Openings as of 4/8/2025

Repost-JV Boys Soccer

JobID: 2402

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  2/14/2023


Location:
  Crosby High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
February 14, 2023

Waterbury Public Schools
 
Job Assignment Title
Crosby High School-JV Boys Soccer
 
Extracurricular Schedule
Appendix B
Assistant Boys Soccer Coach (with JV Team for entire season)- Fall
 
Division/Department
Athletics
 
STIPEND
$2,757

CLOSING DATE
March 8, 2023
 
Reports to:
This job assignment receives administrative direction from the Head Coach, Director of Sports or other administrator as assigned.
 
Summary of Assignment
 
This job assignment is accountable for assisting in instructing student athletes in a specific sports activity and providing leadership in helping each participating student achieve a high level of skill, and appreciation for the values of discipline and sportsmanship and an increased level of self-esteem.
 
Minimum Education and Experience
 
1. Certificate of Completion for Module 15 from the Connecticut Coaching Education Program.
2. Connecticut State Department of Education Coach permit or Temporary Coach permit.
3. Current CPR and First Aid Certificates.
4. High School diploma or GED.
5. Life Guard Certification-Swimming Only.
6. Successful completion of pre-employment process.
7. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
Knowledge, Skills, and Abilities
 
• Knowledge of coaching techniques and human behavior;
• Knowledge of the specific assigned sport;
• Knowledge of the federal, State and Board policies and regulations regarding student conduct and appropriate disciplinary action;
• Basic skills in equipment repair and maintenance as applicable;
• Coaching skills;
• Effective, active listening skills;
• Organizational and problem-solving skills;
• Public speaking skills;
• Ability to communicate ideas and directives clearly and effectively both orally and in writing;
• Ability to diffuse potentially volatile situations;
• Ability to establish and maintain rapport with students;
• Ability to physically perform essential functions;
• Ability to recognize and treat minor athletic injuries;
• Ability to work assigned hours;
• Ability to work effectively with others;
• Leadership ability;
• Ability to work with individuals from diverse backgrounds.
 
Essential Functions
 
The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties.
 
• Assists head coach in planning and scheduling a regular program of practice in season in accordance with District policy and State athletic rules/regulations;
• Assists head coach with end of year inventory and award information as requested;
• Assists head coach with team rosters as requested;
 
• Assists in efforts to improve the program;
 
• Assists in managing athlete behavior during all athletic practices, competitions, and events;
• Assists in overseeing the safety conditions of the facility/area in which assigned sport is conducted at all times, especially, when students are present;
 
• Assists players in the care and prevention of injuries;
 
• Assists the head coach in assigned sport and associated activities;
• Assists the head coach in maintaining necessary attendance forms, accident reports and similar paperwork;
• Assists the head coach in recommending purchase of equipment, supplies and uniforms, as appropriate;
• Assists the head coach, when necessary, in scheduling contests and transportation where applicable;
• Attends clinics, camps, and seminars as required;
• Attends coaches and rules interpretation meetings;
• Coaches individual participants in the skills necessary for achievement in the sport involved;
• Collects all uniforms and equipment at the end of the season;
• Communicates with classroom teachers to encourage individual success of each player;
• Communicates with head coach regarding coaching strategies and procedures;
• Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program;
• Conducts oneself with tact and diplomacy;
• Enforces discipline and sportsmanlike behavior at all times and assists in establishing and overseeing penalties for breach of such standards by individual students;
• Enforces rules and regulations which have been established by the head coach and distributes copies of same to all team members prior to the start of the season;
• Ensures appropriate attire at practices and events;
• Ensures practice and repetition of fundamentals;
• Ensures proper care of equipment;
• Ensures proper organization of practices and drills;
• Ensures safety of students;
• Ensures that all tasks are completed in a timely manner;
• Evaluates assigned programs and submits written reports to the head coach at the conclusion of the season;
• Evaluates players;
• Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook;
• Follows District procedures in establishing performance criteria for eligibility in interscholastic competition in assigned sport;
• Interacts in a positive manner with staff, students, and parents;
• Is encouraged to tape and review game films;
• Maintains complete and accurate records (e.g., attendance forms, file accident reports, etc.);
• Maintains respect at all times for confidential information, e.g., student athlete grades for eligibility purposes, etc.;
• Maintains satisfactory attendance;
• Oversees the condition of the locker room;
• Participates in awards program by distributing awards to the players;
• Plans and schedules with the head coach a regular program of practice in season (including holiday or vacation periods);
• Promotes good public relations through personal appearance, attitude, and conversation;
• Provides a positive learning environment for the athletes;
• Provides for the orderly distribution and collection of all athletic equipment;
• Reports all injuries to school nurse or principal;
• Responds to routine questions and requests in an appropriate manner;
• Serves as a role model for students;
• Shares responsibility with head coach for field or court preparation;
• Submits physical forms and other necessary paperwork to the school nurse prior to engaging in the sport;
• Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.
 
Physical and Mental Requirements
 
Individuals appointed to these assignments 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 assignment.
 
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
 
 
Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exists in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. 
Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V
Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply
 




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Openings as of 4/8/2025

Intra-District Girls Soccer

JobID: 2598

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  8/23/2023


Location:
  Crosby High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
August 23, 2023
Waterbury Public Schools
 
Job Assignment Title
WCA, Wilby, Kennedy, Crosby-Intramural Coach’s
Girls Soccer - Fall
 
Extracurricular Schedule
Appendix B
 
Division/Department
Athletics
 
STIPEND
$3,937
 
CLOSING DATE
September 13, 2023
 
Reports to:
 
This job assignment receives administrative direction from the Principal or other administrator as assigned.
 
Summary of Assignment
 
This job assignment is accountable for supervising and coordinating athletic and non-athletic activities and games while providing opportunities and support for each participant to develop personal growth and collaborative skills. This support focuses on developing increased self-esteem and fostering an appreciation for the value of serving as a member of a collaborative group.
 
Minimum Education and Experience
 
1. Certificate of Completion for Module 15 from the Connecticut Coaching Education Program.
2. Connecticut State Department of Education Coach permit or Temporary Coach permit.
3. Current CPR and First Aid Certificates.
4. High School diploma or GED.
5. Successful completion of pre-employment process.
6. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
Knowledge, Skills, and Abilities
 
• Knowledge of coaching techniques and human behavior;
• Knowledge of the specific assigned sport;
• Knowledge of the federal, State and Board Policies and regulations regarding student conduct and appropriate disciplinary action;
• Basic skills in equipment repair and maintenance as applicable;
• Coaching skills;
• Effective, active listening skills;
• Organizational and problem-solving skills;
• Public speaking skills;
• Ability to communicate ideas and directives clearly and effectively both orally and in writing;
• Ability to diffuse potentially volatile situations;
• Ability to establish and maintain rapport with students;
• Ability to physically perform essential functions;
• Ability to recognize and treat minor athletic injuries;
• Ability to work assigned hours;
• Ability to work effectively with others;
• Leadership ability;
• Ability to work with individuals from diverse backgrounds.
 
Essential Functions
 
The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties.
 
• Actively recruits participation of all students;
• Advertises and promotes the goals and purposes of the sport/activity;
• Assists in efforts to improve the program;
• Assists players in the care and prevention of injuries;
• Assists the administration in the preparation of written guidelines, rules, regulations, scheduling of activities, preparing bus requisitions for activities both at home and away, and coordination and distribution of master schedules;
• Assists with responsibilities associated with an intramural program;
• Assumes responsibility for the issuance, care and inventory of equipment, supplies, and uniforms;
• Attends and oversees all activities;
• Attends coaches and rules interpretation meetings;
• Collects all uniforms and equipment at the end of the season;
• Communicates with classroom teachers to encourage individual success of each player;
• Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program;
• Coordinates and works with staff and students to provide safe and appropriate use of equipment and facilities;
• Develops and enforces training rules;
• Ensures appropriate attire at practices and events;
• Ensures practice and repetition of fundamentals;
• Ensures proper care of equipment;
• Ensures proper organization of practices and drills;
• Ensures safety of students;
• Ensures that all tasks are completed in a timely manner;
• Ensures the proper conduct and actions of team players at all times;
• Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook;
• Interacts in a positive manner with staff, students, and parents;
• Keeps an inventory of equipment, uniforms, and repair/replacement of all equipment needs;
 
• Maintains respect at all times for confidential information, e.g. student athlete grades for eligibility purposes, etc.;
• Maintains satisfactory attendance;
 
• Makes contacts with the public using tact and diplomacy;
• Participates in awards program and works with administrative staff to establish awards criteria;
• Promotes good public relations through personal appearance, attitude, and conversation;
• Provides a positive learning environment for the athletes;
• Reports all injuries to school nurse or principal
• Responds to routine questions and requests in an appropriate manner;
• Schedules, plans, and conducts all practice sessions and scrimmages as approved by the Principal;
• Serves as a role model for students;
• Stresses good sportsmanship, leadership, respect for school and teachers, fair play, and academic success;
• Teaches and coaches the fundamentals of the sport/activity;
• Verifies that players have turned in physical forms and other necessary paperwork to the school nurse prior to engaging in the sport.
 
Physical and Mental Requirements
 
Individuals appointed to these assignments 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 assignment.
 
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
 
 
Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exist in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. 
Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V
Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply
 
 
 
September 23, 2019
 




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Openings as of 4/8/2025

ESL Teacher (High School)

JobID: 2829

Position Type:
  High School Teaching/ESL


Date Posted:
  7/11/2024


Location:
  Crosby High School


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE
English as a Second Language Teacher (High School)

LOCATION
Crosby High School
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME
 
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers’ Association CEA-NEA
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt

PART I - SUMMARY OF CLASSIFICATION
This class is accountable for facilitating learning, academic achievement and personal development by providing ESL instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
1. Possession of a Bachelor’s degree from an accredited university or college. 
Special Experience:
1. Fluency in the applicable language(s).
Special Requirement:
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. Teaching English to Speakers of Other Languages (TESOL), PK-12-111 teaching endorsement.
3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
D. CONTINUING EDUCATION REQUIREMENTS:
1. Teachers in this job class must complete all State CEU requirements for re-licensure.
E. KNOWLEDGE, SKILLS AND ABILITIES
• Considerable knowledge of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building on the students' linguistic and cultural diversity;
• Knowledge of communication theory, language development and the role of language learning as it pertains to first and second language acquisition;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of the main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language;
• Knowledge of the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-English language (bilingual teacher);
• Knowledge of the relationship between proficiency in English and the non-English language to life and career applications;
• Knowledge of the social, intellectual, and political implications of language use;
• Knowledge of the structure of the English language (ESL and bilingual teachers) and the structure of the non-English language (bilingual teachers);
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to understand cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated;
• Ability to understand education as a profession, maintain standards of professional conduct, and provide leadership to improve the learning and well-being of students for whom English is a new language;
• Ability to understand how individual experiences, talents, prior knowledge, language, culture, and family and community values influence students' learning;
• Ability to understand how to develop short- and long-range plans consistent with curriculum goals, learners' diversity (including linguistic and cultural aspects), and learning theory;
• Ability to understand how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ESL students;
• Ability to understand how to integrate technology into classroom instruction and student assessment;
• Ability to understand how to review and evaluate instructional materials;
• Ability to understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-English language (bilingual teacher);
• Ability to understand how to use the student's native language to advance learning (bilingual teacher);
• Ability to understand school and district policies and procedures for serving ESL students;
• Ability to understand that how philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners;
• Ability to understand that language acquisition is a constructive process and that language learning is an interactive process;
• Ability to understand that literacy is a developmental process and a necessary aspect of first and second language learning.
• Ability to understand that students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language;
• Ability to understand the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language;
• Ability to understand the disciplinary and interdisciplinary approaches to learning as applied to individual instruction and how they relate to life and career experiences for ESL students;
• Ability to understand the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ESL students;
• Ability to understand the learning standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and know how to incorporate this knowledge in planning and instruction;
• Ability to understand the Illinois mandate for assessing and providing services to ESL learners;
• Ability to understand various disabilities as they may affect the learning of students from culturally diverse backgrounds;
• Ability to understand when and how to adjust plans based on students’ responses and other contingencies, such as prior content-area knowledge and level of English proficiency;
• Ability to work with individuals from diverse backgrounds.
PART III - POSITION SUPERVISES
1. 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.
• Advocates for equal access to extracurricular and enrichment activities for ESL learners and participates in and leads student organizations;
• Analyzes the classroom environment to enhance social relationships, students' motivation, mutual respect, cooperation, and support for students from linguistically and culturally diverse backgrounds;
• Appropriately uses assessment results to diagnose learning difficulties and design teaching strategies to meet the learning needs of students for whom English is a new language;
• Considers the students' native language, prior knowledge, and educational background in the design, planning, and delivery of instruction for ESL learners;
• Contributes knowledge and expertise about teaching ESL learners to the profession and actively influences norms in the school, encouraging collaboration and professionalism within a multicultural context;
• Creates and modifies the learning environment to enable linguistically diverse students to use effective written, verbal, nonverbal, and visual communication in English (ESL and bilingual teacher) and the non-English language (bilingual teacher);
• Creates forums and two-way communication vehicles to foster home and school links that build effective learning climates for ESL students and their families;
• Creates the opportunity for meaningful communication that allows students to interact with subject matter while building proficiency in English (ESL and bilingual teachers) and the non-English language (bilingual teachers);
• Develops curriculum that demonstrates an interconnection among subject areas, English proficiency, and students’ bilingualism that reflects life and career possibilities;
• Engages families of ESL learners in ways that enable and empower them to advocate on their own behalf;
• Engages students in generating and testing knowledge using a variety of methods that are appropriate for students for whom English is a new language;
• Establishes high expectations for students' learning in content areas, in English (ESL and bilingual teacher) and in the non-English language (bilingual teacher);
• Evaluates teaching resources and curriculum materials for their comprehensibility, inclusivity, accuracy, and appropriateness for students for whom English is a new language;
• Facilitates learning experiences that make connections to English, students' proficiency in two or more languages, other content areas, and life and career experiences;
• Facilitates students' transfer of knowledge and strategies from one language to another;
• Implements instructional experiences that facilitate students’ adaptation to U.S. society while validating and maintaining the students' own cultures;
• Interacts with other professionals, explores new resources, studies the professional literature, participates in advanced educational programs, and contributes to the advancement of the profession of teaching ESL learners;
• Meets with local education agencies, professional organizations, and/or community organizations to advocate for ESL learners;
• Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students in the language of instruction;
• Models culturally sensitive behavior when practicing effective listening, conflict resolution, and group-facilitation skills;
• Provides leadership to administrators and instructional staff on ways to meet the needs of ESL learners for academic success and comfort in their new educational and social setting;
• Provides meaningful classroom experiences that are developmentally appropriate for ESL students who have exceptional needs;
• Provides opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural competence and language proficiency in English and the non-English language;
• Reviews existing structures and policies; challenges ideas, requirements, and curricular assumptions that may inhibit effectiveness, equity, school quality, and learning; and initiates and develops curricular and staff development projects and programs that enhance learning for ESL students;
• Seeks opportunities and develops relationships with parents, guardians, and extended family to acquire an understanding of the students' lives and culture;
• Seeks to ensure that proper identification, assessment, placement, referral, and reclassification procedures are followed and that ESL students receive appropriate and equitable services and meaningful instruction;
• Uses a variety of communicative tools to make language comprehensible and to lower anxiety when eliciting student expression;
• Uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole;
• Uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills in the learning of both content and languages;
• Uses a variety of means to communicate educational goals, standards, and implications of instructional activities and student assessment results to parents, students, colleagues, collaborative partners, and the educational community at large;
• Uses effective questioning techniques and stimulates discussion using the language of instruction for specific instructional purposes;
• Uses multiple cultural perspectives and individual students' experiences to inform and enrich instruction;
• Uses strategies to create a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities;
• Uses strategies to mediate cross-cultural conflicts and teach collaborative skills to students;
• Uses teaching resources and materials that are inclusive and non-biased and that have been evaluated for accuracy and usefulness;
• 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.




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Openings as of 4/8/2025

Math Interventionist (High School)

JobID: 2880

Position Type:
  High School Teaching/Mathematics


Date Posted:
  7/15/2024


Location:
  Crosby High School


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

Waterbury Public Schools
JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE
Math Interventionist (High School)

DEPARTMENT
Teaching and Learning
 
 
INCUMBENT NAME
 
Title 1
 
 
BARGAINING UNIT CLASSIFICATION
 
Waterbury Teachers’ Association CEA-NEA
 
REPORTS TO:
 
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
 
Exempt
 
Performance Responsibilities:
• Demonstrated knowledge of the Standards for Mathematical Practice and Standards for Mathematical Content as set forth in the Common Core State Standards for Mathematics
• Implement required lesson plans and curriculum
• Possess the ability to assess the mathematical skills of the students
• Help diagnose reading strengths and weaknesses and match these skills with appropriate techniques and materials
• Adapt teaching methods and instructional materials to meet students' varying needs and interests
• Provide individual and small-group instruction for identified students
• Establish clear learning targets for all lessons, units, and projects, and communicate these targets to students
• Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations
• Compile data reports related to student achievement
• Assist in the evaluation of on-going mathematical programs and make recommendations for change
• Work with support staff and school administrators to facilitate the coordination of the mathematical program with the total curriculum
• Be responsible for implementing and monitoring the plan of mathematical instruction. The plan shall address identification, diagnosis and development
• Participate in grade-level data teams and contribute to the interpretation of data, identification of appropriate instructional strategies, lesson design, and formative assessment design
• Demonstrate a willingness to participate in district-level curriculum committees
• Establish and enforce rules for behavior and procedures for maintaining order among students
• Complete other duties/tasks assigned by the Principal/Turnaround Officer

 Qualifications:          
• Certification in secondary mathematics, #029
• A minimum of five years of highly successful classroom teaching experience as demonstrated by student work/products that reflect standard-setting performances.
• Demonstrates a commitment to ongoing education/continuing professional development
                 
Salary:  Per WTA Contract


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.
  
 





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Openings as of 4/8/2025

Senior ROTC Instructor - ARMY

JobID: 2915

Position Type:
  OTHER/OTHER


Date Posted:
  9/3/2024


Location:
  Crosby High School


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
  
 
JOB CLASSIFICATION TITLE
Teacher (Senior ROTC - ARMY)
 
DEPARTMENT
Teaching and Learning
 
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers’ Association CEA-NEA
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for developing, implementing and evaluating training for Junior ROTC programs for the District. The position is responsible for developing training schedules and materials, providing in-service and professional development training for JROTC instructors, coordinating and planning co-curricular activities, and performing related work as assigned. The position works independently, reporting major activities through periodic meetings.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate and 310 JROTC Advanced Instructor endorsement(s) appropriate to the teaching assignment.
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
1. Employees in this class must retain certification in accordance with military requirements.
2. The Senior Army Instructor (SAI) instructs and directs all instructional and operational activities of the high school JROTC Department.
3. The SAI is the department chairperson and chief instructor of the JROTC unit.
4. The SAI is responsible for the overall management of the JROTC unit.
5. The SAI formulates, establishes and executes procedures to be used in the instruction, administration, operations and logistics of the JROTC Program.
6. The SAI ensures that the JROTC Program is administered according to law, US Army Cadet Command (USACC) regulations and the Waterbuyr Public Schools (WPS)
7. MINIMUM REQUIREMENTS EDUCATION: Bachelor’s degree required, master’s degree preferred.
8. CERTIFICATION/LICENSE: Certified by the US Army Cadet Command as a JROTC instructor. Must maintain a valid Connecticut Army JROTC SAI Teaching License.
WORK EXPERIENCE: Officers who have separated /retired within the past 5 years with a minimum of 10 years cumulative hononorable service in the grades of W-1 through W-5 or O-3 through O-6 

Noncommissioned Officers who have separated / retired within the past 5 years with a minimum of 10 years cumulative honorable service in the grades of E-6 through E-9.
ARNG and USAR (Actively Serving / TPU) will fall under the same requirements mentioned above. In addition, Letter of Recommendation from current Commander and current DA Form 5016 or NGB 23A, is required.
• Applicants separated / retired outside of the 5 year window can request a waiver through the JROTC application portal (JQUIP) or request brigade endorsement before application is submitted.    
KNOWLEDGE, SKILLS & ABILITIES
• Written and oral communication.
• Classroom organization.
• Planning for effective instruction.
•  Make recommendations.
•  Proficient in Excel, Microsoft Suite, Visio, PowerPoint, and Outlook.
•  Presentation skills.
•  Makes decisions.
•  Responsible.
•  Ethical.

Pay:   Army JROTC will cost-share newly hired instructors on a 11 month (330 day) contract. Mimimum Instructor Pay (MIP) is calculated based on JROTC Standardized Instructor Pay Scale (JSIPS).

ESSENTIAL DUTIES:
• Directs the JROTC Department functions of instruction, logistics, training, and administration.
• Ensures the school district and the Army that JROTC is administered in accordance with law, regulation, and policies.
• Maintains good relations with school authorities, faculty, and the student body.
• Supervises, counsels, and evaluates the Army Instructors (AIs) in the execution of their responsibilities.
• Ensures instructors receive initial and semi-annual performance counseling and a school evaluation.
• Ensures all JROTC classes are conducted utilizing the lesson plans contained in the current and updated version of the JROTC Curriculum Manager and are taught as required by the approved Master Training Schedule.
• Utilizes all available instructional equipment to include but not limited to the computers, LCD projectors, Classroom Performance Systems (CPS), SMART Boards, Promethium Boards, etc.
• Maintains current regulations, policies, and procedures; interprets and implements new regulations received from military agencies.
• Conducts a public affairs effort in the local area middle and elementary schools, among school and community officials, civic groups, parent-teacher groups, and other individuals or groups, designed to further the understanding of JROTC, the school and the Army.
• Directs and participates in community service events with cadets, including weekend duties as applicable.
• Enrolls students in JROTC and supports school officials while executing the curriculum and the integrated extracurricular activities.
• Prepares weekly training schedules.  • Interprets data from the Army and other agencies in developing favorable public relations, improving instruction, implementing Army policies in the classroom, coordinating and integrating JROTC with other school departments and community agencies, and setting up opportunities for Cadets to brief school officials on JROTC activities and accomplishments.
• Establishes and maintains at least two integrated or extracurricular teams, eg, drill team, rifle team, raider team, academic team, orienteering team.
• Requires frequent weekend duties as directed on extra-curricular event schedules.
• Establishes, supports, and maintains a "Cadet-run" JROTC unit.
• Maintains contact with parents of all Cadets experiencing academic or behavioral problems.
• Ensures cadets plan and conduct at least one Service Learning project as defined in the USACC Unit Report.
• Participates and ensures the participation of assigned AIs in the annual JROTC Cadet Leadership Challenge (JCLC) (summer leadership program) as required by USACC.
• Enforces contractual agreement between the school district and the Army.
• Ensures schools support college credit available to Cadets, honors credit, credit other than elective, etc. to the extent possible.
• Prepares and submits unit cadet enrollment reports as required by  USACC.
• Maintains accountability of all equipment, IAW AR 710-2, including items requiring formal accountability (ie, air rifles), informal accountability (ie, clothing) and durable items costing $5,000 or less (ie, automation, computers, audiovisual), but still requiring property accountability.
• Recommends changes and provides suggested solutions to the Leadership Education and Training (LET) Program of Instruction (POI).
• Requests curriculum materials and distributes them equitably among instructors.
• Submits required reports, as necessary, and in accordance with the required reports listing.
• Encourages all cadets who are Juniors or Seniors to pursue post-secondary education and to apply for at least one scholarship.
• Ensures at least one cadet receives a scholarship offer as a direct result of his/her assistance to the cadet.
• Monitors instructors’ professional development ensuring they receive training, feedback and reinforcement to continually improve their teaching skills and credentials.
• Mentors, monitors and counsels all instructors concerning their educational requirements.
• Ensures that instructors complete all Army instructor certification requirements as specified in CCR 145-2 and all Connecticut JROTC Instructor requirements.

PHYSICAL ABILITIES AND WORKING CONDITIONS The Physical Abilities and Other Conditions of Continued Employment listed in this section are representative of, but are not intended to provide an exhaustive list of Physical Abilities and Other Conditions of Continued Employment which may be required of positions in this class. Waterbury Public Schools encourages persons with disabilities who are interested in employment in this class and need reasonable accommodation of those disabilities to contact the Human Resources Department for further information. Vision: (which may be corrected) to read small print; view a computer screen for prolonged periods. Hearing: (which may be corrected) to answer telephones and tolerate exposure to noisy conditions. Speech: to be understood in face-to-face communications; to speak with a level of proficiency and volume to be understood over a telephone. Upper Body Mobility: use hands and fingers to feel, grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head. Strength: to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis. Incumbent may be required to physically restrain parties involved in a conflict. Environmental Requirements: encounter constant work interruptions; work cooperatively with others; work independently; work indoors. Mental Requirements: read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Additional Work Conditions & Physical Abilities: Twice weekly outdoor activities with moderate physical activities including physical fitness and drill and ceremony. Frequent weekend duties as directed; including but not limited to extracurricular teams, color guard, parades, community service, and fundraising. 
 
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.
 

 
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 assures Equal Employment Opportunities and equal education opportunities for employees and students as required by Federal and State Orders and Laws. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. This job description is intended to accurately reflect the position activities and requirements. However, management and administration reserves the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an allinclusive list of all the responsibilities, skills, or working conditions associated with the position.  
 




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