Frontline Applicant Tracking - Waterbury Public Schools

Openings as of 4/26/2025

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 4/26/2025

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 4/26/2025

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 4/26/2025

CT TRP Mentor Teacher (Internal Only)

JobID: 2299

Position Type:
  OTHER/OTHER


Date Posted:
  4/28/2022


Location:
  Districtwide


Date Available:
  June 2022


Closing Date:
  05/12/2022


  Additional Information:  Show/Hide
CT TRP Mentor Teacher - Job Description:
Qualifications:
The Mentor Teacher, has the following qualifications:
? Is an Elementary teacher in grades 1 - 5 or 6 if in an elementary school
? Teaches both math and English Language Arts for the entire school year
? Is a trained TEAM Mentor
? Has 5 years teaching experience and at least 3 years’ experience in the partner district
and is effective in the following pre-program competencies:
? Creates relationships with students and parents
? Uses various strategies to create a positive learning environment
? Uses time management strategies
? Holds all students to high expectations
? Plans lessons using culturally responsive pedagogy and practices to support all
learners
? Effectively assesses and gives feedback on student work
? Demonstrates flexibility and responsiveness
? Effectively reflects on planning, teaching, and assessment
? Establishes positive relationships with all staff
? Effectively collaborates with and supports peers
? Determines solutions to problems
? Committed to diversity, equity and inclusion in education

The Mentor Teacher will adhere to the following program time commitment:
? Work with the Year 1 Resident in their classroom during the contractual school day
for the number of days designated as a school year by the partner district
? Meet with resident teacher prior to the school year (for up to 8 hours) and weekly
after school (for up to 2 hours per week)
? Meet with the program coach monthly to discuss resident progress
? Attend up to 5 days of mentor training including two days during the period of June
20-28, 2022

The Mentor Teacher will have the following responsibilities:
? Attend orientation and up to five days of Mentor teacher training
? Model exemplary classroom practices related to planning, the classroom
environment, instruction, and assessment
? Release full responsibility for all aspects of classroom instruction to your resident
over the course of the residency
? Use coaching strategies to support residents in all aspects of the residency, Observe, evaluate
and reflect with the Year 1 Resident
? Support the Year 1 Resident in completing edTPA portfolio elements and in
preparing the Resident for assessments for certification




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Openings as of 4/26/2025

Teacher Apprentice

JobID: 2723

Position Type:
  OTHER/University Clinical/Residency Programs


Date Posted:
  1/10/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

 
 
 
JOB CLASSIFICATION TITLE:
 
Teacher Apprentice (NextGen)
 
 
DEPARTMENT:
 
Teaching and Learning
 
 
FLSA DESIGNATION:
 
Non-Exempt. $17.14-$20/hour (Up to 5 days/week)
 
Note:This is a grant funded Non-Union position with benefits that exists as long as funds are available. 
 

INCUMBENT NAME:
 
Grant
 
 
REPORTS TO: Receives administrative direction from the assigned MentorTeacher, Principal, Talent & Professional Development Supervisors, or other administrative official of a higher grade.
 
 
PART I - SUMMARY OF CLASSIFICATION
 
The Teacher Apprenticeship is an alternate route towards a teacher certification program where individuals have the opportunity to explore the field of education while gaining paid hands-on training. This “Earn While You Learn” model will allow aspiring educators to observe best practices in classroom instruction. Teacher Apprentice candidates will be enrolled in rigorous coursework with the University partner and serve in a paid apprenticeship position in designated WPS schools. A Mentor teacher will be assigned to each Teacher Apprentice working side-by-side with their Teacher Apprentice and be supported by the partnering university Supervisors to help prepare for a successful career in education. Upon successful completion of the program, a WPS Teacher Apprentice will have the opportunity to be interviewed and recommended for current vacancies within the district for the upcoming school year.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
 
General Experience:
 
1. Completed 2 years in the NextGen Educators Program

2. Accepted into the partner University’s Educator Preparation Program
 
Special Requirement: 
 
In addition to the checking of references and facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.
 
B. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Must be accepted into the partner University’s Educator Preparation Program 

2. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator’s License.
    
 
C. KNOWLEDGE, SKILLS AND ABILITIES:
 
• Demonstrated commitment to diversity in the field of education

• Some knowledge of core curriculum areas for which the WPS Teacher Apprentice is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, music, art, languages, and so forth, as appropriate; 

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

• Some knowledge of child development; 

• Some knowledge of classroom management techniques; 

• Some knowledge of instructional technologies; 

• Some knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Interventions (SRBI);

• Some knowledge of community resources; 

• Excellent listening skills; 

• 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 communicate effectively, both orally and in writing;  

• Ability to multitask and be flexible; 

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

PART III - POSITION SUPERVISES:
 
Not Applicable
 
 
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.
 
This is a teacher apprenticeship position leading to initial teaching certification. The program requires Teacher Apprentice to:
 
• Serve in a Teacher Apprentice position under the guidance of a designated Mentor Teacher for one academic school year for the hours designated;

• Plan instruction and meet with Mentor Teacher at times beyond the staff required hours (meetings can be planned for up to 2 additional hours per week)

• Complete Educator Preparation Program coursework

• Attend district and school-based professional development and training sessions;

• Prepare for and take appropriate assessments for Connecticut State initial teaching certification 

• Upon successful completion of the program and certification requirements, commit to accepting a classroom teaching position in the District for a period of three years.
 
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 4/26/2025

Special Education Temporary Authorization (*For WPS Paraprofessionals ONLY) (Internal Only)

JobID: 2374

Position Type:
  Substitute Teacher/Special Education Temporary Authorization


Date Posted:
  8/4/2022


Location:
  Districtwide


Date Available:
  Once State Approved


  Additional Information:  Show/Hide
In an effort to fill our special education teacher vacancies within Waterbury Public Schools, we will continue to utilize the Emergency Pathways to Temporary Special Education Authorizations for Para-Educators authorized by the CT State Board of Education. There are two pathways to receive the temporary authorization.
1. Long-Term Substitute Authorization Requirements:
   1. Bachelor’s Degree
   2. 2 years (20 months) of successful service as a special education para-educator
   3. Recommendation from supervisor
2. Durational Shortage Area Permit (DSAP) Requirements:
   1. Enrollment in an educator preparation program (special education)
   2. 2 years (20 months) of successful service as a special education para-educator
   3. Recommendation from supervisor
Any paraprofessionals who pursue this temporary authorization would retain their paraprofessional status and benefits. School sites may change based on districtwide need. 
 
JOB CLASSIFICATION TITLE
 
Teacher (Substitute)
 

DEPARTMENT
 
Academics
 

BARGAINING UNIT CLASSIFICATION
 
Non-Union Assignment
 
REPORTS TO:
 
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
 
Exempt
 
PART I - SUMMARY OF CLASSIFICATION
 
In the absence of the assigned Teacher, 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:
 
2. Employment in this class is conditional upon possession of a valid CT State Board of Education Teacher Certificate or Substitute Teacher Certificate appropriate to the teaching assignment. 

3. 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. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license. 
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
 
• Knowledge of core curriculum areas for which the substitute 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; 

• 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 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 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
 
Not applicable
 
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.
 
• Assumes all of teacher’s normally assigned duties when a teacher is absent including, but not limited to, instructional, extracurricular, cafeteria, hall, and bus duty;  

• Collects and places students’ papers in regular teacher’s desk; 

• Communicates, collaborates, and cooperates with colleagues, supervisors, and students;  

• Completes a Substitute Teacher Report Form for the regular classroom teacher; 

• Completes evaluation at the end of the day, and checks out with authorized personnel prior to leaving at the end of the day; 

• Complies with all building procedures and schedules;  

• Complies with and supports school and regulations and Board policies; 

• Consults with the principal and/or staff to resolve questions and/or concerns; 

• Consults, as appropriate, with the principal or department or grade level head, before initiating any teaching or other procedures not specified in the lesson plans; 

• Determines if services will be required for the next school day; 

• Develops and maintains a positive learning environment; 

• Dismisses all students from the classroom before leaving the building; 

• Encourages community partnerships that enhances District programs and services; 

• Ensures the adequate supervision to assure health, welfare, and safety of all students; 

• Facilitates critical-thinking, problem-solving, and creativity skills; 

• Follows all District and individual school policies, rules and procedures to which regular teachers are subject and which good teaching dictates; 

• Follows the teacher’s written lesson plans; 

• Helps parents and students understand academic and behavioral objectives; 

• Helps students take full advantage of the learning environment (e.g., access and proximity to activities, use of adaptive equipment, etc.); 

• Implements effective student management procedures; 

• Implements lesson plans, while ensuring the integrity of academic time and in a manner which motivates students to learn and participate; 

• Incorporates the effective use of available technology in records management and instructional activities; 

• Maintains a discipline and classroom control that fosters a safe and positive environment for all students and staff in accordance with school and District policies; 

• Maintains accurate records and submits reports on time; 

• Maintains and respects confidentiality of student and school personnel information; 

• Maintains appropriate records including checking test papers, recording grades, student assignments for homework, projects and the necessary clerical work required to maintain student records for a teacher who is absent;  

• Maintains high standards and upholds the student conduct code; 

• Maintains, as fully as possible, the established routines and procedures of the school and classroom to which assigned;  

• Makes the absent teacher aware of special situations or problems encountered; 

• Manages student learning in accordance with the goals and directives of the school; 

• Models non-discriminatory practices in all activities; 

• Organizes students for effective instruction; 

• Prepares a written summary of work completed;  

• Promotes a favorable image of the District; 

• Promotes the proper use and care of school property; 

• Provides for individualized and small group assistance for students as indicated by lesson plans;  

• Provides guidance, communicates high expectations, and shows an active interest in student progress; 

• Remains in assigned classroom until all students have been dismissed for the day;  

• Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible; 

• Reports to office upon arrival at school, checks mailbox of absent teacher for materials requiring immediate attention, and requests clarification of school rules and procedures, if necessary; 

• Reports to the principal or school secretary upon arrival at the school;  

• Returns instructional materials, equipment, and keys to proper place; 

• Reviews with principal or designee, all plans, duties and schedules to be followed during the teaching day, teaches the outlined lesson, maintains as fully as possible the established routines and procedures of the school and classroom to which he/she is assigned;  

• Stimulates student interest; 

• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;

• Teaches scheduled classes;  

• Upholds Board policies and follows administrative procedures; 

• Upholds computer technology acceptable use policies; 

• Varies instructional techniques to address individual learning styles; 

• Works cooperatively with other teachers; 

• Performs other related duties as assigned. 
 
PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS
 
Physical 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 the 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
Balancing	X	Color distinction	X
Bending (forward)(backward)	X	Peripheral vision	X
Climbing (stairs, ladders, etc.)	X	Driving	X
Crawling	X	Visual Acuity (far)	X
Crouching	X	Visual Acuity (near)	X
Feeling	X	Physical strength:
Grasping	X	Little physical effort (-10 lbs.)	X
Hand/eye/foot coordination	X	Light work (-20 lbs.)	X
Hearing	X	Medium work (20-50 lbs.)	X
Kneeling	X	Heavy work (50-100 lbs.)	X
Lifting above shoulders	X	Very heavy work (100+ lbs.)	X
Lifting from below knees	X	Environmental conditions
Operating heavy mech. equip.	X	Cold (50 degrees F or less)	X
Physical intervention	X	Heat (90 degrees F or more)	X
Pulling	X	Physical strength:
Pushing	X	Confinement to small/restricting area	X
Reaching (overhead)	X	Exposure to bodily fluids	X
Repetitive motion (keyboarding)	X	Exposure to chemicals, solvents, etc.	X
Restraining	X	Exposure to dampness	X
Sitting	X	Exposure to extreme wetness	X
Squatting	X	Exposure to gases and fumes	X
Standing	X	Exposure to high humidity	X
Stooping	X	Exposure to loud noises or vibration	X
Talking	X	Exposure to mechanical hazards	X
Transferring (wheelchairs, etc.)	X	Exposure to physical danger	X
Twisting	X	Exposure to temperature extremes	X
Walking	X	Exposure to unpleasant odors	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 4/26/2025

Teacher - Homebound Instructor

JobID: 1894

Position Type:
  Tutors


Date Posted:
  9/18/2020


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
  
 
JOB CLASSIFICATION TITLE
Teacher Homebound Instructor
 
DEPARTMENT
Special Education
 
INCUMBENT NAME
 
 
 
 
BARGAINING UNIT CLASSIFICATION
Non Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt; $34.00 per hour, 10 months, (Looking for Teachers who are available both during and after school hours), hours may vary.  Note: This is a non-union, no benefits, part-time, grant funded position that exists as long as grant funds are available.

PART I - SUMMARY OF CLASSIFICATION
 
This is a virtual position accountable for ensuring that homebound children in the District identified as capable of benefiting from instruction be provided with an ongoing educational program.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Possession of a Bachelor’s degree from an accredited university or college. 
2. Must possess a valid Connecticut Teacher Certification
 
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. 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.
 
• Acquires personal acquaintanceship with the student's parents or guardians, and works to establish with them an understanding and cooperative relationship based on the student’s individual needs;
• Assumes responsibility for obtaining textbooks and other teaching materials necessary through the procedures established;
• Devises, with the advice of curriculum specialists, an instructional program for each assigned student receiving homebound instruction on a permanent basis;
• Devises, with the advice of the student’s regular teacher or teachers, an instructional program for each assigned student receiving homebound instruction on a temporary basis;
• Files written progress reports on each assigned student with the student’s parents or guardians, and in the case of students temporarily assigned, with their regular teacher or teachers;
• Interprets the program for the homebound to the regular District staff and to the community at large as required;
• Keeps informed in a systematic way of trends and new methods in education, remaining always alert to possibilities inherent in such information for adaptation to the particular needs of homebound instruction;
• Keeps, maintains, and files such reports and records as the special services director may require, including attendance reports and case evaluation;
• Meets with each assigned student on a daily basis for the purpose of providing instruction;
• Works with members of the special services and pupil personnel teams to identify the educational needs and the physical and learning capabilities of students;
• Performs related duties as required.
 

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




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Openings as of 4/26/2025

Tutor - Instructional -Districtwide

JobID: 2591

Position Type:
  Tutors/Instructional Tutor


Date Posted:
  8/16/2023


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
  
JOB CLASSIFICATION TITLE:
Instructional Tutor
 
DIVISION/DEPARTMENT:
Teaching and Learning
 
Location: 
Districtwide
 
FUNDING SOURCE:
Grant Funded 
 
BARGAINING UNIT CLASSIFICATION:
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION:
Non-Exempt; Part-Time up to 19 hours per week
$34.00 Certified Hourly Rate.
$25.00 Non-Certified Hourly Rate.
Note: This is a part time, non-union, grant-funded position that exists as long as funds are available.
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for providing tutoring services and educational support to students who are academically at-risk.  
 
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. Preferred: Connecticut Residents
 
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. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator’s license.
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
Incumbents in this class are expected to be trained in and be 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 Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Oral and written communication skills;
• Organizational skills;
• Strong interpersonal and social skills;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to assist in adapting instructional strategies and materials according to the needs of the student;
• Ability to collect and record performance data on students while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to collect objective and accurate information on student behavior, as appropriate;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction of program administrator, seeking clarification as needed;
• Ability to maintain and foster a creative educational environment conducive to learning and participation;
• Ability to motivate students and to improve their academic skills;
• Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• 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 collaboratively with students, parents, staff, and administration;
• Ability to work with students from varied backgrounds, age groups, and skill levels;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES:
 
Program Assistants and other lower level staff 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.
 
• Answers questions on course content, and aids in the comprehension of course materials;
• Builds math skills;
• Collaborates with the classroom teacher and specialists in providing appropriate academic tutoring services and feedback;
• Communicates with students, parents, and teachers, regarding students’ overall performance;
• Facilitates academic and enrichment activities;
• Generates and corrects material to reinforce skills identified as weak and in need of reinforcement;
• Helps individual students or small groups of students with homework;
• Helps students develop a positive attitude toward learning, productive study skills, and remediate skill deficits to achieve success in school, as well develop self-confidence;
• Keeps accurate, daily logs of student participation, progress, and attendance;
• Maintains a daily log of students receiving services which would include progress reports, problems, concerns and other observations;
• Observes, records, and charts academic and social emotional progress;
• Participates in professional development activities and program related meetings;
• Performs in-class tutoring services in Math, Reading, Language Arts and other academic areas as needed;
• Plans and facilitate tutoring and skill development for program participants;
• Polls the teachers to try to establish areas of difficulty experienced by students;
• Prepares the program environment for learning activities;
• Provides individualized programmed materials;
• Provides specialized instruction in individual subject areas;
• Submits student information as needed;
• Supports classroom teachers and other faculty to provide academic instructions to students;
• Works one-on-one and in small group instructional settings;
• Works with audio-visual equipment, computers and/or assistive technology;
• Works with the teachers to establish remedial groups that may be serviced in the classroom;
• Performs other related work 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 the 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
Balancing	X	Color distinction	X
Bending (forward)(backward)	X	Peripheral vision	X
Climbing (stairs, ladders, etc.)	X	Driving	X
Crawling	X	Visual Acuity (far)	X
Crouching	X	Visual Acuity (near)	X
Feeling	X	Physical strength:
Grasping	X	Little physical effort (-10 lbs.)	X
Hand/eye/foot coordination	X	Light work (-20 lbs.)	X
Hearing	X	Medium work (20-50 lbs.)	X
Kneeling	X	Heavy work (50-100 lbs.)	X
Lifting above shoulders	X	Very heavy work (100+ lbs.)	X
Lifting from below knees	X	Environmental conditions
Operating heavy mech. equip.	X	Cold (50 degrees F or less)	X
Physical intervention	X	Heat (90 degrees F or more)	X
Pulling	X	Physical strength:
Pushing	X	Confinement to small/restricting area	X
Reaching (overhead)	X	Exposure to bodily fluids	X
Repetitive motion (keyboarding)	X	Exposure to chemicals, solvents, etc.	X
Restraining	X	Exposure to dampness	X
Sitting	X	Exposure to extreme wetness	X
Squatting	X	Exposure to gases and fumes	X
Standing	X	Exposure to high humidity	X
Stooping	X	Exposure to loud noises or vibration	X
Talking	X	Exposure to mechanical hazards	X
Transferring (wheelchairs, etc.)	X	Exposure to physical danger	X
Twisting	X	Exposure to temperature extremes	X
Walking	X	Exposure to unpleasant odors	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 4/26/2025

Bilingual Tutor - Instructional -Districtwide

JobID: 2943

Position Type:
  Tutors/Instructional Tutor


Date Posted:
  10/31/2024


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
  
JOB CLASSIFICATION TITLE:
Instructional Tutor - Bilingual (Spanish)
 
DIVISION/DEPARTMENT:
Teaching and Learning
 
Location: 
Districtwide
 
FUNDING SOURCE:
Grant Funded 
 
BARGAINING UNIT CLASSIFICATION:
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION:
Non-Exempt; Part-Time up to 19 hours per week
$35.00 Certified Hourly Rate.
$25.00 Non-Certified Hourly Rate.
Note: This is a part time, non-union, grant-funded position that exists as long as funds are available.
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for providing tutoring services and educational support to students who are academically at-risk.  
 
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. Preferred: Connecticut Residents
 
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. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator’s license.
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
Incumbents in this class are expected to be trained in and be 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 Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Oral and written communication skills;
• Organizational skills;
• Strong interpersonal and social skills;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to assist in adapting instructional strategies and materials according to the needs of the student;
• Ability to collect and record performance data on students while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to collect objective and accurate information on student behavior, as appropriate;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction of program administrator, seeking clarification as needed;
• Ability to maintain and foster a creative educational environment conducive to learning and participation;
• Ability to motivate students and to improve their academic skills;
• Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• 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 collaboratively with students, parents, staff, and administration;
• Ability to work with students from varied backgrounds, age groups, and skill levels;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES:
 
Program Assistants and other lower level staff 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.
 
• Answers questions on course content, and aids in the comprehension of course materials;
• Builds math skills;
• Collaborates with the classroom teacher and specialists in providing appropriate academic tutoring services and feedback;
• Communicates with students, parents, and teachers, regarding students’ overall performance;
• Facilitates academic and enrichment activities;
• Generates and corrects material to reinforce skills identified as weak and in need of reinforcement;
• Helps individual students or small groups of students with homework;
• Helps students develop a positive attitude toward learning, productive study skills, and remediate skill deficits to achieve success in school, as well develop self-confidence;
• Keeps accurate, daily logs of student participation, progress, and attendance;
• Maintains a daily log of students receiving services which would include progress reports, problems, concerns and other observations;
• Observes, records, and charts academic and social emotional progress;
• Participates in professional development activities and program related meetings;
• Performs in-class tutoring services in Math, Reading, Language Arts and other academic areas as needed;
• Plans and facilitate tutoring and skill development for program participants;
• Polls the teachers to try to establish areas of difficulty experienced by students;
• Prepares the program environment for learning activities;
• Provides individualized programmed materials;
• Provides specialized instruction in individual subject areas;
• Submits student information as needed;
• Supports classroom teachers and other faculty to provide academic instructions to students;
• Works one-on-one and in small group instructional settings;
• Works with audio-visual equipment, computers and/or assistive technology;
• Works with the teachers to establish remedial groups that may be serviced in the classroom;
• Performs other related work 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 the 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
Balancing	X	Color distinction	X
Bending (forward)(backward)	X	Peripheral vision	X
Climbing (stairs, ladders, etc.)	X	Driving	X
Crawling	X	Visual Acuity (far)	X
Crouching	X	Visual Acuity (near)	X
Feeling	X	Physical strength:
Grasping	X	Little physical effort (-10 lbs.)	X
Hand/eye/foot coordination	X	Light work (-20 lbs.)	X
Hearing	X	Medium work (20-50 lbs.)	X
Kneeling	X	Heavy work (50-100 lbs.)	X
Lifting above shoulders	X	Very heavy work (100+ lbs.)	X
Lifting from below knees	X	Environmental conditions
Operating heavy mech. equip.	X	Cold (50 degrees F or less)	X
Physical intervention	X	Heat (90 degrees F or more)	X
Pulling	X	Physical strength:
Pushing	X	Confinement to small/restricting area	X
Reaching (overhead)	X	Exposure to bodily fluids	X
Repetitive motion (keyboarding)	X	Exposure to chemicals, solvents, etc.	X
Restraining	X	Exposure to dampness	X
Sitting	X	Exposure to extreme wetness	X
Squatting	X	Exposure to gases and fumes	X
Standing	X	Exposure to high humidity	X
Stooping	X	Exposure to loud noises or vibration	X
Talking	X	Exposure to mechanical hazards	X
Transferring (wheelchairs, etc.)	X	Exposure to physical danger	X
Twisting	X	Exposure to temperature extremes	X
Walking	X	Exposure to unpleasant odors	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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