Positions Available as of 8/14/24:
Academic Positions
Posting Closes on August 15, 2024
Please choose the following link to view the job posting and apply on Frontline:
Posting Closes on August 26, 2024
Please choose the following link to view the job posting and apply on Frontline:
Posting Closes on August 27, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on August 27, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on August 27, 2024
Please choose the following link to view the job description and apply on Frontline:
Trade Positions
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.
- 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.
- 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).
- For a list of approved special education courses, please click on this link: CT-SDE Approved SPED Course List
- 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.
Closing date is August 16, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org Faxes may be sent to-CTECS Recruitment 860-706-5756.
General description of the position
A CTECS Mechanical Design and Engineering Technology 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 Mechanical Design and Engineering Technology 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 Mechanical Design and Engineering Technology Instructor is responsible for educating students on theoretical and performance-based topics related to Mechanical Design and Engineering Technology. The CTECS Mechanical Design and Engineering Technology Program instructor prepares students to become workforce ready for a skilled Mechanical Design and Engineering position.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- #090 – Mechanical Design and Engineering Technology valid Connecticut Certification required.
- Applicants must demonstrate a strong background in 2D and 3D computer-aided drafting (CAD) software applications (AutoCAD©/Autodesk, Solid works products preferred) and 3-D modeling/prototype printing.
- Part-time job experience counts half.
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight (8) years for each subject area.
- An applicant will not meet guidelines if he/she cannot demonstrate competence in many of the areas listed in the program description
- Application materials must document eight (8) years, relevant, varied, hands-on Mechanical Design and Engineering Technology experience. It is important that the applicant show evidence of experience that provides the foundation for teaching our students the theoretical knowledge, analytical problems solving, and application skills necessary for entry-level employment in the ever-changing manufacturing environment as well as preparation for post-secondary education. Preferred candidate will have experience in differentiated learning, classroom management, and lesson planning. Preference may be given to those candidates who have completed the following courses at CCSU; VTE 113 and VTE 116 and a Special Education course.
- 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.
- Entry-level computer skills including, Microsoft Office and Google Products preferred.
- OSHA (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).
- For a list of approved special education courses, please click on this link: CT-SDE Approved SPED Course List
- 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 site visits.
Hours / Time Requirements
188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.
General Statement of Duties
CTECS Mechanical Design and Engineering Technology Instructors teach courses in the discipline of Mechanical Design and Engineering Technology 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. Mechanical Design and Engineering Technology instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Mechanical Design and Engineering Technology instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Mechanical Design and Engineering Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.
Mechanical Design and Engineering Technology 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.
Closing date is August 16, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org Faxes may be sent to-CTECS Recruitment 860-706-5756.
General description of the position
A CTECS Mechanical Design and Engineering Technology 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 Mechanical Design and Engineering Technology 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 Mechanical Design and Engineering Technology Instructor is responsible for educating students on theoretical and performance-based topics related to Mechanical Design and Engineering Technology. The CTECS Mechanical Design and Engineering Technology Program instructor prepares students to become workforce ready for a skilled Mechanical Design and Engineering position.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- #090 – Mechanical Design and Engineering Technology valid Connecticut Certification required.
- Applicants must demonstrate a strong background in 2D and 3D computer-aided drafting (CAD) software applications (AutoCAD©/Autodesk, Solid works products preferred) and 3-D modeling/prototype printing.
- Part-time job experience counts half.
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight (8) years for each subject area.
- An applicant will not meet guidelines if he/she cannot demonstrate competence in many of the areas listed in the program description
- Application materials must document eight (8) years, relevant, varied, hands-on Mechanical Design and Engineering Technology experience. It is important that the applicant show evidence of experience that provides the foundation for teaching our students the theoretical knowledge, analytical problems solving, and application skills necessary for entry-level employment in the ever-changing manufacturing environment as well as preparation for post-secondary education. Preferred candidate will have experience in differentiated learning, classroom management, and lesson planning. Preference may be given to those candidates who have completed the following courses at CCSU; VTE 113 and VTE 116 and a Special Education course.
- 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.
- Entry-level computer skills including, Microsoft Office and Google Products preferred.
- OSHA (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).
- For a list of approved special education courses, please click on this link: CT-SDE Approved SPED Course List
- 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 site visits.
Hours / Time Requirements
188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.
General Statement of Duties
CTECS Mechanical Design and Engineering Technology Instructors teach courses in the discipline of Mechanical Design and Engineering Technology 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. Mechanical Design and Engineering Technology instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Mechanical Design and Engineering Technology instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Mechanical Design and Engineering Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.
Mechanical Design and Engineering Technology 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.
Closing date is August 26, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org Faxes may be sent to-CTECS Recruitment 860-706-5756.
General description of the position:
A CTECS Hairdressing and Cosmetology instructor is responsible for educating students on theoretical and performance-based topics related to all aspects of A salon. The CTECS Hairdressing and Cosmetology program includes design, cutting, coloring, multicultural techniques, makeup, fashion trends, and the art of hairdressing.
The department head 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):
- Minimum of eight (8) years of relevant, varied, hands-on cosmetology experience.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved cosmetology curriculum. For a detailed explanation, please reference the Cosmetology Program Description.
- If an applicant shows experience in only a few areas of cosmetology, this demonstrates that he/she cannot teach all areas of curriculum.
- Use of point of sale software.
- Basic understanding of office suite software.
- Hairdressing/cosmetologist license.
- Occupational Subject Endorsement #090 in Cosmetology is required. A #110 endorsement is required for the Cosmetology Department Head or qualify for a Durational Shortage Area Permit (DSAP).
- Current OSHA 10- Construction Industry Certification.
- 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.
In addition to above, trade department heads are responsible for the following:
Instructional Support Responsibilities
- Assists with the implementation of the instructional program within the department including supporting substitutes.
- 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.
- Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles.
- Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth.
Leadership Responsibilities
- 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.
- Plans and leads department meetings and PLCs with other departments as well as administration.
- Serves on committees when requested and as a liaison between the department, administration and central office.
- 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.
- Promotes in industry outreach programs, such as Work-Based Learning (WBL), internships, Skills USA, and job shadowing.
- Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds.
Operational Responsibilities
- 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.
- 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.
- Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
- Ensures that all equipment is properly operational and that all required maintenance and repairs are completed.
- 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…).
- Maintain and submit department records, including trade credentials, student data, and PLC minutes, perform other professional duties as required by the administration.
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 cosmetology related lessons in a classroom setting. Hands-on education will be delivered in a Cosmetology shop setting. In the cosmetology shop (salon) setting, instructors will be required to plan and deliver lessons that include utilizing a variety of methods and techniques related to the cosmetology field. This will include Principles of hair design and cutting and chemical procedures for all types of hair. Instructors are expected to deliver instruction in the areas of skin care and nail care as well. Instructors will assist students in client services and how to provide customer service.
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:
Cosmetology instructors are expected to be capable of teaching all aspects of the Cosmetology curriculum. The Cosmetology 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 Cosmetology curriculum will require instructors to possess the technical skill and physical ability to complete various Cosmetology tasks. Standing and moving around can be expected for a majority of each shift.
While working in the shop atmosphere, the Cosmetology instructor will be required to instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. Establish and enforce rules for behavior and procedures for maintaining order among students. Instructors will be expected to establish and enforce rules for behavior and procedures for maintaining order among students. This position will require the instructor to observe and evaluate students’ performance, behavior, social development, and physical health. The instructor will also be expected to prepare objectives and outlines for courses of study following district curriculum guidelines, as well as following the guidelines set forth by the Department of Public Health for salon settings.
A majority of the 11th and 12th grade curriculum consists of performing On-Campus Production in the salon. The instructor will be responsible for assisting students in providing beauty services such as cutting, coloring, and styling hair; massaging and treating the scalp; shampooing hair; applying makeup; dressing wigs; removing hair; and providing nail and skincare services.
Participating in building and district level professional development and collaboration is expected. This will include working with various committees and departments to facilitate educating students.
Closing date is August 26, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
Posting Closes on August 14, 2024
Please choose the following link to view the job description and apply on Frontline:
#090 Automotive Technology valid Connecticut Certification.
A CTECS Automotive Technology instructor is responsible for planning, conducting and assessing instructional activities on maintenance, repair and parts installation– to include safety, proper use of tools, ensure regulations of FURPA, and monitor group instructional activities. 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. Automotive Technology instructors shall educate students on theoretical and performance-based topics related to all aspects of the Automotive repair and related fields. Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s Automotive Repair field.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- Occupational Subject Endorsement #090 in Automotive Technology is required.
- Eight years of relevant hands-on experience
- Must hold ASE Certification A4, A5, A6, A8 and obtain A1, A2, A3, A7, and G1 in the first year of employment.
- Basic computer skills, Microsoft Office, Word, and Excel
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 Automotive Technology Instructors teach courses in the discipline of Automotive 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. Plumbing and Heating instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Automotive Technology instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Automotive Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.
Automotive 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).
Working Conditions:
- 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 trade and projects being taught.
- Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical Automotive repair site environments.
Closing date is August 26, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
Student Support Services
General description of the position:
A CTECS School Counselor is responsible for implementing a developmentally appropriate, comprehensive, preventative, school counseling program that covers the academic, career, and social emotional domains and is aligned with the CT Comprehensive School Counseling Framework and ASCA professional school counselor standards, ethical standards, and Mindsets & Behaviors. School Counselors work to maximize and support student success, while promoting access and equity to education for all students. As vital members of the school leadership team, school counselors contribute to a school culture of success for all.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate (#068 School Counselor) or qualify for a Durational Shortage Area Permit (DSAP).
- Master’s degree in school counseling from an accredited university or college.
- Demonstrate knowledge and expertise with the CT Comprehensive School Counseling Framework (CCSCF) and the American School Counselor Association (ASCA) National Model.
- Demonstrate knowledge of best practices and methodologies in school counseling, aligned with current state and national standards
- Training and/or experience with career & college counseling
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to work effectively and collaboratively with school leadership, staff, families and the community
- Ability to utilize technology and data to address student and departmental needs
- Strong public relations, organizational and problem solving skills.
- High standards of ethics, honesty and integrity.
Supervisor: School Principal and/or 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
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: Instruction
- Use school counseling student standards and competencies to inform the implementation of a comprehensive school counseling framework
- Provide appraisal and advisement to all students through large group, classroom, small group, and individual settings
- Provide school based small group and individual counseling
- Guide students starting in 9th grade to help them develop their post-secondary educational/career plans, coordinate career assessments and help students interpret results to help them in their planning using district provided career management tool to keep record of their plans.
- Provide individual assistance to students regarding their academic, career and social-emotional needs
- Implement and deliver a developmentally appropriate school counseling curriculum that is sequential and uses diverse strategies, for all students.
- Review credits, grades, and transcripts with students, guiding them to meet graduation requirements and develop academic plans for success and future career planning.
- Provide trade/career/college counseling to all students. Assist students in preparing for and navigating through the college admissions process, and other specific processes by trade.
- Assist in the transition from middle school to high school and from high school to postsecondary.
Responsibility Area #2: Collaboration
- Collaborate with teachers, families, and other staff on early identification and intervention of children’s academic & social emotional needs.
- Consult with families, teachers, administrators, and support agencies in regards to the students’ academic & social emotional needs.
- Consult and be a resource for teachers in helping students to be successful.
- Work collaboratively with school psychologists, school social workers, school nurses and other outside mental health providers to provide multi-tiered systems of support to students and families.
- Make referrals to appropriate school and community resources.
- Participate in parent/teacher/student meetings, student assistance team meetings, 504 & PPT meetings as appropriate and in the role of student advocate.
- Include families as partners in the academic, post-secondary and social emotional processes as it relates to their child.
- Provide family education materials and programming with school related problems/issues as appropriate (e.g. post-secondary nights, financial aid nights, career fairs).
- Assist families in addressing school related problems and issues. Refer students and their parents, as needed, to appropriate specialists, programs and/or outside agencies.
- Include families in student planning activities; working with translators and other services as needed.
Responsibility Area #3: Data and Advocacy
- Use data to document the results of strategies and interventions that are used to improve student outcomes.
- Collect and analyze data to identify gaps in achievement, opportunity and attainment.
- Interpret student data and assessment results to be used in the counseling environment.
- Report results of the program evaluation and data collection that demonstrates student outcomes and achievement.
- Articulate and promote the school counseling program to students, parents, staff, community and other stakeholders
- Advocate for the fair, just and compassionate treatment of all students.
- Advocate for equitable access to programs and services for all students.
- Participate in school-wide decision making that contributes to the overall effective operation of the school.
- Promote and coordinate school activities and resources between and among home, school, community agencies and business and industry.
Responsibility Area #4: Professional Responsibilities
- Review the comprehensive school counseling framework annually, revising it as needed and planning year/monthly calendars of counseling program activities.
- Conduct annual needs assessments with students and other stakeholders as appropriate.
- Develop and maintain skills needed to utilize technology systems and participate in professional development activities.
- Adhere to the ethical standards of the state and national associations for school counseling.
- Adhere to professional practices and standards set forth by the state and national associations for school counseling.
- Demonstrate knowledge of state and federal laws as they pertain to school counseling.
Closing date is August 13, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
General description of the position:
A CTECS School Counselor is responsible for implementing a developmentally appropriate, comprehensive, preventative, school counseling program that covers the academic, career, and social emotional domains and is aligned with the CT Comprehensive School Counseling Framework and ASCA professional school counselor standards, ethical standards, and Mindsets & Behaviors. School Counselors work to maximize and support student success, while promoting access and equity to education for all students. As vital members of the school leadership team, school counselors contribute to a school culture of success for all.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate (#068 School Counselor) or qualify for a Durational Shortage Area Permit (DSAP).
- Master’s degree in school counseling from an accredited university or college.
- Demonstrate knowledge and expertise with the CT Comprehensive School Counseling Framework (CCSCF) and the American School Counselor Association (ASCA) National Model.
- Demonstrate knowledge of best practices and methodologies in school counseling, aligned with current state and national standards
- Training and/or experience with career & college counseling
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to work effectively and collaboratively with school leadership, staff, families and the community
- Ability to utilize technology and data to address student and departmental needs
- Strong public relations, organizational and problem solving skills.
- High standards of ethics, honesty and integrity.
Supervisor: School Principal and/or 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
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: Instruction
- Use school counseling student standards and competencies to inform the implementation of a comprehensive school counseling framework
- Provide appraisal and advisement to all students through large group, classroom, small group, and individual settings
- Provide school based small group and individual counseling
- Guide students starting in 9th grade to help them develop their post-secondary educational/career plans, coordinate career assessments and help students interpret results to help them in their planning using district provided career management tool to keep record of their plans.
- Provide individual assistance to students regarding their academic, career and social-emotional needs
- Implement and deliver a developmentally appropriate school counseling curriculum that is sequential and uses diverse strategies, for all students.
- Review credits, grades, and transcripts with students, guiding them to meet graduation requirements and develop academic plans for success and future career planning.
- Provide trade/career/college counseling to all students. Assist students in preparing for and navigating through the college admissions process, and other specific processes by trade.
- Assist in the transition from middle school to high school and from high school to postsecondary.
Responsibility Area #2: Collaboration
- Collaborate with teachers, families, and other staff on early identification and intervention of children’s academic & social emotional needs.
- Consult with families, teachers, administrators, and support agencies in regards to the students’ academic & social emotional needs.
- Consult and be a resource for teachers in helping students to be successful.
- Work collaboratively with school psychologists, school social workers, school nurses and other outside mental health providers to provide multi-tiered systems of support to students and families.
- Make referrals to appropriate school and community resources.
- Participate in parent/teacher/student meetings, student assistance team meetings, 504 & PPT meetings as appropriate and in the role of student advocate.
- Include families as partners in the academic, post-secondary and social emotional processes as it relates to their child.
- Provide family education materials and programming with school related problems/issues as appropriate (e.g. post-secondary nights, financial aid nights, career fairs).
- Assist families in addressing school related problems and issues. Refer students and their parents, as needed, to appropriate specialists, programs and/or outside agencies.
- Include families in student planning activities; working with translators and other services as needed.
Responsibility Area #3: Data and Advocacy
- Use data to document the results of strategies and interventions that are used to improve student outcomes.
- Collect and analyze data to identify gaps in achievement, opportunity and attainment.
- Interpret student data and assessment results to be used in the counseling environment.
- Report results of the program evaluation and data collection that demonstrates student outcomes and achievement.
- Articulate and promote the school counseling program to students, parents, staff, community and other stakeholders
- Advocate for the fair, just and compassionate treatment of all students.
- Advocate for equitable access to programs and services for all students.
- Participate in school-wide decision making that contributes to the overall effective operation of the school.
- Promote and coordinate school activities and resources between and among home, school, community agencies and business and industry.
Responsibility Area #4: Professional Responsibilities
- Review the comprehensive school counseling framework annually, revising it as needed and planning year/monthly calendars of counseling program activities.
- Conduct annual needs assessments with students and other stakeholders as appropriate.
- Develop and maintain skills needed to utilize technology systems and participate in professional development activities.
- Adhere to the ethical standards of the state and national associations for school counseling.
- Adhere to professional practices and standards set forth by the state and national associations for school counseling.
- Demonstrate knowledge of state and federal laws as they pertain to school counseling.
Closing date is August 26, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
A CTECS school psychologist is responsible for integrating and coordinating educational, psychological, and behavioral health services. School psychologists work with students and their families to support students’ social, emotional, and behavioral health. School psychologists work with school-based teams to support the academic success of students; support social-emotional learning; address barriers to educational success; provide interventions; enhance academic engagement; promote positive behavioral supports.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate #070 School Psychologist, or qualify for a Durational Shortage Area Permit (DSAP)
- Minimum of a Master’s degree from an accredited university or college.
- Professional experiences related to the field of school psychology.
- Experience with varied assessments to assess cognitive, academic, and behavioral functioning.
- Effective, active listening skills.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- 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.
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 school psychology at the secondary level
- 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 assessment batteries
- Effectively design assessments
Responsibility Area #2: Instruction
- Consult with instructors to maintain an advantageous and positive learning environment by providing strategies and supports to help with classroom management and student behavior
- Work collaboratively with all educators to ensure IEP and 504 accommodations/modifications are implemented
- Maintain a positive learning environment that encourages open communication between the instructor and student
- Conduct psychological and psycho-educational assessments
- Prepare and provide analysis of psychological and psycho-educational diagnostic reports
- Provide individual and group counseling for students concerning school-related problems
- Provide in-service training for school staff, students, and parents on topics related to and including social-emotional learning, mental health, child and adolescent development
- Develop and implement programs to assess and address the social-emotional development of students
- Assist in the development of IEPs and 504s for students with disabilities
- Facilitate 504 meetings and perform case management duties for students with 504s
- Collect and review data to assist school teams. Provide recommendations for student interventions and programming
- Demonstrate flexibility and responsiveness
Responsibility Area #3: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate and complete records as required
- Maintain on-going communication with parents, educators, and outside service providers
- 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
- Adhere to the Connecticut Code of Professional Responsibility
- Adhere to the ethical standards of the National Association of School Psychologists
Closing date is August 26, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
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)
