Frontline Applicant Tracking - Waterbury Public Schools

Openings as of 4/9/2025
Bilingual

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 4/9/2025
Bilingual

Bilingual Teacher (Elementary)

JobID: 2820

Position Type:
  Bilingual/Teacher


Date Posted:
  7/11/2024


Location:
  Multiple Sites


Date Available:
  TBD


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE
Bilingual 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:
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)   with a Bilingual Cross Endorsement.
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;
• 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 4/9/2025
Bilingual

Bilingual Math Middle School

JobID: 2821

Position Type:
  Bilingual/Teacher


Date Posted:
  7/11/2024


Location:
  Middle Schools


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE
Bilingual Math Teacher
 
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:
 
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):  029 Mathematics 7-12  and a Bilingual 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;
• 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 4/9/2025
Bilingual

Bilingual Literacy (Elementary)

JobID: 2823

Position Type:
  Bilingual/Teacher


Date Posted:
  7/11/2024


Location:
  Bucks Hill Elementary School


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE:
Teacher-Bilingual (Literacy Teacher)

DEPARTMENT:
Academics

BARGAINING UNIT CLASSIFICATION:
Waterbury Teachers’ Association CEA-NEA

REPORTS TO:
Building Principal or other administrator as assigned

FLSA DESIGNATION:
Exempt

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for implementing a quality reading program that is research based with a focus on differentiating for the three levels of RtI; providing instruction that supports, supplements, and extends excellent classroom teaching; analyzing school literacy data and planning for future literacy needs; and instructing students individually or in groups to enable students to develop literacy skills.

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. 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 Reading and Language Arts Consultant (097) or Reading Specialist/Remedial Reading and Remedial Language Arts, 1-12 (102) and a Bilingual endorsement
3. 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 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 reading and reading instruction; 
• Knowledge of a model of reading diagnosis that includes students’ proficiency with print conventions, word recognition and analysis, vocabulary, fluency, comprehension, self-monitoring, and motivation; 
• Knowledge of a variety of individualized and group instructional interventions or programs for students with reading problems;
• Knowledge of a wide range of quality literature for students;
• Knowledge of a wide variety of informal and formal assessments of reading, writing, spelling, and oral language;
• Knowledge of and adherence to ethical standards of professional conduct in reading education;
• Knowledge of and respect for values cultural, linguistic, and ethnic diversity and knows how such differences can influence learning to read;
• Knowledge of child development;
• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of exemplary programs and practices in reading education;
• Knowledge of funding sources and strategies for seeking support for reading programs;
• Knowledge of guidelines for the evaluation of curriculum material and instructional technology;
• Knowledge of learning theory; students’ learning styles and needs, both academic and affective;
• Knowledge of major research findings on reading instruction;
• Knowledge of models of and procedures for providing reading diagnosis and educational services to students with reading problems;
• Knowledge of models of staff development;
• Knowledge of models of reading disabilities used in special education; 
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of processes for consensus-building and conflict resolution;
• Knowledge of resources and strategies for facilitating communication among school, home, and community;
• Knowledge of resources for supporting effective reading programs;
• Knowledge of State and national educational standards that are relevant to reading education; 
• Knowledge of the construction and psychometric properties of classroom reading tests, including the State assessment;
• Knowledge of the differences between reading skills and strategies and the role each plays in reading development;
• Knowledge of the role that reading research should play in guiding pedagogical decisions;
• Knowledge of the scope and sequences for reading instruction at all developmental levels, pre-K through grade 12;
• Knowledge of the history of reading instruction and its relevance to current theory and practice;
• Knowledge of the types of questions that can be answered by different types of research studies;
• Knowledge of the uses and limitations of informal and formal assessments;
• Knowledge of the value of community support for school reading programs;
• Knowledge of theoretical models and philosophies of reading education and their relevance to instruction;
• Knowledge of trends, controversies, and issues in reading education;
• 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 organization, and in verbal and written communications;
• 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 communicate and work with the public and other professionals;
• 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 diagnose reading disabilities and teach and support the education of students with reading disabilities;
• Ability to interpret and use reading research;
• Ability to provide leadership in curriculum design and implementation;
• Ability to provide leadership in staff development;
• Ability to secure and manage instructional resources;
• Ability to teach a variety of students, with varying disabilities, in a variety of classes;
• Ability to work with students and staff in stressful situations;
• Ability to work with individuals from diverse backgrounds. 

PART III - POSITION SUPERVISES:
 
1. May provide work direction to paraprofessionals and clerical 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.
 
• Adjusts reading instruction to meet the learning needs of diverse learners (e.g., gifted students, students with limited English proficiency) as well as those who speak non-standard dialects;
• Advocates for public support of reading education;
• Assists with the development of individualized intervention plans, writing and implementing conditional procedures, and modeling specific strategies for other instructional staff;
• Attends various meetings, such as staff, building, parent, team and case management;
• Collaborates with allied professionals in assessing, planning, adapting, and delivering reading instruction;
• Collects, analyzes, and interprets state and local test data to describe achievement trends for districts, schools, and special populations;
• Communicates and provides consultation with team members, parents and guardians, and other outside agencies, regarding students, their interventions, medications, and programmatic needs;
• Designs and conducts small-scale, instructional research studies in regular classrooms and special instructional settings;
• Designs, implements, and evaluates appropriate reading programs for small groups and individuals;
• Determines strengths and needs of individual students in the areas of reading, writing, and spelling;
• 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 partnerships with community members, agencies, and universities;
• Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards;
• Ensures compliance with ADA, IDEA and State mandates regarding student and parent due process;
• Facilitates home-school connections and parental participation in school reading programs;
• Helps faculty and administrators to articulate a philosophy of reading instruction;
• Locates, evaluates, and uses literature for readers of all abilities and ages;
• Maintains accurate records of student disciplinary files, parent contacts concerning student behavior, and other programs;
• Maintains security and confidentially of files, records, and other items relating to students and staff;
• Meets all the requirements set forth in the Connecticut General Statutes;
• Organizes and coordinates efficient access to instructional materials school-wide;
• Participates actively in local, state, or national professional organizations in reading education;
• Participates in and facilitates reading curriculum design, revision, and implementation efforts;
• Participates in the development and implementation of school improvement plans;
• Promotes and facilitates teacher research and classroom research;
• Provides reading instruction with students in varied settings, including one-to-one, small group, and classroom;
• Reads and interprets research findings and applies them to decisions about assessment, curriculum, instruction, selection of materials, and programs;
• Reflects on own teaching practices and conducts self-evaluation;
• Screens classes to identify students in need of more thorough reading diagnosis;
• Searches and accesses research literature in a systematic way;
• Secures instructional materials;
• Serves as a resource on reading to administrators and other policymakers;
• Stays current with developments in reading education and literature for children and adolescents by reading professional journals and other publications and by attending professional conferences;
• Uses multiple indicators of professional growth as the basis for planning and evaluating staff development;
• Uses technology to support reading and writing instruction; 
• Uses various tools to estimate the readability of texts;
• 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 4/9/2025
Bilingual

Dual Language Spanish Teacher (Grade 5)

JobID: 2991

Position Type:
  Bilingual/Teacher


Date Posted:
  2/27/2025


Location:
  International School


Date Available:
  08/20/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE
Gr. 5 (Spanish)

Dual Language Spanish Teacher 
 
DEPARTMENT
Teaching and Learning
 
CERTIFICATIONS
Bilingual: 110 (Bilingual ECE), 902, or 009
 
 
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
Position is responsible for creating a dual-language immersion (Spanish) classroom environment that ensures learning and personal growth of every student; establishing effective rapport with students; motivating students to develop skills, attitudes and knowledge needed to provide a good foundation for becoming a responsible citizen in accordance with each pupil’s ability; and to establish good relationships with parents, other staff members and the community. Position will provide standards-based instruction in Spanish as a Second Language and Spanish in content areas with another teacher providing instruction in English in content areas and ESL. Fifty percent of the students will be native Spanish speakers and fifty percent will be native English speakers.
 
This class is accountable for plans and provides for appropriate learning experiences for students. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure success for every student. Supervises students in a variety of school related settings. Monitors and evaluates student outcomes. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Maintains appropriate records and follows required procedures and practices. Monitors appropriate use and care of equipment, materials and facilities.
 
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. 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.
 
 
 
 
 
 
 
Prepared on: August 28, 2019
 
 





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Openings as of 4/9/2025
Bilingual

Portuguese Language Bilingual Resource/ESL Teacher

JobID: 2633

Position Type:
  Bilingual/Teacher


Date Posted:
  10/3/2023


Location:
  Multiple Schools


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide
Title:  Portuguese Language Bilingual Resource/ESL Teacher
Location:  As assigned by District-Multiple locations
Summary: Waterbury Public Schools seeks an experienced and motivated Portuguese Language Bilingual Resource/ESL Teacher to join our school district. As a Portuguese Language Bilingual Resource/ESL Teacher, you will design and implement language instruction, provide support and guidance to multilingual learners, and collaborate with other teachers and staff to create a positive learning environment. You should be knowledgeable in language acquisition and have excellent communication skills. The Portuguese Language Bilingual Resource/ESL Teacher implements a strong instructional program for multilingual learners. They are specialists in designated and integrated English Language Development (ELD)
 
Responsibilities:
• Design, plan, and implement English/Portuguese instruction for multilingual learners
• Monitor and assess student progress
• Utilize a variety of teaching strategies and techniques to maximize student learning
• Collaborate with other teachers and staff to develop language programs
• Provide support and guidance to multilingual learners
• Develop lesson plans and materials to meet individual student needs
• Facilitate parent and community involvement
• Participate in and facilitate professional development activities
Qualifications & Skills:
• Required: CT-Bilingual cross endorsement and TESOL (111) certification
• Required: Bi-literate in Portuguese/English
• Knowledgeable in language acquisition
• Experience teaching multilingual learners
• Experience using a variety of teaching methods and materials
• Excellent communication and organizational skills
• Patience and understanding of cultural differences
• Able to work independently and as part of a team
Unit Affiliation:                        This position is a member of the Waterbury Teachers Association

Compensation & Benefits:    This position’s benefits and compensation are defined by the WBOE/WTA collective bargaining agreement. Full details are online.

Application Process: All interested and qualified candidates should apply to the district's online Frontline portal or can apply directly by clicking on the "Apply Now" button to be directed to the posting site. This is a rolling application process with applications accepted and reviewed on a continual basis until the position is appropriately filled. All interested candidates are encouraged to apply. Only qualified candidates will be considered and contacted. 
 


Attachment(s):
• Job Description Portuguese Language Bilingual Resource_ESL Teacher Oct 2023.pdf



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