Openings as of 4/7/2025

21st Century ESSER After School Programs - Recreation Specialist

JobID: 2613

Position Type:
  21st Century & SDE After-School Programs/Recreation Specialist


Date Posted:
  9/18/2023


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public School
 
 
POSITION TYPE:
21^st Century & ARP ESSER After-School Programs / Recreation Specialist
 
JOB CLASSIFICATION TITLE:
Recreation Specialist, After-School Program
 
DIVISION/DEPARTMENT:
Teaching and Learning
 
LOCATION:
21st Century After-School sites
 
INCUMBENT NAME:
  
BARGAINING UNIT CLASSIFICATION:
Non-Union
 
REPORTS TO:
Site Administrator, Building Principal, or District Level Administrator
 
FLSA DESIGNATION:
Non-Exempt; T-Th, $15 hourly rate, 2 hours per day plus one (1) hour of common planning per month. Program may include some Saturday field trips and an extended school year. Note: this is a part-time, non-union, grant funded position with no benefits that exists as long as grant funds are available.
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable organizing and conducting after-school recreational programs within the scope of the Family Resource Center curriculum.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
 
General Education
1. Graduation from high school or possession of a high school equivalency diploma. 
Special Requirement:
1. Must attend required training.
2. Must be available to work in accordance with the established schedule. 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
1. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License. 
D. CONTINUING EDUCATION REQUIREMENTS:
Incumbents in this class are expected to be both trained in and current in trained curriculum of the program.
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student’s life and learning;
• Knowledge of basic principles and purposes of the assigned recreational activity;
• Knowledge of rules governing sports and sportsmanship;
• Knowledge of principles of discipline, methods, equipment, and terminology in the particular recreation specialty;
• Knowledge of both theory and practices of a particular hobby, specialty, sport, or recreational interest, including equipment and materials utilized;
• Knowledge of relevant laws, rules, regulations, and Board policies and District procedures;
• Oral and written communication skills;
• Interpersonal and social skills;
• Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
• Ability to collect and record performance data on students under the direction of a licensed teacher, while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to command respect, maintain discipline, and enforce rules and procedures;
• Ability to coordinate and organize group activities by maintaining a safe environment and effective relationships with students and adults;
• Ability to draw on knowledge and resources regarding a variety of developmental and age-appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher;
• Ability to earn the confidence and trust of students;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• Ability to train and instruct others;
• Ability to use ethical practices for confidential communication about students;
• Ability to use strategies that promote the student’s independence;
• Ability to utilize learning styles theory in supporting instructional practices;
• Ability to work with individuals from diverse backgrounds; 
PART III - POSITION SUPERVISES:
None
 
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. 
• Administers disciplinary action as appropriate;
• Assists teachers in after-school educational settings providing homework support, transferring of students between activities, and other duties as assigned;
• Assists with innovation, planning, promotion, implementation, and evaluation of programs, activities, and special events;
• Assures proper set-up of facility and safety of students;
• Communicates effectively with staff members, students, parents, administrators and other contact persons using tact and good judgement;
• Conducts gym activities/programs for small and large groups of students;
• Exercises professional judgement and responsibility in the conduct of the specialty activities for various age groups;
• Explains and demonstrates the use of supplies and equipment and the techniques and procedures used in the activity sessions;
• Follows appropriate training and lead small group activities planned by the teacher in an atmosphere where students are actively engaged in meaningful learning experiences;
• Keeps supervisor informed of potential problems and unusual events;
• Maintains a clean and orderly environment for students;
• Models and maintains high ethical standards;
• Participates in the maintenance, procurement, and selection of athletic equipment, facilities, supplies, and other materials for leisure-time activities and physical education programs;
• Prepares required reports and maintains all appropriate records;
• Prepares the classroom for learning activities;
• Provides guidance for multiple classes to include but not limited to: arts and crafts, music, dance, drama/theater, bowling, etc.;
• Provides instructional support as planned or coordinated by the teacher;
• Responds to inquiries and concerns in a timely manner;
• Performs other related duties as required. 
PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to your job.            
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Bending	X	Color Distinction	X
Stretching	X	Peripheral Vision	X
Standing	X	Driving	X
Walking	X	Physical Strength:
Sitting	X	Little Physical Effort (-10 lbs.)	X
Lifting	X	Light Work (-20 lbs.)	X
Carrying	X	Medium Work (20-50 lbs.)	X
Pushing	X	Heavy Work (50-100 lbs.)	X
Pulling	X	Very Heavy Work (100+ lbs.)	X
Climbing	X	Environmental Conditions
Balancing	X	Cold (50 degrees F or less)	X
Stooping	X	Heat (90 degrees F or more)	X
Kneeling	X	Temperature Changes	X
Crouching	X	Wetness	X
Crawling	X	Humidity	X
Reaching	X	Extreme Noise or Vibration	X
Handling	X	Exposure to Chemicals	X
Grasping	X	Exposure to Gases and Fumes	X
Twisting	X	Exposure to Unpleasant Odors	X
Feeling	X	Exposure to bodily fluids	X
Talking	X	Exposure to dampness	X
Hearing	X	Confinement to Small or Restricting Area	X
Repetitive Motion	X	Mechanical Hazards	X
Hand/Eye/Foot Coordination	X	Physical danger or abuse	X
Visual Acuity/Near	X
Visual Acuity/Far	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 4/7/2025

Director of Student Affairs, Alternative and Innovative Programs

JobID: 2605

Position Type:
  Administration/Director


Date Posted:
  9/8/2023


Location:
  Districtwide


Date Available:
  immediately after hired


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE: Director of Student Affairs, Alternative and Innovative Programs 
 
DEPARTMENT: Academic Department Office of Student Affairs, Alternative and Innovative Schools and Programs 
 
PART I - SUMMARY OF CLASSIFICATION 
 
BARGAINING UNIT CLASSIFICATION: Follows SAW 
 
REPORTS TO: Superintendent / Designee 
 
Salary: $120,000-$150,000 
 
FLSA DESIGNATION: Exempt 
 
This class is accountable to oversee and assist with programs designed to keep students in school; to assist in overseeing discipline programs in the school district; to identify and recommend appropriate programs in the best interest of students and for the purpose of facilitating student success. 
 
This position exists to facilitate and lead district-wide work in the placements in alternative and innovative programming. This position is developed to create fairness in disciplinary practices and improve student outcomes. This class is charged with facilitating and finalizing all district alternative placement hearings. This class will have oversight of and collaborate with the alternative school principal to oversee student transition plans back to their district school. This position will be instrumental in developing and maintaining the due process for students and families in the City of Waterbury. 
 
Guidelines for Class Use: 
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES 
 
A. EDUCATION AND EXPERIENCE: 
 
General Experience: 
 
1. Master's degree in education or related field and completion of seven (7) years of successful classroom teaching. 
 
2. Five (5) years of experience as a central office administrator in a Pre-K – 12 system, including supervision of principals, vice-principals and other administrative staff preferred. 
 
3. Experience in an urban school district and/or a multi-cultural environment is preferred.

B. CREDENTIALS: 
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 
 
1. Connecticut State Department of Education certification as an Intermediate Administrator/Supervisor (092) 
 
2. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator’s License 

D. KNOWLEDGE, SKILLS AND ABILITIES: 
 
1. Knowledge of Alternative School Models and ability to work collaborative with others in creating and implementing an alternative school model; 
2. Accepts accountability for developing alternative school model and hold self and others accountable for student success; 
3. Ability to plan, organize and administer district-level professional development programs
4. Considerable knowledge of how to use student profile data to drive alternative placements aligned to the student/parent handbook; 
5. Knowledge of effective intervention, academic and behavior techniques across diverse populations;
6. Knowledge of effective supervision and discipline; 
7. Knowledge of evidence-based research and best practices in educational interventions;
8. Knowledge of relevant Federal and State statutes, guidelines and regulations; 
9. Knowledge and ability to apply Positive Behavioral Interventions and Supports (PBIS) of Response to Intervention (RtI) and Ability to apply the principles of and Response to Intervention (RtI);
10. Knowledge of district and school safety procedures; 
11. Knowledge of student data privacy act; 
12. Knowledge of Connecticut Code of Professional Responsibility for Educators and District policies and procedures governing teacher conduct; 
13. Knowledge of Every Student Succeeds Act (ESSA) requirements; 
14. Knowledge of the principles and practices of education for special needs population;
15. Knowledge of the school improvement and quality review processes; 
16. Knowledge of the social, emotional, intellectual, and physical needs of the Pre-K, elementary, middle and high school age students; 
17. Excellent verbal and written communication skills; 
18. Excellent technological skills; 
19. Considerable problem-solving skills; 
20. Crisis management, handling emergencies and de-escalation techniques skills; 
21. Ability to apply leadership skills within a shared decision-making model; 
22. Ability to demonstrate high moral and ethical standards; 
23. Ability to develop and foster a professional learning community that supports student success;
24. Ability to establish and maintain effective working relationships with students, staff and the community;
25. Ability to interact successfully with staff, parents, board members and community;
26. Ability to multi-task complex issues; 
27. Ability to remain flexible and develop alternative strategies to achieve established goals;
28. Ability to understand the underlying philosophy for a high school that matches the intellectual social, emotional, and physical needs of young adolescents; 
29. Ability to work well in a community with high expectations for its students and schools;
30. Ability to work with individuals from diverse backgrounds. 
 
E. MEASURES OF SUCCESS: 
 
PART III - POSITION SUPERVISES: 
 
1. Supervises assigned certified and non-certified staff. 
 
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. 
 
• Conducts student hearings around alternative program placement. 
• Assists with developing, preparing, implementing, and enforcing program plans designed to keep students in school. 
• Assists with establishing policies and procedures governing student discipline, ensuring compliance with federal, state, and local laws. 
• Assists with training for administrators in the areas of student discipline. 
• Completes reports on a periodic and special basis regarding student discipline  Assists with completing reports in compliance with governing laws and regulations; submitting reports to federal and state authorities on student attendance and discipline 
• Assists in supervising Alternative Programs (6-12), Creating outreach (K-8), and Collaborating with community providers supporting Alternative Programming 
• Performs other duties as assigned 
 
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    Reaching    Handling    Grasping	X    X    X    X	Temperature Changes    Wetness    Humidity    Extreme Noise or Vibration	X    X    X	X
Twisting	X	Exposure to Chemicals	X
                    
Feeling	X	Exposure to Gases and Fumes	X
Talking	X	Exposure to Unpleasant Odors	X
Hearing	X Exposure to bodily fluids	X
Repetitive Motion	X	Exposure to dampness	X
Hand/Eye/Foot Coordination	X	Confinement to Small or Restricting Area	X
Visual Acuity/Near	X	Mechanical Hazards	X
Visual Acuity/Far	X	Physical danger or abuse	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. 
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary. 
 
Prepared on: 
 
July 26, 2022 





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Openings as of 4/7/2025

Multilingual Staff Developer Coach

JobID: 2709

Position Type:
  Bilingual


Date Posted:
  1/11/2024


Location:
  Districtwide


Date Available:
  Immediately after hired


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE
Teacher (Multilingual Staff Developer Coach)
 
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

PART I - SUMMARY OF CLASSIFICATION
This class is accountable for assisting classroom teachers and other instructional employees develop strategies, skills, tools, techniques, and capacity to effectively teaching Multilingual students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, in person and distance learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
 
Guidelines for Use:
The Coach will be used to support all staff in the implementation of the site multilingual plans and programs. The Coach will work directly with teachers in a school providing classroom-based demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development. The Coach will focus on enhancing teachers’ ability to provide instruction that builds students’ sense of engagement in the ownership of learning.  The Coach will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
General Experience:  
    
1. Possession of a Bachelor’s degree from an accredited university or college. 
    
2. Five (5) years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs. 
 
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. Endorsement as a Bilingual Teacher or other applicable 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-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES 
    
• Comprehensive knowledge, gained by formal or informal learning, about the content and methodology of balanced Multilingual instruction;
    
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
    
• Considerable knowledge of standard-based and core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as mathematics, science, business, music, art, languages, and so forth, as appropriate;
    
• Knowledge of child development;
    
• Knowledge of classroom management techniques;
    
• Knowledge of instructional technologies;
    
• Knowledge of learner outcomes;
    
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
    
• Knowledge of multicultural, gender and disability fair curriculum concepts;
    
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
    
• Knowledge of successful techniques in classroom management and instructional planning for effective multilingual instruction;
    
• Knowledge of theory and practice of teaching writing as process and product, especially as it relates to early elementary age children;
    
• Some knowledge of community resources;
    
• Effective coaching skills;
    
• Effective collaboration skills;
    
• Excellent listening skills;
    
• Skill in classroom management and organization;
    
• Skill in classroom presentation;
    
• Skill in human relations, mediation, conflict management and interpersonal interactions;
    
• Skill in maintaining and developing reports;
    
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
    
• Ability to adapt teaching styles to diverse student populations;
    
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
    
• Ability to assess student skills and knowledge in learning, using a variety of formal and informal assessment tools;
    
• Ability to communicate effectively, both orally and in writing;
    
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
    
• Ability to integrate technology in classroom instruction;
    
• Ability to multi task and be flexible;
    
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
    
• Ability to provide appropriate instruction;
    
• Ability to use assessment results to shape instruction;
    
• Ability to use effective strategies for differentiating instruction;
    
• Ability to utilize and integrate computer and multimedia technology, as appropriate;
    
• Ability to utilize effective data-based problem-solving skills;
    
• Ability to work in a cooperative learning environment;
    
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES 
    
1. May lead the work of teachers and paraprofessionals.
 
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
    
• Coordinates and develops professional development training for all teachers, administrators, and parents to address the needs of all English Language Learners (ELL’s) (Three years’ plan)
    
• Assist in the planning, designing, implementation, and follow-up for staff development for teachers, administrators, parents, and other staff from the Waterbury Public Schools, following guidelines of the Title VII grant and Bilingual/ESOL Department.
    
• Assist in working with teachers in the creation and adaptation of appropriate curriculum and materials for Bilingual, ESL, and LTSS classes (K-12) in alignment with the Waterbury Public Schools and state guidelines. 
    
• Informs administrators, teachers, other staff, and parents of the staff development programs available
    
• Assist teachers through coaching and mentoring, visit classrooms and assist teachers in applying instructional strategies
    
• Assist in the development and implementation of action plans for improvement, budget, and evaluation of programs
    
• Assists the supervisor in the implementation of Bilingual/ESOL policies and procedures
    
• Coordinating the implementation of assessments for English Language Learners (ELLs) according to state and federal guidelines. 
    
• Work in coordination with Compliance Review Specialist/Technology Support staff to analyze data for English Language Learners (ELLs) students’ progress and various state and federal reports
 
    
• 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.
 
Prepared on: July 25, 2019
Revision on: January 9, 2024
 
 




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Openings as of 4/7/2025

Pre-K Special Education Teacher

JobID: 2840

Position Type:
  Early Childhood Education (ECE)/Special Education


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE: Pre-K Teacher (Special Education)
 
DEPARTMENT: Special Education
 
INCUMBENT NAME:
 
BARGAINING UNIT CLASSIFICATION: Waterbury Teachers’ Association CEA-NEA
 
REPORTS TO: Building Principal or District Level Administrator
 
FLSA DESIGNATION: Exempt
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
 
General Experience:
 
1. Bachelor’s degree from an accredited college or university.
 
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. Comprehensive Special Education, K-12 – 165 endorsement.
3. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
D. CONTINUING EDUCATION REQUIREMENTS:
1. Teachers in this job class must complete all State CEU requirements for re-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
 
• Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
• Considerable knowledge of specific disabilities and familiarity with common children’s mental health disorders, as well as specific strategies/interventions to use in the classroom;
• Knowledge of child development;
• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of educational testing;
• Knowledge of learning theory, and students’ learning styles and needs, both academic and affective;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions;
• Skill in classroom and behavior management;
• Skill in interpersonal relations, especially regarding working as a member of a team;
• Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations;
• Skill in organization, and in verbal and written communications;
• Skill in signing, cued speech, and auditory-verbal areas is required for some positions;
• Skill in the five real-life transition areas is required for some positions;
• Skill in transitional service planning and remedial instruction;
• Skill in utilizing computer technology for educational purposes, including word processing;
• Skill in working with students having a wide range of disabilities;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates;
• Ability to create a structured and efficient working environment for students;
• Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students;
• Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units;
• Ability to teach a variety of students, with varying disabilities, a variety of classes;
• Ability to work with individuals from diverse backgrounds. 
 
PART III - POSITION SUPERVISES:
 
1. May provide work direction to paraprofessionals and clericals as assigned.
 
PART IV - ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
 
• Attends various meetings, such as staff, building, parent, team and case management;
• Communicates and provides consultation with team members, parents and guardians, and other outside agencies, regarding students, their interventions, medications, and programmatic needs;
• Develops data collection and data management systems; entering data into proprietary and other computer databases; analyzing data, identifying student needs, and recommending quarterly classes based upon individual student needs;
• Develops or utilizes assessment tools and progress reports, including the Illinois Interactive report cards;
• Develops positive and trusting relationships with students; counseling students and reviewing transition activities with students; and providing job coaching for students regarding their community job placement activities;
• Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards;
• Ensures that teams are utilizing concepts of least restrictive environment and best practices with students;
• On occasion, deals with student transportation issues such as transporting students in school vehicles, and serving as a contact regarding student problems on the school bus;
• Participates in staff development activities;
• Provides direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands-on formats and other instructional strategies;
• Provides for the management of student behavior, including implementing disciplinary procedures. Assists with the development of individualized intervention plans; writing and implementing conditional procedures; and modeling specific strategies for other instructional staff;
• Provides for the safety of students including extreme weather, transportation, and unknown personnel; supervising students in building and on school grounds in areas other than the classroom, such as playgrounds, and as students board and disembark from school buses;
• Works with Individualized Educational Plan (IEP) teams in the development of Individualized Education Plans (IEP); providing for IEP management and reevaluation; assisting with goal writing in accordance with regulations and procedures; and setting up and participating in IEP conferences;
• May order supplies and materials related to curriculum and instruction;
• May provide in-service training to other staff;
• May serve as a case manager with regard to transition planning and plans at the Middle School and High School levels;
• May work with hearing impaired students on an itinerant basis;
• Performs other related duties as required.
 
PART V - Working Conditions, Physical and Mental Requirements
 
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to your job. 
                    
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Standing	X	Color Distinction	X
Walking	X	Peripheral Vision	X
Sitting	X	Driving	X
Lifting	X	Physical Strength:
Carrying	X	Little Physical Effort (-10 lbs.)	X
Pushing	X	Light Work (-20 lbs.)	X
Pulling	X	Medium Work (20-50 lbs.)	X
Climbing	X	Heavy Work (50-100 lbs.)	X
Balancing	X	Very Heavy Work (100+ lbs.)	X
Stooping	X	Environmental Conditions
Kneeling	X	Cold (50 degrees F or less)	X
Crouching	X	Heat (90 degrees F or more)	X
Crawling	X	Temperature Changes	X
Reaching	X	Wetness	X
Handling	X	Humidity	X
Grasping	X	Extreme Noise or Vibration	X
Twisting	X	Exposure to Chemicals	X
Feeling	X	Exposure to Gases and Fumes	X
Talking	X	Exposure to Unpleasant Odors	X
Hearing	X	Exposure to bodily fluids	X
Repetitive Motion	X	Exposure to dampness	X
Hand/Eye/Foot Coordination	X	Confinement to Small or Restricting Area	X
Visual Acuity/Near	X	Mechanical Hazards	X
Visual Acuity/Far	X	Physical danger or abuse	X
 
 
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.





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Openings as of 4/7/2025

Elementary Teacher-Grades 1-6 (24-25 SY Talent Pool)

JobID: 2790

Position Type:
  Elementary School Teaching


Date Posted:
  5/6/2024


Location:
  Districtwide


Date Available:
  08/21/2024


Closing Date:
  open until filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE
Teacher (Elementary) 

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 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 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. 305 Elementary, 1–6 or 113
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-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Excellent listening skills;
• Excellent oral and written communication skills;
• Human relations skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to communicate effectively, both orally and in writing;
 
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to infuse technology into curriculum;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to provide instruction that reflects multiple perspectives and multicultural education;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community;
• Ability to work in a cooperative learning environment;
• 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.
• Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Attends staff meetings and serves on staff committees as required;
• Communicates and interacts with students, parents, staff and community;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives;
• Develops, selects and modifies instructional plans and materials to meet the needs of all students;
 
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required; Provides input when necessary to student IEP's;
• Establishes learning objectives consistent with appraisal of student needs, requirements of the District's curriculum framework, and knowledge of human growth and development;
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual;
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Maintains accurate and complete records as required by law, District policy and administrative procedures;
• Maintains appropriate records and follows required procedures and practices;
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms;
• Monitors and evaluates student outcomes;
• Monitors appropriate use and care of equipment, materials and facilities.
• On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated;
• Participates in school management and shares responsibility for the total school program;
• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student;
• Plans and supervises purposeful assignments for instructional assistants, teacher assistants, and volunteers;
• Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives;
• Prepares for classes assigned, and shows written evidence of preparation upon request of building administrator;
• Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student;
• Provides an instructional program to meet the needs of all students including students with disabilities;
• Supervises students in a variety of school related settings;
• Takes all necessary and safety precautions to protect students, equipment, materials and facilities;
• May evaluate assistants job performance with administrators;
• 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 4/7/2025

Certified: Kindergarten Teacher

JobID: 2832

Position Type:
  Elementary School Teaching


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Waterbury Public Schools

JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE
Teacher (Elementary-Kindergarten)
 
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 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 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.   112 and/or 113 Integrated Early Childhood Endorsement
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.
 
D. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Excellent listening skills;
• Excellent oral and written communication skills;
• Human relations skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to communicate effectively, both orally and in writing;
 
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to infuse technology into curriculum;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to provide instruction that reflects multiple perspectives and multicultural education;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community;
• Ability to work in a cooperative learning environment;
• 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.
 
• Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Attends staff meetings and serves on staff committees as required;
• Communicates and interacts with students, parents, staff and community;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives;
Develops, selects and modifies instructional plans and materials to meet the needs of all students;
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required; Provides input when necessary to student IEP's;
• Establishes learning objectives consistent with appraisal of student needs, requirements of the District's curriculum framework, and knowledge of human growth and development;
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual;
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Maintains accurate and complete records as required by law, District policy and administrative procedures;
• Maintains appropriate records and follows required procedures and practices;
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms;
• Monitors and evaluates student outcomes;
• Monitors appropriate use and care of equipment, materials and facilities.
• On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated;
• Participates in school management and shares responsibility for the total school program;
• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student;
• Plans and supervises purposeful assignments for instructional assistants, teacher assistants, and volunteers;
• Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives;
• Prepares for classes assigned, and shows written evidence of preparation upon request of building administrator;
• Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student;
• Provides an instructional program to meet the needs of all students including students with disabilities;
• Supervises students in a variety of school related settings;
• Takes all necessary and safety precautions to protect students, equipment, materials and facilities;
• May evaluate assistants job performance with administrators;
• 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 4/7/2025

Art Teacher (Elementary)

JobID: 2822

Position Type:
  Elementary School Teaching/Art


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE
Art Teacher (Elementary)

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 facilitating learning, academic achievement and personal development by providing 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:
Possession of a Bachelor’s degree from an accredited university or college.   
Special Requirement:
In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.   
B. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement 042 Art, PK–12
1. 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-certification.
 
 E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Excellent listening skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to communicate effectively, both orally and in writing;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
 
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
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.
 
• Advises, assists, and supervises students, as appropriate, with internships, volunteering and community service projects, securing training stations and employment including employment forms, and regarding various District, State and national competitions;
• Evaluates student performance through examinations, homework assignments, and other methods, promoting student achievement, maintaining the required student records, and, submits required reports, including report cards, to the principal or other school administrators, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating District-wide testing of students;
• Implements the goals, objectives and standards of the District, the school, and the specific program or department, following a prescribed course of study as delineated in curriculum outlines and authorized by the building principal, developing, adapting, and updating curriculum; and developing and implementing lesson plans;
• Maintains contact and communications with parents of students, and works with them in the development of each student, scheduling and holding parent conferences, as well as conferences with county workers, as appropriate, recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
• Participates in staff development and professional growth activities, as required and as requested, participating in appropriate in-service activities or educational opportunities to maintain current teacher certifications, and mentoring new teachers;
• Performs classroom management duties, enforcing school rules governing the conduct of students, taking appropriate disciplinary action regarding students not adhering to school rules, ensuring the safety of students, and maintaining an appropriate classroom-learning environment, including displays;
• Performs other related duties such as enforcing District and school guidelines regarding health and hygienic conditions and practices, as they may affect the physical and mental health of students, coordinating co-curricular and extracurricular school activities, participating in bus, lunch and playground duty assignments, as required, attending and participating in school planning and staff meetings, serving on various school committees, monitoring classroom and student budgets and accounts, providing information for grant-writing processes, and developing, organizing and implementing students’ classroom and school performances, presentations and exhibits.
• Provides instruction in the core and age-appropriate curriculum, assessing initial knowledge or skills, making appropriate use of instructional resources and technologies, including computer technology, developing and implementing instructional activities for students, developing and coping instructional materials, and, orders instructional materials and supplies, collaborating with other teachers, staff resources, and volunteers regarding instructional and program activities; providing for remediation, when necessary, revising teaching methodology to accommodate students, maintaining instructional equipment, as appropriate; and team teaching, when appropriate;
• Regarding special needs students, and in conjunction with special education teachers, determines the least restrictive environment, and assists with the completion of due process reports and Individualized Education Plans (IEPs); coordinating the mainstreaming of special needs students. Participates in Planning and Placement Team (PPT) and/or Central Planning and Placement Team (CPPT).
• Performs related duties as requested.
 

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 4/7/2025

Library Media Specialist (Elementary)

JobID: 2685

Position Type:
  Elementary School Teaching/Library Media Specialist


Date Posted:
  11/29/2023


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE

Library Media Specialist (Elementary)

DEPARTMENT
 
Academics
 
 
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 establishing and coordinating the services of the school library-media center and technology lab appropriate to the educational needs of all students; providing a full spectrum of educational enrichment materials to ensure that student’ in the school will find available instructional and non-instructional materials appropriate to their interests, abilities, and level of maturity; and making sure students and teachers are effective users of information and ideas by providing instruction in the use of technology to foster competence and stimulate interest in reading, viewing and using information and ideas.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Bachelor's degree from an accredited college or university.

2. Experience with managing school site collections and the selection/acquisition of materials and equipment.

3. Previous teaching and/or related school 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/endorsement(s) appropriate to the teaching assignment. 

2. School Library Media Specialist – 062 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-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community;

• Knowledge of a variety of strategies for communicating with various constituencies;

• Knowledge of both the access to information and the operation of the devices that deliver, produce, and manage that information;

• Knowledge of current and developmentally appropriate resources and the strategies for guiding the intellectual access to information;

• Knowledge of information, instruction, and production-based technologies that enhance learning and teaching;

• Knowledge of literature and methodologies to provide reading, listening, and viewing guidance to students and others in the learning community;

• Knowledge of methods of collaboration with the other members of the learning community to ensure that the school library media program is able to meet the individual learning needs of students;

• Knowledge of selection, installation, management, and maintenance of technologies applicable to the library information center and the larger learning community;

• Knowledge of strategies for eliciting information needs from students;

• Knowledge of strategies necessary to assist in school reform efforts;

• Knowledge of the importance of community groups in maintaining support for the library information program; 

• Skill to assist learners in locating, evaluating, and using information;

• Ability to apply effective methods and strategies for teaching the use of technological tools;

• Ability to create and maintain inviting, attractive physical spaces that encourage a positive learning climate;

• Ability to effectively communicate with students, faculty, staff, administrators, parents, and the community;

• Ability to establish, maintain, and supervise the school's library resource program and library information program support personnel;

• Ability to model and promote collaborative planning and curriculum development that includes creative, effective, and collaborative teaching;

• Ability to provide an effective library resource program that supports the mission, goals, and objectives of the school. 

• Ability to recognize developmental growth patterns of children and youth and its influence upon reference and search processes;

• Ability to recognize elements essential to collaborative work, including time, trust, climate, and resources;

• Ability to recognize the importance of a positive learning climate in creating appropriate and attractive environments;

• Ability to recognize the need for policies and procedures and knows strategies for developing and evaluating the collection of materials and equipment needed to support a curriculum that meets the diverse learning needs of students and teachers;

• Ability to recognize the principles of flexible and equitable physical access to information and resources at time and point of need;

• Ability to recognize the role that parents play in developing students’ lifelong learning skills;

• Ability to stay current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;

• Ability to understand centralized systems for bibliographic control, materials, equipment circulation, and information distribution;

• Ability to understand curriculum in all subject areas and levels, State and national learning standards, and a variety of assessment strategies;

• Ability to understand how to use word processing, databases, spreadsheets, presentation software, graphics, and production software to support students’ learning;

• Ability to understand information literacy, efficient and effective access to information, critical and competent evaluation of information, and accurate and creative use of information;

• Ability to understand social and ethical behavior in regard to information and information technology; 

• Ability to understand that the library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students' achievement of learning goals;

• Ability to understand the importance of appropriate planning and purchasing to address issues of software and hardware compatibility;

• Ability to understand the process of reforming educational systems and structures and the needs of the individual in relation to these processes;

• Ability to understand the relationship between school climate and effective teaching and learning;

• Ability to understand the role of the central administration and the school board in communicating the importance of the library information program to teaching and learning;

• Ability to understand the structure of the school learning community and the leverage points for influence; 

• Ability to understand the variety of motivational, coaching, and guidance; 

• Ability to understand, encourage, and promote opportunities for independent learning and understand various learning styles;

• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
1. May direct the work of paraprofessionals and clericals as assigned.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Administers a program that provides for learning experiences utilizing technology and resources accessed from classrooms or other locations outside of the library information center;

• Analyzes instructional and technological requirements and other features of the school to recommend appropriate staffing and training necessary to meet the learning and information needs of the students and to ensure the effectiveness of the program;

• Assists teachers and learners in developing appropriate activities for assessing the effectiveness of the curriculum;

• Assists teachers and other educational staff in developing connections among subjects, standards, and strategies for learning; 

• Assists teachers and students in finding, evaluating, and developing these additional resources;

• Assists teachers in developing interdisciplinary connections using a variety of resources and technologies; 

• Builds support for the role of the library media program in teaching and learning through the effective use of influence strategies;

• Catalogs, classifies, and arranges information resources in various forms and media according to recognized standards;

• Collaborates and communicates with all staff, and particularly the technology staff, to identify and use the full range of learning technologies required to meet students' informational needs;

• Collaborates with classroom teachers in the creation and implementation of their content-area standards, goals, and visions;

• Collaborates with classroom teachers in the creation of integrated classroom assignments and projects;

• Collaborates with other members of the learning community to ensure that the school library information program is able to meet the individual learning needs of students;

• Collaborates with the technology department to plan budgets and purchases software and hardware that meet the school curriculum needs and support the library information center, the classroom, and individual learning needs of students; 

• Collaborates with the technology staff on issues of software and hardware compatibility;

• Communicates effectively with students, faculty, staff, administrators, parents, and the community; 

• Communicates effectively with the technology staff and other educators about learning technology needs of the students who use the library information center;

• Communicates with the community the relationship of library media programs to students’ achievement and lifelong learning for everyone;

• Contributes to the school curriculum by attending school and district curriculum meetings;

• Co-teaches and mentors along with the classroom teacher on projects and assignments for students;

• Creates and implements the library media program; 

• Creates and maintains inviting, attractive physical spaces that encourage a positive learning climate;

• Demonstrates leadership in curricular planning and assessment;

• Demonstrates leadership in evaluating the effectiveness of the library media program in improving teaching and learning;

• Develops a budget and locates sources of funding that provide for purchasing and upkeep of all resources required for an effective school library information program;

• Develops action plans in conjunction with the technology specialist to accommodate changes in critical areas such as the utilization of new resources and technologies;

• Develops facility plans to include learning technology systems to meet students’ needs in the library information center which may include but are not limited to video/playback production units, CD-ROM towers and servers, electronic card catalogues, and on-line reference resources;

• Encourages and assists students to seek information from diverse sources, contexts, disciplines, and cultures through equitable access to information;

• Encourages and engages students in reading, viewing, and listening for understanding and enjoyment;

• Encourages and guides the student to produce and communicate information and ideas in appropriate formats using critical thinking and problem-solving skills;

• Encourages collaboration with the technology specialist and others, both in person and through the use of various technologies, to design, develop, and evaluate information products and solutions;

• Ensures that policies on information use and distribution are reviewed and approved by appropriate governing bodies;

• Establishes and maintains ties with information resources and services within the wider community;

• Establishes effective interpersonal relationships that demonstrate an understanding of curriculum objectives, effective listening, and negotiation of responsibility for activities;

• Establishes, maintains, and supervises the school's library resource program and library information program support personnel;

• Facilitates students’ development of information literacy skills;

• Guides the student to distinguish among facts, points of view, and opinions;

• Identifies examples that demonstrate the library information program's relationship to improved student achievement;

• Implements courses and content for students using distance learning technologies as available;

• Involves parents in library information center activities, suggests learning activities for parents and children to do together, and uses a variety of communication devices to keep parents informed about the program;

• Maintains a positive teaching and learning climate in the library media center;

• Maintains centralized systems for bibliographic control of materials, equipment, and electronic information distribution systems, including computer networks and distance learning facilities;

• Models and promotes collaborative planning and curriculum development that includes creative, effective, and collaborative teaching.

• Models continuous learning through activities such as membership in district, regional, State and national organizations that support library information programs and participation in staff development programs; 

• Models the effective and enthusiastic use of print and non-print materials as sources of pleasure and information;

• Organizes information resources that align the library information program and information literacy standards for students’ learning with the school's goals and integrates these standards into the curriculum;

• Participates as a partner and change agent in curriculum development at the building and district levels;

• Participates in collaborative planning of interdisciplinary instruction and uses the level of involvement appropriate to the learning activity and goal;

• Participates on committees charged with developing and implementing strategic plans for the school, including school improvement plans, technology plans, and curriculum development plans;

• Participates on the school's curricular decision-making body; 

• Plans and efficiently administers a program that makes a significant contribution to students’ learning an leads, collaborates, and applies technology skills in designing and managing a program that is integrated into the school’s curriculum and supports the development of effective users and communicators of ideas and information within a lifelong, independent learning process;

• Plans and implements the access to and delivery of a full range of information resources and services through the library media program; 

• Plans and teaches the latest research techniques and strategies that are applicable to the content area and assignment;

• Plans instruction collaboratively with teachers and other members of the learning community; 

• Plans, develops and maintains a management system for print and non-print resources, equipment, and other learning technology resources that are inventoried and circulated through the library information center;

• Presents information creatively in a variety of formats so that students can learn to develop creative products in a variety of formats;

• Provides an effective library resource program that supports the mission, goals, and objectives of the school;

• Provides an environment that assists students with multiple learning styles;

• Provides equitable access for staff, students, and the community to the school library information center as needed to support the integration of the information literacy standards for student lifelong learning;

• Provides equitable access to multiple media resources with current and appropriate equipment for all students, staff, and the community through extended library hours before and after school; 

• Provides instruction in the five cross-disciplinary abilities as they apply to the CT Learning Standards. 

• Provides opportunities for students to seek information for personal interest and self-improvement;

• Provides reading, listening, and viewing guidance to students and others in the learning community;

• Recommends appropriate resources and activities to meet individual learning needs;

• Reports the results of program assessment on a regular basis to teachers, students, administrators, and other community members; 

• Responds to various developmental levels, physical and intellectual disabilities, special gifts and talents, diverse cultural backgrounds, and different styles of accessing and processing information;

• Serves as a reference person, teacher, and mentor who may help students with issues relating to learning;

• Stays current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;

• Supervises support staff and plans for and implements an effective program that is fundamental to students’ learning and is based upon the school's instructional programs, services, facilities, size, and numbers of students and teachers;

• Supervises, schedules, and administers all aspects of the operation of the school library information program;

• Supports teachers and students with the selecting interest based materials for students to explore while learning about their interests using books, technology, and other sources of media;

• Teaches and demonstrates to students how to structure a search across a variety of sources and formats to locate the best information to meet a particular need; 

• Teaches and encourages students to respect the principles of intellectual freedom, to respect copyrights and intellectual property rights, and to value the responsible use of technology; 

• Teaches uses of computers and other technological tools and the application of technology-based resources to support instruction;

• Uses a variety of strategies to build collaborative teams for interdisciplinary teaching and learning; 

• Uses active listening skills to assist learners in locating, evaluating, and using information;

• Uses appropriate strategies to guide reference and search processes with students and learners of all ages;

• Uses collaborative strategies that encourage administrators and teachers to integrate the library information program into the school's instructional program;

• Uses probing questions to clarify information needs;

• Uses reflective listening strategies to help students develop metacognitive skills; 

• Uses the results of quantitative and qualitative data analysis to make decisions and develop plans and policies for the continuous improvement of the school's library information program;

• Works cooperatively with the technology department and other educators to provide flexible access to resources, spaces, and technology systems to individuals and groups at time of need, within or outside of regular classroom hours, as appropriate;

• Works with student learners, assisting them with production application questions and resource analysis, for use in word processing and graphic presentations;

• 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.
 
Prepared on: July 25, 2019





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Openings as of 4/7/2025

Library Media Specialist (Elementary)

JobID: 2834

Position Type:
  Elementary School Teaching/Library Media Specialist


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE

Library Media Specialist (Elementary)

DEPARTMENT
 
Academics
 
 
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 establishing and coordinating the services of the school library-media center and technology lab appropriate to the educational needs of all students; providing a full spectrum of educational enrichment materials to ensure that student’ in the school will find available instructional and non-instructional materials appropriate to their interests, abilities, and level of maturity; and making sure students and teachers are effective users of information and ideas by providing instruction in the use of technology to foster competence and stimulate interest in reading, viewing and using information and ideas.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Bachelor's degree from an accredited college or university.

2. Experience with managing school site collections and the selection/acquisition of materials and equipment.

3. Previous teaching and/or related school 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/endorsement(s) appropriate to the teaching assignment. 

2. School Library Media Specialist – 062 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-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community;

• Knowledge of a variety of strategies for communicating with various constituencies;

• Knowledge of both the access to information and the operation of the devices that deliver, produce, and manage that information;

• Knowledge of current and developmentally appropriate resources and the strategies for guiding the intellectual access to information;

• Knowledge of information, instruction, and production-based technologies that enhance learning and teaching;

• Knowledge of literature and methodologies to provide reading, listening, and viewing guidance to students and others in the learning community;

• Knowledge of methods of collaboration with the other members of the learning community to ensure that the school library media program is able to meet the individual learning needs of students;

• Knowledge of selection, installation, management, and maintenance of technologies applicable to the library information center and the larger learning community;

• Knowledge of strategies for eliciting information needs from students;

• Knowledge of strategies necessary to assist in school reform efforts;

• Knowledge of the importance of community groups in maintaining support for the library information program; 

• Skill to assist learners in locating, evaluating, and using information;

• Ability to apply effective methods and strategies for teaching the use of technological tools;

• Ability to create and maintain inviting, attractive physical spaces that encourage a positive learning climate;

• Ability to effectively communicate with students, faculty, staff, administrators, parents, and the community;

• Ability to establish, maintain, and supervise the school's library resource program and library information program support personnel;

• Ability to model and promote collaborative planning and curriculum development that includes creative, effective, and collaborative teaching;

• Ability to provide an effective library resource program that supports the mission, goals, and objectives of the school. 

• Ability to recognize developmental growth patterns of children and youth and its influence upon reference and search processes;

• Ability to recognize elements essential to collaborative work, including time, trust, climate, and resources;

• Ability to recognize the importance of a positive learning climate in creating appropriate and attractive environments;

• Ability to recognize the need for policies and procedures and knows strategies for developing and evaluating the collection of materials and equipment needed to support a curriculum that meets the diverse learning needs of students and teachers;

• Ability to recognize the principles of flexible and equitable physical access to information and resources at time and point of need;

• Ability to recognize the role that parents play in developing students’ lifelong learning skills;

• Ability to stay current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;

• Ability to understand centralized systems for bibliographic control, materials, equipment circulation, and information distribution;

• Ability to understand curriculum in all subject areas and levels, State and national learning standards, and a variety of assessment strategies;

• Ability to understand how to use word processing, databases, spreadsheets, presentation software, graphics, and production software to support students’ learning;

• Ability to understand information literacy, efficient and effective access to information, critical and competent evaluation of information, and accurate and creative use of information;

• Ability to understand social and ethical behavior in regard to information and information technology; 

• Ability to understand that the library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students' achievement of learning goals;

• Ability to understand the importance of appropriate planning and purchasing to address issues of software and hardware compatibility;

• Ability to understand the process of reforming educational systems and structures and the needs of the individual in relation to these processes;

• Ability to understand the relationship between school climate and effective teaching and learning;

• Ability to understand the role of the central administration and the school board in communicating the importance of the library information program to teaching and learning;

• Ability to understand the structure of the school learning community and the leverage points for influence; 

• Ability to understand the variety of motivational, coaching, and guidance; 

• Ability to understand, encourage, and promote opportunities for independent learning and understand various learning styles;

• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
1. May direct the work of paraprofessionals and clericals as assigned.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Administers a program that provides for learning experiences utilizing technology and resources accessed from classrooms or other locations outside of the library information center;

• Analyzes instructional and technological requirements and other features of the school to recommend appropriate staffing and training necessary to meet the learning and information needs of the students and to ensure the effectiveness of the program;

• Assists teachers and learners in developing appropriate activities for assessing the effectiveness of the curriculum;

• Assists teachers and other educational staff in developing connections among subjects, standards, and strategies for learning; 

• Assists teachers and students in finding, evaluating, and developing these additional resources;

• Assists teachers in developing interdisciplinary connections using a variety of resources and technologies; 

• Builds support for the role of the library media program in teaching and learning through the effective use of influence strategies;

• Catalogs, classifies, and arranges information resources in various forms and media according to recognized standards;

• Collaborates and communicates with all staff, and particularly the technology staff, to identify and use the full range of learning technologies required to meet students' informational needs;

• Collaborates with classroom teachers in the creation and implementation of their content-area standards, goals, and visions;

• Collaborates with classroom teachers in the creation of integrated classroom assignments and projects;

• Collaborates with other members of the learning community to ensure that the school library information program is able to meet the individual learning needs of students;

• Collaborates with the technology department to plan budgets and purchases software and hardware that meet the school curriculum needs and support the library information center, the classroom, and individual learning needs of students; 

• Collaborates with the technology staff on issues of software and hardware compatibility;

• Communicates effectively with students, faculty, staff, administrators, parents, and the community; 

• Communicates effectively with the technology staff and other educators about learning technology needs of the students who use the library information center;

• Communicates with the community the relationship of library media programs to students’ achievement and lifelong learning for everyone;

• Contributes to the school curriculum by attending school and district curriculum meetings;

• Co-teaches and mentors along with the classroom teacher on projects and assignments for students;

• Creates and implements the library media program; 

• Creates and maintains inviting, attractive physical spaces that encourage a positive learning climate;

• Demonstrates leadership in curricular planning and assessment;

• Demonstrates leadership in evaluating the effectiveness of the library media program in improving teaching and learning;

• Develops a budget and locates sources of funding that provide for purchasing and upkeep of all resources required for an effective school library information program;

• Develops action plans in conjunction with the technology specialist to accommodate changes in critical areas such as the utilization of new resources and technologies;

• Develops facility plans to include learning technology systems to meet students’ needs in the library information center which may include but are not limited to video/playback production units, CD-ROM towers and servers, electronic card catalogues, and on-line reference resources;

• Encourages and assists students to seek information from diverse sources, contexts, disciplines, and cultures through equitable access to information;

• Encourages and engages students in reading, viewing, and listening for understanding and enjoyment;

• Encourages and guides the student to produce and communicate information and ideas in appropriate formats using critical thinking and problem-solving skills;

• Encourages collaboration with the technology specialist and others, both in person and through the use of various technologies, to design, develop, and evaluate information products and solutions;

• Ensures that policies on information use and distribution are reviewed and approved by appropriate governing bodies;

• Establishes and maintains ties with information resources and services within the wider community;

• Establishes effective interpersonal relationships that demonstrate an understanding of curriculum objectives, effective listening, and negotiation of responsibility for activities;

• Establishes, maintains, and supervises the school's library resource program and library information program support personnel;

• Facilitates students’ development of information literacy skills;

• Guides the student to distinguish among facts, points of view, and opinions;

• Identifies examples that demonstrate the library information program's relationship to improved student achievement;

• Implements courses and content for students using distance learning technologies as available;

• Involves parents in library information center activities, suggests learning activities for parents and children to do together, and uses a variety of communication devices to keep parents informed about the program;

• Maintains a positive teaching and learning climate in the library media center;

• Maintains centralized systems for bibliographic control of materials, equipment, and electronic information distribution systems, including computer networks and distance learning facilities;

• Models and promotes collaborative planning and curriculum development that includes creative, effective, and collaborative teaching.

• Models continuous learning through activities such as membership in district, regional, State and national organizations that support library information programs and participation in staff development programs; 

• Models the effective and enthusiastic use of print and non-print materials as sources of pleasure and information;

• Organizes information resources that align the library information program and information literacy standards for students’ learning with the school's goals and integrates these standards into the curriculum;

• Participates as a partner and change agent in curriculum development at the building and district levels;

• Participates in collaborative planning of interdisciplinary instruction and uses the level of involvement appropriate to the learning activity and goal;

• Participates on committees charged with developing and implementing strategic plans for the school, including school improvement plans, technology plans, and curriculum development plans;

• Participates on the school's curricular decision-making body; 

• Plans and efficiently administers a program that makes a significant contribution to students’ learning an leads, collaborates, and applies technology skills in designing and managing a program that is integrated into the school’s curriculum and supports the development of effective users and communicators of ideas and information within a lifelong, independent learning process;

• Plans and implements the access to and delivery of a full range of information resources and services through the library media program; 

• Plans and teaches the latest research techniques and strategies that are applicable to the content area and assignment;

• Plans instruction collaboratively with teachers and other members of the learning community; 

• Plans, develops and maintains a management system for print and non-print resources, equipment, and other learning technology resources that are inventoried and circulated through the library information center;

• Presents information creatively in a variety of formats so that students can learn to develop creative products in a variety of formats;

• Provides an effective library resource program that supports the mission, goals, and objectives of the school;

• Provides an environment that assists students with multiple learning styles;

• Provides equitable access for staff, students, and the community to the school library information center as needed to support the integration of the information literacy standards for student lifelong learning;

• Provides equitable access to multiple media resources with current and appropriate equipment for all students, staff, and the community through extended library hours before and after school; 

• Provides instruction in the five cross-disciplinary abilities as they apply to the CT Learning Standards. 

• Provides opportunities for students to seek information for personal interest and self-improvement;

• Provides reading, listening, and viewing guidance to students and others in the learning community;

• Recommends appropriate resources and activities to meet individual learning needs;

• Reports the results of program assessment on a regular basis to teachers, students, administrators, and other community members; 

• Responds to various developmental levels, physical and intellectual disabilities, special gifts and talents, diverse cultural backgrounds, and different styles of accessing and processing information;

• Serves as a reference person, teacher, and mentor who may help students with issues relating to learning;

• Stays current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;

• Supervises support staff and plans for and implements an effective program that is fundamental to students’ learning and is based upon the school's instructional programs, services, facilities, size, and numbers of students and teachers;

• Supervises, schedules, and administers all aspects of the operation of the school library information program;

• Supports teachers and students with the selecting interest based materials for students to explore while learning about their interests using books, technology, and other sources of media;

• Teaches and demonstrates to students how to structure a search across a variety of sources and formats to locate the best information to meet a particular need; 

• Teaches and encourages students to respect the principles of intellectual freedom, to respect copyrights and intellectual property rights, and to value the responsible use of technology; 

• Teaches uses of computers and other technological tools and the application of technology-based resources to support instruction;

• Uses a variety of strategies to build collaborative teams for interdisciplinary teaching and learning; 

• Uses active listening skills to assist learners in locating, evaluating, and using information;

• Uses appropriate strategies to guide reference and search processes with students and learners of all ages;

• Uses collaborative strategies that encourage administrators and teachers to integrate the library information program into the school's instructional program;

• Uses probing questions to clarify information needs;

• Uses reflective listening strategies to help students develop metacognitive skills; 

• Uses the results of quantitative and qualitative data analysis to make decisions and develop plans and policies for the continuous improvement of the school's library information program;

• Works cooperatively with the technology department and other educators to provide flexible access to resources, spaces, and technology systems to individuals and groups at time of need, within or outside of regular classroom hours, as appropriate;

• Works with student learners, assisting them with production application questions and resource analysis, for use in word processing and graphic presentations;

• 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.
 
Prepared on: July 25, 2019





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Openings as of 4/7/2025

Certified: Physical Education/Health Teacher (Elementary School)

JobID: 2848

Position Type:
  Elementary School Teaching/Physical Education/Health


Date Posted:
  7/12/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE
Teacher-Physical Education/Health (Elementary School)
2023-2024 School Year

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 planning and providing for appropriate learning experiences for students; providing an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student.
 
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 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.
043 Health  PK–12, 044 Physical Education PK–12
2. 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-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of District curriculum, techniques for integrating curriculum, Board of Education policies, and effective instructional practices;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of the teaching/learning process;
• Some knowledge of community resources;
• Excellent listening skills;
• Excellent oral and written communication skills
• Human relations skills.
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to communicate effectively, both orally and in writing;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to infuse technology into curriculum;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide instruction that reflects multiple perspectives and multicultural education;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community;
• Ability to work in a cooperative learning environment;
• 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.
 
• Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Attends staff meetings and serves on staff committees as required;
• Communicates and interacts with students, parents, staff and community;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives;
• Develops, selects and modifies instructional plans and materials to meet the needs of all students;
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required; Provides input when necessary to student IEP’s;
• Establishes learning objectives consistent with appraisal of student needs, requirements of District curriculum framework, and knowledge of human growth and development;
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual;
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Maintains accurate and complete records as required by law, District policy and administrative regulation;
• Maintains appropriate records and follows required procedures and practices;
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms;
• Monitors and evaluates student outcomes;
• Monitors appropriate use and care of equipment, materials and facilities.
• On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated;
• Participates in school management and shares responsibility for the total school program;
• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student;
• Plans and supervises purposeful assignments for paraprofessionals, classroom assistants, teacher assistants, and volunteers;
• Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives;
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior;
• Provides an instructional program to meet the needs of all students including students with disabilities;
• Supervises students in a variety of school related settings;
• Takes all necessary and safety precautions to protect students, equipment, materials and facilities;
• May be required to attend school meetings, programs and activities outside the instructional day;
• Performs related work 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 4/7/2025

Special Education Teacher (Elementary-ABA)

JobID: 2870

Position Type:
  Elementary School Teaching/Special Education


Date Posted:
  7/12/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE:
Special Education Teacher (Elementary-ABA)

DEPARTMENT:
Special Education 
 
INCUMBENT NAME: 
 
BARGAINING UNIT CLASSIFICATION:
Waterbury Teachers’ Association CEA-NEA
 
REPORTS TO:
Building Principal or District Level Administrator
 
FLSA DESIGNATION:
Exempt


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

 
PART V - Working Conditions, Physical and Mental Requirements
 
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to your job.            
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Standing	X	Color Distinction	X
Walking	X	Peripheral Vision	X
Sitting	X	Driving	X
Lifting	X	Physical Strength:
Carrying	X	Little Physical Effort (-10 lbs.)	X
Pushing	X	Light Work (-20 lbs.)	X
Pulling	X	Medium Work (20-50 lbs.)	X
Climbing	X	Heavy Work (50-100 lbs.)	X
Balancing	X	Very Heavy Work (100+ lbs.)	X
Stooping	X	Environmental Conditions
Kneeling	X	Cold (50 degrees F or less)	X
Crouching	X	Heat (90 degrees F or more)	X
Crawling	X	Temperature Changes	X
Reaching	X	Wetness	X
Handling	X	Humidity	X
Grasping	X	Extreme Noise or Vibration	X
Twisting	X	Exposure to Chemicals	X
Feeling	X	Exposure to Gases and Fumes	X
Talking	X	Exposure to Unpleasant Odors	X
Hearing	X	Exposure to bodily fluids	X
Repetitive Motion	X	Exposure to dampness	X
Hand/Eye/Foot Coordination	X	Confinement to Small or Restricting Area	X
Visual Acuity/Near	X	Mechanical Hazards	X
Visual Acuity/Far	X	Physical danger or abuse	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.




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Openings as of 4/7/2025

Certified: Literacy Facilitator-High School

JobID: 2693

Position Type:
  High School Teaching


Date Posted:
  11/29/2023


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE
 
High School Literacy Facilitator
 
DEPARTMENT
 
Teaching and Learning
 
BARGAINING UNIT CLASSIFICATION
 
Waterbury Teachers’ Association CEA-NEA
 
REPORTS TO:
 
Receives administrative direction from the Principal, Content Supervisor, or other administrative official of a higher grade
 
FLSA DESIGNATION
 
Exempt
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for assisting classroom teachers and other instructional staff to develop strategies, skills, tools, techniques, and capacity to effectively teach reading and writing to all students. This class also develops curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding of the varying learning styles and the needs of a diverse student population.
 
Guidelines for Use:
 
The Literacy Facilitator will be used to support all staff in the implementation of the site reading/literacy plans and programs. The Literacy Facilitator will work directly with teachers in a school providing classroom-based demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development. The Literacy Facilitator will focus on enhancing teachers’ ability to provide instruction that builds students’ sense of engagement in the ownership of learning. The Literacy Facilitator will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Possession of a Bachelor’s degree from an accredited university or college.  
 
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:
 
1. All Coaches/Facilitator must become a Google Certified Educator Level 1 and Google Certified Educator Level 2 
 
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. Endorsement in  Secondary English (015) for Secondary Coaches.  Endorsement as a Reading and Language Arts Consultant (097) or Reading Specialist/Remedial Reading and Remedial Language Arts, 1-12 (102) is preferred.

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 be continually learning through professional conferences and professional organizations.  Teachers in this job class must complete all state requirements for recertification.  
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Comprehensive knowledge, gained by formal or informal learning, about the content and methodology of district curriculum and programs.

• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

• Considerable knowledge of standard-based and core curriculum areas for which the teacher is responsible,  including specialized knowledge in reading/literacy;

• In-depth knowledge of significant topics related to early reading/literacy, such as children’s literature and contemporary research in reading instruction;

• Knowledge of child and/or adolescent development;

• Knowledge of instructional technologies;

• Knowledge of learner outcomes;

• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;

• Knowledge of multicultural, gender and disability fair curriculum concepts;

• Knowledge of and ability to apply the principals of Scientific Research Based Interventions (SRBI);

• Knowledge of successful techniques in classroom management and instructional planning for effective reading/literacy instruction;

• Knowledge of theory and practice of teaching writing as process and product;

• Effective coaching skills;

• Effective collaboration skills;

• Excellent listening skills;

• Skill in human relations, mediation, conflict management and interpersonal interactions;

• Skill in maintaining and developing reports;

• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;

• Ability to adapt teaching styles to diverse student populations;

• Ability to assess student skills and knowledge in reading and writing, using a variety of formal and informal assessment tools;

• Ability to communicate effectively, both orally and in writing; 

• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;

• Ability to integrate technology in classroom instruction;

• Ability to multitask and be flexible;

• Ability to plan lessons  based upon District and school goals, as well as the objectives, needs and abilities of students;

• Ability to provide appropriate instruction;

• Ability to use assessment results to shape instruction;

• Ability to use effective strategies for differentiating instruction;

• Ability to utilize and integrate computer and multimedia technology, as appropriate;

• Ability to utilize effective data-based problem-solving skills;

• Ability to work in a cooperative learning environment;

• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
1. May lead the work of teachers and paraprofessionals.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Provide assistance in selecting instructional materials and assessments for literacy;

• Aligns reading, reading/literacy standards, instruction, and measures of learning;

• Collaborates with teachers and administrators to achieve reading/literacy improvement in the school;

• Provide school-based support for teachers including workshops, classroom modeling, coaching, observation of literacy lessons with reflective consultation, and interpretation of district-, school-, and classroom-based assessments;

• Assists administrators in organizing reading/literacy leadership teams that reviews assessment data and develops reading/literacy plans for the school;

• Assists in developing workshops that encourage change in teacher lesson planning and lesson delivery;

• Assists in the selection of reading/reading programs based on their compatibility with scientific research;

• Builds collaborative, professional relationships among administrators, teachers and staff;

• Coordinate and assist in implementing district literacy interventions;

• Collaborate with classroom teachers to determine instructional  reading levels of students.  Assist teachers in the development of intervention plans including effective grouping for instruction, instructional strategies, assessments and appropriate materials;

• Use computer technology to organize and display student data;

• Guide teachers in using formative assessments and summative assessments to plan effective targeted early intervention and assists teachers in making decisions about instructional activities;

• Meet regularly with the principal and literacy team to assist with the implementation of the district language arts curriculum;

• Facilitate the use of protocols for examining student work to inform instruction;

• Identify, design and implement professional learning based on literacy data and related to curricular goals.

• Work with school library media specialists and public librarians to develop reading collections for students;

• Develops strategies for helping teachers make changes in embedded instructional practices, assisting in the identification of student needs and the differentiation of instructional support;

• Contribute to the development of and support the goals of the school improvement plan;

• Participate in curriculum development and implementation;

• Meet regularly with the content supervisor to discuss issues and goals for each school;

• Meet regularly with other district Facilitators and administrators to share common concerns and solutions;

• Facilitates lesson planning sessions for teachers with a focus on data-driven instruction and curricular decision making;

• Keeps abreast of current research-based reading/literacy practices;

• Maintains paperwork consistently and in an appropriate manner;

• Works with the personalized learning teams to ensure that delivery of instruction is consistent with mastery learning criteria;

• Provides teachers with feedback and coaching;

• Reviews the assessment of teacher needs in the areas of instructional delivery, using core program materials, student assessments, and the analysis of student performance data;

• Structures professional activities that are research-based, ongoing, coordinated, and are responsive to student needs revealed by data (e.g., workshops, book studies, and classroom coaching);

• Supports teachers and leaders with curriculum alignment to Common Core & College/Career Readiness Standards; 

• Supports teachers in using an ongoing model of diagnostic and prescriptive teaching which will ensure that all children are receiving appropriate instruction to meet their assessed needs and remediate their reading/literacy deficits;

• Supports the effective use of research-based reading/literacy strategies;

• Supports Title 1 reading/literacy specialists, ESL teachers, paraprofessionals, librarians, parents, community representatives and teachers to form a “learning” team to facilitate change in attitudes and delivery of lessons;

• Perform other duties as assigned by the content supervisor or principal.
 
PART V - Working Conditions, Physical and Mental Requirements
 
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to your job. 
                    
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Standing	X	Color Distinction	X
Walking	X	Peripheral Vision	X
Sitting	X	Driving	X
Lifting	X	Physical Strength:
Carrying	X	Little Physical Effort (-10 lbs.)	X
Pushing	X	Light Work (-20 lbs.)	X
Pulling	X	Medium Work (20-50 lbs.)	X
Climbing	X	Heavy Work (50-100 lbs.)	X
Balancing	X	Very Heavy Work (100+ lbs.)	X
Stooping	X	Environmental Conditions
Kneeling	X	Cold (50 degrees F or less)	X
Crouching	X	Heat (90 degrees F or more)	X
Crawling	X	Temperature Changes	X
Reaching	X	Wetness	X
Handling	X	Humidity	X
Grasping	X	Extreme Noise or Vibration	X
Twisting	X	Exposure to Chemicals	X
Feeling	X	Exposure to Gases and Fumes	X
Talking	X	Exposure to Unpleasant Odors	X
Hearing	X	Exposure to bodily fluids	X
Repetitive Motion	X	Exposure to dampness	X
Hand/Eye/Foot Coordination	X	Confinement to Small or Restricting Area	X
Visual Acuity/Near	X	Mechanical Hazards	X
Visual Acuity/Far	X	Physical danger or abuse	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
 
Prepared on: July 25, 2019





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Openings as of 4/7/2025

Allied Health Teacher

JobID: 2669

Position Type:
  High School Teaching/Allied Health


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
 
JOB CLASSIFICATION TITLE
 
Teacher (Allied Health)
 
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 providing instruction in selected areas of Allied Health to ensure that students gain appropriate knowledge and skills about the industry and are prepared for a career and post-secondary opportunities. 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. Special emphasis will be placed on the development of leadership competencies and skills through the selection of a broad range of specialty topics:
 
• Exploration of Health Careers with clinical training at hospitals and health care facilities.

• C.N.A Certification program

• Home Health Aide Preparation

• CPR & AED Certification.

• EKG Training

• Med. Office Training
 
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.  

2. Must have five (5) years of work experience in the area of Allied Health and/or Health Services.
 
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 Health Occupations–Comprehensive High School (103) endorsement(s) or other 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. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;

• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

• Knowledge of child development;

• Knowledge of classroom management techniques;

• Knowledge of instructional technologies;

• Knowledge of learner outcomes;

• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences; 

• Knowledge of multicultural, gender and disability fair curriculum concepts;

• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Some knowledge of community resources;

• Excellent listening skills;

• Skill in classroom management and organization;

• Skill in classroom presentation;

• Skill in human relations, mediation, conflict management and interpersonal interactions;

• Skill in maintaining and developing reports;

• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;

• Ability to adapt teaching styles to diverse student populations;

• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Ability to communicate effectively, both orally and in writing; 

• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;

• Ability to multi task and be flexible;

• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;

• Ability to provide appropriate instruction in core subjects;

• Ability to utilize computer and multimedia technology, as appropriate;

• Ability to work in a cooperative learning environment;

• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
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.
 
• Advises, assists, and supervises students, as appropriate, with internships, volunteering and community service projects, securing training stations and employment including employment forms, and regarding various District, State and national competitions; 

• Evaluates student performance through examinations, homework assignments, and other methods, promoting student achievement, maintaining the required student records, and, submits required reports, including report cards, to the principal or other school administrators, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating District-wide testing of students;

• Implements the goals, objectives and standards of the District, the school, and the specific program or department, following a prescribed course of study as delineated in curriculum outlines and authorized by the building principal, developing, adapting, and updating curriculum; and developing and implementing lesson plans;

• Maintains contact and communications with parents of students, and works with them in the development of each student, scheduling and holding parent conferences, as well as conferences with county workers, as appropriate, recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;

• Participates in staff development and professional growth activities, as required and as requested, participating in appropriate in-service activities or educational opportunities to maintain current teacher certifications, and mentoring new teachers;

• Performs classroom management duties, enforcing school rules governing the conduct of students, taking appropriate disciplinary action regarding students not adhering to school rules, ensuring the safety of students, and maintaining an appropriate classroom-learning environment, including displays;

• Performs other related duties such as enforcing District and school guidelines regarding health and hygienic conditions and practices, as they may affect the physical and mental health of students, coordinating co-curricular and extracurricular school activities, participating in bus, lunch and playground duty assignments, as required, attending and participating in school planning and staff meetings, serving on various school committees, monitoring classroom and student budgets and accounts, providing information for grant-writing processes, and developing, organizing and implementing students’ classroom and school performances, presentations and exhibits.

• Provides instruction in the core and age-appropriate curriculum, assessing initial knowledge or skills, making appropriate use of instructional resources and technologies, including computer technology, developing and implementing instructional activities for students, developing and coping instructional materials, and, orders instructional materials and supplies, collaborating with other teachers, staff resources, and volunteers regarding instructional and program activities; providing for remediation, when necessary, revising teaching methodology to accommodate students, maintaining instructional equipment, as appropriate; and team teaching, when appropriate;

• Regarding special needs students, and in conjunction with special education teachers, determines the least restrictive environment, and assists with the completion of due process reports and Individualized Education Plans (IEPs); coordinating the mainstreaming of special needs students. Participates in Planning and Placement Team (PPT) and/or Central Planning and Placement Team (CPPT).

• Performs related duties as requested.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 4/7/2025

Certified: Business Teacher

JobID: 2824

Position Type:
  High School Teaching/Business Education


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE
Teacher (Business)
 
 
 
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 teaching occupational, career and technical, or vocational subjects as defined by applicable laws and regulations at various District schools.
 
 
 
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 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 Business, 7-12 (010) endorsement(s) or other 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. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;

• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

• Knowledge of child development;

• Knowledge of classroom management techniques;

• Knowledge of instructional technologies;

• Knowledge of learner outcomes;

• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences; 

• Knowledge of multicultural, gender and disability fair curriculum concepts;

• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Some knowledge of community resources;

• Excellent listening skills;

• Skill in classroom management and organization;

• Skill in classroom presentation;

• Skill in human relations, mediation, conflict management and interpersonal interactions;

• Skill in maintaining and developing reports;

• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;

• Ability to adapt teaching styles to diverse student populations;

• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Ability to communicate effectively, both orally and in writing; 

• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;

• Ability to multi task and be flexible;

• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;

• Ability to provide appropriate instruction in core subjects;

• Ability to utilize computer and multimedia technology, as appropriate;

• Ability to work in a cooperative learning environment;

• Ability to work with individuals from diverse backgrounds.
 
 
 
PART III - POSITION SUPERVISES
 
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.
 
• Adapts teaching methods and instructional materials to meet student’s varied needs and interests;

• Administers tests to assess educational needs or progress;

• Advises students on academic or career matters;

• Applies multiple teaching methods;

• Assigns and grades class work and homework;

• Assigns class work to students;

• Assists students with special educational needs;

• Attends professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence;

• Attends staff meetings and serve on committees, as required;

• Collaborates with other teachers and administrators in the development, evaluation, and revision of school programs;

• Collaborates with other teaching professionals to develop educational programs;

• Confers with other staff members to plan and schedule lessons promoting learning, following approved curricula;

• Creates technology-based learning materials;

• Develops instructional objectives;

• Develops strategies or programs for students with special needs;

• Discusses problems or issues with supervisors;

• Discusses student progress with parents or guardians;

• Distributes instructional or library materials;

• Documents lesson plans;

• Enforce all administration policies and rules governing students;

• Enforces rules or policies governing student behavior;

• Establishes clear objectives for all lessons, units, and projects and communicate those objectives to students;

• Evaluates student work;

• Guides and advises students with adjustments or academic problems, or special academic interests;

• Instructs and monitors students in the use and care of equipment and materials to prevent injuries and damage;

• Instructs students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations;

• Maintains accurate and complete student records as required by laws, district policies, and administrative regulations;

• Maintains inventories of materials, equipment, or products;

• Maintains student records;

• Meets with other professionals to discuss individual student’s needs and progress;

• Meets with parents and guardians to discuss their student’s progress and to determine priorities for their children and their resource needs;

• Modifies teaching methods or materials to accommodate student needs;

• Monitors student performance, behavior, social development, or health;

• Observes and evaluate students; performance, behavior, social development, and physical health;

• Orders instructional or library materials or equipment;

• Plans and conducts activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate;

• Plans and supervises class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities;

• Plans educational activities;

• Plans experiential learning activities;

• Prepares and implements remedial programs for students requiring extra help;

• Prepares for assigned classes and shows written evidence of preparation upon request of immediate supervisors;

• Prepares materials and classrooms for class activities;

• Prepares objectives and outlines for courses of study, following curriculum guidelines or requirements of the District and program;

• Prepares reports detailing student activities or performance;

• Prepares reports on students and activities as required by administration;

• Prepares tests;

• Prepares, administers, and grades tests and assignments to evaluates students’ progress;

• Provides disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms;

• Selects, stores, orders, issues, inventories, and maintains classroom equipment, materials, and supplies;

• Serves on institutional or departmental committees;

• Sets up classroom materials or equipment;

• Sponsors extracurricular activities such as clubs, student organizations, and academic contests;

• Supervise school or student activities;

• Teaches others to use technology or equipment;

• Uses computers, audio-visual aids, and other equipment and materials to supplement presentations;

• 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.
 





 
 
Prepared on: August 28, 2019





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Openings as of 4/7/2025

Family Consumer Science: Culinary Arts Teacher

JobID: 2831

Position Type:
  High School Teaching/Culinary Arts Teacher


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
  
 
JOB CLASSIFICATION TITLE
Family Consumer Science Teacher (Culinary Arts)
 
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 instructional planning and delivery in the culinary arts in order to equip students with the skills necessary for success in future careers in the food service and production industry.  
 
Guidelines for Class Use: A Culinary Arts Teacher serves as a classroom leader who works to provide exceptional instruction that affords all students the opportunity to excel academically and meet grade level standards. The Culinary Arts Teacher will bring content-specific expertise to instructional planning and delivery in order to equip students with the skills necessary for success in future careers in the food service and production industry as evidenced by students receiving certification. This teacher will deliver specified instruction in the areas of food safety, commercial production and culinary arts. Through this role, the Culinary Arts Teacher will work to increase student achievement levels by consistently setting rigorous academic and behavioral goals for students, monitoring progress toward these goals, and adjusting course when necessary. The Culinary Arts Teacher will work to actively build positive and beneficial relationships with parents, guardians and community members in order to positively impact students.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE 
 
General Experience: 
 
1. Possession of a Bachelor’s degree from an accredited university or college.

2. Must have five (5) years of work experience in the area of culinary arts, nutrition, dietetics. and/or hospitality management.  
 
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 098 Trade and Industrial Occupations endorsement or other 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. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge within the field of commercial foods production;

• Considerable knowledge of culinary arts core curriculum area;

• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

• Knowledge and appropriate use of large commercial kitchen equipment;

• Knowledge and skills in culinary arts programs or restaurant management;

• Knowledge of and ability to follow Board of Education policies and procedures;

• Knowledge of child development;

• Knowledge of classroom management techniques;

• Knowledge of cost control procedures;

• Knowledge of curriculum and program development; 

• Knowledge of industry related software;

• Knowledge of instructional technologies;

• Knowledge of designing learner outcomes;

• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences; 

• Knowledge of multicultural, gender and disability fair curriculum concepts;

• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Knowledge of project-based learning;

• Knowledge of public relations/marketing practices and methods;

• Some knowledge of community resources;

• Exemplary oral and written communication skills;

• Interpersonal and teamwork skills;

• Excellent listening skills;

• Skill in classroom management and organization;

• Skill in classroom presentation;

• Skill in current technologies and word processing, database, presentation, and spreadsheet software, specifically Microsoft Office applications 

• Skill in human relations, mediation, conflict management and interpersonal interactions;

• Skill in instructing students from diverse cultures and/or backgrounds 

• Skill in integrating technology into curriculum and other educational services;

• Skill in maintaining and developing reports;

• Skill in using authentic assessment to evaluate students’ needs and progress;

• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;

• Ability to adapt teaching styles to diverse student populations;

• Ability to align culinary arts curriculum and instruction to industry standards;

• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);

• Ability to communicate effectively, verbally and in writing,

• Ability to critically assess challenges and identify effective instructional or behavioral solutions that support the success of each individual student;

• Ability to establish and maintain effective working relationships with other department staff, faculty, students and the public 

• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;

• Ability to interface with outside food service industry organizations in support of culinary program and events;

• Ability to market culinary arts program to students, staff, parents and business community;

• Ability to multi task and be flexible;

• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;

• Ability to plan banquet menus, prepare and provide catering for campus, District and community events;

• Ability to provide appropriate instruction in core subject;

• Ability to successfully differentiate instruction in order to meet the needs of all students, including those who are classified as Special Education or English Language Learners;

• Ability to use data to inform instruction;

• Ability to utilize computer and multimedia technology, as appropriate;

• Ability to work in a cooperative learning environment;

• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES 
 
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.
 
• Applies and maintains standards of quality operating methods, processes, systems, and procedures;

• Assists with the preparation of course proposals, curriculum updates;

• Attends and actively participates in all professional development, team planning and data analysis meetings;

• Collaborates with the Career and Technical Education Curriculum Supervisor to review and maintain the integrity of department curriculum; 

• Consistently implements and enforces rules and consequences in the classroom setting and school-wide; 

• Co-plans with Special Education Teachers when necessary to ensure that the academic and behavioral needs of each student are met; 

• Develops new courses, curriculum, instructional materials, and evaluation tools; 

• Effectively and innovatively incorporating technological resources into classroom lessons; 

• Establishes, maintains and submits accurate student and instructional records in a timely manner;

• Facilitates instruction using alternative delivery methods as needed; 

• Implements and effectively modifies instruction aligned to the District’s educational goals by focusing on high standards and achievement for all students; 

• Implements changes as necessary to maintain a successful culinary program; 

• Informs students in writing of instructional standards; posts and maintains office hours; participates in the assessment of student learning outcomes; 

• Maintains partnerships with local area restaurants to assist in arranging field experiences for program students; collaborates college community and area high schools in support of college culinary events, competitions and fairs; 

• Maintains written instructional standards; 

• Maintains, monitors, and reports students’ grade and attendance records;  

• Participates in culinary course scheduling; 

• Plans and delivers content that covers, but is not limited to, food safety and sanitation, commercial food preparation, meal production and planning, customer service, catering, and culinary arts;

• Plans menus, purchases food and other supplies, ensures proper food handling, storage, and sanitation practices; maintains equipment and supply inventory;

• Prepares, leverages and delivers constructive feedback to students aimed at improving their academic performance;

• Provides continuous evaluation of student progress that is consistent with District established goals and policies, and clearly communicates this progress to all necessary stakeholders; 

• Reviews and updates course outlines, textbooks, and course procedure sheets for assigned courses; integrates knowledge of industry trends and professional training to continuously improve program quality; 

• Reviews and updates course outlines, textbooks, course procedure sheets for culinary courses; 

• Serves as a classroom leader by providing high quality, differentiated instruction to students; 

• Serves on committees as assigned; 

• Sets rigorous academic and behavioral goals for students and invests students in these goals; 

• Teaches assigned culinary courses, in accordance with Board of Education policy; 

• Tracks student achievement data and using the data to inform instructional planning and delivery;  

• Works with local college staff in support of department grants and assessments;

• Performs other related duties as required.
 
PART V - Working Conditions, Physical and Mental Requirements 
 
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. 
 
Frequency: Place an “X” in each box that is appropriate to your job. 
                    
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Standing	X	Color Distinction	X
Walking	X	Peripheral Vision	X
Sitting	X	Driving	X
Lifting	X	Physical Strength:
Carrying	X	Little Physical Effort (-10 lbs.)	X
Pushing	X	Light Work (-20 lbs.)	X
Pulling	X	Medium Work (20-50 lbs.)	X
Climbing	X	Heavy Work (50-100 lbs.)	X
Balancing	X	Very Heavy Work (100+ lbs.)	X
Stooping	X	Environmental Conditions
Kneeling	X	Cold (50 degrees F or less)	X
Crouching	X	Heat (90 degrees F or more)	X
Crawling	X	Temperature Changes	X
Reaching	X	Wetness	X
Handling	X	Humidity	X
Grasping	X	Extreme Noise or Vibration	X
Twisting	X	Exposure to Chemicals	X
Feeling	X	Exposure to Gases and Fumes	X
Talking	X	Exposure to Unpleasant Odors	X
Hearing	X	Exposure to bodily fluids	X
Repetitive Motion	X	Exposure to dampness	X
Hand/Eye/Foot Coordination	X	Confinement to Small or Restricting Area	X
Visual Acuity/Near	X	Mechanical Hazards	X
Visual Acuity/Far	X	Physical danger or abuse	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. 
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
 

*Includes Food Services





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