Special Education Teacher jobs at Bristol Public School District - 114 jobs

Certified: Elementary Teacher/Primary - Grades 1, 2, 3 Date Available: As soon as possible Closing Date: Open until filled Position: Teacher, Grade 2 at West Bristol School Qualifications: Appropriate Connecticut certification Salary: As per negotiated contract Date of Service: As soon as possible Hours: 7:45am - 2:55pm or 4:10pm (W) Application: If you are currently employed by the Bristol Board of Education as a teacher, please complete an internal application online by 4:00 p.m. on January 12, 2026. All others please fill out an application at ************************************ 1/8/2026 IW/mma PC# 50010142

Special Services/Special Education Teacher Date Available: ASAP Additional Information: Show/Hide Special Education Teacher 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 Certification In Subject Area Application Procedure: Apply online Selection Procedure: Interview

Special Services/Special Education Teacher Date Available: ASAP Closing Date: Open Until Filled Special Education Teacher 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, nonï ½teaching 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 Certification In Subject Area Application Procedure: Apply online Selection Procedure: Interview

Early Childhood Education (ECE)/Special Education Date Available: 8/20/25 Closing Date: until filled JOB CLASSIFICATION TITLE: Pre-K Teacher (Special Education-Self Contained) DEPARTMENT: Special Education INCUMBENT NAME: BARGAINING UNIT CLASSIFICATION: Waterbury Teachers' Association CEA-NEA REPORTS TO: Building Principal or District Level Administrator FLSA DESIGNATION: Exempt PART I - SUMMARY OF CLASSIFICATION This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE: General Experience: Bachelor's degree from an accredited college or university. 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. Comprehensive Special Education, K-12 - 165 endorsement. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator 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 current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students; Considerable knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom; Knowledge of child development; Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; Knowledge of educational testing; Knowledge of learning theory, and students' learning styles and needs, both academic and affective; Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI); Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions; Skill in classroom and behavior management; Skill in interpersonal relations, especially regarding working as a member of a team; Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations; Skill in organization, and in verbal and written communications; Skill in signing, cued speech, and auditory-verbal areas is required for some positions; Skill in the five real-life transition areas is required for some positions; Skill in transitional service planning and remedial instruction; Skill in utilizing computer technology for educational purposes, including word processing; Skill in working with students having a wide range of disabilities; Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI); Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates; Ability to create a structured and efficient working environment for students; Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students; Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units; Ability to teach a variety of students, with varying disabilities, a variety of classes; Ability to work with individuals from diverse backgrounds. PART III - POSITION SUPERVISES: May provide work direction to paraprofessionals and clericals as assigned. PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Attends various meetings, such as staff, building, parent, team and case management; Communicates and provides consultation with team members, parents and guardians, and other outside agencies, regarding students, their interventions, medications, and programmatic needs; Develops data collection and data management systems; entering data into proprietary and other computer databases; analyzing data, identifying student needs, and recommending quarterly classes based upon individual student needs; Develops or utilizes assessment tools and progress reports, including the Illinois Interactive report cards; Develops positive and trusting relationships with students; counseling students and reviewing transition activities with students; and providing job coaching for students regarding their community job placement activities; Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards; Ensures that teams are utilizing concepts of least restrictive environment and best practices with students; On occasion, deals with student transportation issues such as transporting students in school vehicles, and serving as a contact regarding student problems on the school bus; Participates in staff development activities; Provides direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands-on formats and other instructional strategies; Provides for the management of student behavior, including implementing disciplinary procedures. Assists with the development of individualized intervention plans; writing and implementing conditional procedures; and modeling specific strategies for other instructional staff; Provides for the safety of students including extreme weather, transportation, and unknown personnel; supervising students in building and on school grounds in areas other than the classroom, such as playgrounds, and as students board and disembark from school buses; Works with Individualized Educational Plan (IEP) teams in the development of Individualized Education Plans (IEP); providing for IEP management and reevaluation; assisting with goal writing in accordance with regulations and procedures; and setting up and participating in IEP conferences; May order supplies and materials related to curriculum and instruction; May provide in-service training to other staff; May serve as a case manager with regard to transition planning and plans at the Middle School and High School levels; May work with hearing impaired students on an itinerant basis; 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.

Special Education/Special Education Teacher Date Available: 8/20/25 Closing Date: Until Filled JOB CLASSIFICATION TITLE: Special Education Teacher: Self Contained-BDLC (Middle School) BARGAINING UNIT CLASSIFICATION: Waterbury Teachers' Association CEA-NEA REPORTS TO: Building Principal or District Level Administrator FLSA DESIGNATION: Exempt PART I - SUMMARY OF CLASSIFICATION This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development. PART II - MINIMUM KNOWLEDGE, SKILLS, AND ABILITIES A. EDUCATION AND EXPERIENCE: General Experience: 1. Bachelor's degree from an accredited college or university. B. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 1. Employment in this class is conditional upon the possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. 165 Comprehensive Special Education, K-12 2. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License. D. KNOWLEDGE, SKILLS, AND ABILITIES: · Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students; · Considerable knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom; · Knowledge of child development; · Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; · Knowledge of educational testing; · Knowledge of learning theory, and students' learning styles and needs, both academic and affective; · Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Interventions (SRBI); · Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions; · Skill in classroom and behavior management; · Skill in interpersonal relations, especially regarding working as a member of a team; · Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations; · Skill in organization, and verbal and written communications; · Skill in signing, cued speech, and auditory-verbal areas is required for some positions; · Skill in the five real-life transition areas is required for some positions; · Skill in transitional service planning and remedial instruction; · Skill in utilizing computer technology for educational purposes, including word processing; · Skill in working with students having a wide range of disabilities; · Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Intervention (SRBI); · Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates; · Ability to create a structured and efficient working environment for students; · Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students; · Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units; · Ability to teach a variety of students, with varying disabilities, a variety of classes; PART III - POSITION SUPERVISES: 1. May provide work direction to paraprofessionals and clericals as assigned. PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. · Attends various meetings, such as staff, building, parent, team and case management; · Communicates and provides consultation with team members, parents and guardians, and other outside agencies, regarding students, their interventions, medications, and programmatic needs; · Develops data collection and data management systems; entering data into proprietary and other computer databases; analyzing data, identifying student needs, and recommending quarterly classes based upon individual student needs; · Develops or utilizes assessment tools and progress reports, including the Illinois Interactive report cards; · Develops positive and trusting relationships with students; counseling students and reviewing transition activities with students, and providing job coaching for students regarding their community job placement activities; · Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards; · Ensures that teams are utilizing concepts of least restrictive environment and best practices with students; · On occasion deals with student transportation issues such as transporting students in school vehicles, and serving as a contact regarding student problems on the school bus; · Participates in staff development activities; · Provides direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands-on formats, and other instructional strategies; · Provides for the management of student behavior, including implementing disciplinary procedures. Assists with the development of individualized intervention plans; writing and implementing conditional procedures, and modeling specific strategies for other instructional staff; · Provides for the safety of students including extreme weather, transportation, and unknown personnel; supervising students in building and on school grounds in areas other than the classroom, such as playgrounds, and as students board and disembark from school buses; · Works with Individualized Educational Plan (IEP) teams in the development of Individualized Education Plans (IEP); providing for IEP management and reevaluation; assisting with goal writing per regulations and procedures; and setting up and participating in IEP conferences; · May order supplies and materials related to curriculum and instruction; · May provide in-service training to other staff; · May serve as a case manager concerning transition planning and plans at the Middle School and High School levels; · May work with hearing-impaired students on an itinerant basis; · 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.

Tutors/Special Education Tutor (High-Needs School) Date Available: Immediately Additional Information: Show/Hide The Stratford School District has the following certified position available for the 2025-2026 school year: Special Education / ABA Tutor Lordship School Candidates required to hold the appropriate CT certification; Special education certification preferred

Tutors/Special Education Tutor Date Available: Immediately Additional Information: Show/Hide The Stratford School District has the following certified position available for the 2025-2026 school year: Special Education / ABA Tutor Franklin Elementary School 32.5 hours per week Candidates required to hold the appropriate CT certification; Special education certification preferred

Student Support Services/Paraeducator Date Available: 01/20/2026 Attachment(s): * ParaPost_HOM_27hrs.docx

Student Support Services/Paraeducator Date Available: Immediately Attachment(s): * ParaPost_Preschool.docx

Student Support Services/Paraeducator Date Available: Immediately Attachment(s): * ParaPosting_NMS_32.5.docx

Student Support Services/Paraeducator Date Available: 12/01/2025 Attachment(s): * ParaPosting_SHS_27.5hrs.docx

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.

Student Support Services/Paraeducator Date Available: 12/01/2025 Closing Date: Until filled Attachment(s):

Student Support Services/Paraeducator Date Available: Immediately Closing Date: Until filled Attachment(s):

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 1.16.26 Title: Special Education Paraeducator (Resource Room) Start Date: January 2026 Rate: Per Union Contract Benefits: Per Union Contract Closing: Until Filled Internal Candidates: Please send a letter of interest to Meagan Angelone at *********************** External Candidates: MUST apply online through our portal at *********************************

Paraeducators and ABAs/Paraeducator - Part-time Date Available: August 2025 Closing Date: Until filled Attachment(s):

Paraeducator, Part-time (less than 27.5 hrs/wk) JobID: 3646 Paraeducators and ABAs/Paraeducator - Part-time Date Available: August 2025 Attachment(s): * Vacancy - Paraeducator PT less than 27.5 hrs.pdf