Student teacher jobs in Hartford, CT

Step Into a Rewarding Career with The Stepping Stones Group! Are you a compassionate educator with a big heart and a passion for making a difference? Are you ready to change the lives of students with special needs and build a brighter future - one step at a time? We are looking for Special Education Teachers to join our dynamic team in Wilbraham, MA, and we want YOU to be part of this exciting journey! Qualifications: * Master's degree in Special Education from an accredited institution * Valid DESE Certificate with SPED endorsement * Definitely a plus if you have experience working with children in a school setting, with a strong emphasis on supporting those with special needs Why Choose Us? * Empowering Students - Help kids shine with your innovative teaching techniques and a whole lot of heart. You will make every step count! * Support & Growth - Be part of a team that values YOU. From professional development to a caring network of colleagues, we are with you every step of the way. What We Offer: * Competitive pay, Benefits, and Health and Wellness stipends that let you enjoy life inside and outside of school * Relocation assistance (for those looking for new adventures)! * Spread Pay Plan: Enjoy a consistent income throughout the year. * Professional Development Stipends: Invest in your growth with our financial support. * 401(k) Plan: Secure your future with our retirement savings plan. * Online Resources: Access approved webinars, therapy ideas, and free CEUs. * Travel Positions: Explore new locations with our travel and relocation assistance. * Referral Program: Share the opportunity! Refer your friends and help them join our amazing team today! * A workplace where you are supported, respected, and encouraged to do your best work every day. Are You Ready to Make an Impact? Join The Stepping Stones Group today, and help us build brighter futures, one student at a time. Every step you take creates a ripple effect in their world.

The teacher is responsible for putting into practice the curricular goals and benchmarks in the classroom. The teacher is in charge of ensuring the safety of children entrusted to her/him and of ensuring the development and school readiness of each individual child and of the group. The teacher is supervised by the director or assistant director. GENERAL DUTIES AND RESPONSIBILITIES * Provide supervision, technical assistance, guidance and support to children and assistant teachers * Coordinate and engage in the planning and implementation of experiences for young children using the CT Early Learning and Development Standards and other standards or frameworks applicable to funding such as school readiness. * Complete weekly observations and assessments on children's progress and development * Partner with families in meaningful ways to support the development of relationships between children and their families and share and gain information pertaining to each child's approach to learning, progress, and general health and well-being. * Maintain regular communication with parents including drafting of letters and reports and giving written information to parents as needed * Prepare children's daily reports to parents and referral forms and plans for children with special needs as needed * Prepare weekly learning experience plans * Complete weekly and routine observations on classroom environment, implementation checklists, and adjustments to learning experience plans * Coordinate assistant teacher's tasks and activities modeling best practices * Keep records of children's observations, performance and development * Ensure compliance with NAEYC, state, local, and agency policies, regulations and procedures * Ensure that records and documentation are up to date and secure to assure client's right to privacy * Coordinate with instructional leader, supervisor and teaching team, where applicable, schedule meetings and conferences with parents regarding children's progress and individual development plans * Work with a team of professionals, such as assistant teachers, administrators, public school personnel (e.g., special education teachers, therapists, etc.) to coordinate information about children's progress and adjust teaching practices to meet the needs of all children. * Participate in training, planning and evaluation activities and meetings with staff and parents as needed * Provide assistance to director to cover other classrooms' children and activities when needed * Engage in on-going professional learning opportunities to remain current with early childhood research and best practices * Ensure health, safety, cleanliness and well-being of students through consistent schedule and appropriate supervision at all times * Ensure classroom ratios at all times * Provide oversight and assistance to teaching team with support from the instructional leader * Other duties as assigned PQI Functions * Ensure the consistent accurate collection of the data * Identify patterns and trends of administrative services * Use results of data to inform supervisor of trends that may impact services QUALIFICATIONS: * Hold a current CDA credential plus 12 ECE credits and be enrolled in a higher education program with supervised experience working with unrelated pre-school aged children and demonstrating continuous progress towards an Associate Degree, which will be required for continued employment by 2025. OR * Hold an AA in Early Childhood Education or Child Development and be enrolled in a higher education program with supervised experience working with unrelated pre-school aged children and at least one semester of student teaching with pre-school aged children and demonstrating continuous progress towards a Bachelor's Degree, which will be required for continued employment by 2029. * Must possess the personal qualities necessary to care for and work with children, relate to other adults, including staff and parents. * Possess the management competencies and criteria established by Catholic Charities for a supervisory role specifically: * Proficiency of oral and written communication skills. * Ability to manage multiple tasks and meets timelines. * Excellent planning skills and ability to manage details. * Skill and experience in motivating and managing personnel. * Ability to work well with individuals at all levels, both internally or externally and works to create a team environment. * Monitoring and supervising job performance of direct reports. * Scheduling and managing employee schedules to effectively meet program requirements. * Child CPR/First Aid certification REQUIRED: * A pre-employment health certification, including a documented, negative tuberculin test or normal chest x-ray is required as well as a criminal background check EMPLOYEE BENEFITS Catholic Charities offers access to a comprehensive array of benefits, including: For Good Health: Medical, Prescription, Dental and Vision insurance For a Secure Future: Life, AD&D and Long-term disability insurance For Retirement: 403(b) Plan, with employer matching contributions for eligible employees For Career Advancement: Training and development opportunities and for Licensed Clinicians ability to apply for the education Loan Forgiveness Program under The National Services Health Corp. For Work Life Balance: Generous paid time off; including vacation and sick time. Employee Assistance Program (EAP) - Free and confidential counseling

Certified Teacher/Read 180 Additional Information: Show/Hide Job Title: Teacher- Read 180 Compensation/Benefits/Opportunities: Local 933, New Haven Federation of Teachers New Haven teachers are offered a variety of leadership development opportunities including but not limited to curriculum facilitator, teacher facilitator and the Yale-New Haven Teachers Institute. Additional benefits include community support, special federal/state loan forgiveness, and home buyer programs. Salary contingent on degree and years of experience: $51,421-$104,297 Certification Requirements: Must possess and maintain the certification requirements as established by Connecticut State Statutes. 015, 102, 215 For information on how to obtain a Connecticut State Certification, please follow this link: How to obtain a Connecticut Educator Certificate. New Haven Public Schools Vision: We believe that all kids can learn, achieve, and rise to a bright future. Our purpose is to provide an outstanding education that extends beyond graduation and prepares our students to be the next generation of leaders, innovators and problem-solvers. Engagement is the foundation of learning and growth, for students, adults, and the school district as a whole. We will be successful when all students actively engage in their own learning, when adults engage in their professional community, and when the school district is consistently learning and growing to respond to the needs of children and schools. We must all engage and take collective responsibility for ensuring student success and wellbeing so that every child has a chance to rise. To create this engagement, our vision is to build a portfolio of great schools that empower students to achieve success in college, career and life through purposeful, supportive and meaningful learning experiences. In crafting those learning experiences, we must strive to engage the whole child - the academic learning, the social-emotional growth, and health that enable students and schools to rise. As we work, we hold tight to the values of collaboration, growth and innovation, and equity. An Equal Employment Opportunity and Affirmative Action Employer, M/F/V/D

Special Education Department/Resource Teacher Date Available: ASAP Additional Information: Show/Hide HAMDEN PUBLIC SCHOOLS HAMDEN, CT 06517 Title: Resource Teacher Qualifications: 1. Certification in the subject and/or grade level to be taught as determined by state certification authorities. 2. Such other alternatives to the above qualification as the Board may find appropriate and acceptable. Reports To: Building Administrator or Director/Coordinator Job Goal: To provide each educationally handicapped student with the individually tailored help, counsel, and learning experience he or she needs to make progress toward educational goals established with the student's limitations in mind. Performance Responsibilities: 1. Determines specific learning problems, skill deficiencies, or social adjustment difficulties of students and initiates remediation programs in these areas. 2. Provides students with tutoring for other classes. 3. Evaluates each student in terms of initial needs and progress toward remediation. 4. Prepares progress reports and year-end evaluations. 5. Makes available a wide range of teaching materials and equipment, including reading materials at many levels, instructional games, and resource materials. 6. Counsels students in identifying and dealing with academic and social problems. 7. Provides opportunities for students to explore life and career goals. 8. Establishes and maintains standards of individual student behavior. 9. Works closely with other teachers to help the students maintain satisfactory class work, homework, and behavior. 10. Helps parents to understand the specific problems of educationally handicapped students and the goals and operation of the program, apprising them of problems and progress. 11. Participates in selection and evaluation of students for admission to the program of education for such students. 12. Participates in case conferences about educationally handicapped students. Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. Physical Demands: While performing the duties of this job, the employee is regularly required to stand, sit, and talk or hear. The employee is occasionally required to stand; walk; climb or balance; and stoop, kneel, crouch or crawl. The employee is regularly required to reach with hands and arms. The employee may be required to lift, push and/or move up to 50 pounds, including office supplies, books and other instructional materials as well as technology equipment. The employee must be able to hear clearly (correctable to within normal limits) to record telephone information and receive detailed messages. The employee needs to be able to tell where a sound is coming from a noisy environment. Specific vision abilities required by this job include vision correctable to 20/20, distance vision, depth perception and peripheral vision. Adaptive technology may be used. There is some stress in interacting with students, faculty or the public and in meeting deadlines. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment: Exposure to student illnesses. There is regular intermittent exposure to computer screen. The noise level in the work environment is usually moderate to loud and is acceptable to this particular environment. The employee must work with students, staff and the public, continuously meeting multiple demands from several people. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Terms of Employment: Per negotiated agreement The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Community Health Center, Inc. (CHC), with offices in Connecticut, Colorado and California, is one of the country's most creative and dynamic providers of primary medical, dental, and behavioral health services, and a leader in practice-based research, health professionals training, and use of innovative technologies to advance health and healthcare. CHC is designated as a federally qualified health center and a patient-centered medical home by HRSA, the Joint Commission, and NCQA, respectively. We deliver more than 600,000 patient visits per year from primary care hubs and community clinics across the state of CT, all connected by technology and common standards for quality. We employ several hundred medical, dental, and behavioral health providers who are engaged in practice, teaching, and research. Our Weitzman Institute is devoted to research and practice transformation and is recognized around the country as one of the premier research institutes focused on improving health care and health outcomes for special and vulnerable populations. In addition, the organization has developed three wholly owned subsidiaries from the original pilot developments within the Weitzman Institute: the National Nurse Practitioner Residency and Fellowship Training Consortium (NNPRFTC), the National Institute for Medical Assistant Advancement (NIMAA), and ConferMed. **Job Description:** The Behavioral Health Clinician II is an licensed independent provider who performs diagnostic psychosocial evaluations, develops care plan with clients and their families, offers individual, family, or group therapy as appropriate, collaborated with psychiatric and/or medical providers who are part of the client's care team, and documents all clinical interventions in accordance with CHC policy, Joint Commission standards, and state regulatory expectations. The position is primarily focused on direct client care but may include supervision of unlicensed staff and/or students . **ROLE AND RESPONSIBILITIES** _CLINICAL_ + Completes initial behavioral health evaluations; individual, group and family psychotherapy with children and/or adults in an outpatient clinic. Will be expected to run at least five (5) groups for each week of direct clinical work. + Practices as part of an interdisciplinary, inter-professional team, accepting "warm hand offs" from primary care providers and other members of the health care team as well as reaching in to the patient population to identify patients potentially in need of behavioral health services as flagged by the BH clinical dashboard. + Consults with providers within and outside the agency regarding the treatment plan and progress of the patients. + Shares in the Behavioral Health On-Call for after-hours coverage and daily clinic call. + Coordinates as needed with psychiatric consultants for diagnostic and consultative needs; refers as necessary for medication management. + Attends clinical Team Meetings as assigned and Component Meetings + Clinically supervises unlicensed Behavioral Health staff as assigned + Meets productivity standards as outlined annually during employees performance appraisal review with a focus on quality clinical care. + Encourages clients to express their feelings and discuss what is happening in their lives, helping them to develop insight into themselves or their relationships. + Perform crisis interventions with clients. + Assess for immediate safety concerns, including: high risk patients/clients who may be at risk for homicide, suicide and domestic violence. + Guide clients in the development of skills or strategies for dealing with identified goals. + Develop and implement treatment plans based on clinical experience and knowledge according to state regulatory and joint commission standards. + Evaluate the effectiveness of ongoing treatment on clients' progress in resolving identified problems and moving towards defined objectives. + Modify treatment activities or approaches, as needed, to comply with changes in clients' status. + Discuss with individual patients their plans for life after leaving therapy. + Work with and Support family members to assist them in understanding, dealing with, or supporting clients or patients. + Maintain awareness within discipline about new developments in the field + Gather information about community mental health needs or resources that could be used in conjunction with therapy. _ADMINISTRATIVE_ + Completes all documentation required by state regulations, Joint Commission standards, and CHC Behavioral Health department by laws in a timely manner, included by not limited to intake, prior authorization request, progress notes, treatment plan documentation, and discharge. + Completes and locks all treatment notes no later than the end of the next business day. + Completes reports as required for outside agencies such as DCF, Family Relations, probation, and others with appropriate releases signed by clients. + Participates as a member of agency wide committees as assigned. **QUALIFICATIONS** + Ph.D. /Psy.D, LCSW, LPC or LMFT degree + Licensed in the State of Connecticut. + Minimum of two years of experience with outpatients including experience with children and/or adults. + Theoretical orientation consistent with brief, problem-focused therapy + Reliable access to an automobile or reliable access to transportation to outside agency consults, meetings and home visits. + Written and oral bilingual fluency in language spoken by patient population (for example, English/Spanish) preferred. **PHYSICAL REQUIREMENTS/WORK ENVIRONMENT** + Combination of sustained periods of sitting at keyboard, walking and stair climbing + Minimal lifting and carrying activities + Must be available to work one evening and one Saturday per month, as well as to participate in on call after hour's coverage. **COMMUNICATION SKILLS:** + Excellent oral and written communication skills are required. + This position must interface with patients, family members, community agencies and other providers within the organization. **CONFIDENTIALITY OF INFORMATION:** + Behavioral Health information is kept in strict confidence. Confidentiality of patient and business information is a requirement. Full access to patient medical records and encounter data. Confidentiality must be maintained according to CHC policies. + Responsibility for client data entry + Access to medical system information. + Confidential patient correspondence. **Organization Information:** **Location:** Anna H Rockwell Elementary School **City:** bethel **State:** Connecticut **Time Type:** Full time MWHS provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

AVON PUBLIC SCHOOLS For External Applicants applying for a position. Applicants must complete all required fields of the application, as well as upload documents in support of their application, these include a cover letter specific to the position, an up-to-date resume, copies of any certifications, copies of any college/university transcripts, as well as three letters of reference dated within the last year for full consideration. Position Title: Special Education Long-Term Substitute Qualifications: Must possess or be eligible for Connecticut State Department of Education certification that covers comprehensive Special Education for grades PK-12. Degree from an accredited college or university with a concentration in Special Education. Reports to: Building Principal and/or designee Compensation: In accordance with the collective bargaining agreement between the association and the Board of Education. Period of Assignment: Starting on or about February 15, 2026, through the end of the 2025-26 school year. Responsibilities: The Special Education Long-Term Substitute has the following responsibilities as listed below and other duties and responsibilities as shall be assigned by the Building Principal and/or designee: Monitor student progress in accordance with IEP. Complete progress reports at the conclusion of ESY. Plan and implement specially designed instruction for students in accordance with their IEPs. Collaborate with related service providers and paraprofessionals Provide direct instruction/support for students requiring special education. Supervise one/multiple paraeducator.

Long-Term Special Education Substitute Ridge Road Elementary School Title: Long-Term Substitute, Special Education Ridge Road Elementary School Reports to: Building Principal and Director of Student Services Supervises: N/A Work Year: September 29, 2025 - January 15, 2026 Position Description Long-term substitute position for a Ridge Road Elementary School Special Education Teacher. Provide specialized instruction and case management for student(s) enrolled at Ridge Road who receive special education services. Additionally, collaborate with students' general education teacher(s) and collaborate with students' service providers to support students' Individualized Education Plan (IEP); modify curriculum. Education, Qualifications and Expectations Degree in Special Education and State of Connecticut Special Education certification (165); Working knowledge of the co-teaching and consultative models; Collaboration with classroom teachers in a co-teaching and/or consultative role - including lesson development, delivery of differentiated instruction, and analysis of student performance data; Ability to provide direct academic instruction in a resource room model through specialized instruction; Experience conducting Functional Behavioral Analysis and writing behavioral support plans, analyzing behavioral data; Ability to initiate productive communication to address student concerns with administration, team members, and parents; Develop a daily/weekly schedule of instructional and non-instructional activities for each paraprofessional that supports students on your caseload always with the intent to build students' independence; Comprehensive knowledge of the Planning and Placement Team process and legal and related compliance; Become Handle with Care Trained (training provided by District in fall); Conduct appropriate evaluations and assist other teams in understanding the special education eligibility process for students with or suspected of having a disability, including the use of state guidelines; Demonstrate teacher-leadership qualities to bring initiative and innovation to the special education department in the above areas; Handle with Care (or the District will provide training). Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to individuals with disabilities to perform the essential functions. While performing the duties of this position, the employee is regularly required to stand, walk, sit, talk or hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to ten (10) pounds. Specific vision abilities required by this job include close vision and distance vision. Environment The work environment characteristics described here are representative of those of an employee encounters while performing the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day. Interested applicants should apply online through the North Haven Public Schools website, ********************************** Please apply via ******************************************* Hardcopy or emailed applications will not be accepted. Incomplete applications will not be considered. North Haven Public Schools does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability, genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.

Teaching Assistant Department: Compliance / Community Service Reports To: Nicole Steck / Children's Community School Rate of Pay: $20/hr Position SummaryThe Teaching Assistant at the Children's Community School (CCS) provides support to help further implement our school's academic strategy for our 138 individual students from 1st through Grade 8. This position requires 25 hours per week as well as approval from financial aid for Federal Work Study. Hours would be adjusted to meet Post Student's schedule; however, the daily class/grade program runs from 9:00 am through 3:00 pm each school day on-site. Key Responsibilities Children's Community School, through the assistance of Post University would welcome University Students who are majoring in Education or a related field who can assist our school in offering each child greater success in their studies and solidifying their forward trajectory. Each assistant can not only help meet the needs outlined by the primary teacher, tutor, or counselor for the student but also bring to each session their own capabilities such as astronomy, computer programming, science, mathematics, reading and writing or other personal strengths. Assistants will work closely with Reading Tutor's to provide tutoring services to elementary school-age students. Post Work Study Program participants are welcomed to bring with their energy, an observer's viewpoint, and share a distinct academic specialty and outlook. Qualifications & Skills Must be a current Post University student Student majoring in Education Excellent time management skills Self-starter Brings positive energy & motivation to the department Approved for FWS How the Job Benefits You as a Student: Relationship building is key to student success, and the teaching assistant works with the teacher to build student trust, engage students in active learning, and support supervision to keep students safe. The assistant becomes another trusted adult for the students in the classroom. #LI-DNI

Bethel Public Schools • Bethel, CT Classroom Teacher QUALIFICATIONS: * Valid Connecticut Teaching Certification issued by the State Department of Education in the area of assignment * Experience in the field as the Board of Education and administration may find appropriate and acceptable REPORTS TO: School Principal or Principal's designee JOB GOAL: The classroom teacher provides each child with new knowledge, skills, attitudes, and dispositions using research-based curriculum, instruction and assessment. PERFORMANCE RESPONSIBILITIES: * Demonstrate, at the proficient level, the four domains of the Framework for Teaching (Danielson) and the six domains of Connecticut's Common Core of Teaching (CSDOE), which constitute Bethel's definition of effective teaching practice. * Demonstrate, at the proficient level, subject-area and/or teaching-area expertise in the classroom. * Use formative and summative student learning data analysis to continuously improve instruction in response to the needs of all students in the classroom. * Demonstrate, at the proficient level, the ability to use research-based instructional techniques to engage students actively in their learning. * Develop, teach, and assess appropriate learning objectives daily for subject(s) taught. * Demonstrate coherent and sequential long-term instructional planning in the classroom. * Maintain a physical, social, and emotional learning environment that inspires and motivates students, and supports character development. * Demonstrate effective classroom management strategies to maximize student engagement and productivity. * Develop and implement a variety of short- and long-term assessment strategies, and communicate detailed results to students and their parents regularly. * Prepare professional teaching/learning SMART goals annually in collaboration with the building administrator designed to improve instruction, support professional growth, and further building and district-wide learning initiatives. * Participate actively in the Professional Development program based on PLC and/or building administrator recommendations as well as one's own documented professional reflections. * Comply with all of Bethel's professional expectations and regulations set forth in the Teachers' Contract. * Participate in the life of the school, supporting programs or activities outside the classroom which further develop students' learning and social-emotional needs. * Complete all other duties as assigned by the principal conscientiously and professionally. TERM OF EMPLOYMENT: Ten-month position EVALUATION: Performance will be evaluated in accordance with the Bethel Teacher Evaluation Program and the provisions of the Board's Policy 4115.

Job Details 370 James Street New Haven,CT. - New Haven, CT InternshipDescription College or university students requesting to be considered for placement at one of ACES locations. Qualifications Enrollment in a local college or university.

Substitute Date Available: February 2026 Job Posting: Long Term Substitute Position Organization/Location: Race Brook School, 107 Grannis Rd, Orange, CT 06477 Position: Long Term Substitute - Grade 6 Qualifications: Strong classroom management skills for working with students A collaborative nature, and a passion for engaging students Requirements: Connecticut teaching certification covering grade 6, preferred Experience with elementary aged students Strong communication skills Collaborative with colleagues Responsibilities: Plan day to day whole group, small group, and 1:1 instructional opportunities Engage students in learning Differentiate instruction Monitor student progress Maintain excellent records Create conditions for student success Maintain curriculum operational data demonstrated in Teacher Maps Attend SRBI and Data Team Meetings prepared with accurate data Maintain student confidentiality Term/Duration: To begin on or about February 2, 2026 through June 2026 Salary: The 2025-26 starting rate is $130 per school day. Application Process: To complete an online application. Go to ************* Select “Departments” Select “Employment” Please upload a cover letter, a resume, and reference letters with your online application. Once your application has been submitted, it will be reviewed. Equal Employment Opportunities: It is the Board of Education's policy to provide equal employment opportunities for all employees and that qualified applicants for employment will be recruited, hired, and assigned on the basis of merit, without regard to race, creed, color, gender, age, national origin, sexual orientation, gender expression or identity, marital status, disability, or veteran status. The employment policies and practices of the Board are to ensure that all qualified employees are treated equally with no discrimination in employment, compensation, opportunities for advancement (including promotions and transfers), training, and discipline based on race, creed, color, gender, age, national origin, sexual orientation, gender identity or expression, marital status, disability or veteran status or any other protected basis.

Para Educator - Special Education 30 hours per week QUALIFICATIONS: Associates Degree or meets federal and state requirements Experience working with students with Special Needs required REPORTS TO: Principal/Director of Special Education SALARY: Per Para Educator Contract-Starting Salary very competitive; Position includes Health Insurance Actual salary will be based upon relevant experience in a school setting STARTING DATE: Immediately PAPE APPLICATIONS WILL NOT BE ACCEPTED

Substitute Teacher/Long-Term Substitute Date Available: 3/10/2026 Additional Information: Show/Hide GLASTONBURY PUBLIC SCHOOLS Long-Term Substitute - Art Teacher * 1.0 FTE * Glastonbury High School * CT Teaching Certification Required * CT Teaching Endorsement - (042) - Art, PreK-12 * Start Date - On/around 03/10/26 * Duration - through the end of the school year * Closing Date - Until Filled Applications accepted online at GLASTONBURY PUBLIC SCHOOLS APPLITRACK website; ************************************************************* JOB ID #2565 GLASTONBURY PUBLIC SCHOOLS IS COMMITTED TO INCLUSIVE WORK ENVIRONMENTS. AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER.

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging. Holyoke Public Schools' strategic plan, "Moving Forward Together," builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students' well being. Our Equity Commitments are pledges we are making to address systemic equity challenges. * We intentionally build a community that is anti-racist, inclusive, and culturally responsive. * We ensure that students, families, and staff get the support they need to be successful. * We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past. * We promote access and inclusion for all students, staff, and families. * We respect, embrace, and honor the diversity of our students, families, staff, and community. * We reflect on our own behavior to minimize harm to others. * We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community's success. Please visit the Holyoke Public Schools website to learn more about us as well as some of our recent accomplishments. * Spanish: Las Escuelas Públicas de Holyoke son un distrito escolar público de prekínder a 12.° grado que acoge a casi 5100 estudiantes, de los cuales el 80 por ciento son latinos/latinas. Empleamos a casi 1300 personas que, juntas, educan y apoyan a una comunidad de estudiantes muy diversa. Estamos comprometidos a contratar y retener educadores de alta calidad que tengan la certeza de que todos los niños pueden y podrán aprender, y que también se esfuercen diariamente por hacer de la escuela un lugar alegre de descubrimiento, apoyo y pertenencia. El plan estratégico de las Escuelas Públicas de Holyoke , "Avanzando Juntos", toma en cuenta nuestras fortalezas anteriores y al mismo tiempo sirve como un llamado a la acción para acelerar el aprendizaje de los estudiantes a través de una perspectiva diferente sobre cómo enseñamos, cómo trabajamos juntos y cómo apoyamos el bienestar de los estudiantes. Nuestros compromisos de equidad son promesas que hacemos para abordar los desafíos de equidad sistémica. * Construimos intencionadamente una comunidad antirracista, inclusiva y culturalmente receptiva. * Nos aseguramos de que los estudiantes, las familias y el personal reciban el apoyo que necesitan para tener éxito. * Buscamos e incorporamos las voces de los afectados, con el compromiso de incluir a los que han sido excluidos en el pasado. * Promovemos el acceso y la inclusión de todos los estudiantes, el personal y las familias. * Respetamos, acogemos y honramos la diversidad de nuestros alumnos, familias, personal y comunidad. * Reflexionamos sobre nuestro propio comportamiento para minimizar el daño a los demás. * Creamos una cultura de aceptación y empatía para que todos se sientan valorados y puedan contribuir al éxito de nuestra comunidad. Por favor, visite el sitio web de las Escuelas Públicas de Holyoke en ********************* para obtener más información sobre nosotros y algunos de nuestros logros recientes. Job description: * Meet and instruct assigned classes in the locations and at the times designated. * Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students and employs a variety of instructional techniques and media. * Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. * Guide the learning process toward the achievement of curriculum goals and - in harmony with the goals - establish clear objectives for all lessons, units, projects and the like to communicate these objectives to students. * Strive to implement by instruction and action the district's philosophy of education, instructional goals, and objectives. * Assess the accomplishments of students on a regular basis and provides progress reports as required. * Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations. * Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested. * Plan and supervise purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance. * Strive to maintain and improve professional competence. * Attend staff meetings and serves on staff committee as required. * Other duties as assigned. Qualifications * Bachelor's Degree * At least one year of full-time teaching experience * Commitment to ensuring academic success for all students * Experience working in an urban setting, preferred * Experience working with diverse student populations, preferred * Ability to read, interpret, and apply student performance data to instructional planning and execution * Strong written and verbal communication skills; excellent teamwork skills * Bilingual applicants (Spanish) strongly encouraged to apply Required license(s): * WORLD LANGUAGE (SPANISH)1-6, 5-12, BILINGUAL ENDORSEMENT preferred

Elementary School Teaching/Early Childhood Additional Information: Show/Hide Pre-Kindergarten Teacher (1.0 FTE) DESCRIPTION The Pre-Kindergarten Teacher will teach three and four-year-old children. The program is academically focused on reading, writing, mathematics, and science. Kindergarten preparation will be a core responsibility of the teachers utilizing the Early Learning Development Standards and STEAM (Science, Technology, Engineering, Arts, and Mathematics) integration. Daily hands-on learning will be expected to be provided by teachers. Each classroom will be co-assisted by a paraprofessional. Routine progress monitoring of reading, writing, mathematics, science, and social competencies will be expected. PERFORMANCE RESPONSIBILITIES * Provide inquiry-based instructional programming with a hands-on, exploratory focus to all students; * Provide an academically centered learning experience for all students; * Provide direct instruction to students identified as requiring a specialized Pre-Kindergarten setting, using a research-based program; * Assess and monitor progress students for eligibility and service delivery using early childhood-appropriate assessment battery; * Collaborate with other early childhood staff to develop and implement an inclusive setting with peer models; * Communicate daily with parents; * Work with SRBI team to monitor IEP goals; * Analyze assessment data to determine the need for continued intervention, additional intervention, or to change intervention strategy; * Support the implementation of the district and school improvement plans; * Work with central office staff, building administrators, and teachers to select, obtain, implement, and manage appropriate resources and materials; * Engage in self-reflection activities and performance observations for professional growth and goal-setting; * Participate in all transition activities from Pre-Kindergarten to Kindergarten; * Complete all Individualized Education Plan and Planning and Placement Team requirements within the allotted timeframe; * Perform other duties related to content area instructional improvement and student learning, as assigned by the Principal, Director of Student Support Services, and Superintendent. KNOWLEDGE, SKILLS, and ABILITIES * Experience as a classroom and/or special education teacher; * Professional special educator certification, preference for dual certification; Inquiry trained preferred; * Knowledge of Early Childhood Development Standards and frameworks; * Knowledge of Connecticut Common Core of Teaching; * Knowledge of research-based interventions, assessments, and instructional strategies for differentiated instruction; * Experience in writing standards-based lesson plans integrating best practices in early childhood development; * Experience in developing strategies to address the diverse needs of students with IEPs; * Ability to work well with others, build relationships with school staff, and maintain confidentiality; * Commitment to the success of all students and teachers; * Computer proficiency and commitment to technology integration in content instruction. TERM * Full-time CERTIFICATION * CT License - 113 EDUCATION * Bachelor's Degree in Early Childhood, Special Education, and/or Elementary Education from an accredited college or university; appropriate certification required. EVALUATION * The evaluation shall be performed by the Principal WORKING CONDITIONS * Per Contract with the WEA * Pay Ranges for 2024-2025 School Year $44,146.59 - $95,391.00 REQUIREMENTS: * Must pass federal and local background checks; * Must have reliable transportation; * Must complete all pre-employment requirements before the start date; * Must be able to lift a minimum of 50 pounds. APPLICATION PROCEDURE: * Apply Online Via our website: ************************* to applitracks Upload cover letter, resume, three recent reference letters, and certificate. SELECTION * Process and Interviews convened by Superintendent/Director of Student Support Services/Principal. * Position can be filled at any time by a qualified candidate

Benefits: Competitive salary Flexible schedule Paid time off At Mad Science and Crayola Imagine Arts Academy (formerly ART-Ventures for Kids) we are having a blast. In our science enrichment programs we build and fly rockets, demonstrate lasers, explore the states of matter using dry ice, and help children create slime and other polymers. Our "Art With Purpose"-based programs foster creativity through exposure to an amazing variety or art media, tools and techniques, while exploring the interaction of art with culture and society. You will inspire the next generation of scientists and artists through our innovative activities that show kids what science and art is really all about. We are currently looking for energetic individuals to join our growing team to conduct art and science programs during after-school hours. You do not need to be a certified teacher, nor do you need to be a science or art specialist. Responsibilities: Facilitating a one-hour after-school enrichment program using a pre-set curriculum (approximately two hours on site) Each session is a high-energy, part entertainment, part education, part creativity session - a hands-on class that meets for one-hour each week for 8-12 weeks per semester. Possibility to also facilitate birthday parties, stage shows or other events Requirements: Some experience working with groups of elementary age (4-12) children (such as enrichment instructor, teacher, volunteer or camp counselor). Must be available 2-3 weekdays M-Th after 2 pm and be willing to travel (paid) to multiple nearby schools/locations. Must have a reliable car and drivers license All employees will be subject to a criminal background checks(required) Additional availability Friday or Saturday for weekly equipment exchange meetings Some college experience preferred. Degrees and/or graduate degrees a plus. Science major not required for Mad Science, some art background helpful but not absolutely required for Crayola Imagine Arts. Have an engaging & outgoing personality May not concurrently be a full time classroom teacher or regular substitute if your day ends after 2PM - you can not get to our programs on time. We train you in the curriculum, and provide all materials. Our classes follow the school calendar and are presented throughout the school year. Our programs happen year round and we also conduct week-long summer programs at many locations all summer. There may also be some additional work possible on weekends or during the day for birthday parties or other one-time events. This is rewarding, long-term periodic work if it fits with your schedule and lifestyle. Compensation: $20.00 - $22.00 per hour Mad Science and Crayola Imagine Arts Academy (formerly ART-ventures for Kids) are well-known brands brands with locations around the globe! For nearly 40 years, we have sparked imaginative learning through our summer camps, birthday parties, in-class workshops, after-school programs, and special events for kids ages 3-12. Become part of our team and help us inspire the next generation of scientists, engineers and artists, or just instill a healthy appreciation of these disciplines for all kids. Our locations are always looking for part-time instructors and occasionally office staff.

Elementary/Intermediate - Grades 5, 6 Date Available: TBD Additional Information: Show/Hide Grade 5 STEM Teacher Hillside Intermediate 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

About us Holy Cross High School is a private, independent Catholic High School sponsored by the Congregation of Holy Cross. Holy Cross High School's student body comes from 30+ towns within and surrounding the Greater Waterbury area. Through a new on-campus partnership with APEX Global Academy that commenced in August of 2024, Holy Cross High School has welcomed several international students from China to join this program. Multi-Disciplinary ESL/ELL Instructor at Holy Cross High School in Waterbury, Connecticut As an ESL/ELL Instructor within a brand new sheltered English language academy at Holy Cross High School in Waterbury, Connecticut, you will play an integral role in providing instruction to students who are English Language Learners (ELLs). Your primary responsibility will be to design and implement effective lesson plans that cater to the academic needs of diverse ELL students in a small classroom setting (approximately 2-4 students in grades 9-11 initially, but with enrollment projected to increase to approximately 10 students by the start of the second academic year), ensuring their successful integration into mainstream academic settings. These lesson plans will span various subject areas including English, Mathematics, Science, History, and Theology. Key Responsibilities: Curriculum Development: Develop and adapt curriculum materials, resources, and assessments to meet the linguistic proficiency levels and academic goals of ELL students. Align instructional content with curriculum taught throughout the remainder of the school to non-ELL students. Instructional Delivery: Deliver engaging and interactive ESL instruction using a variety of teaching methods and techniques to facilitate language acquisition and comprehension. Differentiate instruction to accommodate the diverse learning needs, language backgrounds, and proficiency levels of ELL students. Assessment and Progress Monitoring: Conduct ongoing assessments to evaluate student progress in English language proficiency, academic language skills, and content knowledge. Analyze assessment data to inform instructional planning and provide targeted interventions for students who require additional support. Work toward integrating and eventually transferring ELL students from the academy into the mainstream academic program. Cultural Sensitivity and Inclusion: Foster a culturally responsive and inclusive learning environment that respects and celebrates the cultural diversity of ELL students. Promote cross-cultural understanding and sensitivity among students by incorporating multicultural content and experiences into lesson plans. Collaboration and Professional Development: Collaborate with the mainstream academic program faculty and staff, international academy program coordinator and staff, as well as well as other stakeholders to support the academic and linguistic integration of ELL students across the curriculum and foster the success of both the students and the academy. Participate in professional development opportunities. Provide Support in the Successful Launch of Brand-New Academic Academy Aide in the set-up, strategic planning, and development of innovative initiatives for the inaugural academic year and beyond. Maintain an entrepreneurial spirit and foster a culture of collaborative teamwork with the international agency, as well as students, faculty, and staff of the mainstream academic program. Parent and Community Engagement: Establish open and effective communication channels with parents/guardians of ELL students and representatives from the international agency to provide regular updates on student progress, solicit input, and address concerns. Engage with community resources and organizations to provide additional support services and enrichment opportunities for ELL students and their families. Qualifications: Bachelor's degree (Master's degree and/or TESOL certification preferred). Previous ESL instruction and/or secondary teaching experience preferred. Knowledge of second language teaching methodologies and assessment. A background and knowledge of some or all of the following subject areas: English/Language Arts, Mathematics, Theology, History/Civics, Biology/Chemistry Strong interpersonal skills with the ability to effectively communicate and collaborate with students, colleagues, parents, and community members. Cultural competence and sensitivity to the needs of culturally and linguistically diverse student populations. Proficiency in Mandarin (desired but not required). Compensation: Up to $120 per week per course instructed (i.e. 2 courses such as English & History @ up to $240 per week). The ideal candidate would be willing and able to teach at least two separate courses throughout the academic year (i.e. English & History; Math & Science, Theology, etc). Compensation is commensurate with experience as well as on which course(s) are instructed.

Job Details BHI Valley St - Bristol, CT Full Time 2 Year Degree 1st Shift (Days) QA - Quality ControlDescription $5,000 Sign on Bonus Eligible! Medical Record Coding Compliance Auditor & Educator At Bristol Health, we begin each day caring today for your tomorrow. We have been an integral partof our community for the past 100 years. We are dedicated to providing the best possible care and service to our patients, residents and families. We are committed to provide compassionate, quality care at all times and to uphold our values of Communication, Accountability, Respect and Empathy(C.A.R.E.). We are Magnet and received the 2020 Press Ganey Leading Innovator award for our rapid adoption and implementation of healthcare solutions during the COVID-19 pandemic. Useyour expertise, compassion, and kindness to transform the patient experience. Make a difference. Make Bristol Health your choice. Perform ongoing chart audits of new and established provider medical records and billing documentation along timelines established by Billing Manager. Job Summary: The Coding Educator and Auditor plays a pivotal role in ensuring compliance with coding and documentation requirements while serving as the primary point of contact for payer audit requests. This position is responsible for conducting provider education, performing chart audits, and maintaining accurate records of audit findings. The ideal candidate is detail-oriented, highly organized, and able to work independently while collaborating with providers, coders, and billing teams to ensure consistent compliance with regulatory standards. Key Responsibilities: • Serve as the primary liaison for payer audit requests, ensuring timely responses and accurate documentation. • Stay current with coding and documentation requirements, adhering to HIPAA and Medicare guidelines. • Provide ICD-10 and CPT training and education to physicians, coders, billers, and office staff. • Coordinate the dissemination of chart audit findings and educate providers and staff on areas for improvement. • Maintain accurate, up-to-date records of audit findings and education. • Prepare and deliver reports to the financial stakeholders and providers, highlighting audit results and trends. • Regularly update coding and documentation manuals to reflect current standards. • Develop and implement quarterly audit compliance monitoring activities. • Review provider charts using EMR software, with the ability to audit at least 8 charts per hour. • Benchmark audit findings against national average bell curves and provide detailed reports within 48 hours of chart review. • Proactively seek opportunities for skill development and continued learning. • Provide backup support for surgical coding and charge entry as needed. Skills and Competencies: • Excellent oral and written communication skills. • Strong attention to detail and ability to prioritize tasks effectively. • Ability to function independently under general supervision. • Exceptional organizational skills with the capacity to follow complex, multi-step directions. Qualifications Qualifications Education: • Associate's degree with a minimum of three years of healthcare experience required. • Bachelor's degree preferred. • Successful completion of a coding certificate program preferred. Certifications: • Certified Professional Coder (CPC) or Certified Coding Specialist (CCS) certification preferred. • Multiple coding certifications preferred. - • Certified Professional Medical Auditor (CPMA) preferred. Experience: • Previous auditing experience strongly preferred. • Demonstrated experience in medical coding. • Experience providing training and education to billing staff and clinicians. Physical and Work Environment Requirements: • Must be able to sit, stand, stoop, and bend for extended periods. • Requires continuous use of computer screens and fine dexterity for data input. • Vision and hearing must be corrected to normal levels. • Work is performed in a standard office setting. Disclaimer: The responsibilities and duties outlined are representative of the role but are not exhaustive. Employees may be required to perform additional tasks as necessary to meet the needs of the organization.