Positions Available as of 07/02/25:
Academic Positions
Posting Closes July 16, 2025 at 11:59 p.m.
Please click the link below to view the job description and apply on Frontline:
General description of the position:
A CTECS Social Studies 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 Social Studies e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate
- Active State of Connecticut teaching certificate (#026 History & Social Studies 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.
- Professional experiences related to the field of teaching Social Studies.
- 21st century standards-based lesson planning aligned to the College, Career, and Civic Life (C3) Framework for Social Studies and the CT Core Standards in History/Social Studies.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Knowledge of History/Social Studies content and pedagogy of all high school History/Social Studies curricula
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
-
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use questioning and discussion techniques
- Keep students intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 8, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
Active State of Connecticut Special Education certification (#065, #165 or #265).
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).
- 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
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 8, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
Active State of Connecticut Special Education certification (#065, #165 or #265).
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).
- 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
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 8, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
General description of the position:
A CTECS Art instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in Art e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate (#042 Art PK-12) 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 Art.
- 21st century standards-based lesson planning aligned to the CT Arts Standards and CT Core Standards in English Language Arts.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Knowledge of Art media and content and pedagogy of all high school Art curricula
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use questioning and discussion techniques
- Keep students creatively and intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 8, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
General description of the position:
A CTECS Math instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in Mathematics e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- State of Connecticut teaching certificate
- Active State of Connecticut teaching certificate (#029 Mathematics 7-12).
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Well versed in all high school math curricula.
- Professional experiences related to the field of teaching Mathematics.
- 21st century standards-based lesson planning aligned to the CT Core Standards in Mathematics.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Knowledge of Math content and pedagogy of high school Mathematics curricula
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use questioning and discussion techniques
- Keep students intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 9, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
General description of the position:
A CTECS Reading 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 Reading 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 (#102 Remedial Reading and Remedial Language Arts 1–12 and/or #097 Reading and Language Arts Consultant K-12).
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to the field of teaching Reading and MTSS/Intervention.
- 21st century standards-based lesson planning aligned to the CT Core Standards in English Language Arts.
- Experience with varied assessments to diagnose, inform instruction, and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Knowledge of research-based methodologies of reading and pedagogy of teaching reading skills/strategies to adolescent learners
- 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 assessments, instructional practices, strategies, 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 structures within the approved CTECS MTSS Framework
- 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 diagnose reading difficulties and 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 staff, 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 in alignment with current ILA standards for Reading Professionals
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 9, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
General description of the position:
A CTECS Related 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 Related Department Head will manage and support teachers in the Related Education Department including Math, Science, Art, and Technology Education. The Related 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.
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: #029 Mathematics 7-12, #030 Biology 7-12, #031 Chemistry 7-12, #032 Physics 7-12, #033 Earth Science 7-12, #034 General Science, #047 Technology Education PK-12, #043 Physical Education PK-12/#044 Health PK-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 STEM and/or related education: Math, Science, Physical Education/Health, and/or Technology Education.
- 21st century standards-based lesson planning aligned to the CT Core Standards in Mathematics, CT Core Standards in Science and Technical Subjects; CT Core Standards in ELA and Literacy; Next Generation Science Standards (NGSS); CT State Standards for Physical and Health Education; International Society for Technology Education (ISTE) Standards; and the Computer Science Standards (CSTA).
- 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, instructors, 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.
INTERNAL APPLICANTS ONLY
Closing date is July 9, 2025, 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 Aviation Technology Instructor is responsible for planning, conducting and assessing instructional activities on maintenance, repair and parts installation– to include safety, proper use of tools, ensure regulations of FURPA, and monitor group instructional activities. In addition, the Instructor must maintain educational records; inventory and tool control logs; track achievement of desired program outcomes by coordinating and administering tests in accordance with accepted reporting procedures; developing alternative instruction for individualized and independent study. Aviation Technology Instructors shall educate students on theoretical and performance-based topics related to all aspects of the Aviation repair and related fields. The program is designed to meet the requirements of FAA Part 147 school. Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s Aviation Repair field.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- Occupational Subject Endorsement #090 in Aviation Technology is required.
- Eight years of relevant hands-on experience
- Must hold FAA Powerplant and Airframe License
- Basic computer skills, Microsoft Office, Word, and Excel
Supervision Received: Works under the supervision of a School Principal, and Assistant Principal.
Supervision Exercised: Supervises students in classrooms, laboratories, and CTECS shops as well as on off-campus production sites.
Hours / Time Requirements: 188 days per school year. Review your bargaining unit contract for more information.
General Statement of Duties
CTECS Aviation Technology Instructors teach courses in the discipline of Aviation technologies. They will be required to develop and design lesson and/or unit plans to foster student learning, stimulate class discussions utilizing a variety of pedagogical methods, including but not limited to differentiated instruction, fostering building of relationships, etc. Instructors will provide social emotional support in the learning process and ensure student engagement. Plumbing and Heating Instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Aviation Technology Instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Aviation Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.
Aviation Instructors are required to meet with business and industry partners in an effort to maintain being current in the trade and to keep apprised to the newest technology, as well as providing feedback to district curriculum teams on modern industry practices to adjust curricula when needed. These relationships also connect the program and students to employment and work-based learning opportunities. For more information regarding this, please review your bargaining unit contract for more information (see link above).
Working Conditions:
- Instructors in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Instructors may need to stand for long periods of time, lift, climb, bend, twist and repeat the same movements as dictated by the trade and projects being taught.
- Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical Aviation repair site environments.
Closing date is July 15, 2025, 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 Carpentry teacher is responsible for educating students on theoretical and performance-based topics related to Residential and Commercial Carpentry. The CTECS Carpentry program includes use of material for finish and rough construction, use of hand, portable and stationary power tools, design and creation of cabinets and furniture, framing, interior and exterior finish, and weatherization.
The 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)
- Minimum of eight (8) years of relevant, varied, hands-on Carpentry experience.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved carpentry curriculum. For a detailed explanation, please reference the Carpentry 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 carpentry. 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 carpentry, 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 Carpentry is required. A #826 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 carpentry related lessons in a classroom setting. Hands-on education will be delivered in a carpentry shop setting and a rough construction setting. In the carpentry shop setting, teachers will be required to plan and deliver lessons that include utilizing a variety of hand and power tools to complete finished carpentry 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.
Carpentry teachers are expected to be capable of teaching all aspects of the Carpentry curriculum. The Carpentry 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 Carpentry curriculum will require teachers to possess the technical skill and physical ability to complete various Carpentry 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 Carpentry teacher to appropriately set up and use these items.
While working the shop atmosphere, the Carpentry 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 pieces and tools. The shop projects and operations include but are not limited to; using basic hand tools, using portable power tools (circular saw, reciprocating saw, jig saw, corded/cordless drills, etc.), using stationary machinery (planer, jointer, radial arm and up-cut saws, band/scroll saws, drill press, CNC, Unique Door Machine, etc.), using various pneumatic nailers, and various furniture and cabinetmaking skills.
A majority of the 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. Carpentry 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; framing, roofing, siding, window/door installation, insulation, drywall and flooring.
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.
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 8, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
General description of the position:
A CTECS 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.
The 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.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.
Working Conditions:
Instructors are required to teach students in a variety of settings; theory and hands-on. In the theoretical education setting, instructors will be required to plan and deliver culinary related lessons in a classroom setting. Hands-on education will be delivered in a kitchen setting. In the shop setting, instructors will be required to plan and deliver lessons that prepare students to work in the food service industry, including assisting in the production of school lunch and operating a full-service restaurant. Instructors are also required to attend periodic building level meetings and professional development.
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements are described and where applicable, quantified:
Culinary Arts instructors are expected to be capable of teaching all aspects of the Culinary curriculum. The Culinary Arts program is a mixture of theoretical and hands-on training. The theoretical training will require instructors to plan and deliver information, and then assess the student’s competency. This will be done in a variety of methods; some will include the use of educational technology. Instructors need the basic computer skills to access online curriculum/resources and present lessons to students.
The hands-on portion of the Culinary Arts curriculum will require instructors to possess the technical skill and physical ability to complete various Culinary tasks. Standing and moving around can be expected for a majority of each shift. Many tasks will require the ability to bend at the waist, squat, and kneel, as well as work with and manipulate items above the head. Lifting and transporting heavier items can also be expected.
While working in the shop atmosphere, the Culinary instructor will be required to use a variety of hand and electrical kitchen equipment. This will require fine and gross motor skills to appropriately manipulate tools. Instructors are expected to lead by example in the use of kitchen safety, as well as following ANSI food safety guidelines.
A majority of the 11th and 12th grade curriculum consists of operating a restaurant which is open to the public. External catering is allowed for pick-up only. Instructors are responsible to ensure that meals are being prepared in a safe manner that meets industry standards.
Instructors will be participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students.
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.
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 8, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
General description of the position:
A CTECS Robotics and Automation instructor is responsible for educating students on theoretical and performance-based topics related to electronic and robotic principles, electronics schematics, resistors, actuators, mathematical calculations related to voltage, current, resistance and power systems, ohm’s law and its application to series, elements of circuit design as related to robotic sensors, transducers, interfacing techniques and control systems, as well as PLC’s. It is important that the candidate show experience in robotic automation, both analog and digital electronics circuitry related to diode, transistor, and FET component circuits as well as design using integrated circuitry for both advanced electronics/robot automation.
The 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):
- Minimum of eight (8) years of relevant, varied, hands-on experience in the Robotics and Automation field.
- Experience must encompass all areas specified in the program description in order to effectively teach the approved Robotics and Automation curriculum. For a detailed explanation, please reference the Robotics and Automation program description.
- Formal training (college or technical institutes) can count up to five (5) years. Formal training credit should be applied for coursework directly associated with Robotics and Automation. Transcript review should determine the percentage of study time devoted to trade and be applied proportionately.
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight (8) years for each subject area.
- Connecticut Teacher Certification Occupational Subject Endorsement #090 in Electronics/Mechatronics/Robotics and Automation is required. A #826 endorsement is required for the Robotics and Automation/Electronics/Mechatronics Department Head position.
- Current OSHA 10- General Industry Certification.
- Intermediate-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have completed VTE 113, VTE 116, and a Special Education course.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.
Working Conditions:
Instructors are required to teach students in a variety of settings; theory and hands-on. In the theoretical education setting, instructors will be required to plan and deliver Robotic and Automation related lessons in the laboratory/classroom. Hands-on education will be delivered in the laboratory/classroom also. Instructors will be required to plan and deliver lessons that include utilizing a variety of measurement, soldering and testing equipment including, but not limited to, Fluke meters, Digital Trainers, breadboards, robots, pneumatic arms, as well as robot structures, chassis, manipulators/grippers, and fabrication techniques. Instructors are also required to attend periodic building level meetings and professional development. Review your bargaining unit contract for more information.
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Robotic and Automation instructors are expected to be capable of teaching all aspects of the curriculum. The Robotic and Automation 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 Robotics and Automation curriculum will require instructors to possess the technical skill to complete various circuit and robotic design and creation tasks. Digital trainers are standard equipment in the trade and the many and varied meters, soldering systems and robotics kits need to be moved/set up for student use. Along with standing and moving, many tasks will require the ability to bend at the waist, squat, and kneel, as well as work with and manipulate items above the head. Lifting and transporting heavier items can also be expected.
While working in the laboratory environment, the Robotics and Automation instructor will be required to use a variety of hand and power tools. This will require the fine and gross motor skills to appropriately manipulate work pieces and tools. The shop projects and operations include, but are not limited to, using basic hand tools and using portable power tools e.g., corded/cordless drills, etc..
Participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate student learning.
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, SkillsUSA, 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 requisitions 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.
INTERNAL TRANSFER APPLICANTS ONLY
Closing date is July 9, 2025
Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.
The form can be accessed by clicking the following link: https://www.cttech.org/transfer/
#090 Valid Connecticut Certification – Criminal Justice and Protective Services Occupations and one of the following Department Head certifications: #092, #105, #826 or qualify for a Durational Shortage Area Permit (DSAP).
Preferred candidate will have a combined eight years of experience in in one or more of these fields: public law enforcement, correction services, emergency management, emergency medical services, fire management services, legal services, security and protection services, and military services. Preferred candidate will hold a bachelor’s degree in a related field or teaching. Preferred candidate will hold (or able to obtain within 2 years of hire) a current Emergency Medical Services Instructor Certificate. Preferred candidate will have experience teaching, preparing lesson plans and differentiated learning. Program will include introduction of legal, fire, and emergency services. Preference may be given to those candidates who have completed the following courses at CCSU; VTE 113, VTE 116 and a Special Education course. Obtaining a CDL license with the proper endorsements within one year of employment is required to drive the student transport vehicle.
INTERNAL APPLICANTS ONLY
Closing date is July 9, 2025, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
Student Support Services
The Connecticut Technical Education and Career System is an affirmative action/equal opportunity employer.
The CTECS is committed to a policy of equal opportunity/affirmative action for all qualified persons and equal access to Boy Scouts of America and other designated youth groups. The CTECS does not discriminate in any employment practice, education program, or educational activity on the basis of age ancestry, color, criminal record (in state employment or licensing)gender identity or expression, genetic information, intellectual disability, marital status, mental disability (past or present) national origin, physical disability (including blindness), race religious creed, retaliation for previously opposed discrimination or coercion, sex (pregnancy or sexual harassment)sexual orientation, veteran status or workplace hazards to reproductive systems, unless there is a bona fide occupational qualifications excluding persons in any of the aforementioned protected classes.
Inquiries regarding the Connecticut Technical Education and Career System’s non discrimination policies and practices should be directed to:
Levy Gillespie
Equal Employment Opportunity Director
State of Connecticut Department of Education
450 Columbus Blvd, Suite 607
Hartford, CT 06103
Levy.Gillespie@ct.gov
(860)-807-2071
(Coordinator for matters related to Affirmative Action/Equal Opportunity Employment and nondiscrimination policies and practices)
Linda Leyhow
Climate, Equity and Title IX Supervisor
Connecticut Technical Education and Career System
39 Woodland St
Hartford, CT 06105
Linda.Leyhow@cttech.org
(860)-807-2106
(Coordinator for matters related to Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973)
U.S. Department of Education
Office for Civil Rights
5 Post Office Square, Suite 900
Boston, Massachusetts 02109-3921
(617) 289-0111
Fax number (617) 289-0150
TTY/TDD (877) 521-2172
(Matters related to race, color, national origin, age, sex and/or disability)