment results to shape instruction; Ability to use effective strategies for differentiating instruction; Ability to utilize and integrate computer and multimedia technology, as appropriate; Ability to utilize effective data-based problem-solving skills; Ability to work in a cooperative learning environment; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES May lead the work of teachers and 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. Provide assistance in selecting instructional materials and assessments for literacy; Aligns reading, reading/literacy standards, instruction, and measures of learning; Collaborates with teachers and administrators to achieve reading/literacy improvement in the school; Provide school-based support for teachers including workshops, classroom modeling, coaching, observation of literacy lessons with reflective consultation, and interpretation of district-, school-, and classroom-based assessments; Assists administrators in organizing reading/literacy leadership teams that reviews assessment data and develops reading/literacy plans for the school; Assists in developing workshops that encourage change in teacher lesson planning and lesson delivery; Assists in the selection of reading/reading programs based on their compatibility with scientific research; Builds collaborative, professional relationships among administrators, teachers and staff; Coordinate and assist in implementing district literacy interventions; Collaborate with classroom teachers to determine instructional reading levels of students. Assist teachers in the development of intervention plans including effective grouping for instruction, instructional strategies, assessments and appropriate materials; Use computer technology to organize and display student data; Guide teachers in using formative assessments and summative assessments to plan effective targeted early intervention and assists teachers in making decisions about instructional activities; Meet regularly with the principal and literacy team to assist with the implementation of the district language arts curriculum; Facilitate the use of protocols for examining student work to inform instruction; Identify, design and implement professional learning based on literacy data and related to curricular goals. Work with school library media specialists and public librarians to develop reading collections for students; Develops strategies for helping teachers make changes in embedded instructional practices, assisting in the identification of student needs and the differentiation of instructional support; Contribute to the development of and support the goals of the school improvement plan; Participate in curriculum development and implementation; Meet regularly with the content supervisor to discuss issues and goals for each school; Meet regularly with other district Facilitators and administrators to share common concerns and solutions; Facilitates lesson planning sessions for teachers with a focus on data-driven instruction and curricular decision making; Keeps abreast of current research-based reading/literacy practices; Maintains paperwork consistently and in an appropriate manner; Works with the personalized learning teams to ensure that delivery of instruction is consistent with mastery learning criteria; Provides teachers with feedback and coaching; Reviews the assessment of teacher needs in the areas of instructional delivery, using core program materials, student assessments, and the analysis of student performance data; Structures professional activities that are research-based, ongoing, coordinated, and are responsive to student needs revealed by data (e.g., workshops, book studies, and classroom coaching); Supports teachers and leaders with curriculum alignment to Common Core & College/Career Readiness Standards; Supports teachers in using an ongoing model of diagnostic and prescriptive teaching which will ensure that all children are receiving appropriate instruction to meet their assessed needs and remediate their reading/literacy deficits; Supports the effective use of research-based reading/literacy strategies; Supports Title 1 reading/literacy specialists, ESL teachers, paraprofessionals, librarians, parents, community representatives and teachers to form a “learning” team to facilitate change in attitudes and delivery of lessons; Perform other duties as assigned by the content supervisor or principal. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary. Prepared on: July 25, 2019

ANNOUNCEMENT OF VACANCY 1.22.2026 Title: Long-term Substitute Elementary Teacher (Grade 1) (Elementary Certification Required) Location: Frisbie Elementary School Approximate Start Date: As Soon As Filled Rate: Per Substitute Policy Closing: Until Filled Internal Candidates: Please send a letter of interest to Meagan Angelone at *********************** External Candidates: MUST apply online through our portal at *********************************

ANNOUNCEMENT OF VACANCY 1.23.2026 Title: Long-term Substitute Math Interventionist (Certification Required) Approximate Start Date: March 2026 Approximate End Date: June 2026 Rate: Per Substitute Policy Closing: Until Filled Internal Candidates: Please send a letter of interest to Meagan Angelone at *********************** External Candidates: MUST apply online through our portal at *********************************

Part-Time Adult Education (WERACE) Evening ESL Teacher (Multiple Positions Available) JobID: 6982 Adult Education/Adult Education Teacher Additional Information: Show/Hide SCOPE WERACE English as a second language (ESL) teacher(s) teach ESL courses to adult learners by implementing the English Learner Proficiency Standards. WERACE ESL teacher(s) plan, organize, and implement appropriate lessons for adult learners that guide and encourage these students to develop their English proficiency, enabling them to reach their academic and professional goals. Teacher(s) is directly responsible to and evaluated by the WERACE evening site supervisor. EXAMPLES OF RESPONSIBILITIES (Illustrative, not inclusive) * Plan and effectively carry out life and academic skills-based instruction informed by student skill proficiency assessment data and English language proficiency standards; * Request, organize, and utilize teaching materials appropriate for adult ESL learners; * Implement instruction that reflects a logical sequence for the appropriate learning levels of adult learners based on student need assessment data; * Support student learning outside the walls of the classroom by providing activities or practice students can engage in between class meetings; * Create, foster, and maintain a positive learning environment for all adult learners; * Attend and actively participate in site monthly data meetings; * Accurately record student data in collaboration with site supervisor, including attendance and any disclosed employment achievements, in the LACES database; * Assist with student registration and student testing as needed and scheduled by site; MINIMUM QUALIFICATIONS * TESOL certification (111) and/or Teaching English to Non-English Speaking Adults (088); WORK SCHEDULE * Two evenings per week (either Monday and Wednesday OR Tuesday and Thursday), 6:30-8:30 p.m. The assignment includes a total of 25 sessions, with start dates available in January or February. COMPENSATION Stipend for this position is $2,249.00 APPLICATION PROCESS Apply online, including all required attachments: ******************************

Substitute/Substitute Teacher Date Available: March 2026 Closing Date: Until filled Attachment(s):

Tutors - Southington Public Schools/EL Tutor Date Available: January 2026 Closing Date: Until filled Attachment(s):

Substitute/Substitute Paraeducator Date Available: August 2025 Closing Date: Until filled Substitute paraeducators - per diem basis. Prefer those with an associate's degree or 60 college credits. Work with students in need of assistance. Ongoing 2025-26 school year.

Long-term Substitute - Grade 1 Teacher JobID: 3769 Substitute/Substitute Teacher Date Available: March 2026 Attachment(s): * Vacancy - LTS Grade 1 FES.pdf

Long-term Substitute - Multilingual Tutor (Full-time) JobID: 3764 Tutors - Southington Public Schools/EL Tutor Date Available: January 2026 Attachment(s): * Vacancy - ML Tutor.pdf

Certified: High School Teacher Date Available: ASAP Position Type: Interim High School Spanish Teacher - Bristol Eastern High School -- Grades 9-12 Qualifications: Appropriate Connecticut Certification in Spanish required. Additional certifications preferred. Salary: As per negotiated contract Date of Service: ASAP- through the end of the 2025-2026 school year Hours: 7:20AM - 2:20PM Application: If you are currently employed by the Bristol Board of Education as a teacher, please complete an internal application online by 4:00 p.m. on January 23, 2026. All others please fill out an online application at ************************************ 1/21/26 JG/SS PC# 50030021