Positions Available as of 7/15/24:
Academic Positions
#031 Chemistry valid Connecticut certification or qualify for a Durational Shortage Area Permit (DSAP).
A CTECS Science 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 Science 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 #031 Chemistry 7-12 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 high school science curricula.
- Professional experiences related to the field of teaching Science.
- 21st century standards-based lesson planning aligned to the Next Generation Science Standards, CT Core Standards in Science & Technical Subjects.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem-solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or 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 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 Science content and pedagogy in content-specific high school Science curricula
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use inquiry, questioning, and discussion techniques
- Keep students intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
Closing date is July 16, 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 July 29, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on July 29, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on July 16, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on July 29, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on July 16, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on July 16, 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 July 17, 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 July 16, 2024
Please choose the following link to view the job description and apply on Frontline:
General description of the position:
A CTECS General Education Department Head is responsible for instructional and departmental responsibilities related to the effective implementation of the curriculum, district and school improvement plans, and instructional programs. The General Education Department Head will manage and support instructors in the General Education Department including English, Social Studies, MTSS/Literacy Lab, Bilingual/TESOL, Music, Art, and Spanish. The General Education Department Head is an instructional leadership role at the school level supporting teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; collaborative learning environments; and professional learning communities.
A department head is a teacher that is an instructional leader who promotes student achievement for all and facilitates the operations of the department. As a Department Head, you are responsible for the duties outlined above, as well as responsibilities related to instructional support, leadership and operations within your department.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate
- Active State of Connecticut teaching certificate (#105 Department Chairperson or #092 Intermediate Administration or Supervision AND any of the following: #015 English 7-12, #026 History & Social Studies 7-12, #009 Bilingual PK-12, #111 TESOL PK-12, #049 Music PK-12, #042 Art PK-12, #023 Spanish 7-12, #097 Reading and Language Arts Consultant or #102 Remedial Reading and Language Arts 1-12), 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 teaching in Humanities and/or general education: English, History/Social Studies, Bilingual, TESOL, Music, Art, Spanish, and/or Reading.
- 21st century standards-based lesson planning aligned to the CT Core Standards in English Language Arts; CT Core Standards in History/Social Studies; College, Career, and Civic Life (C3) Framework for Social Studies; CT Arts Standards; CT English Language Proficiency (CELP) Standards; CT K-12 World Languages Performance Standards.
- Experience, skills, and training in effective teaching and instructional leadership.
- Experience with varied assessments to inform instruction and promote learning; data disaggregation and data-driven decision making.
- Training and skill in professional learning communities (PLC).
- Experience planning and implementing professional development.
- Positive classroom management and climate strategies.
- Experience in TEAM and Teacher Evaluation and Support.
- Ability to effectively communicate and collaborate with administrators, teachers, parents, students, and staff
- Effective, active listening skills.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Instructional Support
- Supports teachers with 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
- Reviews lesson plans, observes classroom instruction, and provides feedback and support as needed to improve instruction, classroom management, and professional growth
- Participates in the PLC process
- Assists with the implementation of the instructional program within the department, including supporting substitutes
- Assists and monitors in the implementation of the curriculum, aligned to state & national content standards
- Models a variety of instructional strategies that accommodate different student backgrounds, cognitive abilities and learning styles
Responsibility Area #2: Leadership
- Assists in the school’s implementation of district and school initiatives including school improvement planning to promote student success
- Plans and leads PLCs within the department and with other departments as well as administration.
- Participates and provides building and district level professional development and collaboration
- Provides school-wide leadership support and recommendations for professional development and direction on effective instruction and programming, including instructional rounds
- Serves on committees when requested and acts as a liaison between the department, Administration and Central Office
- Demonstrate professionalism
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
Responsibility Area #3: Operational
- Manages departmental budgets, prepares and submits OF-95s.
- Assists in the identification of scheduling courses for departmental staff.
- Completes all required departmental inventory tasks and assists in the removal of outdated instructional materials, including repair of equipment.
- Maintains and submits department records, student data and PLC minutes, and performs other professional duties as required by the administration.
Closing date is July 17, 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.
#023 Spanish valid Connecticut certification required or qualify for a Durational Shortage Area Permit (DSAP).
General description of the position:
A CTECS World Language (WL) -Spanish certified 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 teaching Spanish 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(#023 Spanish) 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 teaching at the secondary level assisting students in accurately, listening, speaking, writing, and reading Spanish.
- Ability to speak Spanish fluently.
- 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.
- Ability to create educational plans based on each student’s language needs.
- Ability to work effectively and collaboratively with others in planning instruction/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 promote critical thinking skills, cultural awareness, and compassion for all people, in a dynamic global environment.
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 Spanish
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use questioning and discussion techniques
- Keep students intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
Closing date is July 19, 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 July 23, 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 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.
A department head is a teacher that is an instructional leader who promotes student achievement for all and facilitates the operations of the department. As a Department Head, you are responsible for the duties outlined above, as well as responsibilities related to instructional support, leadership and operations within your department.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Culinary Arts Associate degree or higher; minimum of 6 years in food preparation, 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 in order 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 Endorsements #090 and #826 for Culinary Arts Department Head position, or qualify for a Durational Shortage Area Permit (DSAP).
- 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. Department heads must obtain and maintain a Connecticut Commercial Driver’s License with the proper endorsement so that they can transport their students on field trips and college visits.
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.
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.
Closing date is July 17, 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 Masonry teacher is responsible for educating students on theoretical and performance-based topics related to brick, block, concrete, and tile. The CTECS Masonry program includes the use of materials for residential and commercial masonry, use of hand and portable tools, setup/use of ladders and scaffolding, design and job management skills, laying and aligning, brick, block, stone and tile, and the building of archways, fireplaces, chimneys, wall works, exterior hardscapes and interior finishing.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- Minimum of eight (8) years of relevant, varied, hands-on Masonry experience.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved masonry curriculum. For a detailed explanation, please reference the Masonry Program Description.
- Apprentice training or formal training (college or technical institutes) can count up to five years. Formal training credit should be applied for coursework directly associated with masonry. 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 Labor Department.
- If an applicant shows experience in only a few areas of masonry, this clearly shows that he/she cannot teach all areas of curriculum.
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight years for each subject area.
- No trade license requirement
- Occupational Subject Endorsement #090 in Masonry is required. A #110 endorsement is required for the Carpentry Department Head position.
- Current OSHA 10- Construction Industry Certification
- Current First Aid/CPR/AED Certification
- Connecticut Commercial Driver’s License (CDL) with proper endorsements with-in first year of employment
- Entry-level computer skills including, Microsoft Office and Google Products
- OSHA Train the Trainer certification with-in two years of employment (applies to teachers hired after 11/01/2019)
- 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, differentiated instruction, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
- Preferred candidates will have oral and written communication skills; interpersonal skills; ability to provide instructional support; ability to maintain records and charts; ability to prepare reports.
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
Teachers are required to teach students in a variety of settings, theory and hands-on. In the theoretical education setting, teachers will be required to plan and deliver masonry related lessons in a classroom setting. Hands-on education will be delivered in a masonry shop setting and a rough construction setting. In the masonry shop setting, teachers will be required to plan and deliver lessons that include utilizing a variety of hand and power tools to complete various masonry projects on the school grounds. In the rough construction setting, teachers will be required to plan, manage, and complete rough construction projects for customers. Teachers 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.
Masonry teachers are expected to be capable of teaching all aspects of the Masonry curriculum. The Masonry program is a mixture of theoretical and hands-on training. The theoretical training will require teachers 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. Teachers need the basic computer skills to access online curriculum/resources and present lessons to students.
The hands-on portion of the Masonry curriculum will require teachers to possess the technical skill and physical ability to complete various Masonry tasks. Standing and moving around can be expected for a majority of each shift. 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 your head. Lifting and transporting heavier items can also be expected. Many tasks will involve the use of stairs, ladders and scaffolds, which would require the Masonry teacher to appropriately set up and use these items.
While working the shop atmosphere, the Masonry teacher 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 materials and tools. The shop projects and operations include but are not limited to; using basic hand tools, using portable power tools, and various masonry skills, such as mixing mortar, moving & installing brick, block, stone, tile, and other masonry materials.
A majority of the 10th, 11th and 12th grade curriculum consists of performing Off-Campus Production. These are real construction jobs completed for a customer. Teachers are responsible to ensure that jobs are being completed in a safe manner that meets industry standards. Masonry teachers must obtain and maintain a Connecticut Commercial Driver’s License with the proper endorsement so that they can transport their students and tools to the jobsite. There is a physical demand in performing Off-Campus Production. Teachers will need the ability to stand and move on uneven ground for a majority of their shift. Many tasks require heavy lifting and carrying of material and tools. Teachers will need the technical and physical ability to complete these Off-Campus Production jobs that include but are not limited to:
- forming & pouring concrete, installing mortared materials (brick, block, stone & tile) in a variety of applications (veneers, chimney, fireplace, etc.), and installing non-mortared segmental materials (retaining walls, patios and walkways).
- 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 July 17, 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 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 July 17, 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 July 16, 2024
Please choose the following link to view the job description and apply on Frontline:
Posting Closes on July 16, 2024
Please choose the following link to view the job description and apply on Frontline:
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 July 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.
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.
The HVAC 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)
- 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 an initial educator certificate to teach Vocational Education. A #826 endorsement is required for the HVAC Department Head position or qualify for a Durational Shortage Area Permit (DSAP).
- High School graduation or possession of a high school equivalency diploma and eight (8) years of employment and/or teaching experience in the subject field.
- Interested candidates for Department Head openings will need a minimum of twelve credits to qualify for the #826 required certification as per SDE Bureau of certification.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved HVAC curriculum. For a detailed explanation, please reference the HVAC Program Description.
- Apprentice training, or formal training (specific and affiliated union program training, college or technical institutes) can count up to five years. Formal training credit should be applied for coursework directly associated with HVAC. Transcript review should determine the percentage of study time devoted to trade and be applied proportionately. Two thousand (2,000) hours of apprentice training equals one year based on a letter of completion from the Connecticut Department of Labor (CT-DOL OAT).
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight years for each subject area endorsement.
- Current OSHA 10- Construction Industry Certification
- Current First Aid/CPR/AED Certification
- Connecticut Commercial Driver’s License (CDL) with proper endorsements required to operate a CTECS STV with-in first year of employment
- Entry-level computer skills including, Microsoft Office and Google Products
- OSHA Train-the-Trainer (CFR-1926) certification with-in two years of employment
- Preferred candidates will have completed VTE 113, VTE 116 and a Special Education course (approved by CT-SDE).
- 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.
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.
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 July 29, 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 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.
The HVAC 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)
- 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 an initial educator certificate to teach Vocational Education. A #826 endorsement is required for the HVAC Department Head position or qualify for a Durational Shortage Area Permit (DSAP).
- High School graduation or possession of a high school equivalency diploma and eight (8) years of employment and/or teaching experience in the subject field.
- Interested candidates for Department Head openings will need a minimum of twelve credits to qualify for the #826 required certification as per SDE Bureau of certification.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved HVAC curriculum. For a detailed explanation, please reference the HVAC Program Description.
- Apprentice training, or formal training (specific and affiliated union program training, college or technical institutes) can count up to five years. Formal training credit should be applied for coursework directly associated with HVAC. Transcript review should determine the percentage of study time devoted to trade and be applied proportionately. Two thousand (2,000) hours of apprentice training equals one year based on a letter of completion from the Connecticut Department of Labor (CT-DOL OAT).
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight years for each subject area endorsement.
- Current OSHA 10- Construction Industry Certification
- Current First Aid/CPR/AED Certification
- Connecticut Commercial Driver’s License (CDL) with proper endorsements required to operate a CTECS STV with-in first year of employment
- Entry-level computer skills including, Microsoft Office and Google Products
- OSHA Train-the-Trainer (CFR-1926) certification with-in two years of employment
- Preferred candidates will have completed VTE 113, VTE 116 and a Special Education course (approved by CT-SDE).
- 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.
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.
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 July 29, 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.
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 July 17, 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 July 17, 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/American with Disabilities Act Coordinator (ADA)
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)
