Openings as of 4/9/2025

21st Century ESSER After School Programs - Recreation Specialist

JobID: 2613

Position Type:
  21st Century & SDE After-School Programs/Recreation Specialist


Date Posted:
  9/18/2023


Location:
  Districtwide


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public School
 
 
POSITION TYPE:
21^st Century & ARP ESSER After-School Programs / Recreation Specialist
 
JOB CLASSIFICATION TITLE:
Recreation Specialist, After-School Program
 
DIVISION/DEPARTMENT:
Teaching and Learning
 
LOCATION:
21st Century After-School sites
 
INCUMBENT NAME:
  
BARGAINING UNIT CLASSIFICATION:
Non-Union
 
REPORTS TO:
Site Administrator, Building Principal, or District Level Administrator
 
FLSA DESIGNATION:
Non-Exempt; T-Th, $15 hourly rate, 2 hours per day plus one (1) hour of common planning per month. Program may include some Saturday field trips and an extended school year. Note: this is a part-time, non-union, grant funded position with no benefits that exists as long as grant funds are available.
 
PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable organizing and conducting after-school recreational programs within the scope of the Family Resource Center curriculum.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE:
 
General Education
1. Graduation from high school or possession of a high school equivalency diploma. 
Special Requirement:
1. Must attend required training.
2. Must be available to work in accordance with the established schedule. 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
1. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License. 
D. CONTINUING EDUCATION REQUIREMENTS:
Incumbents in this class are expected to be both trained in and current in trained curriculum of the program.
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student’s life and learning;
• Knowledge of basic principles and purposes of the assigned recreational activity;
• Knowledge of rules governing sports and sportsmanship;
• Knowledge of principles of discipline, methods, equipment, and terminology in the particular recreation specialty;
• Knowledge of both theory and practices of a particular hobby, specialty, sport, or recreational interest, including equipment and materials utilized;
• Knowledge of relevant laws, rules, regulations, and Board policies and District procedures;
• Oral and written communication skills;
• Interpersonal and social skills;
• Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
• Ability to collect and record performance data on students under the direction of a licensed teacher, while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to command respect, maintain discipline, and enforce rules and procedures;
• Ability to coordinate and organize group activities by maintaining a safe environment and effective relationships with students and adults;
• Ability to draw on knowledge and resources regarding a variety of developmental and age-appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher;
• Ability to earn the confidence and trust of students;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• Ability to train and instruct others;
• Ability to use ethical practices for confidential communication about students;
• Ability to use strategies that promote the student’s independence;
• Ability to utilize learning styles theory in supporting instructional practices;
• Ability to work with individuals from diverse backgrounds; 
PART III - POSITION SUPERVISES:
None
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. 
• Administers disciplinary action as appropriate;
• Assists teachers in after-school educational settings providing homework support, transferring of students between activities, and other duties as assigned;
• Assists with innovation, planning, promotion, implementation, and evaluation of programs, activities, and special events;
• Assures proper set-up of facility and safety of students;
• Communicates effectively with staff members, students, parents, administrators and other contact persons using tact and good judgement;
• Conducts gym activities/programs for small and large groups of students;
• Exercises professional judgement and responsibility in the conduct of the specialty activities for various age groups;
• Explains and demonstrates the use of supplies and equipment and the techniques and procedures used in the activity sessions;
• Follows appropriate training and lead small group activities planned by the teacher in an atmosphere where students are actively engaged in meaningful learning experiences;
• Keeps supervisor informed of potential problems and unusual events;
• Maintains a clean and orderly environment for students;
• Models and maintains high ethical standards;
• Participates in the maintenance, procurement, and selection of athletic equipment, facilities, supplies, and other materials for leisure-time activities and physical education programs;
• Prepares required reports and maintains all appropriate records;
• Prepares the classroom for learning activities;
• Provides guidance for multiple classes to include but not limited to: arts and crafts, music, dance, drama/theater, bowling, etc.;
• Provides instructional support as planned or coordinated by the teacher;
• Responds to inquiries and concerns in a timely manner;
• Performs other related duties as required. 
PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to your job.            
NEVER (N)	OCCASIONALLY (O)				FREQUENTLY (F)	CONSTANTLY (C)
0 % of Shift	1-33% of Shift				34-66% of Shift	67-100% of Shift
Working Conditions	N	O	F	C	Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Bending	X	Color Distinction	X
Stretching	X	Peripheral Vision	X
Standing	X	Driving	X
Walking	X	Physical Strength:
Sitting	X	Little Physical Effort (-10 lbs.)	X
Lifting	X	Light Work (-20 lbs.)	X
Carrying	X	Medium Work (20-50 lbs.)	X
Pushing	X	Heavy Work (50-100 lbs.)	X
Pulling	X	Very Heavy Work (100+ lbs.)	X
Climbing	X	Environmental Conditions
Balancing	X	Cold (50 degrees F or less)	X
Stooping	X	Heat (90 degrees F or more)	X
Kneeling	X	Temperature Changes	X
Crouching	X	Wetness	X
Crawling	X	Humidity	X
Reaching	X	Extreme Noise or Vibration	X
Handling	X	Exposure to Chemicals	X
Grasping	X	Exposure to Gases and Fumes	X
Twisting	X	Exposure to Unpleasant Odors	X
Feeling	X	Exposure to bodily fluids	X
Talking	X	Exposure to dampness	X
Hearing	X	Confinement to Small or Restricting Area	X
Repetitive Motion	X	Mechanical Hazards	X
Hand/Eye/Foot Coordination	X	Physical danger or abuse	X
Visual Acuity/Near	X
Visual Acuity/Far	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Chief Turnaround Officer

JobID: 2467

Position Type:
  Administration/Central Office Administrator


Date Posted:
  12/12/2022


Location:
  Chase Building - 236 Grand Street


Date Available:
  TBD


Closing Date:
  open until filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE
CHIEF TURNAROUND OFFICER
 
DEPARTMENT
Central Office
 
SALARY
$120,000-$160,000
* Continued employment is contingent upon grant funding
 
BARGAINING UNIT CLASSIFICATION
Administrator (Non-Bargaining Unit)
 
REPORTS TO:
Receives administrative direction from the Superintendent or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for the development, implementation and coordination of the District’s PK-12 educational programs and services as they related to turnaround and focus schools identified by the CT State Department of Education. In addition, this class is accountable for communicating with the residents of the District about this program; determining and addressing the needs of the identified schools in the areas of staffing, curriculum, instruction, and professional development; and providing leadership and supervision of assigned staff.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
1. Master’s degree in educational administration, education leadership or curriculum instruction from an accredited college or university plus three (3) years in educational administration including experience in curriculum design, planning, implementation and evaluation.
2. Extensive personal experience in turning around low-performing schools, including expertise in turnaround strategies, curriculum, instruction, and teacher and principal effectiveness;
3. The individual must have a proven track record of successfully turning around chronically low performing schools.
4. Has held the position of at least principal or higher administrative position in a public school system for a minimum of five years with demonstrated skills in school management, budget, finance and state programs, funding sources, and talent management; and
5. Such additional education, experience, and other qualifications as determined by the Board of Education. (Lic, etc.)
 
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. Master's degree in education or related field plus eighteen (18) semester hours of graduate credit and completion of fifty (50) school months of successful teaching or service employment as identified in State of Connecticut, Regulation of State Board of Education, Sec. 10-145d-574 (a - f).
2. Connecticut State Board of Education certification as an Intermediate Administrator/Supervisor (092) will be required at time of appointment.
3. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
 
 
D. KNOWLEDGE, SKILLS AND ABILITIES:
• Considerable ability to implement relevant Federal and State statutes, guidelines and regulations in turnaround strategies and effective teaching and learning programs;
• Considerable knowledge of and ability to apply management and supervision principles and techniques, including initiation and administration of programs;
• Extensive knowledge of and ability to perform duties in full compliance with all District, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position;
• Knowledge of curriculum standards and models for programming in general education and special education settings;
• Knowledge of instructional practice and professional development models for PK-12 and specialty areas within PK-12 education;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI);
• Excellent computer, interpersonal, oral, keyboarding and written communication skills;
• Excellent problem-solving and analytical skills;
• Ability to analyze, interpret, and communicate statistical data derived from qualitative and/or quantitative research;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to read, analyze, and interpret information and effectively present information and respond to questions, inquiries, and/or complaints;
• Ability to establish and maintain effective working relationships and work with individuals from diverse backgrounds;
• Ability to implement data driven decision making;
• Ability to maintain appropriate confidentiality;
• Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism;
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists;
• Ability to use independent judgment and demonstrate initiative to act;
• Ability to write reports and correspondence consistent within the duties of this position;
 
PART III - POSITION SUPERVISES
1. Administrators from schools that are identified as turnaround and focus schools as assigned by the Superintendent.
 
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.
• Managing and overseeing a system of supports and assistance for the lowest-performing schools in the district identified as in the greatest need of assistance; such as Focus, Turnaround and Commissioner’s Network Schools.
• Manage the grant writing and submission process for the all schools who receive grant funding in Commissioner’s Network schools and the School Improvement Grant
• Identifying resources, including the establishment of a resource list of evidence based strategies and integrated student services, and specific expertise and resources directly relating to school turnaround;
• Annually conducting comprehensive on-site evaluations of schools to determine the root causes of low performance and lack of progress, to assist school and the district in the implementation of intensive school improvement plans, or to provide any of the necessary support services.
• Coordinating with the school improvement division of the State’s Department of Education and coordinating and working with the School District’s Assistant Superintendents and Chief Academic Officer to identify all state and local resources and supports available to the lowest-performing schools in the greatest need of assistance;
• Serve as the assigned liaison in the school improvement process;
• Build school level leadership capabilities in cooperation with the Assistant Superintendents, agencies and organizations that have experience and capacity and providing leadership development opportunities for principals and other school level leaders in turnaround eligible schools; and
• Identifying best practices for school turnaround, including identifying those practices that are not successful in improving student outcomes, and sharing such information with the District.


 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 a 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 4/9/2025

Director of Personnel-Talent Management

JobID: 2233

Position Type:
  Administration/Director


Date Posted:
  12/21/2022


Location:
  Chase Building - 236 Grand Street


Date Available:
  immediately after hired


Closing Date:
  until filled


  Additional Information:  Show/Hide

CIVIL SERVICE COMMISSION
 
WATERBURY, CONNECTICUT

OPEN COMPETITIVE EXAM #2447
 
OPEN COMPETITIVE EXAMINATION FOR: DIRECTOR OF PERSONNEL-TALENT MGMT.

SALARY: $135,000 - $175,000 PER YEAR

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 Days; paid Sick Days; paid Personal Days.

LAST DAY FOR FILING APPLICATIONS
Applications, which 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 & must be on file by 4:50 p.m. on:

UNTIL SUFFICIENT APPLICATIONS RECEIVED
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 DUTIES:
Oversees all Education Department personnel functions, and coordinates staff evaluation process; Advises department and education staff and on personnel and labor relations matters; Develops human resources and labor relations policies and recommends policies to the Superintendent; Develops and plans for the implementation of the broadest range of management and human resource goals; Directs the operations of the Personnel office through professional, technical and support staff, ensuring that all policies and programs are administered in a fair and equitable manner to all employees; Promotes staff training and development; Provides leadership and support to management and their subordinates regarding their professional responsibilities, organizational development, and employee services to the City; Oversees labor contract administration and interpretation; Promotes the Department’s affirmative action goals and objectives; Oversees the administration of Unemployment Compensation program, and other Federal and State legal requirements related to the human resources functions; Serves as Chief Spokesperson in collective bargaining negotiations; Coordinates grievance, arbitration hearings and other labor relations and personnel issues; Prepares the Department’s position in labor negotiations, researching problematic areas of labor contract agreements with management, reviewing settlements and arbitration awards of comparable jurisdictions, Federal and State legislation directly impacting municipal human resources administration, and analyzes labor trends as the basis for policy and strategy decisions; Manages contract negotiation process through to agreement; Prepares and presents final contract settlements and interest arbitration awards to the Board of Education and its committees for action, as required by statute; Coordinates labor relations activities with the Department and elected officials; Investigates employee grievances and union complaints in an effort to resolve disputes and minimize further action or litigation; Directs and administers all phases of labor relations activities including interpretation of contract language and providing direction to line management in administering labor agreements. Maintains professional development and awareness of current human resource philosophy, principles and practices; Regularly attends meetings of the Board of Education and attends meetings of other City Boards and Commissions upon request; Coordinates personnel and labor functions with the City’s Director of Human Resources; Works with the City’s H.R.I.S. office to ensure that the Lawson System is being utilized to full potential and provides needed verification and reporting for all Federal and State Reports as well as daily reporting needs; and Performs related duties as required. 

REQUIRED KNOWLEDGES, SKILLS AND ABILITIES:
Thorough knowledge of the principles and practices of Human Resources management, collective bargaining and employee relations practices, and the ability to interpret and explain principles, policies and practices; Thorough knowledge of applicable Federal, State and local laws, ordinances, regulations and policies relating to labor and employment matters, including, without limitation, the Connecticut Municipal Employee Relations Act and the Teacher Negotiation Act and decisions of the State Board of Labor Relations and the State Board of Mediation and Arbitration; Considerable management and administrative skills in the areas of organization, planning, communications, interpersonal relations and personnel; Skilled in oral and written communications, conflict resolution and effective group presentations; Skill in conducting research, analyzing and interpreting information; Skilled in the operation of a personal computer, including use of internet, intranet and utilizing Microsoft Office applications and industry-specific software; Ability to supervise staff of professionals and clerical personnel, and to develop and maintain cooperative and effective working relationships with superiors, subordinates, the general public, attorneys, government agencies, consultants, and elected and appointed officials; Ability to develop sound working relationships with line managers and union leaders and to effectively engage in collective bargaining; Knowledge of and ability to use computerized human resources information systems; Ability to manage time effectively and efficiently, and to establish and meet deadlines.

IN ORDER TO BE CONSIDERED FOR THIS POSITION YOU MUST INDICATE ON YOUR APPLICATION THAT AS OF THE CLOSING DATE YOU HAVE THE FOLLOWING EXPERIENCE:
Ten (10) years progressively responsible experience in public or private personnel administration or service in education or public administration, including five (5) years in the supervision of a professional staff, experience in, selection, training, labor relations, and human resources, with a familiarity of affirmative action programs. Bachelor’s degree and considerable knowledge of Human Resources, Labor Relations, Industrial Relations, Personnel, Business Administration, Public Administration, Education Administration, or a related field required. A Doctorate degree preferred, but not required. Required to obtain the Professional in Human Resources certification from the Human Resources Certification Institute within one (1) year of employment. (Please submit a copy of Degree or Transcripts at time of application)

The Parts and Weights for this examination will be determined prior to conducting the exam. Individuals appointed shall be required to serve a working test period which will be, in effect, the final phase of the examination. Appeal Process- An applicant may appeal notice of not meeting the minimum qualifications (Civil Service Rules and Regulations, Section 3741, Subsection B, Article 9) to the Civil Service Commission within seven (7) days of the date on such notice. Please notify the Civil Service Office of a change in address. Notification will be mailed to the address written on your application. THE CITY OF WATERBURY IS AN EQUAL OPPORTUNITY EMPLOYER E.O.E. M/F/H/V EEOP Utilization Report available upon request



Attachment(s):
• OC_2447_Director_of_Personnel_Talent_Mgt_12.21.22_Close_USAR.pdf



Email To A Friend
Print Version

Openings as of 4/9/2025

Director of Student Affairs, Alternative and Innovative Programs

JobID: 2605

Position Type:
  Administration/Director


Date Posted:
  9/8/2023


Location:
  Districtwide


Date Available:
  immediately after hired


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

JOB CLASSIFICATION TITLE: Director of Student Affairs, Alternative and Innovative Programs 
 
DEPARTMENT: Academic Department Office of Student Affairs, Alternative and Innovative Schools and Programs 
 
PART I - SUMMARY OF CLASSIFICATION 
 
BARGAINING UNIT CLASSIFICATION: Follows SAW 
 
REPORTS TO: Superintendent / Designee 
 
Salary: $120,000-$150,000 
 
FLSA DESIGNATION: Exempt 
 
This class is accountable to oversee and assist with programs designed to keep students in school; to assist in overseeing discipline programs in the school district; to identify and recommend appropriate programs in the best interest of students and for the purpose of facilitating student success. 
 
This position exists to facilitate and lead district-wide work in the placements in alternative and innovative programming. This position is developed to create fairness in disciplinary practices and improve student outcomes. This class is charged with facilitating and finalizing all district alternative placement hearings. This class will have oversight of and collaborate with the alternative school principal to oversee student transition plans back to their district school. This position will be instrumental in developing and maintaining the due process for students and families in the City of Waterbury. 
 
Guidelines for Class Use: 
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES 
 
A. EDUCATION AND EXPERIENCE: 
 
General Experience: 
 
1. Master's degree in education or related field and completion of seven (7) years of successful classroom teaching. 
 
2. Five (5) years of experience as a central office administrator in a Pre-K – 12 system, including supervision of principals, vice-principals and other administrative staff preferred. 
 
3. Experience in an urban school district and/or a multi-cultural environment is preferred.

B. CREDENTIALS: 
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 
 
1. Connecticut State Department of Education certification as an Intermediate Administrator/Supervisor (092) 
 
2. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator’s License 

D. KNOWLEDGE, SKILLS AND ABILITIES: 
 
1. Knowledge of Alternative School Models and ability to work collaborative with others in creating and implementing an alternative school model; 
2. Accepts accountability for developing alternative school model and hold self and others accountable for student success; 
3. Ability to plan, organize and administer district-level professional development programs
4. Considerable knowledge of how to use student profile data to drive alternative placements aligned to the student/parent handbook; 
5. Knowledge of effective intervention, academic and behavior techniques across diverse populations;
6. Knowledge of effective supervision and discipline; 
7. Knowledge of evidence-based research and best practices in educational interventions;
8. Knowledge of relevant Federal and State statutes, guidelines and regulations; 
9. Knowledge and ability to apply Positive Behavioral Interventions and Supports (PBIS) of Response to Intervention (RtI) and Ability to apply the principles of and Response to Intervention (RtI);
10. Knowledge of district and school safety procedures; 
11. Knowledge of student data privacy act; 
12. Knowledge of Connecticut Code of Professional Responsibility for Educators and District policies and procedures governing teacher conduct; 
13. Knowledge of Every Student Succeeds Act (ESSA) requirements; 
14. Knowledge of the principles and practices of education for special needs population;
15. Knowledge of the school improvement and quality review processes; 
16. Knowledge of the social, emotional, intellectual, and physical needs of the Pre-K, elementary, middle and high school age students; 
17. Excellent verbal and written communication skills; 
18. Excellent technological skills; 
19. Considerable problem-solving skills; 
20. Crisis management, handling emergencies and de-escalation techniques skills; 
21. Ability to apply leadership skills within a shared decision-making model; 
22. Ability to demonstrate high moral and ethical standards; 
23. Ability to develop and foster a professional learning community that supports student success;
24. Ability to establish and maintain effective working relationships with students, staff and the community;
25. Ability to interact successfully with staff, parents, board members and community;
26. Ability to multi-task complex issues; 
27. Ability to remain flexible and develop alternative strategies to achieve established goals;
28. Ability to understand the underlying philosophy for a high school that matches the intellectual social, emotional, and physical needs of young adolescents; 
29. Ability to work well in a community with high expectations for its students and schools;
30. Ability to work with individuals from diverse backgrounds. 
 
E. MEASURES OF SUCCESS: 
 
PART III - POSITION SUPERVISES: 
 
1. Supervises assigned certified and non-certified staff. 
 
PART IV - ESSENTIAL FUNCTIONS 
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. 
 
• Conducts student hearings around alternative program placement. 
• Assists with developing, preparing, implementing, and enforcing program plans designed to keep students in school. 
• Assists with establishing policies and procedures governing student discipline, ensuring compliance with federal, state, and local laws. 
• Assists with training for administrators in the areas of student discipline. 
• Completes reports on a periodic and special basis regarding student discipline  Assists with completing reports in compliance with governing laws and regulations; submitting reports to federal and state authorities on student attendance and discipline 
• Assists in supervising Alternative Programs (6-12), Creating outreach (K-8), and Collaborating with community providers supporting Alternative Programming 
• Performs other duties as assigned 
 
PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS 
 
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. 
 
Frequency: Place an “X” in each box that is appropriate to your job. 
                    
NEVER (N)	OCCASIONALLY (O) FREQUENTLY (F)				CONSTANTLY (C)
0 % of Shift	1-33% of Shift 34-66% of Shift				67-100% of Shift
Working Conditions	N	O	F	C Working Conditions	N	O	F	C
Physical Demands	Depth Perception	X
Standing	X	Color Distinction	X
Walking	X	Peripheral Vision	X
Sitting	X	Driving	X
Lifting	X	Physical Strength:
Carrying	X	Little Physical Effort (-10 lbs.)	X
Pushing	X	Light Work (-20 lbs.)	X
Pulling	X	Medium Work (20-50 lbs.)	X
Climbing	X	Heavy Work (50-100 lbs.)	X
Balancing	X	Very Heavy Work (100+ lbs.)	X
Stooping	X	Environmental Conditions
Kneeling	X	Cold (50 degrees F or less)	X
Crouching	X	Heat (90 degrees F or more)	X
Crawling    Reaching    Handling    Grasping	X    X    X    X	Temperature Changes    Wetness    Humidity    Extreme Noise or Vibration	X    X    X	X
Twisting	X	Exposure to Chemicals	X
                    
Feeling	X	Exposure to Gases and Fumes	X
Talking	X	Exposure to Unpleasant Odors	X
Hearing	X Exposure to bodily fluids	X
Repetitive Motion	X	Exposure to dampness	X
Hand/Eye/Foot Coordination	X	Confinement to Small or Restricting Area	X
Visual Acuity/Near	X	Mechanical Hazards	X
Visual Acuity/Far	X	Physical danger or abuse	X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. 
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary. 
 
Prepared on: 
 
July 26, 2022 





Email To A Friend
Print Version

Openings as of 4/9/2025

Middle School Principal

JobID: 2999

Position Type:
  Administration/Principal


Date Posted:
  3/10/2025


Location:
  North End Middle School


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
  
 
JOB CLASSIFICATION TITLE
Principal (Middle)
 
DEPARTMENT
Academics
 
INCUMBENT NAME
 
 
 
 
BARGAINING UNIT CLASSIFICATION
School Administrators of Waterbury
 
REPORTS TO:
Receives administrative direction from the Superintendent or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for providing instructional leadership and planning, organizing, directing, and controlling the full-time educational program at one of the District’s middle schools.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. A Master’s degree in education or related field plus five (5) years of professional level experience in an educational setting.
 
Special Experience:
 
1. Two (2) years of the General Experience must have been in an administrative capacity over professional certified staff.
 
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. A Master’s degree in education or related field plus eighteen (18) semester hours of graduate credit and completion of fifty (50) school months of successful teaching or service employment as identified in State of Connecticut, Regulation of State Board of Education, Sec. 10-145d-574 (a - f).
2. Connecticut State Board of Education certification as an Intermediate Administrator/Supervisor (092) will be required at time of appointment.
3. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator’s License.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
1. Administrators in this job class must complete all State CEU requirements for re-certification.
 
 
APPLICATION PROCESS: Interested internal candidates must send/attach their resume, statement of interest and a copy of their current certification as part of their application through the City of  Waterbury Public Schools Frontline Recruiting and Hiring Portal. 

SEE ATTACHED JOB DESCRIPTION FOR MORE DETAILS REGARDING THIS IMMEDIATE TRANSFER OPPORTUNITY
  
 


Attachment(s):
• Principal (Middle).pdf



Email To A Friend
Print Version

Openings as of 4/9/2025

Substitute Teacher – Adult Education

JobID: 1632

Position Type:
  Adult Education


Date Posted:
  12/19/2019


Location:
  Adult Education


Date Available:
  Immediate after hire


Closing Date:
  until filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
  
 
JOB CLASSIFICATION TITLE
Substitute Teacher – Adult Education
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME:
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
Exempt, $35.00 per hr. M-F, 8am-1pm

PART I - SUMMARY OF CLASSIFICATION
 
In the absence of the assigned Teacher, this class is accountable for facilitating learning, academic achievement and personal development by providing instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
 
1. Possession of a Bachelor’s degree from an accredited university or college.
 
Special Requirement:
 
2. 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).
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
 
• Knowledge of core curriculum areas for which the substitute teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences; 
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Excellent listening skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to communicate effectively, both orally and in writing; 
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
Not applicable
 
PART IV - ESSENTIAL FUNCTIONS
 
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
 
• Assumes all of teacher’s normally assigned duties when a teacher is absent including, but not limited to, instructional, extracurricular, cafeteria, hall, and bus duty; 
• Collects and places students’ papers in regular teacher’s desk;
• Communicates, collaborates, and cooperates with colleagues, supervisors, and students; 
• Completes a Substitute Teacher Report Form for the regular classroom teacher;
• Completes evaluation at the end of the day, and checks out with authorized personnel prior to leaving at the end of the day;
• Complies with all building procedures and schedules; 
• Complies with and supports school and regulations and Board policies;
• Consults with the principal and/or staff to resolve questions and/or concerns;
• Consults, as appropriate, with the principal or department or grade level head, before initiating any teaching or other procedures not specified in the lesson plans;
• Determines if services will be required for the next school day;
• Develops and maintains a positive learning environment;
• Dismisses all students from the classroom before leaving the building;
• Encourages community partnerships that enhances District programs and services;
• Ensures the adequate supervision to assure health, welfare, and safety of all students;
• Facilitates critical-thinking, problem-solving, and creativity skills;
• Follows all District and individual school policies, rules and procedures to which regular teachers are subject and which good teaching dictates;
• Follows the teacher’s written lesson plans;
• Helps parents and students understand academic and behavioral objectives;
• Helps students take full advantage of the learning environment (e.g., access and proximity to activities, use of adaptive equipment, etc.);
• Implements effective student management procedures;
• Implements lesson plans, while ensuring the integrity of academic time and in a manner which motivates students to learn and participate;
• Incorporates the effective use of available technology in records management and instructional activities;
• Maintains a discipline and classroom control that fosters a safe and positive environment for all students and staff in accordance with school and District policies;
• Maintains accurate records and submits reports on time;
• Maintains and respects confidentiality of student and school personnel information;
• Maintains appropriate records including checking test papers, recording grades, student assignments for homework, projects and the necessary clerical work required to maintain student records for a teacher who is absent; 
• Maintains high standards and upholds the student conduct code;
• Maintains, as fully as possible, the established routines and procedures of the school and classroom to which assigned; 
• Makes the absent teacher aware of special situations or problems encountered;
• Manages student learning in accordance with the goals and directives of the school;
• Models non-discriminatory practices in all activities;
• Organizes students for effective instruction;
• Prepares a written summary of work completed; 
• Promotes a favorable image of the District;
• Promotes the proper use and care of school property;
• Provides for individualized and small group assistance for students as indicated by lesson plans; 
• Provides guidance, communicates high expectations, and shows an active interest in student progress;
• Remains in assigned classroom until all students have been dismissed for the day; 
• Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible;
• Reports to office upon arrival at school, checks mailbox of absent teacher for materials requiring immediate attention, and requests clarification of school rules and procedures, if necessary;
• Reports to the principal or school secretary upon arrival at the school; 
• Returns instructional materials, equipment, and keys to proper place;
• Reviews with principal or designee, all plans, duties and schedules to be followed during the teaching day, teaches the outlined lesson, maintains as fully as possible the established routines and procedures of the school and classroom to which he/she is assigned; 
• Stimulates student interest;
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;
• Teaches scheduled classes; 
• Upholds Board policies and follows administrative procedures;
• Upholds computer technology acceptable use policies;
• Varies instructional techniques to address individual learning styles;
• Works cooperatively with other teachers;
• Performs other related duties as assigned.
 
 

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




Email To A Friend
Print Version

Openings as of 4/9/2025

Adult Education Certified Instructor - Science

JobID: 2538

Position Type:
  Adult Education


Date Posted:
  5/18/2023


Location:
  Adult Education


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Adult Education
Science Teacher

 
Examples of Duties and Responsibilities: (not limited to those duties listed below)  
• Plan and prepare throughout the year for goal-oriented, curricula aligned instruction.  Submit weekly lesson plans, which reflect the curriculum and addresses learning needs and styles
• Adapt the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student.  Integrate technology into classroom instruction.
• Adapt content material and methods to develop relevant sequential activities that guide and challenge students.
• Provide a classroom environment that is conducive to learning.  Establish and maintain standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational /linguistic backgrounds.
• Teach content area to effect the planned student growth as designated in the curriculum.  Continuously monitor evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum.  Maintain records of assessment.
• Interact cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals.
• Utilize textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction.
• Maintain accurate, up-to-date daily records of student progress and attendance.
• Openly support and abide by all school policies and procedures.
• Perform other duties as required by the Adult Education Program Principal.
   
Qualifications:  BA and Valid State of Connecticut Teaching Certification for grades 7-12; 034 general science or 033, 032, 031
SALARY/BENEFITS/WORK YEAR: 
 
Monday – Friday, 7:50 a.m – 1:15 p.m    School Year (10 months)
 
Salary: $34 per hour    No benefits
 
Note:  This is a Part-Time, non-union Grant Funded position which will exist as long as funds are available.
 
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Adult Education Certified Instructor - English

JobID: 2545

Position Type:
  Adult Education


Date Posted:
  5/22/2023


Location:
  Adult Education


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION TITLE
Teacher (Adult Education High School English)
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME
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
10-Month; Part-Time; 6:00p.m. -9:00 p.m. Tues/Thurs, $34.00 Per Hour. Note: This is a part-time, non-union grant-funded position that exists as long as grant funds are available.

PART I - SUMMARY OF CLASSIFICATION 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination.
 
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. Connecticut State Board of Education certification as an English Teacher (015), grades 7-12 will be required at time of appointment.
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle Driver’s license. 
D. CONTINUING EDUCATION REQUIREMENTS:
 
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 health, 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 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, 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. 
• Adapts content material and methods to develop relevant sequential activities that guide and challenge students;
• Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student;
• Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS);
• Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum;
• 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, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects;
• Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds;
• 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 principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans;
• Integrates technology into classroom instruction;
• Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals;
• Maintains accurate, up-to-date daily records of student progress and attendance;
• Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
• Maintains professional competence through participation in professional development activities provided by Adult Education, ATDN, CAACE, and self-selected professional growth activities;
• Maintains records of assessment;
• Openly supports and abides by all school policies and procedures;
• Participates in staff development and professional growth activities, as required;
• 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;
• Plans and prepares throughout the year for goal-oriented, curricula aligned instruction;
• Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds;
• 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, 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;
• Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles;
• Teaches content area to effect the planned student growth as designated in the curriculum. 
• Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction;
• 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.
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Teacher - Adult Education - Culinary Arts

JobID: 2329

Position Type:
  Adult Education


Date Posted:
  6/9/2022


Location:
  Adult Education


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
  
JOB CLASSIFICATION TITLE
Teacher (Culinary Arts)
 
DEPARTMENT
Adult Education
 
INCUMBENT NAME
Grants
  
BARGAINING UNIT CLASSIFICATION
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
10 months, 30 hours. $34.00/hour. Note: This is a part time, non-union grant-funded position with no benefits that exists as long as grant funds are available.

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for instructional planning and delivery in the culinary arts in order to equip students with the skills necessary for success in future careers in the food service and production industry.
 
Guidelines for Class Use: A Culinary Arts Teacher serves as a classroom leader who works to provide exceptional instruction that affords all students the opportunity to excel academically and meet grade level standards. The Culinary Arts Teacher will bring content-specific expertise to instructional planning and delivery in order to equip students with the skills necessary for success in future careers in the food service and production industry as evidenced by students receiving certification. This teacher will deliver specified instruction in the areas of food safety, commercial production and culinary arts. Through this role, the Culinary Arts Teacher will work to increase student achievement levels by consistently setting rigorous academic and behavioral goals for students, monitoring progress toward these goals, and adjusting course when necessary. The Culinary Arts Teacher will work to actively build positive and beneficial relationships with parents, guardians and community members in order to positively impact students.
 
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 have five (5) years of work experience in the area of culinary arts, nutrition, dietetics. and/or hospitality management.
3. Must Possess Family Consumer Science Certification (098 with “Culinary Arts” write in)
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 and 098 Trade and Industrial Occupations endorsement or other 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. 
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 within the field of commercial foods production;
• Considerable knowledge of culinary arts core curriculum area;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge and appropriate use of large commercial kitchen equipment;
• Knowledge and skills in culinary arts programs or restaurant management;
• Knowledge of and ability to follow Board of Education policies and procedures;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of cost control procedures;
• Knowledge of curriculum and program development;
• Knowledge of industry related software;
• Knowledge of instructional technologies;
• Knowledge of designing 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 project-based learning;
• Knowledge of public relations/marketing practices and methods;
• Some knowledge of community resources;
• Exemplary oral and written communication skills;
• Interpersonal and teamwork skills;
• Excellent listening skills;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in current technologies and word processing, database, presentation, and spreadsheet software, specifically Microsoft Office applications
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in instructing students from diverse cultures and/or backgrounds;
• Skill in integrating technology into curriculum and other educational services;
• Skill in maintaining and developing reports;
• Skill in using authentic assessment to evaluate students’ needs and progress;
• 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 align culinary arts curriculum and instruction to industry standards;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to communicate effectively, verbally and in writing;
• Ability to critically assess challenges and identify effective instructional or behavioral solutions that support the success of each individual student;
• Ability to establish and maintain effective working relationships with other department staff, faculty, students and the public;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to interface with outside food service industry organizations in support of culinary program and events;
• Ability to market culinary arts program to students, staff, parents and business community;
• 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 plan banquet menus, prepare and provide catering for campus, District and community events;
• Ability to provide appropriate instruction in core subject;
• Ability to successfully differentiate instruction in order to meet the needs of all students, including those who are classified as English Language Learners;
• Ability to use data to inform instruction;
• 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.
• Applies and maintains standards of quality operating methods, processes, systems, and procedures;
• Assists with the preparation of course proposals, curriculum updates;
• Attends and actively participates in all professional development, team planning and data analysis meetings;
• Collaborates with the Career and Technical Education Curriculum Supervisor to review and maintain the integrity of department curriculum;
• Consistently implements and enforces rules and consequences in the classroom setting and school-wide;
• Develops new courses, curriculum, instructional materials, and evaluation tools;
• Effectively and innovatively incorporating technological resources into classroom lessons;
• Establishes, maintains and submits accurate student and instructional records in a timely manner;
• Facilitates instruction using alternative delivery methods as needed;
• Implements and effectively modifies instruction aligned to the District’s educational goals by focusing on high standards and achievement for all students;
• Implements changes as necessary to maintain a successful culinary program;
• Informs students in writing of instructional standards; posts and maintains office hours; participates in the assessment of student learning outcomes;
• Maintains partnerships with local area restaurants to assist in arranging field experiences for program students; collaborates college community and area high schools in support of college culinary events, competitions and fairs;
• Maintains written instructional standards;
• Maintains, monitors, and reports students’ grade and attendance records; 
• Participates in culinary course scheduling;
• Plans and delivers content that covers, but is not limited to, food safety and sanitation, commercial food preparation, meal production and planning, customer service, catering, and culinary arts;
• Plans menus, purchases food and other supplies, ensures proper food handling, storage, and sanitation practices; maintains equipment and supply inventory;
• Prepares, leverages and delivers constructive feedback to students aimed at improving their academic performance;
• Provides continuous evaluation of student progress that is consistent with District established goals and policies, and clearly communicates this progress to all necessary stakeholders;
• Reviews and updates course outlines, textbooks, and course procedure sheets for assigned courses; integrates knowledge of industry trends and professional training to continuously improve program quality;
• Reviews and updates course outlines, textbooks, course procedure sheets for culinary courses;
• Serves as a classroom leader by providing high quality, differentiated instruction to students;
• Serves on committees as assigned;
• Sets rigorous academic and behavioral goals for students and invests students in these goals;
• Teaches assigned culinary courses, in accordance with Board of Education policy;
• Tracks student achievement data and using the data to inform instructional planning and delivery; 
• Works with local college staff in support of department grants and assessments;
• 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.
 
 

 
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Adult Ed Certified Instructor - ESL

JobID: 2504

Position Type:
  Adult Education/ESL Teacher


Date Posted:
  3/17/2023


Location:
  Adult Education


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION
  
 
JOB CLASSIFICATION TITLE
Adult Education Certified Teacher - ESL (English as a Second Language)
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME
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
10-Month; 6:00 p.m. - 9:00 p.m. Monday & Wednesday and Tuesday &Thursday;
$34.00 Per Hour. Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available.
 

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing ESL instruction to students to out-of-school youth and adults, in remedial education classes, literacy, or preparatory classes for the General Educational Development examination. 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.  
2. Valid Connecticut Teaching Certificate with endorsement REQUIRED:
   1. 088 Non-English-Speaking Adults OR
   2. 111 Teaching English to Speakers of Other Languages (TESOL), PK-12
 
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. Either 088 Non-English Speaking Adults or 111 Teaching English to Speakers of Other Languages (TESOL), PK-12.
3. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
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 Connecticut 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.
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Adult Education Certified Instructor - Health

JobID: 2882

Position Type:
  Adult Education/Health Teacher


Date Posted:
  7/17/2024


Location:
  Adult Education


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION TITLE
Teacher (Adult Education-Math)
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME
Grants
  
BARGAINING UNIT CLASSIFICATION
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade.
 
FLSA DESIGNATION
10-Month; 6:00 a.m. - 9:00 p.m. Tues & Thurs
$34.00 Per Hour. Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available.

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination.
 
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. Valid Connecticut Teaching Certificate with endorsement REQUIRED:                           
   1. Mathematics grade 7-12 (029) 
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 posession of a valid 029 Mathematics, grades 7-12 Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teching assignment.
2. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Driver’s license. 

D. CONTINUING EDUCATION REQUIREMENTS:
 
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 health, 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. 
• Adapts content material and methods to develop relevant sequential activities that guide and challenge students;
• Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student;
• Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS);
• Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum;
• 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, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating school-wide testing of students;
• Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds;
• 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 principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans;
• Integrates technology into classroom instruction;
• Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals;
• Maintains accurate, up-to-date daily records of student progress and attendance;
• Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
• Maintains professional competence through participation in professional development activities provided by Adult Education, ATDN, CAACE, and self-selected professional growth activities;
• Maintains records of assessment;
• Openly supports and abides by all school policies and procedures;
• Participates in staff development and professional growth activities, as required;
• 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;
• Plans and prepares throughout the year for goal-oriented, curricula aligned instruction;
• Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds;
• 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, 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;
• Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles;
• Teaches content area to effect the planned student growth as designated in the curriculum; 
• Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction;
• 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.
 
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Teacher - Adult Education - Math

JobID: 2462

Position Type:
  Adult Education/Math Teacher


Date Posted:
  12/8/2022


Location:
  Adult Education


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION TITLE
Teacher (Adult Education-Math)
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME
Grants
  
BARGAINING UNIT CLASSIFICATION
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade.
 
FLSA DESIGNATION
10-Month; 8:00 a.m. - 1:00 p.m. Monday-Friday;
$34.00 Per Hour. Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available.

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination.
 
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. Valid Connecticut Teaching Certificate with endorsement REQUIRED:                           
   1. Mathematics grade 7-12 (029) 
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 posession of a valid 029 Mathematics, grades 7-12 Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teching assignment.
2. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Driver’s license. 

D. CONTINUING EDUCATION REQUIREMENTS:
 
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 health, 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. 
• Adapts content material and methods to develop relevant sequential activities that guide and challenge students;
• Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student;
• Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS);
• Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum;
• 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, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating school-wide testing of students;
• Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds;
• 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 principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans;
• Integrates technology into classroom instruction;
• Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals;
• Maintains accurate, up-to-date daily records of student progress and attendance;
• Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
• Maintains professional competence through participation in professional development activities provided by Adult Education, ATDN, CAACE, and self-selected professional growth activities;
• Maintains records of assessment;
• Openly supports and abides by all school policies and procedures;
• Participates in staff development and professional growth activities, as required;
• 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;
• Plans and prepares throughout the year for goal-oriented, curricula aligned instruction;
• Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds;
• 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, 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;
• Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles;
• Teaches content area to effect the planned student growth as designated in the curriculum; 
• Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction;
• 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.
 
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Instructor Adult Education - GED Math

JobID: 2569

Position Type:
  Adult Education/Math Teacher


Date Posted:
  6/20/2023


Location:
  Adult Education


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 (Adult Education – GED Math)
 
DEPARTMENT
Adult Education
 
INCUMBENT NAME
Grants
 
 
 
BARGAINING UNIT CLASSIFICATION
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade.
 
FLSA DESIGNATION
10-Month; 6:00 p.m. - 9:00 p.m. Monday & Wednesday
$34.00 Per Hour. Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available.

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination.
 
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. Valid Connecticut Teaching Certificate with endorsement REQUIRED:                           
   1. External Diploma Program/NonCredit Mandated Programs (107) OR
   2. Mathematics Grades 7-12 (029)
3. Experience in an urban district preferred.
 
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. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Driver’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 

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 health, 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 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;
• 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 be role models for the students and provide an atmosphere that is safe and conducive to learning;
• 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;
 
PART III - POSITION SUPERVISES
 
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.
 
• Adapts content material and methods to develop relevant sequential activities that guide and challenge students;
• Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student;
• Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS);
• Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum;
• 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, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating school-wide testing of students;
• Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds;
• Impart to students a more complete knowledge of the subject matter through the accommodation of varied learning styles, ethnicity, and socioeconomic background of the student population;
• 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 principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans;
• Integrates technology into classroom instruction;
• Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals;
• Maintains accurate, up-to-date daily records of student progress and attendance;
• Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
• Maintains professional competence through coursework and in-service educational activities provided by the District/State;
• Maintains records of assessment;
• Openly supports and abides by all school policies and procedures;
• Participates in staff development and professional growth activities, as required;
• 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;
• Plans and prepares throughout the year for goal-oriented, curricula aligned instruction;
• Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds;
• 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, 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;
• Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles;
• Teaches content area to effect the planned student growth as designated in the curriculum; 
• Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction;
• Performs related duties as required by the Adult Education program Principal.
 

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 4/9/2025

Teacher - Adult Education - Math

JobID: 2570

Position Type:
  Adult Education/Math Teacher


Date Posted:
  6/20/2023


Location:
  Adult Education


Date Available:
  Immediately After Hire


Closing Date:
  Until Position is Filled


  Additional Information:  Show/Hide

Waterbury Public Schools
 
JOB CLASSIFICATION TITLE
Teacher (Adult Education-Math)
 
DEPARTMENT
Teaching and Learning
 
INCUMBENT NAME
Grants
  
BARGAINING UNIT CLASSIFICATION
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade.
 
FLSA DESIGNATION
10-Month; 6:00 a.m. - 9:00 p.m. Tues & Thurs
$34.00 Per Hour. Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available.

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination.
 
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. Valid Connecticut Teaching Certificate with endorsement REQUIRED:                           
   1. Mathematics grade 7-12 (029) 
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 posession of a valid 029 Mathematics, grades 7-12 Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teching assignment.
2. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Driver’s license. 

D. CONTINUING EDUCATION REQUIREMENTS:
 
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 health, 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. 
• Adapts content material and methods to develop relevant sequential activities that guide and challenge students;
• Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student;
• Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS);
• Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum;
• 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, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating school-wide testing of students;
• Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds;
• 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 principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans;
• Integrates technology into classroom instruction;
• Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals;
• Maintains accurate, up-to-date daily records of student progress and attendance;
• Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
• Maintains professional competence through participation in professional development activities provided by Adult Education, ATDN, CAACE, and self-selected professional growth activities;
• Maintains records of assessment;
• Openly supports and abides by all school policies and procedures;
• Participates in staff development and professional growth activities, as required;
• 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;
• Plans and prepares throughout the year for goal-oriented, curricula aligned instruction;
• Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds;
• 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, 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;
• Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles;
• Teaches content area to effect the planned student growth as designated in the curriculum; 
• Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction;
• 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.
 
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Instructor Adult Education - GED Math

JobID: 2464

Position Type:
  Adult Education/Math Teacher


Date Posted:
  12/8/2022


Location:
  Adult Education


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 (Adult Education – GED Math)
 
DEPARTMENT
Adult Education
 
INCUMBENT NAME
Grants
 
 
 
BARGAINING UNIT CLASSIFICATION
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade.
 
FLSA DESIGNATION
10-Month; 8:00 a.m. - 1:00 p.m. Monday-Friday;
$34.00 Per Hour. Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available.

PART I - SUMMARY OF CLASSIFICATION
 
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination.
 
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. Valid Connecticut Teaching Certificate with endorsement REQUIRED:                           
   1. External Diploma Program/NonCredit Mandated Programs (107) OR
   2. Mathematics Grades 7-12 (029)
3. Experience in an urban district preferred.
 
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. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Driver’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 

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 health, 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 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;
• 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 be role models for the students and provide an atmosphere that is safe and conducive to learning;
• 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;
 
PART III - POSITION SUPERVISES
 
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.
 
• Adapts content material and methods to develop relevant sequential activities that guide and challenge students;
• Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student;
• Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS);
• Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum;
• 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, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating school-wide testing of students;
• Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds;
• Impart to students a more complete knowledge of the subject matter through the accommodation of varied learning styles, ethnicity, and socioeconomic background of the student population;
• 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 principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans;
• Integrates technology into classroom instruction;
• Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals;
• Maintains accurate, up-to-date daily records of student progress and attendance;
• Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
• Maintains professional competence through coursework and in-service educational activities provided by the District/State;
• Maintains records of assessment;
• Openly supports and abides by all school policies and procedures;
• Participates in staff development and professional growth activities, as required;
• 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;
• Plans and prepares throughout the year for goal-oriented, curricula aligned instruction;
• Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds;
• 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, 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;
• Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles;
• Teaches content area to effect the planned student growth as designated in the curriculum; 
• Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction;
• Performs related duties as required by the Adult Education program Principal.
 

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 4/9/2025

Intra-District Girls Soccer

JobID: 2598

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  8/23/2023


Location:
  Crosby High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
August 23, 2023
Waterbury Public Schools
 
Job Assignment Title
WCA, Wilby, Kennedy, Crosby-Intramural Coach’s
Girls Soccer - Fall
 
Extracurricular Schedule
Appendix B
 
Division/Department
Athletics
 
STIPEND
$3,937
 
CLOSING DATE
September 13, 2023
 
Reports to:
 
This job assignment receives administrative direction from the Principal or other administrator as assigned.
 
Summary of Assignment
 
This job assignment is accountable for supervising and coordinating athletic and non-athletic activities and games while providing opportunities and support for each participant to develop personal growth and collaborative skills. This support focuses on developing increased self-esteem and fostering an appreciation for the value of serving as a member of a collaborative group.
 
Minimum Education and Experience
 
1. Certificate of Completion for Module 15 from the Connecticut Coaching Education Program.
2. Connecticut State Department of Education Coach permit or Temporary Coach permit.
3. Current CPR and First Aid Certificates.
4. High School diploma or GED.
5. Successful completion of pre-employment process.
6. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
Knowledge, Skills, and Abilities
 
• Knowledge of coaching techniques and human behavior;
• Knowledge of the specific assigned sport;
• Knowledge of the federal, State and Board Policies and regulations regarding student conduct and appropriate disciplinary action;
• Basic skills in equipment repair and maintenance as applicable;
• Coaching skills;
• Effective, active listening skills;
• Organizational and problem-solving skills;
• Public speaking skills;
• Ability to communicate ideas and directives clearly and effectively both orally and in writing;
• Ability to diffuse potentially volatile situations;
• Ability to establish and maintain rapport with students;
• Ability to physically perform essential functions;
• Ability to recognize and treat minor athletic injuries;
• Ability to work assigned hours;
• Ability to work effectively with others;
• Leadership ability;
• Ability to work with individuals from diverse backgrounds.
 
Essential Functions
 
The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties.
 
• Actively recruits participation of all students;
• Advertises and promotes the goals and purposes of the sport/activity;
• Assists in efforts to improve the program;
• Assists players in the care and prevention of injuries;
• Assists the administration in the preparation of written guidelines, rules, regulations, scheduling of activities, preparing bus requisitions for activities both at home and away, and coordination and distribution of master schedules;
• Assists with responsibilities associated with an intramural program;
• Assumes responsibility for the issuance, care and inventory of equipment, supplies, and uniforms;
• Attends and oversees all activities;
• Attends coaches and rules interpretation meetings;
• Collects all uniforms and equipment at the end of the season;
• Communicates with classroom teachers to encourage individual success of each player;
• Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program;
• Coordinates and works with staff and students to provide safe and appropriate use of equipment and facilities;
• Develops and enforces training rules;
• Ensures appropriate attire at practices and events;
• Ensures practice and repetition of fundamentals;
• Ensures proper care of equipment;
• Ensures proper organization of practices and drills;
• Ensures safety of students;
• Ensures that all tasks are completed in a timely manner;
• Ensures the proper conduct and actions of team players at all times;
• Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook;
• Interacts in a positive manner with staff, students, and parents;
• Keeps an inventory of equipment, uniforms, and repair/replacement of all equipment needs;
 
• Maintains respect at all times for confidential information, e.g. student athlete grades for eligibility purposes, etc.;
• Maintains satisfactory attendance;
 
• Makes contacts with the public using tact and diplomacy;
• Participates in awards program and works with administrative staff to establish awards criteria;
• Promotes good public relations through personal appearance, attitude, and conversation;
• Provides a positive learning environment for the athletes;
• Reports all injuries to school nurse or principal
• Responds to routine questions and requests in an appropriate manner;
• Schedules, plans, and conducts all practice sessions and scrimmages as approved by the Principal;
• Serves as a role model for students;
• Stresses good sportsmanship, leadership, respect for school and teachers, fair play, and academic success;
• Teaches and coaches the fundamentals of the sport/activity;
• Verifies that players have turned in physical forms and other necessary paperwork to the school nurse prior to engaging in the sport.
 
Physical and Mental Requirements
 
Individuals appointed to these assignments 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 assignment.
 
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
 
 
Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exist in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. 
Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V
Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply
 
 
 
September 23, 2019
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Intramural Boys Basketball

JobID: 2653

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  10/31/2023


Location:
  Wendell Cross Elementary School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
October 31, 2023
Waterbury Public Schools
 
Job Assignment Title
Wendell Cross Elementary School Intramural Coach
Boys’ Basketball - Winter
 
Extracurricular Schedule
Appendix B
 
Division/Department
Athletics
 
STIPEND
$2,319
 
SEASON LENGTH
9 Weeks
 
CLOSING DATE
November 22, 2023
 
Reports to:
 
This job assignment receives administrative direction from the Principal or other administrator as assigned.
 
Summary of Assignment
 
This job assignment is accountable for supervising and coordinating athletic and non-athletic activities and games while providing opportunities and support for each participant to develop personal growth and collaborative skills. This support focuses on developing increased self-esteem and fostering an appreciation for the value of serving as a member of a collaborative group.
 
Minimum Education and Experience
 
1. Certificate of Completion for Module 15 from the Connecticut Coaching Education Program.
2. Connecticut State Department of Education Coach permit or Temporary Coach permit.
3. Current CPR and First Aid Certificates.
4. High School diploma or GED.
5. Successful completion of pre-employment process.
6. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
Knowledge, Skills, and Abilities
 
• Knowledge of coaching techniques and human behavior;
• Knowledge of the specific assigned sport;
• Knowledge of the federal, State and Board Policies and regulations regarding student conduct and appropriate disciplinary action;
• Basic skills in equipment repair and maintenance as applicable;
• Coaching skills;
• Effective, active listening skills;
• Organizational and problem-solving skills;
• Public speaking skills;
• Ability to communicate ideas and directives clearly and effectively both orally and in writing;
• Ability to diffuse potentially volatile situations;
• Ability to establish and maintain rapport with students;
• Ability to physically perform essential functions;
• Ability to recognize and treat minor athletic injuries;
• Ability to work assigned hours;
• Ability to work effectively with others;
• Leadership ability;
• Ability to work with individuals from diverse backgrounds.
 
Essential Functions
 
The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties.
 
• Actively recruits participation of all students;
• Advertises and promotes the goals and purposes of the sport/activity;
• Assists in efforts to improve the program;
• Assists players in the care and prevention of injuries;
• Assists the administration in the preparation of written guidelines, rules, regulations, scheduling of activities, preparing bus requisitions for activities both at home and away, and coordination and distribution of master schedules;
• Assists with responsibilities associated with an intramural program;
• Assumes responsibility for the issuance, care and inventory of equipment, supplies, and uniforms;
• Attends and oversees all activities;
• Attends coaches and rules interpretation meetings;
• Collects all uniforms and equipment at the end of the season;
• Communicates with classroom teachers to encourage individual success of each player;
• Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program;
• Coordinates and works with staff and students to provide safe and appropriate use of equipment and facilities;
• Develops and enforces training rules;
• Ensures appropriate attire at practices and events;
• Ensures practice and repetition of fundamentals;
• Ensures proper care of equipment;
• Ensures proper organization of practices and drills;
• Ensures safety of students;
• Ensures that all tasks are completed in a timely manner;
• Ensures the proper conduct and actions of team players at all times;
• Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook;
• Interacts in a positive manner with staff, students, and parents;
• Keeps an inventory of equipment, uniforms, and repair/replacement of all equipment needs;
 
• Maintains respect at all times for confidential information, e.g. student athlete grades for eligibility purposes, etc.;
• Maintains satisfactory attendance;
 
• Makes contacts with the public using tact and diplomacy;
• Participates in awards program and works with administrative staff to establish awards criteria;
• Promotes good public relations through personal appearance, attitude, and conversation;
• Provides a positive learning environment for the athletes;
• Reports all injuries to school nurse or principal
• Responds to routine questions and requests in an appropriate manner;
• Schedules, plans, and conducts all practice sessions and scrimmages as approved by the Principal;
• Serves as a role model for students;
• Stresses good sportsmanship, leadership, respect for school and teachers, fair play, and academic success;
• Teaches and coaches the fundamentals of the sport/activity;
• Verifies that players have turned in physical forms and other necessary paperwork to the school nurse prior to engaging in the sport.
 
Physical and Mental Requirements
 
Individuals appointed to these assignments 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 assignment.
           
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
 
 
 
 
 
Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exist in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. 
Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V
Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply
 
 
 
September 23, 2019
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Assistant Boys Swimming

JobID: 2665

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  11/21/2023


Location:
  Kennedy High School


Closing Date:
  Until filled


  Additional Information:  Show/Hide
November 21, 2023
Waterbury Public Schools
 
Job Assignment Title
Kennedy High School-Assistant Coach
 
Extracurricular Schedule
Appendix B
Assistant Boys Swimming- Winter
 
 
Division/Department
Athletics
 
STIPEND
$3,164
 
CLOSING DATE
December 13, 2023
 
Reports to:
This job assignment receives administrative direction from the Head Coach, Director of Sports or other administrator as assigned.
 
Summary of Assignment
 This job assignment is accountable for assisting in instructing student athletes in a specific sports activity and providing leadership in helping each participating student achieve a high level of skill, and appreciation for the values of discipline and sportsmanship and an increased level of self-esteem.
 
Minimum Education and Experience
 
1. Certificate of Completion for Module 15 from the Connecticut Coaching Education Program.
2. Connecticut State Department of Education Coach permit or Temporary Coach permit.
3. Current CPR and First Aid Certificates.
4. High School diploma or GED.
5. Life Guard Certification-Swimming Only.
6. Successful completion of pre-employment process.
7. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
Knowledge, Skills, and Abilities
 
• Knowledge of coaching techniques and human behavior;
• Knowledge of the specific assigned sport;
• Knowledge of the federal, State and Board policies and regulations regarding student conduct and appropriate disciplinary action;
• Basic skills in equipment repair and maintenance as applicable;
• Coaching skills;
• Effective, active listening skills;
• Organizational and problem-solving skills;
• Public speaking skills;
• Ability to communicate ideas and directives clearly and effectively both orally and in writing;
• Ability to diffuse potentially volatile situations;
• Ability to establish and maintain rapport with students;
• Ability to physically perform essential functions;
• Ability to recognize and treat minor athletic injuries;
• Ability to work assigned hours;
• Ability to work effectively with others;
• Leadership ability;
• Ability to work with individuals from diverse backgrounds.
 
Essential Functions
 
The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties.
 
• Assists head coach in planning and scheduling a regular program of practice in season in accordance with District policy and State athletic rules/regulations;
• Assists head coach with end of year inventory and award information as requested;
• Assists head coach with team rosters as requested;
 
• Assists in efforts to improve the program;
 
• Assists in managing athlete behavior during all athletic practices, competitions, and events;
• Assists in overseeing the safety conditions of the facility/area in which assigned sport is conducted at all times, especially, when students are present;
 
• Assists players in the care and prevention of injuries;
 
• Assists the head coach in assigned sport and associated activities;
• Assists the head coach in maintaining necessary attendance forms, accident reports and similar paperwork;
• Assists the head coach in recommending purchase of equipment, supplies and uniforms, as appropriate;
• Assists the head coach, when necessary, in scheduling contests and transportation where applicable;
• Attends clinics, camps, and seminars as required;
• Attends coaches and rules interpretation meetings;
• Coaches individual participants in the skills necessary for achievement in the sport involved;
• Collects all uniforms and equipment at the end of the season;
• Communicates with classroom teachers to encourage individual success of each player;
• Communicates with head coach regarding coaching strategies and procedures;
• Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program;
• Conducts oneself with tact and diplomacy;
• Enforces discipline and sportsmanlike behavior at all times and assists in establishing and overseeing penalties for breach of such standards by individual students;
• Enforces rules and regulations which have been established by the head coach and distributes copies of same to all team members prior to the start of the season;
• Ensures appropriate attire at practices and events;
• Ensures practice and repetition of fundamentals;
• Ensures proper care of equipment;
• Ensures proper organization of practices and drills;
• Ensures safety of students;
• Ensures that all tasks are completed in a timely manner;
• Evaluates assigned programs and submits written reports to the head coach at the conclusion of the season;
• Evaluates players;
• Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook;
• Follows District procedures in establishing performance criteria for eligibility in interscholastic competition in assigned sport;
• Interacts in a positive manner with staff, students, and parents;
• Is encouraged to tape and review game films;
• Maintains complete and accurate records (e.g., attendance forms, file accident reports, etc.);
• Maintains respect at all times for confidential information, e.g., student athlete grades for eligibility purposes, etc.;
• Maintains satisfactory attendance;
• Oversees the condition of the locker room;
• Participates in awards program by distributing awards to the players;
• Plans and schedules with the head coach a regular program of practice in season (including holiday or vacation periods);
• Promotes good public relations through personal appearance, attitude, and conversation;
• Provides a positive learning environment for the athletes;
• Provides for the orderly distribution and collection of all athletic equipment;
• Reports all injuries to school nurse or principal;
• Responds to routine questions and requests in an appropriate manner;
• Serves as a role model for students;
• Shares responsibility with head coach for field or court preparation;
• Submits physical forms and other necessary paperwork to the school nurse prior to engaging in the sport;
• Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.
 
Physical and Mental Requirements
 
Individuals appointed to these assignments 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 assignment.
 
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
 
 
Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exist in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. 
Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V
Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply
 
 
 
 
 
 
 
 
 
September 24, 2019
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Volleyball

JobID: 2771

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  4/1/2024


Location:
  North End Middle School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
April 1, 2024
Waterbury Public Schools
 
Job Assignment Title
Middle School Coach
 
Extracurricular Schedule
Appendix B
North End-Volleyball Coach - Fall
 
Division/Department
Athletics
 
STIPEND
$3,305
 
CLOSING DATE:
April 29, 2024
 
Reports to:
 
This job assignment receives administrative direction from the Director of Sports, Principal, or other administrator as assigned.
 
Summary of Assignment
 
This job assignment is accountable for instructing middle and/or alternate student athletes in a specific sports activity and providing leadership in helping each participating student achieve a high level of skill, and appreciation for the values of discipline and sportsmanship and an increased level of self-esteem.
 
Minimum Education and Experience
 
1. Certificate of Completion for Module 15 from the Connecticut Coaching Education Program.
2. Connecticut State Department of Education Coach permit or Temporary Coach permit.
3. Current CPR and First Aid Certificates.
4. Life Guard Certification-Swimming Only.
5. High School diploma or GED.
6. Successful completion of pre-employment process.
7. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
Knowledge, Skills, and Abilities
 
• Knowledge of coaching techniques and human behavior;
• Knowledge of the specific sport;
• Knowledge of federal, State and Board policies and regulations regarding student conduct and appropriate disciplinary action;
• Basic skills in equipment repair and maintenance as applicable;
• Coaching skills;
• Effective, active listening skills;
• Organizational and problem-solving skills;
• Public speaking skills;
• Ability to communicate clearly and effectively both orally and in writing;
• Ability to diffuse potentially volatile situations;
• Ability to establish and maintain rapport with students;
• Ability to physically perform essential functions;
• Ability to recognize and treat minor athletic injuries;
• Ability to work assigned hours;
• Ability to work effectively with others;
• Coaching ability;
• Leadership ability;
• Ability to work with individuals from diverse backgrounds.
 
Essential Functions
 
The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties.
 
• Assists in efforts to improve the program;
• Assists in scheduling non-league games and officials;
• Assists in the purchase of equipment and supplies;
• Assists players in the care and prevention of injuries;
• Assists preparation of outside facilities for all practice sessions;
• Attends clinics, camps, and seminars as required;
• Attends coaches and rules interpretation meetings;
• Coaches an assigned sport at the middle school level;
• Collects all uniforms and equipment at the end of the season;
• Communicates with classroom teachers to encourage individual success of each player;
• Communicates with head coach regarding coaching strategies and procedures;
• Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program;
• Conducts oneself with tact and diplomacy;
• Develops and enforces training rules;
• Enforces eligibility requirements;
• Ensures appropriate dress at practices and events;
• Ensures practice and repetition of fundamentals;
• Ensures proper care of equipment;
• Ensures proper organization of practices and drills;
• Ensures safety of students;
• Ensures that all tasks are completed in a timely manner;
• Ensures the proper conduct and actions of team players at all times;
• Evaluates players;
• Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook;
• Instructs and supervises team managers in game and practice preparation;
• Interacts in a positive manner with staff, students, and parents;
• Is encouraged to attend varsity and other district sponsored sporting events;
• Is encouraged to tape and review game films;
• Maintains respect at all times for confidential information, e.g., student athlete grades for eligibility purposes, etc.;
• Maintains respect for and support of middle school athletic program;
• Maintains satisfactory attendance;
• Oversees the condition of the locker room;
• Participates in awards program and distributes awards to players;
• Promotes good public relations through personal appearance, attitude, and conversation;
• Provides a positive learning environment for athletes;
• Provides information and reports to Director in a timely manner;
• Reports all injuries to school nurse and/or principal;
• Responds to routine questions and requests in an appropriate manner;
• Responsible for the issuance, care and inventory of equipment, supplies, and uniforms;
• Schedules fundraising activities as approved by the Principal;
• Schedules, plans, and conducts all practice sessions and scrimmages as approved by the Principal;
• Serves as a role model for students;
• Verifies that players have turned in physical forms and other necessary paperwork to the school nurse prior to engaging in the sport.
 
Physical and Mental Requirements
 
Individuals appointed to these assignments 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 assignment.
 
 
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
 
 
 
 
Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exist in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. 
Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V
Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
September 24, 2019
 




Email To A Friend
Print Version

Openings as of 4/9/2025

Repost-JV Boys Soccer

JobID: 2402

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  2/14/2023


Location:
  Crosby High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
February 14, 2023

Waterbury Public Schools
 
Job Assignment Title
Crosby High School-JV Boys Soccer
 
Extracurricular Schedule
Appendix B
Assistant Boys Soccer Coach (with JV Team for entire season)- Fall
 
Division/Department
Athletics
 
STIPEND
$2,757

CLOSING DATE
March 8, 2023
 
Reports to:
This job assignment receives administrative direction from the Head Coach, Director of Sports or other administrator as assigned.
 
Summary of Assignment
 
This job assignment is accountable for assisting in instructing student athletes in a specific sports activity and providing leadership in helping each participating student achieve a high level of skill, and appreciation for the values of discipline and sportsmanship and an increased level of self-esteem.
 
Minimum Education and Experience
 
1. Certificate of Completion for Module 15 from the Connecticut Coaching Education Program.
2. Connecticut State Department of Education Coach permit or Temporary Coach permit.
3. Current CPR and First Aid Certificates.
4. High School diploma or GED.
5. Life Guard Certification-Swimming Only.
6. Successful completion of pre-employment process.
7. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
Knowledge, Skills, and Abilities
 
• Knowledge of coaching techniques and human behavior;
• Knowledge of the specific assigned sport;
• Knowledge of the federal, State and Board policies and regulations regarding student conduct and appropriate disciplinary action;
• Basic skills in equipment repair and maintenance as applicable;
• Coaching skills;
• Effective, active listening skills;
• Organizational and problem-solving skills;
• Public speaking skills;
• Ability to communicate ideas and directives clearly and effectively both orally and in writing;
• Ability to diffuse potentially volatile situations;
• Ability to establish and maintain rapport with students;
• Ability to physically perform essential functions;
• Ability to recognize and treat minor athletic injuries;
• Ability to work assigned hours;
• Ability to work effectively with others;
• Leadership ability;
• Ability to work with individuals from diverse backgrounds.
 
Essential Functions
 
The following identifies the primary and essential functions of the assignment and is not intended to be an exhaustive listing of all duties.
 
• Assists head coach in planning and scheduling a regular program of practice in season in accordance with District policy and State athletic rules/regulations;
• Assists head coach with end of year inventory and award information as requested;
• Assists head coach with team rosters as requested;
 
• Assists in efforts to improve the program;
 
• Assists in managing athlete behavior during all athletic practices, competitions, and events;
• Assists in overseeing the safety conditions of the facility/area in which assigned sport is conducted at all times, especially, when students are present;
 
• Assists players in the care and prevention of injuries;
 
• Assists the head coach in assigned sport and associated activities;
• Assists the head coach in maintaining necessary attendance forms, accident reports and similar paperwork;
• Assists the head coach in recommending purchase of equipment, supplies and uniforms, as appropriate;
• Assists the head coach, when necessary, in scheduling contests and transportation where applicable;
• Attends clinics, camps, and seminars as required;
• Attends coaches and rules interpretation meetings;
• Coaches individual participants in the skills necessary for achievement in the sport involved;
• Collects all uniforms and equipment at the end of the season;
• Communicates with classroom teachers to encourage individual success of each player;
• Communicates with head coach regarding coaching strategies and procedures;
• Complies with Board policies and District procedures in the development and maintenance of the interscholastic athletics program;
• Conducts oneself with tact and diplomacy;
• Enforces discipline and sportsmanlike behavior at all times and assists in establishing and overseeing penalties for breach of such standards by individual students;
• Enforces rules and regulations which have been established by the head coach and distributes copies of same to all team members prior to the start of the season;
• Ensures appropriate attire at practices and events;
• Ensures practice and repetition of fundamentals;
• Ensures proper care of equipment;
• Ensures proper organization of practices and drills;
• Ensures safety of students;
• Ensures that all tasks are completed in a timely manner;
• Evaluates assigned programs and submits written reports to the head coach at the conclusion of the season;
• Evaluates players;
• Follows all applicable State laws and CIAC regulations as outlined in the CIAC Handbook;
• Follows District procedures in establishing performance criteria for eligibility in interscholastic competition in assigned sport;
• Interacts in a positive manner with staff, students, and parents;
• Is encouraged to tape and review game films;
• Maintains complete and accurate records (e.g., attendance forms, file accident reports, etc.);
• Maintains respect at all times for confidential information, e.g., student athlete grades for eligibility purposes, etc.;
• Maintains satisfactory attendance;
• Oversees the condition of the locker room;
• Participates in awards program by distributing awards to the players;
• Plans and schedules with the head coach a regular program of practice in season (including holiday or vacation periods);
• Promotes good public relations through personal appearance, attitude, and conversation;
• Provides a positive learning environment for the athletes;
• Provides for the orderly distribution and collection of all athletic equipment;
• Reports all injuries to school nurse or principal;
• Responds to routine questions and requests in an appropriate manner;
• Serves as a role model for students;
• Shares responsibility with head coach for field or court preparation;
• Submits physical forms and other necessary paperwork to the school nurse prior to engaging in the sport;
• Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.
 
Physical and Mental Requirements
 
Individuals appointed to these assignments 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 assignment.
 
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
 
 
Vacancy will be filled by qualified active Teacher in the WTA bargaining unit working at the building where the vacancy exists in accordance to Article 10(2) and 10(6)(a). If there is no qualified active teacher applying as noted above, then the vacancy shall be filled by qualified active teachers who work within the school district. 
Waterbury Public School District is an Equal Opportunity/Affirmative Action Employer M/F/H/V
Candidates from diverse racial, ethnic and cultural backgrounds are encouraged to apply
 




Email To A Friend
Print Version