Positions Available as of 09/18/2026

Academic Positions

Posting Closes September 22, 2026, at 11:59 p.m.

Please click the link below to view the job description and apply on CT JobAps:

Science Instructor – Prince Tech

General description of the position:

A CTECS Math instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in Mathematics e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):

  • State of Connecticut teaching certificate
    • Active State of Connecticut teaching certificate (#029 Mathematics 7-12).
  • Minimum of a Bachelor’s degree from an accredited four-year university or college.
  • Well versed in all high school math curricula.
  • Professional experiences related to the field of teaching Mathematics.
  • 21st century standards-based lesson planning aligned to the CT Core Standards in Mathematics.
  • Experience with varied assessments to inform instruction and promote learning.
  • Ability to foster and facilitate learning and classroom management.
  • Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
  • Effective, active listening skills.
  • Ability to work effectively and collaboratively with others.
  • Organizational and problem solving skills.
  • Excellent public relations skills.
  • Entry-level computer skills including Microsoft Office and Google Products.
  • Preferred candidates will be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.

Supervisor: School Principal and Assistant Principal

Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents and colleagues
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform.  Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1:  Planning and Preparation

  • Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
  • Knowledge of Math content and pedagogy of high school Mathematics  curricula
  • Understand the varied needs of each student
  • Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
  • Set instructional goals and outcomes
  • Knowledge and use of varied instructional practices and resources
  • Effectively design instructional learning opportunities
  • Effectively design assessments

Responsibility Area #2:  Classroom Environment

  • Develop mutual respect and rapport with students
  • Establish a culture for learning
  • Manage classroom procedures
  • Positively manage student behavior
  • Organize physical space to maximize learning opportunities

Responsibility Area #3:  Instruction 

  • Effectively communicate with students
  • Effectively use questioning and discussion techniques
  • Keep students intellectually engaged
  • Follow the scope and sequence of the approved CTECS instructional program and curriculum
  • Design instruction to meet the needs of all students through both individual and small group settings as needed
  • Utilize assessments on an on-going basis to design clear and specific learning tasks
  • Demonstrate flexibility and responsiveness

Responsibility Area #4:  Professional Responsibilities

  • Reflect on teaching practices
  • Maintain accurate records
  • Maintain effective and on-going communication with students and their families
  • Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
  • Participate in professional communities
  • Demonstrate growth in professional craft
  • Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
  • Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
  • Maintain a positive school community image that encourages ethical student behavior
  • Maintain confidentiality concerning personnel, student, and operational concerns of the district
  • Report all cases of suspected child abuse to appropriate school personnel and authorities

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 24, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

General Description of the position:

A CTECS Special Education Instructor is responsible for the education of students with and without disabilities and the case management of students with disabilities by employing a variety of teaching practices that reflect high learning expectations and current pedagogy of teaching and learning methods, differentiated instructional strategies, and assistive technology in all discipline areas including, but not limited to the following: making accommodations and/or modifications to the curriculum and working collaboratively with content area teachers to ensure equity to all students, fostering a gradual release of responsibility, fostering student discourse, encouraging and supporting self-advocacy, designing and assessing transition needs, engaging in parent and community outreach, consultation, and collaboration, creation of a student centered classroom environment that is conducive to learning, being knowledgeable in administering a variety of assessment batteries, and participation in professional learning. 

Qualifications required, (education, degrees, certification, licensing, skills, knowledge, abilities, specialized training etc…)

  • State of Connecticut Teaching Certificate
    • Active state of Connecticut Teaching Certificate (#065, #165 or #265)
  • Minimum of a bachelor’s degree from an accredited four-year university or college.
  • Professional experiences related to special education. 
  • 21st Century standards-based lesson planning aligned to the CT Core Standards. 
  • Experience with varied assessments to inform instruction and promote learning. 
  • Ability to foster and facilitate learning, classroom management, behavior intervention plans, and transition. 
  • Ability to communicate ideas and directives clearly and effectively, both orally and in writing. 
  • Effective, active listening skills. 
  • Excellent public relations skills. 
  • Entry level computer skills including Microsoft Office and Google Products. 
  • Preferred candidates will have experience in teaching or substitute teaching and demonstrate methods of delivering lessons assessing student knowledge and technology use. This may include involvement in community/student activities. 

Supervisor: School Principal and Assistant Principal

Hours/Time Requirements: 

188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information: http://svft.ct.aft.org/svft-contract 

Working Conditions

  • Interaction among adolescents and adults
  • Repetitive hand motion such as computer keyboard typing, calculator, and writing
  • Regular requirement to sit, stand, walk, read, hear, speak, reach, stretch with hands or arms, crouch, bend, kneel, climb, and/or stoop. 
  • Frequent interruption of duties by staff, students, visitors, parents, and/or telephones
  • Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds. 

The following essential duties, responsibilities, and functions that the employee must be able to perform including mental and/or physical requirements where applicable are described and quantified below:

Responsibility Area 1: Planning, Preparation, and Case Management

  • Case manages students as assigned by building leadership
  • Demonstrate skills in the areas of reading, writing, and mathematics
  • Plan instruction with necessary modifications and/or accommodations to the curriculum with a progress monitoring system to ensure students achieve their IEP goals and objectives. 
  • Engage in intentional co-planning with academic and trade instructors to prepare lesson plans that achieve clear objectives, utilize appropriate techniques, and serve the needs of all learners in the classroom through differentiation and the use of accommodations and modifications. 
  • Effectively organize time, space, materials, and equipment for instruction.
  • Maintain accurate and up to date special education records as required by district, state, and federal laws. 
  • Facilitate PPT meetings and be prepared with the required documentation to illustrate student progress. 
  • Develop and monitor students’ IEPS. 
  • Design, plan, conduct, and write triennial evaluations for students using various assessment methods. 
  • Have a strong knowledge base with transitional assessments, planning, and instruction. 
  • Assist related service providers with necessary data for the collection and implementation of Functional Behavioral Assessments and Behavior Intervention Plans. 
  • Encourage and maintain the cooperative involvement and support of parents and the community. 

Responsibility Area 2: Classroom Environment

  • Manage classroom and individual student behavior to maintain a positive learning environment and prepare students to meet the behavioral expectations necessary to join and maintain employment in the skilled workforce in Connecticut.
  • Maintain a positive school community that encourages ethical student behavior. 
  • Educate and help students to develop positive self-concept and problem-solving skills. 
  • Follow safety regulations and protocols on school grounds, in the classrooms, and in the shops. 

Responsibility Area 3: Instruction

  • Effectively implement instructional plans and use appropriate instructional techniques including technology and other methods to actively engage students in the learning process. 
  • Effectively plan for accommodated and/or modified lessons in both academic and trade courses. 
  • Effectively and actively co-teach with other instructors in the academic and trade classrooms. 
  • Effectively communicate with students, families, and co-teachers. 
  • Effectively design instruction, materials, and assessments which incorporate accommodations and modifications to meet the individual needs of students with and without disabilities in the classroom. 
  • Effectively monitor and assess instruction, student needs, and progress to make necessary adjustments to meet the needs of students with and without disabilities in the academic and trade classrooms. 
  • Facilitate the self-advocacy skills and the independence of the student as a learner. 

Responsibility Area 4: Professional Responsibilities

  • Reflect on teaching practices
  • Maintain accurate records
  • Maintain effective and ongoing communication with students, families, and other professionals in the school and community. 
  • Participate in building and district level professional development and collaboration including working with various committees, professional learning communities, and departments to ensure equity for learners with and without disabilities. 
  • Demonstrate professionalism by adhering to the Connecticut Code of Professional Responsibility. 
  • Implement the CTECS Board of Education and Administrative policies, rules, regulations, and directives. 
  • Maintain a positive and appropriate school community image that encourages ethical and appropriate student behavior.
  • Maintain confidentiality concerning personnel, student, and operational concerns of the district. 
  • Report all cases of suspected child abuse and/or neglect to appropriate school personnel and authorities. 

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 24, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

General description of the position:

A CTECS English instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in English e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):

  • State of Connecticut teaching certificate
    • Active State of Connecticut teaching certificate (#015 English 7-12)
  • Minimum of a Bachelor’s degree from an accredited four-year university or college.
  • Professional experiences related to the field of teaching English.
  • 21st century standards-based lesson planning aligned to the CT Core Standards in English Language Arts.
  • Experience with varied assessments to inform instruction and promote learning.
  • Ability to foster and facilitate learning and classroom management.
  • Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
  • Effective, active listening skills.
  • Ability to work effectively and collaboratively with others.
  • Organizational and problem solving skills.
  • Excellent public relations skills.
  • Entry-level computer skills including Microsoft Office and Google Products.
  • Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.

Supervisor: School Principal and Assistant Principal

Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents and colleagues
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform.  Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1:  Planning and Preparation

  • Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
  • Knowledge of English content and pedagogy of all high school English curricula
  • Understand the varied needs of each student
  • Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
  • Set instructional goals and outcomes
  • Knowledge and use of varied instructional practices and resources
  • Effectively design instructional learning opportunities
  • Effectively design assessments

Responsibility Area #2:  Classroom Environment

  • Develop mutual respect and rapport with students
  • Establish a culture for learning
  • Manage classroom procedures
  • Positively manage student behavior
  • Organize physical space to maximize learning opportunities

Responsibility Area #3:  Instruction 

  • Effectively communicate with students
  • Effectively use questioning and discussion techniques
  • Keep students intellectually engaged
  • Follow the scope and sequence of the approved CTECS instructional program and curriculum
  • Design instruction to meet the needs of all students through both individual and small group settings as needed
  • Utilize assessments on an on-going basis to design clear and specific learning tasks
  • Demonstrate flexibility and responsiveness

Responsibility Area #4:  Professional Responsibilities

  • Reflect on teaching practices
  • Maintain accurate records
  • Maintain effective and on-going communication with students and their families 
  • Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
  • Participate in professional communities
  • Demonstrate growth in professional craft
  • Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
  • Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
  • Maintain a positive school community image that encourages ethical student behavior
  • Maintain confidentiality concerning personnel, student, and operational concerns of the district
  • Report all cases of suspected child abuse to appropriate school personnel and authorities

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 18, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

General description of the position:

A CTECS Art instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in Art e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):

  • Active State of Connecticut teaching certificate (#042 Art PK-12) 
  • Minimum of a Bachelor’s degree from an accredited four-year university or college.
  • Professional experiences related to the field of teaching Art.
  • 21st century standards-based lesson planning aligned to the CT Arts Standards and CT Core Standards in English Language Arts.
  • Experience with varied assessments to inform instruction and promote learning.
  • Ability to foster and facilitate learning and classroom management.
  • Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
  • Effective, active listening skills.
  • Ability to work effectively and collaboratively with others.
  • Organizational and problem solving skills.
  • Excellent public relations skills.
  • Entry-level computer skills including Microsoft Office and Google Products.
  • Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.

Supervisor: School Principal and Assistant Principal

Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents and colleagues
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform.  Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1:  Planning and Preparation

  • Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
  • Knowledge of Art media and content and pedagogy of all high school Art curricula
  • Understand the varied needs of each student
  • Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
  • Set instructional goals and outcomes
  • Knowledge and use of varied instructional practices and resources
  • Effectively design instructional learning opportunities
  • Effectively design assessments

Responsibility Area #2:  Classroom Environment

  • Develop mutual respect and rapport with students
  • Establish a culture for learning
  • Manage classroom procedures
  • Positively manage student behavior
  • Organize physical space to maximize learning opportunities

Responsibility Area #3:  Instruction 

  • Effectively communicate with students
  • Effectively use questioning and discussion techniques
  • Keep students creatively and intellectually engaged
  • Follow the scope and sequence of the approved CTECS instructional program and curriculum
  • Design instruction to meet the needs of all students through both individual and small group settings as needed
  • Utilize assessments on an on-going basis to design clear and specific learning tasks
  • Demonstrate flexibility and responsiveness

Responsibility Area #4:  Professional Responsibilities

  • Reflect on teaching practices
  • Maintain accurate records
  • Maintain effective and on-going communication with students and their families 
  • Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
  • Participate in professional communities
  • Demonstrate growth in professional craft
  • Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
  • Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
  • Maintain a positive school community image that encourages ethical student behavior
  • Maintain confidentiality concerning personnel, student, and operational concerns of the district
  • Report all cases of suspected child abuse to appropriate school personnel and authorities

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 24, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

General description of the position:

A CTECS TESOL instructor is a teacher of the English language to speakers of other languages who employs teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in teaching English as a second language e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):

  • State of Connecticut teaching certificate
    • Active State of Connecticut teaching certificate (#111 TESOL)
  • Minimum of a Bachelor’s degree from an accredited four-year university or college.
  • Well versed in national and regional policies for teaching English as a second language.
  • Professional experiences related to the field of teaching English Learner (EL) instructional strategies.
  • 21st century standards-based lesson planning aligned to the CT Core (CELP) Standards and ELs.
  • Experience with varied assessments including LAS Links to inform instruction and promote learning.
  • Ability to streamline instructional accommodations and modifications, and progress monitor EL students through ELLevation.  
  • Ability to foster and facilitate learning and classroom management.
  • Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
  • Ability to create individualized educational plans based on each student’s language needs (oral, literacy, comprehension).
  • Effective, active listening skills.
  • Ability to work effectively and collaboratively with others in planning instruction and assessment.
  • Organizational and problem solving skills.
  • Excellent public relations skills.
  • Entry-level computer skills including Microsoft Office and Google Products.
  • Preferred candidates will be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.

Supervisor: School Principal and Assistant Principal

Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.

Working Conditions:

  • Interaction among adolescents and colleagues 
  • Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
  • Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
  • Frequent interruption of duties by staff, students, visitors and/or telephone
  • Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds

Essential duties and responsibilities. Functions that the employee must be able to perform.  Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1:  Planning and Preparation

  • Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate  techniques, and serve the needs of all learners in the classroom through differentiation
  • Knowledge of various methods of teaching the English language to multilingual learners
  • Understand the varied needs of each student
  • Culturally responsive pedagogy
  • Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
  • Set instructional goals and outcomes
  • Knowledge and use of varied instructional resources
  • Effectively design instructional learning opportunities
  • Effectively design assessments

Responsibility Area #2:  Classroom Environment

  • Develop mutual respect and rapport with students
  • Establish a culture for learning
  • Manage classroom procedures
  • Positively manage student behavior
  • Organize physical space to maximize learning opportunities

Responsibility Area #3:  Instruction 

  • Effectively communicate with students
  • Effectively use questioning and discussion techniques
  • Culturally responsive pedagogy
  • Keep students intellectually engaged
  • Follow the scope and sequence of the approved CTECS instructional program and curriculum
  • Design instruction to meet the needs of all students through both individual and small group settings as needed
  • Utilize assessments on an on-going basis to design clear and specific learning tasks
  • Demonstrate flexibility and responsiveness

Responsibility Area #4:  Professional Responsibilities

  • Reflect on teaching practices
  • Maintain accurate records
  • Maintain effective and on-going communication with students and their families 
  • Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
  • Participate in professional communities
  • Demonstrate growth in professional craft
  • Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
  • Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
  • Maintain a positive school community image that encourages ethical student behavior
  • Maintain confidentiality concerning personnel, student, and operational concerns of the district
  • Report all cases of suspected child abuse to appropriate school personnel and authorities

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 24, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

Trade Positions

General description of the position

A CTECS Electrical instructor is responsible for planning, conducting and assessing instructional activities – to include safety, proper use of tools, math, and all equipment and components related to the Electrical trade.  In addition, the instructor must maintain educational records; inventory and tool control logs; track achievement of desired program outcomes by coordinating and administering tests in accordance with accepted reporting procedures; developing alternative instruction for individualized and independent study. The CTECS Electrical instructor is responsible for educating students on theoretical and performance-based topics related to Residential, Commercial and Industrial Electrical. The CTECS Electrical Program instructor instructs students in the ability to apply technical knowledge and skills to install, operate, maintain, and repair electric apparatus and systems such as residential, commercial, and industrial electric-power, and DC and AC motors, controls and electrical distribution panels.  Low voltage wiring including CAT 6 is taught and practiced, along with instruction and use of test equipment.  The instructor will instruct the student/s on the safe use of the hand/portable tools and materials of the trade; proper use of materials, theory for planning, layout, fabrication, and integration of electrical installation; theory for DC, AC and poly-Phase current transformers, transmission and their application, control and protective devices; safe use of ladders, staging, and scaffolds and national, state and local standards and codes including state licensing requirements. The program is designed to meet the related instruction requirements of an E-2 unlimited electrical apprenticeship.  Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s electrical market.

A department head is a teacher that is an instructional leader who promotes student achievement for all and facilitates the operations of the department. As a Department Head, you are responsible for the duties outlined above, as well as responsibilities related to instructional support, leadership and operations within your department.  

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)

  • An E-1 electrical contractor’s license issued by the State of Connecticut Department of Consumer Protection is required at time of application.
  • Minimum of eight (8) years of relevant, varied, hands-on Electrical experience. 
    • Incumbents in this class must meet the State Board of Education Occupational Subject Endorsement #090 in Electrical requirements to receive initial educator certificate to teach Vocational Education. A #826 endorsement is required for the Electrical Department Head position.
      • High School graduation or possession of a high school equivalency diploma and eight (8) years of employment and/or teaching experience in the subject field.
      • Interested candidates for Department Head openings will need a minimum of twelve credits to qualify for the #826 required certification as per SDE Bureau of certification.
    • Experience must encompass all areas specified in the program description in order to effectively teach the approved electrical curriculum. For a detailed explanation, please reference the Electrical Program Description.
    • Apprentice training, or formal training (specific and affiliated union program training, college or technical institutes) can count up to five years.  Formal training credit should be applied for coursework directly associated with electrical.  Transcript review should determine the percentage of study time devoted to trade and be applied proportionately.  Two thousand (2,000) hours of apprentice training equals one year based on a letter of completion from the Connecticut Department of Labor (CT-DOL OAT).
    • Combined experience cannot be counted to obtain multiple endorsements.  Requirement is eight years for each subject area endorsement.
  • Current OSHA 10- Construction Industry Certification
  • Current First Aid/CPR/AED Certification
  • Connecticut Commercial Driver’s License (CDL) with proper endorsements required to operate a CTECS STV with-in first year of employment
  • Entry-level computer skills including, Microsoft Office and Google Products
  • OSHA Train-the-Trainer (CFR-1926) certification with-in two years of employment 
  • Preferred candidates will have completed VTE 113, VTE 116 and a Special Education course (approved by CT-SDE). 
  • Knowledge of educational principles, methods and techniques; skill in a particular trade or occupation; teaching ability; ability to work effectively with students; ability to express ideas simply and clearly, orally and in writing.
  • Oral and written communication skills; interpersonal skills; ability to provide instructional support; ability to maintain records and charts; ability to prepare reports.
  • Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge and the use of educational technology. This may include involvement in student/community activities as well as help facilitate district-wide and school specific initiatives.  
  • Preferred candidates will be familiar with SEL, differentiated instruction, synchronous and asynchronous learning.
  • Preferred candidates will have had prior connections to the school culture, i.e. CTEAC Member, WBL Sponsor, Job Shadowing Sponsor, and/or PFO Member. 

Supervision Received: Works under the supervision of a School Principal, and Assistant Principal.

Supervision Exercised: Supervises students in classrooms, laboratories, and CTECS shops as well as on off-campus production sites

Hours / Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.

General Statement of Duties

CTECS Electrical Instructors teach courses in the discipline of electrical technologies. They will be required to develop and design lesson and/or unit plans to foster student learning, stimulate class discussions utilizing a variety of pedagogical methods, including but not limited to differentiated instruction, fostering building of relationships, etc. Instructors will provide social emotional support in the learning process and ensure student engagement. Electrical instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Electrical instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Electrical Instructors are required to attend periodic building-level and districtwide meetings and professional development. 

Electrical instructors are required to meet with business and industry partners in an effort to maintain being current in the trade and to keep apprised to the newest technology, as well as providing feedback to district curriculum teams on modern industry practices to adjust curricula when needed. These relationships also connect the program and students to employment and work-based learning opportunities. For more information regarding this, please review your bargaining unit contract for more information (see link above).

CTECS Electrical instructors educate students on proper safety procedures and competencies that are aligned to the current National Electrical Code that are currently adopted in Connecticut. These codes dictate the adopted practice of installation and maintenance of electrical systems. Additionally, instructors in the electrical technology area report to a department head. 

Working Conditions:

CTECS Electrical Instructors are required to incorporate an abundance of teaching methods that are often very practical and include hands-on instruction in the classroom. 

  • Instructors in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Instructors may need to stand for long periods of time, lift, climb, bend, twist and repeat the same movements as dictated by the electrical trade and projects being taught. 
  • Instructors in this technology area are required to use and properly demonstrate the use of ladder/scaffold, hand and power tools used in the electrical trade/s will be required. 
  • CTECS Electrical Instructors will be required to teach in a variety of settings for both theoretical and psychomotor/hands-on training which include, but are not limited to: electrical lab, theory room, off-campus production sites (construction sites which include residential, commercial, and industrial settings), as also on-campus production sites. 
  • CTECS Electrical Instructors work on a variety of sites to complement real-world applications in an effort to bolster curriculum. 
    • These sites include working with established businesses, and construction sites, to connect their students with employment opportunities and resources.
  • Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical construction site environments. 

In addition to above, trade department heads are responsible for the following:

Instructional Support Responsibilities

  1. Assists with the implementation of the instructional program within the department including supporting substitutes.
  2. Assists and monitors in the implementation of the content, aligned to the CTECS district approved materials such as: curriculum, pacing guide, DSA’s, and competency checklists.
  3. Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
  4. Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.

Leadership Responsibilities

  1. Provides clear expectations regarding policies and procedures utilized in the shop, including but not limited to, uniform, student conduct/discipline, equipment uses, safety compliance, clean-up, and inventory controls.
  2. Plans and leads department meetings and PLCs with other departments as well as administration.
  3. Serves on committees when requested and as a liaison between the department, administration and central office.
  4. Organizes and facilitates the Program Advisory Committee (PAC) in accordance with district guidelines, including the recruitment of appropriate members. Increase and document PAC membership annually. Meetings will be held after school hours.
  5. Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, Skills USA, and job shadowing.
  6. Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.

Operational Responsibilities

  1. Manages departmental budgets, prepares, and submits OF-95s for orders, repairs, and maintenance. Manage enrollment and retention plans. Ensures that student credentials are attained and tracked in collaboration with district guidelines. Improvement of summative assessments per year.
  2. Oversees all Student Workforce activities, such as On/Off campus Production, CTECS Facilities Production, WBL, Internships and job shadowing, ensuring that all district procedures are followed.
  3. Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
  4. Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
  5. Ensures all safety training is appropriately completed, required documentation is properly maintained and procedures are followed. Ensures safety within the department; including posting and enforcement of appropriate laboratory safety wear & rules (i.e. uniforms, boots, PPE, etc…).
  6. Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 18, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

General description of the position

A CTECS HVAC instructor is responsible for planning, conducting and assessing instructional activities – to include safety, proper use of tools, math, and all equipment and components related to the HVAC trade.  In addition, the instructor must maintain educational records; inventory and tool control logs; track achievement of desired program outcomes by coordinating and administering tests in accordance with accepted reporting procedures; developing alternative instruction for individualized and independent study. In addition the CTECS HVAC instructor is responsible for educating students on theoretical and performance-based topics related to all aspects of the HVAC and related fields. The CTECS HVAC Program instructor instructs students in the ability to apply technical knowledge and skills to install, operate, maintain, and repair components and control circuits for heating, ventilation, air conditioning and refrigeration equipment, plus theory needed to do wiring, testing and repairing on furnaces, compressors, controls, burners and motors; acquire basic background in sheet metal development, drafting, shop basic equipment, metal and fiberglass fabrication of ductwork, warm air heating and ventilation principles and design, field installation of duct systems and mechanical equipment, blueprint interpretation, oxygen-acetylene welding and electric arc welding; and acquire technical knowledge and mechanical skills to install equipment and piping in a residential central air conditioning system.  This includes items such as cycle, calculating cooling loads, using testing and air balancing instruments, wiring, servicing, and repairing of heating and cooling equipment.  The program is designed to meet the related instruction requirements of an S-2 unlimited heating and cooling apprenticeship.  Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s heating and cooling market.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)

  • An S-1 HVAC contractor’s license issued by the State of Connecticut Department of Consumer Protection is required at time of application. 
  • Minimum of eight (8) years of relevant, varied, hands-on HVAC experience. 
    • Incumbents in this class must meet the State Board of Education Occupational Subject Endorsement #090 in HVAC requirements to receive initial educator certificate to teach Vocational Education. 
      • High School graduation or possession of a high school equivalency diploma and eight (8) years of employment and/or teaching experience in the subject field.
    • Experience must encompass all areas specified in the program description in order to effectively teach the approved HVAC curriculum. For a detailed explanation, please reference the HVAC Program Description.
    • Apprentice training, or formal training (specific and affiliated union program training, college or technical institutes) can count up to five years.  Formal training credit should be applied for coursework directly associated with HVAC.  Transcript review should determine the percentage of study time devoted to trade and be applied proportionately.  Two thousand (2,000) hours of apprentice training equals one year based on a letter of completion from the Connecticut Department of Labor (CT-DOL OAT).
    • Combined experience cannot be counted to obtain multiple endorsements.  Requirement is eight years for each subject area endorsement.
  • Current OSHA 10- Construction Industry Certification
  • Current First Aid/CPR/AED Certification
  • Connecticut Commercial Driver’s License (CDL) with proper endorsements required to operate a CTECS STV with-in first year of employment
  • Entry-level computer skills including, Microsoft Office and Google Products
  • OSHA Train-the-Trainer (CFR-1926) certification with-in two years of employment 
  • Preferred candidates will have completed VTE 113, VTE 116 and a Special Education course (approved by CT-SDE). 
  • Knowledge of educational principles, methods and techniques; skill in a particular trade or occupation; teaching ability; ability to work effectively with students; ability to express ideas simply and clearly, orally and in writing.
  • Oral and written communication skills; interpersonal skills; ability to provide instructional support; ability to maintain records and charts; ability to prepare reports.
  • Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge and the use of educational technology. This may include involvement in student/community activities as well as help facilitate district-wide and school specific initiatives.  
  • Preferred candidates will be familiar with SEL, differentiated instruction, synchronous and asynchronous learning.
  • Preferred candidates will have had prior connections to the school culture, i.e. CTEAC Member, WBL Sponsor, Job Shadowing Sponsor, and/or PFO Member. 

Supervision Received: Works under the supervision of a School Principal, and Assistant Principal.

Supervision Exercised: Supervises students in classrooms, laboratories, and CTECS shops as well as on off-campus production sites

Hours / Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.

General Statement of Duties

CTECS HVAC Instructors teach courses in the discipline of HVAC technologies. They will be required to develop and design lesson and/or unit plans to foster student learning, stimulate class discussions utilizing a variety of pedagogical methods, including but not limited to differentiated instruction, fostering building of relationships, etc. Instructors will provide social emotional support in the learning process and ensure student engagement. HVAC instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. HVAC instructors also collaborate and support colleagues regarding research interests and co-curricular activities. HVAC Instructors are required to attend periodic building-level and districtwide meetings and professional development. 

HVAC instructors are required to meet with business and industry partners in an effort to maintain being current in the trade and to keep apprised to the newest technology, as well as providing feedback to district curriculum teams on modern industry practices to adjust curricula when needed. These relationships also connect the program and students to employment and work-based learning opportunities. For more information regarding this, please review your bargaining unit contract for more information (see link above).

CTECS HVAC instructors educate students on proper safety procedures and competencies that are aligned to the current and relevant NFPA and HVAC-Related ICC body of Codes currently adopted in Connecticut. These codes dictate the adopted practice of installation and maintenance of mechanical systems. Additionally, instructors in the HVAC technology area report to a department head. 

Working Conditions:

CTECS HVAC Instructors are required to incorporate an abundance of teaching methods that are often very practical and include hands-on instruction in the classroom. 

  • Instructors in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Instructors may need to stand for long periods of time, lift, climb, bend, twist and repeat the same movements as dictated by the HVAC trade and projects being taught. 
  • Instructors in this technology area are required to use and properly demonstrate the use of ladder/scaffold, hand and power tools used in the HVAC trade/s will be required. 
  • CTECS HVAC Instructors will be required to teach in a variety of settings for both theoretical and psychomotor/hands-on training which include, but are not limited to: HVAC lab, theory room, off-campus production sites (construction sites which include residential, commercial, and industrial settings), as also on-campus production sites. 
  • CTECS HVAC Instructors work on a variety of sites to compliment real-world applications in an effort to bolster curriculum. 
    • These sites include working with established businesses, and construction sites, to connect their students with employment opportunities and resources.
  • Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical construction site environments.

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 24, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

General description of the position:

A candidate must be able to effectively teach the approved graphics technology curriculum, specifically: design, layout, image manipulation and illustration principles, 2d /3d design, print and web graphics. Candidate must have knowledge using Adobe Creative Suite or similar product. Significant work in digital design and visual graphics. Experience in both Apple and Microsoft platforms is a plus. 

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):

  • Minimum of eight (8) years of relevant, varied, hands-on experience in the graphics field. 
    • Experience must encompass all areas specified in the program description in order to effectively teach the approved Graphics curriculum. For a detailed explanation, please reference the Graphics program description.
    • Formal training (college or technical institutes) can count up to five (5) years.  Formal training credit should be applied for coursework directly associated with graphics.  Transcript review should determine the percentage of study time devoted to trade and be applied proportionately.  
    • Combined experience cannot be counted to obtain multiple endorsements.  Requirement is eight (8) years for each subject area.
  • Connecticut Teacher Certification Occupational Subject Endorsement #090 in Graphics Technology is required. 
  • Current OSHA 10- General Industry Certification.
  • Intermediate-level computer skills including Microsoft Office and Google Products.
  • Preferred candidates will have completed VTE 113, VTE 116, and a Special Education course. 
  • Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.

Supervisor: School Principal and Assistant Principal

Hours/Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.

Working Conditions:

Instructors are required to teach students in a variety of settings; theory and hands-on. In the theoretical education setting, instructors will be required to plan and deliver Graphics related lessons in the laboratory/classroom. Hands-on education will be delivered in the laboratory/classroom also.  Instructors will be required to plan and deliver lessons that include utilizing a variety of design software applications, substrates, finishing equipment and web-delivered content. .  Instructors are also required to attend periodic building level meetings and professional development. Review your bargaining unit contract for more information.

Essential duties and responsibilities. Functions that the employee must be able to perform.  Mental and/or physical requirements should be described and where applicable, quantified:

Graphics instructors are expected to be capable of teaching all aspects of the curriculum. The Graphics program is a mixture of theoretical and hands-on training. The theoretical training will require instructors to plan and deliver information, and then assess the student’s competency. This will be done in a variety of methods, some will include the use of educational technology. Instructors need the basic computer skills to access online curriculum/resources and present lessons to students.

The hands-on portion of the Graphics curriculum will require instructors to possess the technical skill to complete various design and creation tasks.  Along with standing and moving, many tasks will require the ability to bend at the waist, squat, and kneel, as well as work with and manipulate items above the head. Lifting and transporting heavier items can also be expected.

While working in the laboratory environment, the Graphics instructor will be required to use a variety of hand and power tools. This will require the fine and gross motor skills to appropriately manipulate work pieces and tools. The shop projects and operations include, but are not limited to, using basic hand tools and using portable power tools e.g., corded/cordless drills, etc.. 

Participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate student learning. 

INTERNAL TRANSFER APPLICANTS ONLY

Closing Date is September 24, 2026

Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.

The form can be accessed by clicking the following link: https://www.cttech.org/transfer/

Student Support Services

The Connecticut Technical Education and Career System is an affirmative action/equal opportunity employer.

The CTECS is committed to a policy of equal opportunity/affirmative action for all qualified persons and equal access to Boy Scouts of America and other designated youth groups. The CTECS does not discriminate in any employment practice, education program, or educational activity on the basis of age ancestry, color, criminal record (in state employment or licensing)gender identity or expression, genetic information, intellectual disability, marital status, mental disability (past or present) national origin, physical disability (including blindness), race religious creed, retaliation for previously opposed discrimination or coercion, sex (pregnancy or sexual harassment)sexual orientation, veteran status or workplace hazards to reproductive systems, unless there is a bona fide occupational qualifications excluding persons in any of the aforementioned protected classes.

Inquiries regarding the Connecticut Technical Education and Career System’s non discrimination policies and practices should be directed to:

Levy Gillespie
Equal Employment Opportunity Director
State of Connecticut Department of Education
450 Columbus Blvd, Suite 607
Hartford, CT 06103
Levy.Gillespie@ct.gov
(860)-807-2071
(Coordinator for matters related to Affirmative Action/Equal Opportunity Employment and nondiscrimination policies and practices)

Linda Leyhow
Climate, Equity and Title IX Supervisor
Connecticut Technical Education and Career System
39 Woodland St
Hartford, CT 06105
Linda.Leyhow@cttech.org
(860)-807-2106
(Coordinator for matters related to Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973)

U.S. Department of Education
Office for Civil Rights
5 Post Office Square, Suite 900
Boston, Massachusetts 02109-3921
(617) 289-0111
Fax number (617) 289-0150
TTY/TDD (877) 521-2172
(Matters related to race, color, national origin, age, sex and/or disability)