Positions Available as of 12/18/24:
Academic Positions
Posting Closes on December 23, 2024
Please choose the following link to view the job description and apply on Frontline:
Active State of Connecticut Special Education certification (#065, #165 or #265) or qualify for a Durational Shortage Area Permit (DSAP).
A CTECS Special Education 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 all discipline areas 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 (#065, #165 or #265 ) or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates)
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to the field of 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 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
- 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 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 SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents
- 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 pull 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, Preparation & Case Management
- Demonstrate facility in the skills of the reading, writing, and mathematics
- Demonstrate knowledge of human growth and development as it relates to the teaching-learning process
- Engage in intentional co-planning with academic instructors to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Plan instruction to achieve students’ IEP goals and objectives
- Effectively organize time, space, materials, and equipment for instruction
- Maintain accurate and complete special education records as required
- Assess student learning on a continual basis to maintain pertinent data and analyze it to demonstrate student progress on goals and objectives
- Plan, schedule, and lead PPT meetings to meet all federal and state timeline requirements
- Encourage and maintain the cooperative involvement and support of parents and the community
Responsibility Area #2: Classroom Environment
- Manage the classroom and individual student behavior to maintain an advantageous and positive learning environment
- Maintain a positive school community image that encourages ethical student behavior
- Help students develop positive self-concepts
Responsibility Area #3: Instruction
- Effectively implement instructional plans and use appropriate instructional techniques
- Effectively communicate with students
- Effectively assess student needs and progress
- Effectively meet the needs of exceptional students
- Facilitate the independence of the student as a learner
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
Closing date is December 23, 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 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):
- Active State of Connecticut teaching certificate (#111 TESOL) or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates)
- 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
Closing date is January 2, 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.
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 December 24, 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.
Posting Closes on December 24, 2024
Please click the link below to view the job description and apply on Frontline:
HVAC Instructor – Emmett O’Brien 106926
Posting Closes on December 26, 2024
Please click the link below to view the job description and apply on Frontline:
HVAC Department Head #62453 – Emmett O’Brien
Posting Closes on December 31, 2024
Please choose the following link to view the job description and apply on Frontline:
General description of the position:
A Graphics Technology Instructor 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. The 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.
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- 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.
- 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.
Closing date is January 2, 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 Culinary Arts instructor is responsible for educating students on theoretical and performance-based topics related to culinary arts. The CTECS Culinary Arts program includes basic foodservice safety, sanitation and personal hygiene, food preparation, nutrition, baking, restaurant operation and management, customer service, employability skills, and dining room service skills.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Culinary Arts Associate degree or higher; minimum of 6 years in kitchen management and supervision at the level of Executive Chef, Sous Chef or its equivalent
- Experience must encompass all areas specified in the program description to effectively teach the approved curriculum. For a detailed explanation, please reference the Culinary Arts Program Description.
- ANSI Approved Food Protection Manager Certification (within the past five years)
- Entry-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 Occupational Subject Endorsement #090 in Culinary Arts.
- 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 culinary related lessons in a classroom setting. Hands-on education will be delivered in a kitchen setting. In the shop setting, instructors will be required to plan and deliver lessons that prepare students to work in the food service industry, including assisting in the production of school lunch and operating a full-service restaurant. Instructors are also required to attend periodic building level meetings and professional development.
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements are described and where applicable, quantified:
Culinary Arts instructors are expected to be capable of teaching all aspects of the culinary curriculum. The Culinary Arts 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 Culinary Arts curriculum will require instructors to possess the technical skill and physical ability to complete various Culinary tasks. Standing and moving around can be expected for a majority of each shift. 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 shop atmosphere, the Culinary instructor will be required to use a variety of hand and electrical kitchen equipment. This will require fine and gross motor skills to appropriately manipulate tools. Instructors are expected to lead by example in the use of kitchen safety, as well as following ANSI food safety guidelines.
A majority of the 11th and 12th grade curriculum consists of operating a restaurant which is open to the public. External catering is allowed for pick-up only. Instructors are responsible to ensure that meals are being prepared in a safe manner that meets industry standards.
Instructors will be participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students.
Closing date is January 2, 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 January 2, 2024
Please choose the following link to see the complete job description and apply on Frontline:
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.
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.
- 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.
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.
INTERNAL CANDIDATES ONLY
Closing Date is December 26, 2024
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
General description of the position:
A CTECS School Counseling & Admissions Department Head is a school counselor who provides leadership, advocacy, and collaboration at the school level to ensure the development, implementation, and assessment of a school counseling framework and programming that benefits all students in the school. The Department Head collaborates with the Director of Admissions to participate in recruitment and admission activities as appropriate.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate.
- Active State of Connecticut teaching certificate (#105 Department Chairperson or #092 Intermediate Administration or Supervision AND #068 School Counselor).
- Minimum of a Master’s degree from an accredited four-year university or college.
- Professional experiences related to the field of school counseling,
- Demonstrate knowledge and expertise of the ASCA National Model and the CT Comprehensive School Counseling Frameworks.
- Ability to work with the School Counseling Department and Administration to ensure a successful implementation of a Comprehensive School Counseling Program that meets the needs of all students.
- Demonstrate knowledge and expertise of best practices and methodologies in school counseling that are aligned with the state and national standards.
- Ability to organize a department in a manner that meets the needs of the student population.
- Experience with varied assessments and data collection to inform the comprehensive school counseling program; data disaggregation and data-driven decision making.
- Experience planning and implementing professional development.
- Ability to effectively communicate and collaborate with administrators, staff, parents, students, and community members.
- Effective, active listening, organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
Supervisor: School 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
- Frequent responsibility for tasks requiring the use of executive functioning skills such as planning, organization, attention to detail, and task initiation.
Responsibility Area #1: Instructional Support
- Assists with and monitors with the systematic delivery of school counseling services (short term counseling, curriculum, small groups, individual planning, stakeholder programs) that are aligned with the CT Comprehensive School Counseling Framework (CCSCF) and the American School Counselor Association (ASCA) National Model for School Counseling.
- Manages counselor caseload distribution to assure school counselors follow their students for the duration of the time students are enrolled and that students have access to a school counselor in the event their counselor is absent for an extended period of time.
- Models and shares with all departments: current laws, research and best practices related to academic, social-emotional, and career development that improves student outcomes.
- Integrates school counseling programs within the total educational curriculum of the school.
- Advocates for the elimination of barriers to access and equity to a rigorous education for all students.
- Assists school counselors in preparing and delivering school counseling curriculum that are aligned wo the CCSCF Student Standards to all students in all grades.
- Uses student, program, and school-wide data (i.e., climate, discipline, attendance, needs assessments, etc.) to monitor student progress, evaluate the framework and adjust CCSCF programming to improve student outcomes.
- Assists with identifying professional development needs of the department to support counselor professional growth.
- Introduces and supports the use of instructional technology in school counseling programming and curriculum.
Responsibility Area #2: Leadership
- Assures the School Counseling Department is following the ethical guidelines as outlined by ASCA Ethical Standards for School Counselors.
- Plans and leads PLCs within the department, with other departments, and with administration.
- Assists in the school’s implementation of district and school initiatives as appropriate to promote success for all students.
- Communicates and serves as a liaison between the department, administration, and Central Office
- Adheres to procedures set forth by Central Office.
- Serves on committees as department representative when requested.
- Consults on cases with school faculty, administration, families, student support personnel, other school counselors, and community agencies as necessary.
- Advocates for student’s needs based on school and district data.
- Advocates for equity in policies and procedures that have an impact on students
- Advocates for policies supporting equitable access to school counseling services for all students.
Responsibility Area #3: Operational
- Manages departmental budgets, prepares and submits OF-95s.
- Assists in the student course selectin process.
- Assures school counseling records are kept in accordance with state and federal laws, and with ethical standards.
- Assures all school counselors keep appropriate student documentation (i.e., grades, remediation plans, credit information) in student files and that parent/student contacts are documented.
- Maintains and submits department records, student data reports, and PLC minutes.
- Assists building administration and Central Office with recruitment and retention events as appropriate.
Closing date is December 23, 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)
