Frontline Applicant Tracking - Waterbury Public Schools

Openings as of 4/8/2025
Tutors

Teacher - Homebound Instructor

JobID: 1894

Position Type:
  Tutors


Date Posted:
  9/18/2020


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

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

PART I - SUMMARY OF CLASSIFICATION
 
This is a virtual position accountable for ensuring that homebound children in the District identified as capable of benefiting from instruction be provided with an ongoing educational program.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Possession of a Bachelor’s degree from an accredited university or college. 
2. Must possess a valid Connecticut Teacher Certification
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
1. Teachers in this job class must complete all State CEU requirements for re-certification.
 
 
E. KNOWLEDGE, SKILLS AND ABILITIES
 
• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Excellent listening skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to communicate effectively, both orally and in writing;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
1. May direct the work of paraprofessionals.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Acquires personal acquaintanceship with the student's parents or guardians, and works to establish with them an understanding and cooperative relationship based on the student’s individual needs;
• Assumes responsibility for obtaining textbooks and other teaching materials necessary through the procedures established;
• Devises, with the advice of curriculum specialists, an instructional program for each assigned student receiving homebound instruction on a permanent basis;
• Devises, with the advice of the student’s regular teacher or teachers, an instructional program for each assigned student receiving homebound instruction on a temporary basis;
• Files written progress reports on each assigned student with the student’s parents or guardians, and in the case of students temporarily assigned, with their regular teacher or teachers;
• Interprets the program for the homebound to the regular District staff and to the community at large as required;
• Keeps informed in a systematic way of trends and new methods in education, remaining always alert to possibilities inherent in such information for adaptation to the particular needs of homebound instruction;
• Keeps, maintains, and files such reports and records as the special services director may require, including attendance reports and case evaluation;
• Meets with each assigned student on a daily basis for the purpose of providing instruction;
• Works with members of the special services and pupil personnel teams to identify the educational needs and the physical and learning capabilities of students;
• Performs related duties as required.
 

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




Email To A Friend
Print Version

Openings as of 4/8/2025
Tutors

Tutor - Instructional -Districtwide

JobID: 2591

Position Type:
  Tutors/Instructional Tutor


Date Posted:
  8/16/2023


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
  
JOB CLASSIFICATION TITLE:
Instructional Tutor
 
DIVISION/DEPARTMENT:
Teaching and Learning
 
Location: 
Districtwide
 
FUNDING SOURCE:
Grant Funded 
 
BARGAINING UNIT CLASSIFICATION:
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION:
Non-Exempt; Part-Time up to 19 hours per week
$34.00 Certified Hourly Rate.
$25.00 Non-Certified Hourly Rate.
Note: This is a part time, non-union, grant-funded position that exists as long as funds are available.
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for providing tutoring services and educational support to students who are academically at-risk.  
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
 
General Experience:
 
1. Possession of a Bachelor’s degree from an accredited university or college. 
2. Preferred: Connecticut Residents
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator’s license.
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
Incumbents in this class are expected to be trained in and be current in trained curriculum of the program.
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
 
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student’s life and learning;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Oral and written communication skills;
• Organizational skills;
• Strong interpersonal and social skills;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to assist in adapting instructional strategies and materials according to the needs of the student;
• Ability to collect and record performance data on students while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to collect objective and accurate information on student behavior, as appropriate;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction of program administrator, seeking clarification as needed;
• Ability to maintain and foster a creative educational environment conducive to learning and participation;
• Ability to motivate students and to improve their academic skills;
• Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• Ability to use ethical practices for confidential communication about students;
• Ability to use strategies that promote the student’s independence;
• Ability to utilize learning styles theory in supporting instructional practices;
• Ability to work collaboratively with students, parents, staff, and administration;
• Ability to work with students from varied backgrounds, age groups, and skill levels;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES:
 
Program Assistants and other lower level staff as assigned.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Answers questions on course content, and aids in the comprehension of course materials;
• Builds math skills;
• Collaborates with the classroom teacher and specialists in providing appropriate academic tutoring services and feedback;
• Communicates with students, parents, and teachers, regarding students’ overall performance;
• Facilitates academic and enrichment activities;
• Generates and corrects material to reinforce skills identified as weak and in need of reinforcement;
• Helps individual students or small groups of students with homework;
• Helps students develop a positive attitude toward learning, productive study skills, and remediate skill deficits to achieve success in school, as well develop self-confidence;
• Keeps accurate, daily logs of student participation, progress, and attendance;
• Maintains a daily log of students receiving services which would include progress reports, problems, concerns and other observations;
• Observes, records, and charts academic and social emotional progress;
• Participates in professional development activities and program related meetings;
• Performs in-class tutoring services in Math, Reading, Language Arts and other academic areas as needed;
• Plans and facilitate tutoring and skill development for program participants;
• Polls the teachers to try to establish areas of difficulty experienced by students;
• Prepares the program environment for learning activities;
• Provides individualized programmed materials;
• Provides specialized instruction in individual subject areas;
• Submits student information as needed;
• Supports classroom teachers and other faculty to provide academic instructions to students;
• Works one-on-one and in small group instructional settings;
• Works with audio-visual equipment, computers and/or assistive technology;
• Works with the teachers to establish remedial groups that may be serviced in the classroom;
• Performs other related work as assigned. 

PART V - Working Conditions, Physical and Mental Requirements
 
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to the job.            
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Balancing	X	Color distinction	X
Bending (forward)(backward)	X	Peripheral vision	X
Climbing (stairs, ladders, etc.)	X	Driving	X
Crawling	X	Visual Acuity (far)	X
Crouching	X	Visual Acuity (near)	X
Feeling	X	Physical strength:
Grasping	X	Little physical effort (-10 lbs.)	X
Hand/eye/foot coordination	X	Light work (-20 lbs.)	X
Hearing	X	Medium work (20-50 lbs.)	X
Kneeling	X	Heavy work (50-100 lbs.)	X
Lifting above shoulders	X	Very heavy work (100+ lbs.)	X
Lifting from below knees	X	Environmental conditions
Operating heavy mech. equip.	X	Cold (50 degrees F or less)	X
Physical intervention	X	Heat (90 degrees F or more)	X
Pulling	X	Physical strength:
Pushing	X	Confinement to small/restricting area	X
Reaching (overhead)	X	Exposure to bodily fluids	X
Repetitive motion (keyboarding)	X	Exposure to chemicals, solvents, etc.	X
Restraining	X	Exposure to dampness	X
Sitting	X	Exposure to extreme wetness	X
Squatting	X	Exposure to gases and fumes	X
Standing	X	Exposure to high humidity	X
Stooping	X	Exposure to loud noises or vibration	X
Talking	X	Exposure to mechanical hazards	X
Transferring (wheelchairs, etc.)	X	Exposure to physical danger	X
Twisting	X	Exposure to temperature extremes	X
Walking	X	Exposure to unpleasant odors	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
 




Email To A Friend
Print Version

Openings as of 4/8/2025
Tutors

Bilingual Tutor - Instructional -Districtwide

JobID: 2943

Position Type:
  Tutors/Instructional Tutor


Date Posted:
  10/31/2024


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
  
JOB CLASSIFICATION TITLE:
Instructional Tutor - Bilingual (Spanish)
 
DIVISION/DEPARTMENT:
Teaching and Learning
 
Location: 
Districtwide
 
FUNDING SOURCE:
Grant Funded 
 
BARGAINING UNIT CLASSIFICATION:
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION:
Non-Exempt; Part-Time up to 19 hours per week
$35.00 Certified Hourly Rate.
$25.00 Non-Certified Hourly Rate.
Note: This is a part time, non-union, grant-funded position that exists as long as funds are available.
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for providing tutoring services and educational support to students who are academically at-risk.  
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
 
General Experience:
 
1. Possession of a Bachelor’s degree from an accredited university or college. 
2. Preferred: Connecticut Residents
 
Special Requirement:
 
1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. 
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator’s license.
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
Incumbents in this class are expected to be trained in and be current in trained curriculum of the program.
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
 
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student’s life and learning;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Oral and written communication skills;
• Organizational skills;
• Strong interpersonal and social skills;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to assist in adapting instructional strategies and materials according to the needs of the student;
• Ability to collect and record performance data on students while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to collect objective and accurate information on student behavior, as appropriate;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction of program administrator, seeking clarification as needed;
• Ability to maintain and foster a creative educational environment conducive to learning and participation;
• Ability to motivate students and to improve their academic skills;
• Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• Ability to use ethical practices for confidential communication about students;
• Ability to use strategies that promote the student’s independence;
• Ability to utilize learning styles theory in supporting instructional practices;
• Ability to work collaboratively with students, parents, staff, and administration;
• Ability to work with students from varied backgrounds, age groups, and skill levels;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES:
 
Program Assistants and other lower level staff as assigned.
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Answers questions on course content, and aids in the comprehension of course materials;
• Builds math skills;
• Collaborates with the classroom teacher and specialists in providing appropriate academic tutoring services and feedback;
• Communicates with students, parents, and teachers, regarding students’ overall performance;
• Facilitates academic and enrichment activities;
• Generates and corrects material to reinforce skills identified as weak and in need of reinforcement;
• Helps individual students or small groups of students with homework;
• Helps students develop a positive attitude toward learning, productive study skills, and remediate skill deficits to achieve success in school, as well develop self-confidence;
• Keeps accurate, daily logs of student participation, progress, and attendance;
• Maintains a daily log of students receiving services which would include progress reports, problems, concerns and other observations;
• Observes, records, and charts academic and social emotional progress;
• Participates in professional development activities and program related meetings;
• Performs in-class tutoring services in Math, Reading, Language Arts and other academic areas as needed;
• Plans and facilitate tutoring and skill development for program participants;
• Polls the teachers to try to establish areas of difficulty experienced by students;
• Prepares the program environment for learning activities;
• Provides individualized programmed materials;
• Provides specialized instruction in individual subject areas;
• Submits student information as needed;
• Supports classroom teachers and other faculty to provide academic instructions to students;
• Works one-on-one and in small group instructional settings;
• Works with audio-visual equipment, computers and/or assistive technology;
• Works with the teachers to establish remedial groups that may be serviced in the classroom;
• Performs other related work as assigned. 

PART V - Working Conditions, Physical and Mental Requirements
 
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to the job.            
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Balancing	X	Color distinction	X
Bending (forward)(backward)	X	Peripheral vision	X
Climbing (stairs, ladders, etc.)	X	Driving	X
Crawling	X	Visual Acuity (far)	X
Crouching	X	Visual Acuity (near)	X
Feeling	X	Physical strength:
Grasping	X	Little physical effort (-10 lbs.)	X
Hand/eye/foot coordination	X	Light work (-20 lbs.)	X
Hearing	X	Medium work (20-50 lbs.)	X
Kneeling	X	Heavy work (50-100 lbs.)	X
Lifting above shoulders	X	Very heavy work (100+ lbs.)	X
Lifting from below knees	X	Environmental conditions
Operating heavy mech. equip.	X	Cold (50 degrees F or less)	X
Physical intervention	X	Heat (90 degrees F or more)	X
Pulling	X	Physical strength:
Pushing	X	Confinement to small/restricting area	X
Reaching (overhead)	X	Exposure to bodily fluids	X
Repetitive motion (keyboarding)	X	Exposure to chemicals, solvents, etc.	X
Restraining	X	Exposure to dampness	X
Sitting	X	Exposure to extreme wetness	X
Squatting	X	Exposure to gases and fumes	X
Standing	X	Exposure to high humidity	X
Stooping	X	Exposure to loud noises or vibration	X
Talking	X	Exposure to mechanical hazards	X
Transferring (wheelchairs, etc.)	X	Exposure to physical danger	X
Twisting	X	Exposure to temperature extremes	X
Walking	X	Exposure to unpleasant odors	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
 




Email To A Friend
Print Version