Openings as of 4/8/2025
Student Support Services

After School Academic Enrichment Program (Extended School Hours)

JobID: 1229

Position Type:
  Student Support Services


Date Posted:
  10/23/2018


Location:
  Multiple Schools


Closing Date:
  10/23/2018


  Additional Information:  Show/Hide
After School Academic Enrichment Program
Extended School Hours – Teachers
(grant-funded)
 
General Statement of Duties: Provide academic, enrichment and recreational support to students after regular school hours.
 
Required Qualifications: Elementary or Middle School Certification
 
Preferred Qualifications: Ability to adapt the activity to include all the students in the program; must be able to communicate and maintain effective relationships with staff and students; experience in an urban school district and/or multi-cultural environment preferred.
 
Hours of Work: Follows school schedule for after school activities for 2 ½ hours, 3- 5 days per week. (generally 2:30 – 5:00 p.m.) each work day.
 
Salary: $32.00 per hour, no benefits.
This is a grant funded, non-union position that exists as long as grant funds are available.
 
APPLICATION PROCESS:
 
Applications must be submitted electronically under the Student Support Services tab at: http://www.applitrack.com/waterbury/onlineapp/default.aspx
 
 
Closing Date:  11/13/18
 
 
An Equal Opportunity Employer – M/F/D/V
 




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Openings as of 4/8/2025
Student Support Services

Hall Monitor - Wilby

JobID: 2812

Position Type:
  Student Support Services/Hall Duty Monitor


Date Posted:
  6/10/2024


Location:
  Wilby High School


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
  
JOB CLASSIFICATION TITLE:
Hall Monitor/Security
 
DEPARTMENT:
Security and Safety
 
 
INCUMBENT NAME:
Grant Funded
 
  
BARGAINING UNIT CLASSIFICATION:
Non-Union
 
REPORTS TO:
Building Principal or District Level Administrator
 
FLSA DESIGNATION:
Part-Time, Non-Exempt
7 hours per day.  Salary $15.71/hour, 10 Months, No benefits.
M-F. Note: This is a non-union, part-time, grant funded position that exists as long as funds are available.

 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for providing security services for the safety and welfare of students, staff, and visitors while on school grounds; monitoring the main lobby/entrance and other areas of school grounds; assuring student compliance with school and District rules and procedures; and communicating information in response to inquiries. This class also provides a positive role model for students and promotes positive relationships with students.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
 
Education:
 
1. High School Diploma or a general education development (GED) certificate. Associate degree preferred.
 
General Experience:
 
1. Two (2) years of full-time employment or equivalent work that could reasonably be expected to provide the knowledge, skills and abilities listed.
2. Preferred: Experience working with school age children in a public or private school setting; Background in military, law enforcement, corrections or similar experience; Experience in an urban school district and/or a multi-cultural environment.
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Class D Operator’s License.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
Incumbents in this class are expected to be trained in and be current in all aspects of the program. CPR/First Aid Certificate may be required.
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Knowledge of relevant laws, rules, regulations, and District policies and procedures;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of standard safety practices and procedures;
• Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs;
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student’s life and learning;
• Oral and written communication skills;
• Interpersonal and social skills;
• Ability to administer first aid in emergency situations;
• Ability to analyze situations quickly and objectively and determine proper course of action, handling situations firmly, courteously, and tactfully;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to effectively present information and respond to questions, inquiries, and/or complaints;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction, seeking clarification as needed;
• Ability to operate two-way radio;
• Ability to prepare clear and concise reports;
• Ability to react well under pressure;
• Ability to read, analyze, and interpret information;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• Ability to understand and carry out oral and written instructions;
• Ability to use appropriate defense measures to protect self or others in adverse situations;
• Ability to use ethical practices for confidential communication about students;
• Ability to use independent judgment and demonstrate initiative to act without being asked;
• Ability to work independently with minimum supervision;
• Ability to write reports and correspondence consistent with the duties of this position;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES:
 
None
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Assesses danger and calls for assistance if necessary;
• Assists other personnel as may be required for the purpose of ensuring a safe, efficient, and effective work and learning environment;
• Assists teachers and administrators in the direct supervision of students for the purpose of ensuring compliance with school policies and procedures relating to the student behavior code;
• Assist teachers in escorting disruptive students to the administration office for corrective action;
• Assists teachers and administrators in the loading and unloading of school buses, making sure that safe and courteous conduct is observed;
• Communicates school policies and enforcement procedures to students, personnel, and visitors for the purpose of ensuring their understanding and the potential consequences of violation;
• Controls hallway disturbances and defiance of authority and may be required to control nearby classroom disturbances;
• Controls the entrances and exits of visitors, students, and employees;
• Direct students to the correct classrooms;
• Escorts students as may be required for the purpose of ensuring students are at appropriate location when arriving late, or are wandering in the halls after the late bell has rung;
• Establishes and maintains satisfactory, respectful working relationships with the school environment;
• Inspect restrooms to ensure students are not loitering or damaging facilities (same gender assistance may be required);
• Intervenes to halt or prevent fights, disturbances or other incidents and diffuse threatening or confrontational situations between students or others; helps to ensure order is restored and students are unharmed;
• Issues visitor passes, assists authorized visitors and directs to proper personnel/department, confronts unauthorized persons for questioning, routes or detains them, issues trespass warnings to individuals on school property for non-legitimate reasons, and calls for assistance as needed;
• Maintains a commitment to ongoing professional development; participates in professional organizations as well as various committees related to school safety;
• Maintains an awareness of vehicles entering and leaving school grounds;
• Maintain communication via portable radios with the administration office and other hall monitors;
• Maintains complete, accurate, and legible records related to assigned activities;
• Meets and greets students, staff, and public in a positive manner;
• Monitors students’ first hour for tardiness and single period truancies; checks hall passes of students going to/from class and visitor passes;
• Monitor the arrivals and departure of school visitors to ensure their validity as proper persons to enter the school;
• Monitors various areas of school grounds using multiple security cameras;
• Reports any inappropriate activities or unauthorized persons on or around school to appropriate personnel;
• Resolves student conflicts and/or fights in a safe and professional manner and makes referrals involving student misconduct or duress as appropriate;
• Responds immediately to reports of drugs, weapons, or other emergencies in the school;
• Routinely inspect exterior entry doors to ensure they are secure throughout the day;
• Testifies at District or judicial proceedings as needed;
• Verify the authenticity of hall pass in possession in student possession in the hall after the second bell has rung. If in doubt of authenticity, escorts students to administration office where administrators will take the appropriate action;
• Warns violators of rule infractions and detains persons engaging in suspicious or criminal acts;
• Watches for disturbances, fights, unauthorized visitors, or criminal activity;
• 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	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
Student Support Services

Paraprofessional

JobID: 1977

Position Type:
  Student Support Services/Paraprofessional


Date Posted:
  3/11/2021


Location:
  Districtwide


  Additional Information:  Show/Hide
OPEN COMPETITIVE EXAM # 2281 OPEN COMPETITIVE EXAMINATION FOR: PARAPROFESSIONAL
 
BARGAINING UNIT CLASSIFICATION:WCEA
 
REPORTS TO:Teacher and/or other certified professional educator
 
FLSA DESIGNATION:Non-Exempt
 
PART I - SUMMARY OF CLASSIFICATION: This class is accountable for assisting teachers and/or other certified staff with direct instructional support and general supervision and management of students.
 
Guidelines for Use: A Paraprofessional, under the direct supervision of the teacher and/or other certified staff, works as a collaborative member of an instructional team in general and special education; and provides physical and emotional care and comfort to students.

SALARY: $17.02 ~ $22.54 / Hour (NOTE: NEW HIRES START AT THE BEGINNING OF RANGE)  

***Applicants must complete one application on Applitrack and one application located on the City of Waterbury website.***

FRINGE BENEFITS: Choose from available health insurance plans (employee contributions vary) Prescription Drug Rider, Dental Plan, Group Life Insurance for Individual; Retirement Plan; paid Holidays; paid Vacation; paid Sick Leave; paid Personal Days.

LAST DAY FOR FILING APPLICATIONS APPLICATIONS:May be obtained by visiting our website at www.waterburyct.org or at the Civil Service Office, Chase Municipal Building, 236 Grand St., Waterbury, CT 06702.

IMPORTANT: 1. Veterans – Veteran’s points will be awarded in accordance with the Connecticut State Statute. Five (5) for non-disabled veterans, ten (10) for disabled veterans. Proper documentation must be submitted to the Personnel Director before the date of the examination. 2. Residents – Five (5) Residency points shall be added in accordance with the amendment to the Civil Service Ordinances dated March 18, 2011. Proper documentation and proof of residence must be submitted no later than the closing date for applications.

EXAMPLES OF WORK: (Illustrative only) Assists teachers and/or other professional educators in the delivery of instructional and related support services to students; Assists with the instruction of students in academic subjects; Confers with special and general education practitioners about student schedules, instructional goals, progress and performance; Implements service plans and educational objectives for children; Demonstrates techniques to stimulate cognitive, physical, and social and language development; Uses developmentally appropriate materials and instructional interventions for curriculum activities; Participates in transitional planning and vocational assessment of students; Supports pre-employment, vocational or transitional training in classrooms or at off-campus sites; Operates computers and uses technology and adaptive equipment that will enable students with special needs to participate in general education; Gathers and maintains data about the performance and behavior of individual students; Motivates students to work; Assists in meeting the hygiene, toileting, feeding and the mobility needs of students with varying disabilities; Implements behavior modification techniques and the ability to manage disturbing behaviors through physical restraint when needed; Regular attendance; Does other related work as required.

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES: Good knowledge of the techniques required in caring for and instruction of students enrolled in general, and special education; some knowledge of human development including risk factors; good communication and interpersonal skills; ability to follow directions and to carry out assignments; excellent physical and mental condition; good character; good knowledge of first aid; sensitivity to needs of children and youth.

IN ORDER TO BE CONSIDERED FOR THIS POSITION YOU MUST INDICATE ON YOUR APPLICATION THAT AS OF THE CLOSING DATE YOU HAVE THE FOLLOWING REQUIRED EXPERIENCE & TRAINING:
• High School diploma or GED; AND
  • 1. 60 college credits OR
  • 2. An Associate’s (or higher) degree, OR
  • 3. Have passed the Praxis ParaPro Assessment Test
Regardless of which of the Three (3) options above is utilized, you must also have One (1) year experience working with or training to work with children with disabilities is required.
• College credits with emphasis on child growth and development or related areas, is preferred.
• Proficiency in reading, writing and speaking English and Spanish is required for those individuals desiring a bilingual assignment.
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. This work is generally conducted indoors within an educational setting such as classrooms, but occasionally is conducted outdoors and on field trips outside of the school room settings. The essential functions of this position can require physical contact with students for the purposes of executing trained physical restraints during student crisis periods and assisting students with personal hygiene needs. Reasonable accommodations requests will be considered in accordance with the Americans with Disabilities Act 1990 (ADA) and the Americans with Disabilities Act Amendments Act (ADAAA). A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to the job.            
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Balancing	X	Color distinction	X
Bending (forward)(backward)	X	Peripheral vision	X
Climbing (stairs, ladders, etc.)	X	Driving	X
Crawling	X	Visual Acuity (far)	X
Crouching	X	Visual Acuity (near)	X
Feeling	X	Physical strength:
Grasping	X	Little physical effort (-10 lbs.)	X
Hand/eye/foot coordination	X	Light work (-20 lbs.)	X
Hearing	X	Medium work (20-50 lbs.)	X
Kneeling	X	Heavy work (50-100 lbs.)	X
Lifting above shoulders	X	Very heavy work (100+ lbs.)	X
Lifting from below knees	X	Environmental conditions
Operating heavy mech. equip.	X	Cold (50 degrees F or less)	X
Physical intervention	X	Heat (90 degrees F or more)	X
Pulling	X	Physical strength:
Pushing	X	Confinement to small or restricting area	X
Reaching (overhead)	X	Exposure to bodily fluids	X
Repetitive motion (keyboarding)	X	Exposure to chemicals, solvents, etc.	X
Restraining	X	Exposure to dampness	X
Sitting	X	Exposure to extreme wetness	X
Squatting	X	Exposure to gases and fumes	X
Standing	X	Exposure to high humidity	X
Stooping	X	Exposure to loud noises or vibration	X
Talking	X	Exposure to mechanical hazards	X
Transferring (wheelchairs, etc.)	X	Exposure to physical danger	X
Twisting	X	Exposure to temperature extremes	X
Walking	X	Exposure to unpleasant odors	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.




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Openings as of 4/8/2025
Student Support Services

School Psychologist

JobID: 2855

Position Type:
  Student Support Services/Psychologist


Date Posted:
  7/12/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE                     BARGAINING UNIT CLASSIFICATION
 
School Psychologist                                   Waterbury Teachers’ Association CEA-NEA 
 
DEPARTMENT REPORTS TO
 
Pupil Personnel Receives administrative direction from the Director of Pupil Personnel or other administrative official of a higher grade
 
FLSA DESIGNATION 
 
Exempt 
 
PART I - SUMMARY OF CLASSIFICATION 
 
This class are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally; contributing to the Portrait of a Graduate. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. (NASP, 2020). 
 
PART II - QUALIFICATIONS 
 
1. Master’s Degree in School Psychology from an accredited college or university

2. School Psychologist Certification issued by the CT State Department of Education (070)

3. Connecticut requirements for certification as a School Psychologist

4. Continuing education requirements of a Certified School Psychologist
 
PART III - DUTIES & RESPONSIBILITIES (The following identifies the primary and essential functions of the position and is not intended to be an exhaustive list of all duties and responsibilities).  The Essential Role of a School Psychologist
 
• Assists with crisis management situations within the school setting to promote the safety and mental health of students and staff (Domain VII); 

• Effectively uses a wide range of assessment techniques suitable for students from birth through adulthood (Domain I);

• Utilizes available technology resources to enhance services, including but not limited to Google Suite, PowerSchool, and any future innovative resources (Domain XI);
 
• Effectively demonstrates knowledge of state and federal laws, rules and regulations regarding education and other related services (Domain X); 

• School psychologists provide individual, group, classroom, & family counseling to help students perform better socially, emotionally & academically (Domain IV); 

• School psychologists help school personnel analyze & interpret data generated from a variety of sources within the school system (Domain IX);

• Effectively provides instructional strategies and interventions, synthesizing academic, cognitive, and/or behavioral data (Domain III); 

• Effectively establishes working relationships with students, families, school personnel, and the community to problem-solve in all settings, while considering multicultural and diverse socio-economic matters (Domain II, V);

• School psychologists help design & participate in student support teams, coordinated school-based health teams, school climate committees, and other efforts dedicated to improving school climate & service to students (Domain VI);

• School psychologists work with parent & community organizations to promote parent-school collaboration and act as a resource for educational or psychological knowledge (Domain VIII); 
 
• Performs other related duties as assigned. 
 

PART IV - POSITION SUPERVISES 
 
May provide supervision of School Psychology interns to assist the student in completing requirements to obtain certification.
 
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: December 2, 2020





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Openings as of 4/8/2025
Student Support Services

Certified: Speech Language Pathologist

JobID: 2703

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  11/29/2023


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE
Speech and Language Pathologist
 
DEPARTMENT

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 identifying, evaluating and treating students with speech/language, auditory processing, feeding, and social language disorders which significantly impact the student's ability to participate successfully in educational, vocational, community and home environments.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
1. Incumbents in this class must possess and maintain a license as a Speech and Language Pathologist issued by the Connecticut Department of Public Health in accordance with the applicable Connecticut General Statutes. They must also have prior practicum experience working with special needs students with moderate to severe communication disorders. Candidates with two years of experience working with special needs students in a public school or clinical setting.
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
2. A current endorsement in Speech Language Pathology (061) issued by the CT State Department of Education as well as eligibility for an American Speech, Language, and Hearing Association Clinical Fellowship, or the CCC certification, is required.
3. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
 
D. CONTINUING EDUCATION REQUIREMENTS:
1. Each licensee applying for license renewal shall complete a minimum of 20 hours of qualifying continuing education within the preceding twenty-four-month period for which the license is being renewed. 
 
E. KNOWLEDGE, SKILLS AND ABILITIES
• Considerable knowledge of anatomic, physiologic, linguistic and psycholinguistic variables and their relation to development and use of speech, voice and language;
• Considerable knowledge of understanding of speech and language disorders and management procedures used in habilitation and/or rehabilitation;
• Knowledge of and familiarity with MS-Office applications, especially MS-Word;
• Knowledge of and familiarity with the Board maker software application;
• Knowledge of appropriate evaluative tools and techniques used in conjunction with the various disorders, such as clinical evaluation of language fundamentals, tests of problem solving, and language sampling;
• Knowledge of appropriate State and federal laws and regulations related to the speech/language area;
• Knowledge of diagnostic methods and their applicability to the difficult to test population;
• Knowledge of group and personal dynamics;
• Knowledge of hearing augmentation devices, alternative communication systems, and assistive technology;
• Knowledge of professional code of ethics;
• Knowledge of speech and language problems associated with hearing impairment;
• Knowledge of therapeutic interventions and techniques in the areas of speech/language, auditory processing, feedings, and social language disorders;
• Basic knowledge of pathology of auditory system and assessment of those disorders;
• Considerable interpersonal skills;
• Evaluation skills of speech and language status and basis of disorders;
• Oral and written communication skills;
• Skill in developing the appropriate rapport with students, staff, and family members;
• Skill in development and administration of therapeutic and instructional materials;
• Skill in individual and group instruction;
• Skill in providing oral and written presentations
 
• Ability to handle confidential information appropriately;
• Ability to interpret medical and psychological data bearing on speech pathology;
• Ability to lead and instruct other employees;
• Ability to prepare reports, records and instructional material;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
Supervises employees performing student information data base operations and related functions
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
• Applies principles, methods and procedures for measurement, testing, diagnosis, prediction, consultation or information relating to development and disorders of speech, voice, language or hearing as related to speech impairment for purpose of diagnosing, preventing, treating, ameliorating or modifying such disorders and conditions in individuals or groups of individuals;
• Assists in program implementation at District schools;
• Attends child study conferences;
• Attends staff meetings and in-service training sessions;
• Maintains records and prepares reports;
• Participates in interdisciplinary team as speech language consultant;
• Plans, develops and implements therapeutic materials and activities for treatment, such as symbols, communication systems, communication notebooks, and instructional and social skills activities, consistent with the student's Individual Educational Plan (IEP);
• Prepares publications and instructional materials;
• Provides for initial and periodic evaluations of the speech/language, processing, feeding, and social language disorders of students;
• Provides some educational seminars, in-service training and/or consultation to families, teachers, allied professionals or paraprofessionals on nature and management of speech, voice and language disorders; observing and charting of speech, voice and language behavior and related areas;
• Provides therapeutic intervention for students with speech/language, processing, feeding and social language disorders involving both direct and indirect services;
• Provides training to paraprofessionals and classroom teachers on speech functions, feeding, communication devices and student social interactions;
• Reviews and completes documentation in compliance with federal and State rules and regulations, as well as with District policies and procedures;
• Reviews medical and psychological histories;
• Travels to various District locations to work with students and attend related meetings and is responsible for arriving at multiple worksites in accordance with District policy which means driving between various work sites;
• 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
Student Support Services

Certified: Speech Language Pathologist

JobID: 2854

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  7/12/2024


Location:
  Districtwide


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide
JOB CLASSIFICATION TITLE
Speech and Language Pathologist
 
DEPARTMENT

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 identifying, evaluating and treating students with speech/language, auditory processing, feeding, and social language disorders which significantly impact the student's ability to participate successfully in educational, vocational, community and home environments.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
1. Incumbents in this class must possess and maintain a license as a Speech and Language Pathologist issued by the Connecticut Department of Public Health in accordance with the applicable Connecticut General Statutes. They must also have prior practicum experience working with special needs students with moderate to severe communication disorders. Candidates with two years of experience working with special needs students in a public school or clinical setting.
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
2. A current endorsement in Speech Language Pathology (061) issued by the CT State Department of Education as well as eligibility for an American Speech, Language, and Hearing Association Clinical Fellowship, or the CCC certification, is required.
3. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
 
D. CONTINUING EDUCATION REQUIREMENTS:
1. Each licensee applying for license renewal shall complete a minimum of 20 hours of qualifying continuing education within the preceding twenty-four-month period for which the license is being renewed. 
 
E. KNOWLEDGE, SKILLS AND ABILITIES
• Considerable knowledge of anatomic, physiologic, linguistic and psycholinguistic variables and their relation to development and use of speech, voice and language;
• Considerable knowledge of understanding of speech and language disorders and management procedures used in habilitation and/or rehabilitation;
• Knowledge of and familiarity with MS-Office applications, especially MS-Word;
• Knowledge of and familiarity with the Board maker software application;
• Knowledge of appropriate evaluative tools and techniques used in conjunction with the various disorders, such as clinical evaluation of language fundamentals, tests of problem solving, and language sampling;
• Knowledge of appropriate State and federal laws and regulations related to the speech/language area;
• Knowledge of diagnostic methods and their applicability to the difficult to test population;
• Knowledge of group and personal dynamics;
• Knowledge of hearing augmentation devices, alternative communication systems, and assistive technology;
• Knowledge of professional code of ethics;
• Knowledge of speech and language problems associated with hearing impairment;
• Knowledge of therapeutic interventions and techniques in the areas of speech/language, auditory processing, feedings, and social language disorders;
• Basic knowledge of pathology of auditory system and assessment of those disorders;
• Considerable interpersonal skills;
• Evaluation skills of speech and language status and basis of disorders;
• Oral and written communication skills;
• Skill in developing the appropriate rapport with students, staff, and family members;
• Skill in development and administration of therapeutic and instructional materials;
• Skill in individual and group instruction;
• Skill in providing oral and written presentations
 
• Ability to handle confidential information appropriately;
• Ability to interpret medical and psychological data bearing on speech pathology;
• Ability to lead and instruct other employees;
• Ability to prepare reports, records and instructional material;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
Supervises employees performing student information data base operations and related functions
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
• Applies principles, methods and procedures for measurement, testing, diagnosis, prediction, consultation or information relating to development and disorders of speech, voice, language or hearing as related to speech impairment for purpose of diagnosing, preventing, treating, ameliorating or modifying such disorders and conditions in individuals or groups of individuals;
• Assists in program implementation at District schools;
• Attends child study conferences;
• Attends staff meetings and in-service training sessions;
• Maintains records and prepares reports;
• Participates in interdisciplinary team as speech language consultant;
• Plans, develops and implements therapeutic materials and activities for treatment, such as symbols, communication systems, communication notebooks, and instructional and social skills activities, consistent with the student's Individual Educational Plan (IEP);
• Prepares publications and instructional materials;
• Provides for initial and periodic evaluations of the speech/language, processing, feeding, and social language disorders of students;
• Provides some educational seminars, in-service training and/or consultation to families, teachers, allied professionals or paraprofessionals on nature and management of speech, voice and language disorders; observing and charting of speech, voice and language behavior and related areas;
• Provides therapeutic intervention for students with speech/language, processing, feeding and social language disorders involving both direct and indirect services;
• Provides training to paraprofessionals and classroom teachers on speech functions, feeding, communication devices and student social interactions;
• Reviews and completes documentation in compliance with federal and State rules and regulations, as well as with District policies and procedures;
• Reviews medical and psychological histories;
• Travels to various District locations to work with students and attend related meetings and is responsible for arriving at multiple worksites in accordance with District policy which means driving between various work sites;
• 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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