Frontline Applicant Tracking - Waterbury Public Schools

Openings as of 4/8/2025
Elementary School Teaching

Certified: Kindergarten Teacher

JobID: 2832

Position Type:
  Elementary School Teaching


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Waterbury Public Schools

JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE
Teacher (Elementary-Kindergarten)
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME
 
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers' Association CEA-NEA
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Possession of a Bachelor's degree from an accredited university or college. 
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.   112 and/or 113 Integrated Early Childhood Endorsement
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.
 
D. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Excellent listening skills;
• Excellent oral and written communication skills;
• Human relations skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to communicate effectively, both orally and in writing;
 
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to infuse technology into curriculum;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to provide instruction that reflects multiple perspectives and multicultural education;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
1. May direct the work of paraprofessionals.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Attends staff meetings and serves on staff committees as required;
• Communicates and interacts with students, parents, staff and community;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives;
Develops, selects and modifies instructional plans and materials to meet the needs of all students;
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required; Provides input when necessary to student IEP's;
• Establishes learning objectives consistent with appraisal of student needs, requirements of the District's curriculum framework, and knowledge of human growth and development;
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual;
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Maintains accurate and complete records as required by law, District policy and administrative procedures;
• Maintains appropriate records and follows required procedures and practices;
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms;
• Monitors and evaluates student outcomes;
• Monitors appropriate use and care of equipment, materials and facilities.
• On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated;
• Participates in school management and shares responsibility for the total school program;
• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student;
• Plans and supervises purposeful assignments for instructional assistants, teacher assistants, and volunteers;
• Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives;
• Prepares for classes assigned, and shows written evidence of preparation upon request of building administrator;
• Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student;
• Provides an instructional program to meet the needs of all students including students with disabilities;
• Supervises students in a variety of school related settings;
• Takes all necessary and safety precautions to protect students, equipment, materials and facilities;
• May evaluate assistants job performance with administrators;
• Performs related duties as required.

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




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Openings as of 4/8/2025
Elementary School Teaching

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

JobID: 2790

Position Type:
  Elementary School Teaching


Date Posted:
  5/6/2024


Location:
  Districtwide


Date Available:
  08/21/2024


Closing Date:
  open until filled


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

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

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
1. Possession of a Bachelor's degree from an accredited university or college. 
 
Special Requirement:
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. 
2. 305 Elementary, 1–6 or 113
3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
1. Teachers in this job class must complete all State CEU requirements for re-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Excellent listening skills;
• Excellent oral and written communication skills;
• Human relations skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to communicate effectively, both orally and in writing;
 
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to infuse technology into curriculum;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to provide instruction that reflects multiple perspectives and multicultural education;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
1. May direct the work of paraprofessionals.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
• Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Attends staff meetings and serves on staff committees as required;
• Communicates and interacts with students, parents, staff and community;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives;
• Develops, selects and modifies instructional plans and materials to meet the needs of all students;
 
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required; Provides input when necessary to student IEP's;
• Establishes learning objectives consistent with appraisal of student needs, requirements of the District's curriculum framework, and knowledge of human growth and development;
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual;
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Maintains accurate and complete records as required by law, District policy and administrative procedures;
• Maintains appropriate records and follows required procedures and practices;
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms;
• Monitors and evaluates student outcomes;
• Monitors appropriate use and care of equipment, materials and facilities.
• On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated;
• Participates in school management and shares responsibility for the total school program;
• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student;
• Plans and supervises purposeful assignments for instructional assistants, teacher assistants, and volunteers;
• Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives;
• Prepares for classes assigned, and shows written evidence of preparation upon request of building administrator;
• Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student;
• Provides an instructional program to meet the needs of all students including students with disabilities;
• Supervises students in a variety of school related settings;
• Takes all necessary and safety precautions to protect students, equipment, materials and facilities;
• May evaluate assistants job performance with administrators;
• Performs related duties as required.

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




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Openings as of 4/8/2025
Elementary School Teaching

Art Teacher (Elementary)

JobID: 2822

Position Type:
  Elementary School Teaching/Art


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


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

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

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

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




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Openings as of 4/8/2025
Elementary School Teaching

Dual Language English Teacher (Grade 5)

JobID: 2992

Position Type:
  Elementary School Teaching/Elementary 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
Elementary: Grade 5
Dual Language English Teacher 
 
DEPARTMENT
Teaching and Learning
 
CERTIFICATIONS
Early Childhood/Elementary: 113, 305, 001, 002, 003, or 008
AND TESOL Perferred: 111

 
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 (English) 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 English in content areas and English as a Second Language with another teacher providing instruction in Spanish in content areas. 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 4/8/2025
Elementary School Teaching

ESL Teacher (Elementary)

JobID: 2830

Position Type:
  Elementary School Teaching/ESL


Date Posted:
  7/11/2024


Location:
  Multiple Sites


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE
English as a Second Language Teacher (Elementary)

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

PART I - SUMMARY OF CLASSIFICATION
This class is accountable for facilitating learning, academic achievement and personal development by providing ESL instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
1. Possession of a Bachelor’s degree from an accredited university or college. 
Special Experience:
1. Fluency in the applicable language(s).
Special Requirement:
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. Teaching English to Speakers of Other Languages (TESOL), PK-12-111 teaching endorsement.
3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
D. CONTINUING EDUCATION REQUIREMENTS:
1. Teachers in this job class must complete all State CEU requirements for re-licensure.
E. KNOWLEDGE, SKILLS AND ABILITIES
• Considerable knowledge of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building on the students' linguistic and cultural diversity;
• Knowledge of communication theory, language development and the role of language learning as it pertains to first and second language acquisition;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of the main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language;
• Knowledge of the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-English language (bilingual teacher);
• Knowledge of the relationship between proficiency in English and the non-English language to life and career applications;
• Knowledge of the social, intellectual, and political implications of language use;
• Knowledge of the structure of the English language (ESL and bilingual teachers) and the structure of the non-English language (bilingual teachers);
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to understand cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated;
• Ability to understand education as a profession, maintain standards of professional conduct, and provide leadership to improve the learning and well-being of students for whom English is a new language;
• Ability to understand how individual experiences, talents, prior knowledge, language, culture, and family and community values influence students' learning;
• Ability to understand how to develop short- and long-range plans consistent with curriculum goals, learners' diversity (including linguistic and cultural aspects), and learning theory;
• Ability to understand how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ESL students;
• Ability to understand how to integrate technology into classroom instruction and student assessment;
• Ability to understand how to review and evaluate instructional materials;
• Ability to understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-English language (bilingual teacher);
• Ability to understand how to use the student's native language to advance learning (bilingual teacher);
• Ability to understand school and district policies and procedures for serving ESL students;
• Ability to understand that how philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners;
• Ability to understand that language acquisition is a constructive process and that language learning is an interactive process;
• Ability to understand that literacy is a developmental process and a necessary aspect of first and second language learning.
• Ability to understand that students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language;
• Ability to understand the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language;
• Ability to understand the disciplinary and interdisciplinary approaches to learning as applied to individual instruction and how they relate to life and career experiences for ESL students;
• Ability to understand the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ESL students;
• Ability to understand the learning standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and know how to incorporate this knowledge in planning and instruction;
• Ability to understand the Illinois mandate for assessing and providing services to ESL learners;
• Ability to understand various disabilities as they may affect the learning of students from culturally diverse backgrounds;
• Ability to understand when and how to adjust plans based on students’ responses and other contingencies, such as prior content-area knowledge and level of English proficiency;
• Ability to work with individuals from diverse backgrounds.
PART III - POSITION SUPERVISES
1. May direct the work of paraprofessionals.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
• Advocates for equal access to extracurricular and enrichment activities for ESL learners and participates in and leads student organizations;
• Analyzes the classroom environment to enhance social relationships, students' motivation, mutual respect, cooperation, and support for students from linguistically and culturally diverse backgrounds;
• Appropriately uses assessment results to diagnose learning difficulties and design teaching strategies to meet the learning needs of students for whom English is a new language;
• Considers the students' native language, prior knowledge, and educational background in the design, planning, and delivery of instruction for ESL learners;
• Contributes knowledge and expertise about teaching ESL learners to the profession and actively influences norms in the school, encouraging collaboration and professionalism within a multicultural context;
• Creates and modifies the learning environment to enable linguistically diverse students to use effective written, verbal, nonverbal, and visual communication in English (ESL and bilingual teacher) and the non-English language (bilingual teacher);
• Creates forums and two-way communication vehicles to foster home and school links that build effective learning climates for ESL students and their families;
• Creates the opportunity for meaningful communication that allows students to interact with subject matter while building proficiency in English (ESL and bilingual teachers) and the non-English language (bilingual teachers);
• Develops curriculum that demonstrates an interconnection among subject areas, English proficiency, and students’ bilingualism that reflects life and career possibilities;
• Engages families of ESL learners in ways that enable and empower them to advocate on their own behalf;
• Engages students in generating and testing knowledge using a variety of methods that are appropriate for students for whom English is a new language;
• Establishes high expectations for students' learning in content areas, in English (ESL and bilingual teacher) and in the non-English language (bilingual teacher);
• Evaluates teaching resources and curriculum materials for their comprehensibility, inclusivity, accuracy, and appropriateness for students for whom English is a new language;
• Facilitates learning experiences that make connections to English, students' proficiency in two or more languages, other content areas, and life and career experiences;
• Facilitates students' transfer of knowledge and strategies from one language to another;
• Implements instructional experiences that facilitate students’ adaptation to U.S. society while validating and maintaining the students' own cultures;
• Interacts with other professionals, explores new resources, studies the professional literature, participates in advanced educational programs, and contributes to the advancement of the profession of teaching ESL learners;
• Meets with local education agencies, professional organizations, and/or community organizations to advocate for ESL learners;
• Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students in the language of instruction;
• Models culturally sensitive behavior when practicing effective listening, conflict resolution, and group-facilitation skills;
• Provides leadership to administrators and instructional staff on ways to meet the needs of ESL learners for academic success and comfort in their new educational and social setting;
• Provides meaningful classroom experiences that are developmentally appropriate for ESL students who have exceptional needs;
• Provides opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural competence and language proficiency in English and the non-English language;
• Reviews existing structures and policies; challenges ideas, requirements, and curricular assumptions that may inhibit effectiveness, equity, school quality, and learning; and initiates and develops curricular and staff development projects and programs that enhance learning for ESL students;
• Seeks opportunities and develops relationships with parents, guardians, and extended family to acquire an understanding of the students' lives and culture;
• Seeks to ensure that proper identification, assessment, placement, referral, and reclassification procedures are followed and that ESL students receive appropriate and equitable services and meaningful instruction;
• Uses a variety of communicative tools to make language comprehensible and to lower anxiety when eliciting student expression;
• Uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole;
• Uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills in the learning of both content and languages;
• Uses a variety of means to communicate educational goals, standards, and implications of instructional activities and student assessment results to parents, students, colleagues, collaborative partners, and the educational community at large;
• Uses effective questioning techniques and stimulates discussion using the language of instruction for specific instructional purposes;
• Uses multiple cultural perspectives and individual students' experiences to inform and enrich instruction;
• Uses strategies to create a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities;
• Uses strategies to mediate cross-cultural conflicts and teach collaborative skills to students;
• Uses teaching resources and materials that are inclusive and non-biased and that have been evaluated for accuracy and usefulness;
• Performs related duties as required.
PART V - Working Conditions, Physical and Mental Requirements
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to your job.            
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Standing	X	Color Distinction	X
Walking	X	Peripheral Vision	X
Sitting	X	Driving	X
Lifting	X	Physical Strength:
Carrying	X	Little Physical Effort (-10 lbs.)	X
Pushing	X	Light Work (-20 lbs.)	X
Pulling	X	Medium Work (20-50 lbs.)	X
Climbing	X	Heavy Work (50-100 lbs.)	X
Balancing	X	Very Heavy Work (100+ lbs.)	X
Stooping	X	Environmental Conditions
Kneeling	X	Cold (50 degrees F or less)	X
Crouching	X	Heat (90 degrees F or more)	X
Crawling	X	Temperature Changes	X
Reaching	X	Wetness	X
Handling	X	Humidity	X
Grasping	X	Extreme Noise or Vibration	X
Twisting	X	Exposure to Chemicals	X
Feeling	X	Exposure to Gases and Fumes	X
Talking	X	Exposure to Unpleasant Odors	X
Hearing	X	Exposure to bodily fluids	X
Repetitive Motion	X	Exposure to dampness	X
Hand/Eye/Foot Coordination	X	Confinement to Small or Restricting Area	X
Visual Acuity/Near	X	Mechanical Hazards	X
Visual Acuity/Far	X	Physical danger or abuse	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.




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Openings as of 4/8/2025
Elementary School Teaching

Library Media Specialist (Elementary)

JobID: 2685

Position Type:
  Elementary School Teaching/Library Media Specialist


Date Posted:
  11/29/2023


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE

Library Media Specialist (Elementary)

DEPARTMENT
 
Academics
 
 
INCUMBENT NAME
 
 
BARGAINING UNIT CLASSIFICATION
 
 
Waterbury Teachers’ Association CEA-NEA
 
 
REPORTS TO:
 
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
 
Exempt
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for establishing and coordinating the services of the school library-media center and technology lab appropriate to the educational needs of all students; providing a full spectrum of educational enrichment materials to ensure that student’ in the school will find available instructional and non-instructional materials appropriate to their interests, abilities, and level of maturity; and making sure students and teachers are effective users of information and ideas by providing instruction in the use of technology to foster competence and stimulate interest in reading, viewing and using information and ideas.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Bachelor's degree from an accredited college or university.

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

3. Previous teaching and/or related school experience.
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.  
 
B. CREDENTIALS:
 
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. 

2. School Library Media Specialist – 062 Endorsement.

3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. 
    
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
1. Teachers in this job class must complete all State CEU requirements for re-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community;

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

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

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

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

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

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

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

• Knowledge of strategies for eliciting information needs from students;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Creates and implements the library media program; 

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

• Demonstrates leadership in curricular planning and assessment;

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

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

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

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

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

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

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

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

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

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

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

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

• Facilitates students’ development of information literacy skills;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Uses probing questions to clarify information needs;

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

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

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

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

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





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Openings as of 4/8/2025
Elementary School Teaching

Library Media Specialist (Elementary)

JobID: 2834

Position Type:
  Elementary School Teaching/Library Media Specialist


Date Posted:
  7/11/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE

Library Media Specialist (Elementary)

DEPARTMENT
 
Academics
 
 
INCUMBENT NAME
 
 
BARGAINING UNIT CLASSIFICATION
 
 
Waterbury Teachers’ Association CEA-NEA
 
 
REPORTS TO:
 
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
 
Exempt
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for establishing and coordinating the services of the school library-media center and technology lab appropriate to the educational needs of all students; providing a full spectrum of educational enrichment materials to ensure that student’ in the school will find available instructional and non-instructional materials appropriate to their interests, abilities, and level of maturity; and making sure students and teachers are effective users of information and ideas by providing instruction in the use of technology to foster competence and stimulate interest in reading, viewing and using information and ideas.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Bachelor's degree from an accredited college or university.

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

3. Previous teaching and/or related school experience.
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.  
 
B. CREDENTIALS:
 
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. 

2. School Library Media Specialist – 062 Endorsement.

3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. 
    
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
1. Teachers in this job class must complete all State CEU requirements for re-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community;

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

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

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

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

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

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

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

• Knowledge of strategies for eliciting information needs from students;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Creates and implements the library media program; 

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

• Demonstrates leadership in curricular planning and assessment;

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

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

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

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

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

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

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

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

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

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

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

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

• Facilitates students’ development of information literacy skills;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Uses probing questions to clarify information needs;

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

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

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

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

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





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Print Version

Openings as of 4/8/2025
Elementary School Teaching

Certified: Physical Education/Health Teacher (Elementary School)

JobID: 2848

Position Type:
  Elementary School Teaching/Physical Education/Health


Date Posted:
  7/12/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Filled


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

DEPARTMENT
Teaching and Learning
 
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers’ Association CEA-NEA
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for planning and providing for appropriate learning experiences for students; providing an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Possession of a Bachelor’s degree from an accredited university or college. 
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
043 Health  PK–12, 044 Physical Education PK–12
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
1. Teachers in this job class must complete all State CEU requirements for re-certification.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of District curriculum, techniques for integrating curriculum, Board of Education policies, and effective instructional practices;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of the teaching/learning process;
• Some knowledge of community resources;
• Excellent listening skills;
• Excellent oral and written communication skills
• Human relations skills.
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to communicate effectively, both orally and in writing;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to infuse technology into curriculum;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide instruction that reflects multiple perspectives and multicultural education;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
1. May direct the work of paraprofessionals.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Attends staff meetings and serves on staff committees as required;
• Communicates and interacts with students, parents, staff and community;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives;
• Develops, selects and modifies instructional plans and materials to meet the needs of all students;
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required; Provides input when necessary to student IEP’s;
• Establishes learning objectives consistent with appraisal of student needs, requirements of District curriculum framework, and knowledge of human growth and development;
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual;
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Maintains accurate and complete records as required by law, District policy and administrative regulation;
• Maintains appropriate records and follows required procedures and practices;
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms;
• Monitors and evaluates student outcomes;
• Monitors appropriate use and care of equipment, materials and facilities.
• On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated;
• Participates in school management and shares responsibility for the total school program;
• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student;
• Plans and supervises purposeful assignments for paraprofessionals, classroom assistants, teacher assistants, and volunteers;
• Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives;
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior;
• Provides an instructional program to meet the needs of all students including students with disabilities;
• Supervises students in a variety of school related settings;
• Takes all necessary and safety precautions to protect students, equipment, materials and facilities;
• May be required to attend school meetings, programs and activities outside the instructional day;
• Performs related work as required.
 

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




Email To A Friend
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Openings as of 4/8/2025
Elementary School Teaching

Special Education Teacher (Elementary-ABA)

JobID: 2870

Position Type:
  Elementary School Teaching/Special Education


Date Posted:
  7/12/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

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

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


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

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




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