Openings as of 1/23/2026
CAPITOL REGION EDUCATION COUNCIL POSITION DESCRIPTION
Position Title: Head Start Assistant Teacher
Program: Head Start /Early Head Start
JOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
Position Title:
Social Worker
Reports To:
TBD at the time of posting
Effective Date:
Summer 2025
POSITION SUMMARY: Under the general supervision of the [Program Director/Assistant Superintendent/Supervisor of Special Education as well as a CREC Resource Group Coordinator], to provide social, emotional, and behavioral supports and or consultation to maximize the student's learning experience.
ESSENTIAL DUTIES and RESPONSIBILITIES:
Duties/Responsibilities
Conduct assessments, testing, and diagnostic evaluations of students for the purpose of identifying learning or social interaction issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.
Provide individualized and group counseling for students with social, emotional, and/or behavioral problems.
Provide crisis intervention as needed.
Collaborates with the family when necessary to identify additional supports, which can include home visits.
Perform case management to ensure compliance with student plans and IEP services including preparing progress reports, reviewing progress of treatment plans, and participating as a member of a multidisciplinary team.
Conduct risk assessments and Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) in collaboration with other team members.
Liaison between school and families and additional community support as needed. Encourages parental involvement in students' education and ensures effective communication with students and parents.
Assist students and teaching staff in implementing students' behavior management plans.
Coordinate with outside agencies, organizations, and institutions, including state and federal authorities as needed.
Coordinate with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.
Organize and maintain a system for accurate and complete records in accordance with accreditation standards, including mandated Medicaid billing as required.
Assist in the orientation of new teachers, and provide in-service training and guidance.
Practice in accordance with the Standards for School Social Work Practice in Connecticut, as developed by the Connecticut State Department of Education.
Willingness to participate in and pass crisis management training to ensure preparedness and effective response in emergency situations.
Comply with all company policies and procedures.
Other duties as assigned
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities.
COMPETENCIES:
Analytical - Synthesizes complex or diverse information; Collects and researches data; Uses intuition and experience to complement data; Designs work flows and procedures.
Problem Solving - Identifies and resolves problems in a timely manner; Gathers and analyzes information skillfully; Develops alternative solutions; Works well in group problem solving situations; Uses reason even when dealing with emotional topics.
Technical Skills - Assesses own strengths and weaknesses; Pursues training and development opportunities; Strives to continuously build knowledge and skills; Shares expertise with others.
Customer Service - Manages difficult or emotional customer situations; Responds promptly to customer needs; Solicits customer feedback to improve service; Responds to requests for service and assistance; Meets commitments.
Interpersonal Skills - Focuses on solving conflict, not blaming; Approaches others in a tactful manner; Maintains confidentiality; Listens to others without interrupting; Keeps emotions under control; Remains open to others' ideas and tries new things; Accepts responsibility for own actions; Follows through on commitments.
Written & Oral Communication - Speaks and writes clearly; Listens and gets clarification; Responds well to questions; Speaks and writes clearly and informatively; Varies communication style to meet needs; Demonstrates group presentation skills; Participates in meetings.
Teamwork - Balances team and individual responsibilities; Exhibits objectivity and openness to others' views; Gives and welcomes feedback; Contributes to building a positive team spirit; Puts success of team above own interests; Able to build morale and group commitments to goals and objectives; Supports everyone's efforts to succeed.
Change & Adaptability - Demonstrates proficiency in developing and executing workable implementation plans while effectively communicating changes. Builds commitment and overcomes resistance by preparing and supporting those affected by change. Monitors transitions and evaluates results to ensure successful outcomes. Adapts to changes in the work environment, manages competing demands, and adjusts approaches or methods to best fit the situation. Capable of dealing with frequent changes, delays, or unexpected events with resilience and flexibility.
Diversity & Ethics - Demonstrates knowledge of EEO policy; Shows respect and sensitivity for cultural differences; Treats people with respect; Educates others on the value of diversity; Promotes a harassment-free environment; Builds a diverse workforce; Keeps commitments; Works with integrity; Upholds organizational values.
Organizational Support - Follows policies and procedures; Completes administrative tasks correctly and on time; Supports organization's goals and values; Benefits organization through outside activities; Supports affirmative action and respects diversity.
Judgement - Displays willingness to make decisions; Exhibits sound and accurate judgment; Supports and explains reasoning for decisions; Includes appropriate people in decision-making process; Makes timely decisions.
Planning/Organizing - Prioritizes and plans work activities; Uses time efficiently; Plans for additional resources; Sets goals and objectives; Organizes or schedules other people and their tasks; Develops realistic action plans.
Quantity - Meets productivity standards; Completes work in timely manner; Strives to increase productivity; Works quickly.
Safety and Security - Observes safety and security procedures; Determines appropriate action beyond guidelines; Reports potentially unsafe conditions; Uses equipment and materials properly.
Reliability & Commitment - Demonstrates consistent attendance and punctuality by being at work and meetings on time, and ensuring work responsibilities are covered when absent. Follows instructions and responds to management direction while taking responsibility for own actions. Keeps commitments and is willing to work long hours when necessary to achieve goals. Completes tasks on time or provides timely updates with alternative plans when needed.
Innovation - Displays original thinking and creativity; Meets challenges with resourcefulness and seeks out new tasks; Generates suggestions for improving work; Develops innovative approaches and ideas; Presents ideas and information in a manner that gets others' attention.
QUALIFICATIONS:
Master's Degree (MA) in social work from a school of social work accredited by the Council on Social Work Education.
071 - School Social Worker certification
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings, and professional learning opportunities as required.
PHYSICAL DEMANDS & WORK ENVIRONMENT: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Standing (frequently, 1/3 – 2/3)
Walking (frequently, 1/3 – 2/3)
Sitting (frequently, 1/3 – 2/3) To access the job description and salary range please click https://www.crec.org/careers/jobs.php
Reach with hands and arms (frequently, 1/3 – 2/3)
Stoop, kneel, crouch or crawl (occasionally, less than 1/3)
Ability to work outdoors (frequently, 1/3 – 2/3)
Lifting up to 50 lbs. (occasionally)
Carrying up to 25 lbs. (occasionally, less than 1/3)
This position requires the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity.
DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
CREC Magnet School Paraeducator
School Administrator or Director
August 2025
POSITION SUMMARY: Under the supervision of the Building Administrator or designee, and with the support and oversight of a certified staff member, Paraeducators support certified staff in delivering educational services and programming to students, providing individualized or small-group assistance to enhance learning and foster student success. They assist with classroom management, support students with specialized needs, and help implement educational plans and activities. The Paraeducator works closely with educators to create a positive, inclusive, and effective learning environment, ensuring students receive the support necessary to meet their academic, social, and developmental goals. This role may involve assisting with instructional tasks, preparing materials, and monitoring student progress.
Assist and guide students to reinforce reading, language arts, mathematics, computer instruction, and other skills.
Work with students individually and in small groups to reinforce basic learning and implement assigned programs.
Assist professional staff in the administration and correction of classroom exercises, tests, and assessments.
Assist in classroom preparations and strategies for reinforcing instructional materials and skills according to individual student needs.
Assist with record-keeping procedures to document student learning and performance.
Assist with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task.
Assist students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, study hall, and other related non-instructional areas.
Accompany students on field trips to assist with supervision.
Construct, copy, distribute, and use educational materials as needed.
Assist students with special needs in all aspects of classroom instruction to maximize inclusion, learning, achievement of IEP objectives, etc.
Assist teacher with parent contact as requested to foster effective and participatory parent involvement in student education.
Contributes to the IEP process and serves as a resource for the evaluation team as needed.
Assist students with physical or mental disabilities with activities of daily living to maximize their ability to participate in school or learning activities.
Follows all applicable safety rules, procedures, and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs.
May assist in the training of other paraprofessionals.
Assist students with common daily tasks such as eating, dressing, and toileting, including if necessary, diapering.
Take action, or assist in taking action, to restrain students who are at risk of harming themselves or others by following school/program-approved procedures.
Assist in implementing physical and occupational therapy plans by working with students to increase their range of motion, mobility, and positioning.
Assist guidance, pupil services staff, or building administration, as needed.
Other duties as assigned.
COMPETENCIES: Intrapersonal Competencies:
Demonstrate a dedication to all learners – especially those historically marginalized.
Demonstrate commitment to lifelong professional learning and growth.
Support in creating positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.
Build strong relationships with students, peers, families, and learning community members that contribute to individual and collective success.
Contribute to the lifelong success of all learners, particularly those who have been historically marginalized due to background, demographics, neurodiversity, ability, or culture.
Utilize in-depth understanding of content and learning progressions to support learners and lead individual learners toward mastery.
Demonstrate awareness of and employ culturally responsive teaching (CRT) to center students’ diversity as a strength and asset in their learning journey.
Employ techniques for developing students’ skills of metacognition, self-regulation, and perseverance.
Support in personalizing learning experiences.
Develop student agency, ownership, self-advocacy, and effective communication skills with regard to learning.
Assist with the use of technology in the service of learning and completing professional responsibilities (e.g., various learning platforms, gradebook, Google Suite, and Microsoft Office).
Support the teaching of foundational math concepts (e.g., number sense, operations, fractions, problem-solving) using hands-on activities and real-world applications.
Strong knowledge of literacy development, including phonics, fluency,
comprehension, and writing instruction.
For Title I-funded programs: (1) a high school diploma plus two years of college credit, or (2) an Associate of Arts degree, or (3) a passing score on the ParaPro.
Must be at least 18 years of age.
Prior experience working with children with disabilities is desirable.
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required.
Working in a classroom demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful teachers require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity. Teachers are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
WHAT’S IN IT FOR YOU?
Group Health Insurance Plans
Basic & Supplemental Life Insurance
Long Term Disability & Short Term Disability options
403(b) Retirement Savings Plan with Employer Matching Contribution if applicable
Flexible Spending Account Pre-Tax Savings for Health Care, Dependent Care, and Limited Purpose Post Deductible (if contributing to an HSA)
Comprehensive benefit time package
Employee Assistance Program
Bereavement time & Religious Holidays
Credit Union Access
Tuition Reimbursement Program
Employee Network Groups
Access to professional learning opportunities with two fully paid courses through CREC University each year, empowering you to expand your skills and advance your career!
Benefit from our exclusive partnership with Springfield College, offering a 15% discount on tuition for next-level degree programs to support your academic and career aspirations!
Based on terms and conditions during your employment, specific to your job classification and collective bargaining agreement.
JOB DESCRIPTION
Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
CREC Resource Group - Paraeducator - District Schools and Connecticut Technical Education and Career Systems (CTECS)
POSITION SUMMARY:
Under the supervision of the Building Administrator or designee, and with the support and oversight of a certified staff member, Paraeducators support certified staff in delivering educational services and programming to students, providing individualized or small-group assistance to enhance learning and foster student success. They assist with classroom management, support students with specialized needs, and help implement educational plans and activities. The Paraeducator works closely with educators to create a positive, inclusive, and effective learning environment, ensuring students receive the support necessary to meet their academic, social, and developmental goals. This role may involve assisting with instructional tasks, preparing materials, and monitoring student progress.
Assist students with common daily tasks such as eating, dressing, and toileting, including, if necessary, diapering.
This position has no supervisory responsibilities.
Interpersonal Competencies:
Cognitive Competencies:
Instructional Competencies:
Teaching/Subject Assignment Specific:
TRAVEL REQUIREMENTS
Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required.
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range please click https://www.crec.org/careers/jobs.php
CREC Resource Group - Paraeducator – Parttime - Connecticut Technical Education and Career Systems (CTECS)
Other duties as assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Paraeducator
Location RSS – Windsor, Connecticut
Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills. Essential Duties and Responsibilities: Full time paraeducators are needed to work 25/26 school year under the direction of a special education teacher at the River Street School in Windsor, CT. This is a 10-month position with opportunities for extended day hours and a 6-week summer program. River Street School is a Student Services School where area public school districts refer students based on needed supports for IEP or 504 plan. The student population at River Street School ranges in age from 5 years old to 21 years old. The majority of students have been diagnosed with Autism Spectrum Disorder and present with a variety of challenges, including but not limited to: physical and/or behavioral challenges, toileting issues, basic life skill supportive needs, non-verbal communication, etc. Therefore, the paraeducator will be responsible for utilizing the Applied Behavior Analysis methodology to provide instructional support in small and large group settings, teach daily living skills, and collect data on all IEP objectives. The paraeducator will work in collaboration with an assigned classroom teacher and support team including but not limited to Behavior Analysts, OT/PT, Speech Language Pathologists, and Interventionists. In addition, the paraeducator is responsible for the following duties outlined below.
To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Behavior Analyst - Birken Campus (Bloomfield, CT) Position Purpose: Under the direct supervision of the Clinical Team Leader or Director, shares primary responsibility for the development, training and monitoring of behavioral programs for individual students. In addition, assists other staff in the development of instructional, therapeutic or other intervention plans and in monitoring student progress in learning specific academic, social, communication, vocational, and/or other adaptive skills. River Street Autism Program emphasizes the utilization of evidence-based practice with students with autism and other developmental disorders. Essential Job Functions:
Requirements:
To access the job description and salary range please click https://www.crec.org/careers/jobs.php
Under the direct supervision of the Assistant Superintendent of Pupil Services for CREC Magnet Schools (or designee), the Board Certified Behavior Analyst (BCBA) shares primary responsibility for the development, implementation, training, and monitoring of behavioral programming for students enrolled in specialized district programs. Key responsibilities include supervising Registered Behavior Technicians (RBTs); conducting and/or assisting with Functional Behavior Assessments (FBAs) and the development of Behavior Intervention Plans (BIPs); and providing professional development and consultation to staff. The BCBA also actively participates in Planning and Placement Team (PPT) meetings and ensures compliance with all applicable policies and procedures. In addition, the BCBA may consult with school teams to support the development of instructional, therapeutic, and behavioral intervention plans, as well as provide direct and/or indirect services to students districtwide, as needed. CREC Magnet Schools emphasize the use of evidence-based practices to support students with autism and other developmental disorders.
SUPERVISORY RESPONSIBILITY:
This position has no supervisory responsibility, but oversees RBTs and Paraeducators and working with students in the district specialized programs.
Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings and professional learning opportunities as required.
PHYSICAL DEMANDS & WORK ENVIRONMENT:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
WHAT'S IN IT FOR YOU?
DIVERSITY, EQUITY, & INCLUSION STATEMENT:
CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
DISCLAIMER STATEMENT:
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
CREC Resource Group - Occupational Therapist (Per Diem)- Districts and Connecticut Technical Education and Career Systems (CTECS)
Department Supervisor
POSITION SUMMARY: The Occupational Therapist Registered (OTR) is responsible for evaluation, planning, and collaboration on IEP goal development for students at assigned sites. As a related service provider, the OTR provides appropriate intervention services designed to enhance the student’s participation and learning potential in a variety of educational environments.
Complete screenings, conduct evaluations, develop measurable goals, plan and implement therapeutic interventions, and collect data that are educationally relevant.
Communicate results of evaluations and reports to educational staff, parents, students, and other professionals or agencies as appropriate.
Document all therapy services including daily contact notes, progress summaries, evaluations, student Individualized Education Programs (IEP), trainings, and Medicaid billing when required.
Maintain and submit time records for billing purposes on such activities as travel, direct/indirect services, and prior approved projects.
Collaborate, consult, teach, and monitor professionals and paraprofessionals involved with the implementation of occupational therapy interventions or strategies.
Provide consultation to schools and districts regarding student, staff, and system needs.
Attend meetings as appropriate including school team, PPT meetings, and OT-PT staff meetings and in-services, as required.
Participate in and facilitate in-service education, training, and professional development for related service staff and school personnel as needed.
Maintain routine inspection of therapy equipment, order supplies, and maintain inventory. If products are damaged, discontinue use and seek repair or replacement.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, but may oversee the work of Occupational Therapy Assistants as required.
Technical Skills - Assesses own strengths and weaknesses; Pursues training and development opportunities; Strives to continuously build knowledge and skills; Shares expertise with others. (OTR)
Interpersonal Skills - Focuses on solving conflict, not blaming; Maintains confidentiality; Listens to others without interrupting; Keeps emotions under control; Remains open to others' ideas and tries new things.
Oral & Written Communication - Speaks and writes clearly; Listens and gets clarification; Responds well to questions; Demonstrates group presentation skills; Participates in meetings; dits work for spelling and grammar; Presents numerical data effectively; Able to read and interpret written information.
Leadership - Effectively assigns and matches responsibilities to individuals; Empowers autonomous work; Monitors progress; Demonstrates confidence and motivates others; Takes responsibility for work of COTAs; Remains accessible, and looks for way to continuously improve.
Quality & Productivity - Demonstrates accuracy and thoroughness; Continuously seeks and applies feedback to improve performance; Monitors and ensures the quality of own work while meeting productivity standards; Completes tasks in a timely manner and strives to increase productivity.
Motivation & Initiative - Sets and achieves challenging goals; Demonstrates persistence, and overcomes obstacles; Prioritizes and plans work activities; Uses time efficiently; Plans for additional resources; Organizes tasks and schedules for others. Volunteers readily; Undertakes self-development activities; Seeks increased responsibilities; Takes independent actions; Looks for opportunities, and offers help when needed.
Adaptability - Adapts to changes in the work environment; Manages competing demands; Changes approach or method to best fit the situation; Able to deal with frequent change, delays, or unexpected events.
Bachelor's Degree (BA) from four-year college or university from an accredited Occupational Therapy program recognized by NBCOT.
Requires current professional registration with NBCOT and State of Connecticut License by the Department of Public Health.
Specify required training requirements.
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings, and professional learning opportunities as required. PHYSICAL DEMANDS & WORK ENVIRONMENT: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Standing (frequently, 1/3 – 2/3; continually, more than 2/3)
Walking (frequently, 1/3 – 2/3; continually, more than 2/3)
Sitting (occasionally, less than 1/3)
Reach with hands and arms (continually, more than 2/3)
Climbing or balancing (occasionally, less than 1/3)
Stoop, kneel, crouch or crawl (continually, more than 2/3)
Ability to work outdoors (occasionally, less than 1/3)
Lifting up to 100 lbs. (continually, more than 2/3)
Carrying up to 100 lbs. (continually, more than 2/3)
Ability to work in a high energy environment with varying noise levels (from quiet to loud) based on student activity
Physical Therapist
POSITION SUMMARY: The Physical Therapist (PT) is responsible for assessment, planning, and collaboration on IEP goal development for students at assigned sites. As a related service provider, the PT provides appropriate intervention services designed to enhance the student’s participation and learning potential in a variety of educational environments. Good communication and interpersonal skills are necessary to collaborate with educators, parents, and other school support staff. Organizational skills and the ability to work independently are necessities.
Complete screenings, perform evaluations, develop measurable goals, and plan and implement therapeutic interventions that are educationally relevant.
Evaluate the physical therapy needs of students, using appropriate tests, professional observations, and supplementary information from other sources.
Interpret assessment findings and convey information to educational staff, parents, students, and other professionals or agencies as appropriate.
Document all therapy services including daily contact notes, progress summaries, evaluations, student Individualized Education Programs (IEP), training, and Medicaid billing when required.
Collaborate, consult, train, and monitor professionals and paraprofessionals involved with the implementation of occupational therapy interventions or strategies.
Consult schools and districts regarding student, staff, and system needs.
Serve as a resource to parents, school staff, and administration on the disabling conditions and their effects on education.
Collaborate with community therapists and other healthcare providers to effectively coordinate physical therapy services.
Assess the need for assistive technology and equipment and make recommendations for its use at school to optimize students’ access and participation in school activities.
Attend meetings as appropriate including school team, IEP meetings, staff meetings, and in-services.
Maintain knowledge of school system practice including influences of disabilities on learning and participation, laws and regulations, evaluations, interventions, and service delivery models.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, but may oversee the work of Physical Therapy Assistants as required.
COMPETENCIES: Analytical - Synthesizes complex or diverse information; Collects and researches data; Uses intuition and experience to complement data; Designs work flows and procedures.
Master's Degree (MA) or equivalent from an accredited physical therapy professional program recognized by APTA, have completed all clinical affiliation requirements and passed the National Physical Therapy Examination.
Two years of experience as a physical therapist, preferably in a school or other pediatric setting preferred.
Requires current State of Connecticut License by the Department of Public Health.
PHYSICAL DEMANDS & WORK ENVIRONMENT: he physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Physical Therapist- Part Time, Full Time or Per Diem
Location River Street Schools and Programs - Bloomfield / Windsor, CT
Position Description
The Physical Therapist (PT) is responsible for assessment, planning, and collaboration on IEP goal development for students at assigned sites. As a related service provider, the PT provides appropriate intervention services designed to enhance the student’s participation and learning potential in a variety of educational environments. Good communication and interpersonal skills are necessary to collaborate with educators, parents, and other school support staff. Organizational skills and the ability to work independently are necessities. The PT reports to the department supervisor.
General Professional Responsibilities
Knowledge, Skills and Abilities
Supervision
Opportunities to accept responsibility for providing fieldwork supervision of physical therapy intern in accordance with existing College/University and school district agreement.
Working Conditions
Travels to school district buildings and professional meetings as required. Physical demands may include moving therapy equipment and helping lift or move students on and off equipment.
Note: These statements are intended to describe the general nature and level of work being performed rather than give an exhaustive list of all duties and responsibilities.
FLSA Status: Non-exempt
Physical Therapist Assistant
Location: Windsor/Bloomfield, CT
POSITION SUMMARY: Under the direction and supervision of a licensed Physical Therapist, a Physical Therapy Assistant (PTA) provides appropriate intervention services designed to enhance student learning potential and participation in a variety of educational environments. Good communication and interpersonal skills are necessary to collaborate with the supervising PT, educators, parents, and other school support staff. The PTA reports to the supervising PT and assigned department supervisor.
Contribute information to PT for screenings and evaluations, developing measurable goals, and planning interventions.
Collaborate with the PT to implement therapeutic interventions that are educationally relevant and necessary.
Communicate student’s progress, present level of performance, and proposed recommendations with educational staff, parents, students, and other professionals or agencies as appropriate.
Document all therapy services including daily contact notes, training, Medicaid billing when required, and draft progress summaries.
Collaborate, consult, train, and monitor professionals and paraprofessionals involved with the implementation of physical therapy interventions or strategies (under the supervision of the PT).
Seek input from PT when required.
Attend meetings as appropriate including school team, IEP meetings (once competency is established), staff meetings, and in-services.
Maintain knowledge of school system practice including influences of disabilities on learning and participation, laws and regulations, assessments, interventions, and service delivery models.
Motivation & Initiative - Sets and achieves challenging goals; Demonstrates persistence, and overcomes obstacles; Prioritizes and plans work activities; Uses time efficiently; Plans for additional resources; Organizes tasks; Undertakes self-development activities; Seeks increased responsibilities; Takes independent actions; Looks for opportunities, and offers help when needed.
Associate's Degree (AA) and completion of all fieldwork educational requirements.
Requires State of Connecticut License by the Department of Public Health
Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings, and professional learning opportunities as required.
DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status. DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Long-Term Substitute Special Education Teacher PositionSince 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills. The Capitol Region Education Council (CREC), River Street Schools and Programs, seeks a long-term substitute Special Education Teacher to work in their school across the elementary, secondary, and high school level. Strong candidates will possess excellent oral and written communication skills, strong collaboration skills, and experience in administering a variety of diagnostic assessments, writing reports and presenting at PPT's. Successful candidates will provide direct and/or consultative services, both in small group and/or within the general education setting, according to the needs of the student, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living. Strong candidates will work collaboratively to implement district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment. Essential Functions:
Additional Duties
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.Skills, Knowledge, Abilities*
Must be able to pass a two-day safety care training program without restrictions.
Certification/License:
* Applicants with knowledge of and experience in utilizing principles of Applied Behavior Analysis are strongly encouraged to apply.To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Long Term Mathematics Substitute Teacher for the remainder of the 26 SY Focus Subjects: Algebra I and Statistics
Position Purpose
Under the general supervision of the School Principal, to develop students' skills and competence in basic and complex mathematical principles, equations, formulas and calculations, as well as an understanding of the application of mathematics in the solution of practical problems.
Essential Performance Responsibilities
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
Qualifications Profile
Education
Experience
Successful prior teaching experience for the appropriate grade level preferred.To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
The Capitol Region Education Council (CREC) recognizes teachers, school social workers, school psychologists, and other human service professionals in training who need rich educational experiences to fully develop their skills. Therefore, to assist these individuals, CREC encourages its magnet schools and student services programs to utilize trainees in these fields when it is appropriate and safe. CREC’s magnet schools and special programs provide student teacher placement assignments that meet NCATE, state, and other appropriate Connecticut college, university, and program accreditation requirements.
CREC actively supports and encourages the student teacher placement program as a means to acquire knowledge, skills, and competencies that teachers need to ensure that students learn and perform at high levels. Process Overview
The Capitol Region Education Council (CREC) recognizes teachers, school social workers, school psychologists, and other human service professionals in training who need rich educational experiences to fully develop their skills. Therefore, to assist these individuals, CREC encourages its magnet schools and student services programs to utilize trainees in these fields when it is appropriate and safe. Process Overview
JOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while delivering programs that help adults build real, job-ready skills.
Psychologist (Certified)
School Principal, Director or Assistant Superintendent
POSITION SUMMARY: Under the direction of the [School Principal, Director, or Assistant Superintendent], the School Psychologist works with students, parents, school staff, and administrators to promote positive mental health, academic success, and social/emotional/behavioral development. A successful candidate will observe and assess the needs of students with academic, behavioral, and social/emotional concerns. They provide counseling and develop interventions to meet student needs. The candidate will work individually and with small groups of students to assist with identified social/emotional and behavioral needs and monitor for positive outcomes. Collaboration with the multidisciplinary team, including families, to support the development of evidence-based teaching strategies and interventions is crucial. The candidate will support schools in creating an inclusive and supportive learning environment. Provide professional development to school staff as needed. In addition, strong written and oral communication is pertinent to report writing and working with the school staff, families, and the community. Strong organizational and time management skills are necessary to be effective in this position.
Administer and interpret psychological, academic, and behavioral assessments to identify students' strengths and challenges related to learning, development, and mental health.
Conduct individual and group counseling to address social, emotional, and behavioral concerns, including but not limited to, anxiety, depression, trauma, and peer relationships.
Monitor and track student progress and adjust interventions as needed.
Collaborate with educators, parents, and support staff to recommend, develop, and implement evidence-based teaching and intervention strategies (including FBAs/BIPs, and differentiated instruction) to support students' academic and social-emotional needs.
Attend and present at PPT/504 meetings as needed for students with special needs.
Assist the PPT team in developing appropriate IEP goals and objectives related to academic, and social/emotional needs.
Assist in crisis response efforts, including suicide risk assessments, threat assessments, behavior management, and crisis counseling, while promoting proactive strategies to create a safe and supportive school environment.
Serve as a resource and provide training as needed to teachers, administrators, and parents by providing guidance on best practices for supporting students' mental health, learning, and social/emotional/behavioral.
Provide information to families in need of out-of-school community resources to assist with addressing student and family needs, and maintain ongoing communication with outside service providers.
Encourage parental involvement in students' education and ensure effective communication with students and parents.
Promote culturally responsive practices, equitable access to educational resources, and inclusive school environments that support diverse student populations.
Prepare written reports for parents, school teams, and other relevant parties.
Organize and maintain a system for accurate and complete record-keeping.
Ensure adherence to federal and state education laws, special education regulations, and ethical guidelines set forth by professional organizations such as the National Association of School Psychologists (NASP).
Stay up-to-date on the latest research in psychology, education, and child development.
Analytical - Synthesizes complex or diverse information; Collects and researches data; Uses intuition and experience to complement data; Designs workflows and procedures.
Problem-Solving - Identifies and resolves problems promptly; Gathers and analyzes information skillfully; Develops alternative solutions; Works well in group problem-solving situations; Uses reason even when dealing with emotional topics.
Technical Skills - Assesses their strengths and weaknesses; Pursues training and development opportunities; Strives to build their knowledge and skills; Shares expertise with others.
Conflict Resolution - Manages difficult or emotional situations; Focuses on solving conflicts; Responds promptly to needs of students, school staff, families, and community; Solicits feedback for improvement; Responds to requests for assistance; Meets commitments.
Interpersonal Skills - Actively listens, collaborates, and tactfully approaches others; Maintains confidentiality; Listens to others without interrupting; Keeps emotions under control; Remains open to others' ideas and tries new things; Accepts responsibility for own actions; Follows through on commitments.
Change & Adaptability - Demonstrates proficiency in developing and executing workable implementation plans while effectively communicating changes. Builds commitment and overcomes resistance by preparing and supporting those affected by change. Monitors transitions and evaluates results to ensure successful outcomes. Adapts to changes in the work environment, manages competing demands, and adjusts approaches or methods to fit the situation. Capable of dealing with frequent changes, delays, or unexpected events with resilience and flexibility.
Judgment - Displays willingness to make decisions; Exhibits sound and accurate judgment; Supports and explains reasoning for decisions; Includes appropriate people in decision-making process; Makes timely decisions.
Quantity - Meets productivity standards; Completes work on time; Strives to increase productivity; Works quickly.
Safety and Security - Observe safety and security procedures; Determine appropriate action beyond guidelines; Report potentially unsafe conditions; Use equipment and materials properly.
Innovation - Displays original thinking and creativity; Meets challenges with resourcefulness and seeks out new tasks; Generates suggestions for improving work; Develops innovative approaches and ideas; Presents ideas and information to gain others' attention.
Mater’s Degree (MA) in School Psychology.
CT School Psychologist Certification from CSDE (#070).
PHYSICAL DEMANDS & WORK ENVIRONMENT: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Sitting (frequently, 1/3 – 2/3)
Lifting up to 10 lbs. (occasionally, less than 1/3; frequently, 1/3 – 2/3; continually, more than 2/3)
Carrying up to 10 lbs. (occasionally, less than 1/3; frequently, 1/3 – 2/3; continually, more than 2/3)
Moderate Noise
Teacher - Special Education
Building Principal/Program Director
POSITION SUMMARY: CREC seeks a talented Special Education teacher for a position at CREC Resource Group. Please apply to this position if you are a committed educator who is looking to work in a diverse school setting with a social justice mindset. CREC Resource Group is a division at CREC that supports various programs and districts statewide.
Special Education Teachers work under the general supervision of their school principal/program director along with a CREC Resource Group coordinator performing the essential performance responsibilities listed below.
Conduct assessments, testing, and diagnostic examinations of students to identify learning issues, and recommend courses of action or corrective procedures to overcome issues and maximize learning.
Participates in PPTs and assists in developing Individual Educational Programs ("IEP") for students.
Assists students and teaching staff in implementing students' IEPs and behavior management plans.
Collaborates with general education teachers and pupil personnel staff to design and implement programs and strategies to address student’s individualized needs.
Coordinate with district representatives, outside agencies, organizations, and institutions, including state and federal authorities as needed.
Serve as ready resources to students and parents to provide counseling that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school.
Collect, organize, and maintain data to assist in decision-making as it relates to academic and behavioral concerns
Acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings.
Collect, organize, and maintain data and systems for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
Utilize appropriate books, aids, and equipment and maintain inventory records.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, however, Special Education Teachers may oversee the support provided by classroom support staff as needed.
Design, strengthen, and participate in positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.
Utilize in-depth understanding of content and learning progressions to engage learners and lead individual learners toward mastery.
Personalize learning experiences through assessments, supports, progressions, relationships, and technology.
Uses technology in the service of learning and completing professional responsibilities (e.g., various learning platforms, gradebook, Google Suite, and Microsoft Office).
Covering a medical leave
Covering a maternity leave
Supporting a district for several months at 1-3 days per week.
Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.
Current Connecticut State Certification
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required. PHYSICAL DEMANDS & WORK ENVIRONMENT: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Working in a classroom demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful teachers require the ability to work in a high energy environment with varying noise levels (from quiet to loud) based on student activity. Teachers are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systematically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
Special Education Teacher Location: Windsor, CT JOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills. POSITION SUMMARY: CREC seeks a talented Special Education teacher for a position at CREC River Street School. Please apply to this position if you are a committed educator who is looking to work in a diverse school setting with a social justice mindset. The Capitol Region Education Council (CREC), River Street Schools and Programs, seeks a Special Education Teacher to work in their schools across the elementary, secondary, and high school level. Strong candidates will possess excellent oral and written communication skills, strong collaboration skills, and experience in administering a variety of diagnostic assessments, writing reports and presenting at PPT’s. Successful candidates will provide direct and/or consultative services, both in small group and/or within the general education setting, according to the needs of the student, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living. Strong candidates will work collaboratively to implement district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment. Special Education Teachers work under the general supervision of their school principal/program director performing the essential performance responsibilities listed below. ESSENTIAL DUTIES and RESPONSIBILITIES:
Based on terms and conditions during your employment, specific to your job classification and collective bargaining agreement. DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status. DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
Speech and Language Pathologist
TBD at the time of posting (Building Administrator, Assistant Director, etc.)
POSITION SUMMARY: The Capitol Region Education Council (CREC) seeks a Speech and Language Pathologist to work at CREC Resource Group to support various school districts statewide. Candidates will administer a variety of diagnostic assessments, writing reports and presenting at PPT’s. Successful candidates will provide direct and/or consultative services, both in small group and/or within the classroom setting, according to the needs of the child.
Provide communication therapy and consultation to students.
Evaluate and assess students with speech/language needs.
Develop and implement comprehensive service plans.
Creates student goals and objectives for IEPs based on student needs.
Provide consultative services to school personnel, families, and town personnel.
Attend PPT, 504, and other meetings as necessary.
Complete all reports and billing as required.
Provide consultation services to teachers and towns to assist in meeting the needs of specific students.
Conduct in-services and workshops on the communication of students.
Coordinate, schedule, and follows-up on assistive technology contacts for consultations, evaluations, and presentations.
May train and provide feedback to classroom support staff, SLPA, or intern.
Assist with annual evaluations of SLPAs.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, but may have oversight of work completed by a Speech Language Pathologist Assistant.
Analytical - Synthesizes complex or diverse information; Collects and researches data; Uses intuition and experience to complement data; Designs workflows and procedures; Shares information and expertise with others; Uses data to build knowledge and skills.
Customer Service - Effectively manages difficult or emotional situations involving parents with understanding and empathy; Attends to parents' concerns and inquiries swiftly and with care; Solicits parents' feedback to enhance the support and services provided; Reacts to parents' requests for help and support attentively and efficiently; Fulfills commitments to parents reliably and consistently.
Motivation & Initiative - Sets and achieves challenging goals; Demonstrates persistence and overcomes obstacles; Looks for and takes advantage of opportunities; Measures self against standard of excellence; Takes calculated risks to accomplish goals.
Professionalism - Approaches others in a tactful manner; Reacts well under pressure; Treats others with respect and consideration regardless of their status or position; Accepts responsibility for own actions; Follows through on commitments.
Quality & Quantity - Demonstrates accuracy and thoroughness; Looks for ways to improve and promote quality; Applies feedback to improve performance; Monitors own work to ensure quality; Meets productivity standards; Completes work in timely manner.
Master's Degree (MA) in Speech Language Pathology.
Valid Connecticut State Department of Education Certification.
ASHA certification, preferred.
Must participate in and pass crisis management training to ensure preparedness and effective response in emergency situations.
Standing (continually, more than 2/3)
Walking (continually, more than 2/3)
Climbing or balancing (frequently, 1/3 – 2/3)
Stoop, kneel, crouch or crawl (frequently, 1/3 – 2/3)
Ability to work outdoors, as required (frequently, 1/3 – 2/3)
Lifting up to 50 lbs. (occasionally, less than 1/3)
Carrying up to 50 lbs. (occasionally, less than 1/3)
Bilingual Speech and Language Pathologist
POSITION SUMMARY: The Capitol Region Education Council (CREC) seeks a Bilingual Speech and Language Pathologist to work at CREC Resource Group to work with various school districts statewide. Candidates will administer a variety of diagnostic assessments, writing reports and presenting at PPT’s. Successful candidates will provide direct and/or consultative services in both English and Spanish, both in small groups and/or within the classroom setting, according to the needs of the child.
Provide communication therapy and consultation to students .
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, but may have oversight of work completed by a Speech Language Pathologist Assistant.
Bilingual required (English/Spanish)
CREC's Montessori Magnet Schoole seeks a highly committed and dedicated Building Substitute for Pre K3- 6th Grade. Job Summary:The Building Substitute will be asked to cover classrooms in cases in which the general education teacher is out of the classroom due to illness and or professional development. In the event that there are no general education teachers out of the classroom for the day, the Building Substitute will provide coverage where needed or work with small groups and/or individual students to improve student achievement in Reading/Language Arts and Math. This is a full-time benefits eligible position. Qualifications:
*Association Montessori International (AMI) trained or in training in an AMI training center preferredTo access the job description and salary range please click https://www.crec.org/careers/jobs.php
The Reggio Magnet School of the Arts After Care Associate supports the Coordinator and assists with the daily activities of the before and aftercare program for students in grades PK through 5.
Implement daily activities for students.
Supervise students providing a safe and nurturing environment.
Ethics - Treats people with respect; Keeps commitments; Inspires the trust of others; Works with integrity and ethically; Upholds organizational values.
Attendance/Punctuality - Is consistently at work and on time; Ensures work responsibilities are covered when absent; Arrives at meetings and appointments on time.
Dependability - Follows instructions, responds to management direction; Takes responsibility for own actions; Keeps commitments; Commits to long hours of work when necessary to reach goals.; Completes tasks on time or notifies appropriate person with an alternate plan.
High school diploma or general education degree (GED)
Experience working with children grades PK-5
Understanding of behavior management preferred
No travel is required.
Working in a school demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful educators require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity. Educators are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
JOB DESCRIPTION Position Title: Associate Instructor – Vocational Focus Location: River Street School – Windsor, CT
DISCLAIMER STATEMENT The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities, or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
Instructional Paraprofessional Position Purpose Under the direct supervision of a certified staff member, to assist certified professional staff with students in the classroom to meet instructional goals and objectives, and to free certified professional employees from non-professional duties such as proctoring study halls to enable them to make a contribution to other aspects of the educational program, such as curriculum development. Essential Job Functions
JOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills. POSITION SUMMARY: The Behavior Technician is an essential part of the educational team, providing behavioral and academic support to students. This role focuses on creating a positive and productive learning environment by assisting students who need extra support to succeed academically and behaviorally. ESSENTIAL DUTIES and RESPONSIBILITIES:
Assist students in managing their behavior by implementing behavioral intervention plans (BIPs) under the guidance of certified staff.
Observe and document student behaviors, providing feedback and data to the intervention team.
Use de-escalation techniques and assist in creating a calm, focused classroom environment.
Work one-on-one or in small groups with students who require additional behavioral guidance.
Provide support in academic subjects (e.g., math, reading, writing) as directed by the teacher or intervention team.
Collaborate with teachers, counselors, and other support staff to ensure a consistent approach to student support.
Monitor and document students' progress on academic tasks, providing feedback to the teacher.
Maintain accurate records of behavioral and academic progress, assisting with reporting to school administration.
Participate in ongoing training related to behavior management, academic tutoring, and educational best practices.
Continuously seek to expand knowledge of effective intervention strategies and educational support systems.
Complete and maintain annual crisis management training requirements.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibility.
Quality - Demonstrates accuracy and thoroughness; Looks for ways to improve and promote quality; Applies feedback to improve performance; Monitors own work to ensure quality.
High school diploma or general education degree (GED).
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required. PHYSICAL DEMANDS & WORK ENVIRONMENT The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Behavior Technicians require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity.
Behavior Technicians are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
POSITION SUMMARY: The Behavior Technician is an essential part of the educational team, providing behavioral and academic support to students. This role focuses on creating a positive and productive learning environment by assisting students who need extra support to succeed academically and behaviorally.
This position has no supervisory responsibility.
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
Kitchen Assistant Position Purpose: Under the direction of the CREC - UHMS School Principal and Kitchen Manager. The kitchen assistant will assist in the daily preparation, serving, accounting and the clean-up of any part of breakfast or lunch service provided at the food service site. Assignments vary on a daily basis as the menu changes or as required by the activity at the food service location assignedEssential Job Functions:
Additional Duties:
Equipment:
Travel Requirements:
Knowledge, Skills and Abilities:
Physical and Mental Demands, Work Hazards:
Qualifications Profile:
FLSA Status: Non-exemptTo access the job description and salary range please click https://www.crec.org/careers/jobs.php
POSITION SUMMARY: Parent Ambassadors are trusted community members who help connect families with local early childhood programs and services. As parent leaders, they build relationships, share timely information, and help ensure that parent voices shape the direction of the Local Governance Partnership (LGP) in their town. Reports to the Local Governance Partnership Liaison. NOTE: This is a grant-funded position.
Community Outreach and Engagement: Build relationships with families in (Town) to raise awareness of Early Start CT (ESCT) and other local resources.
Parent Voice and Advocacy: Gather input from families about their experiences with early learning, child care, and family services. Share key themes with the LGP Community Table.
Support Events and Meetings: Participate in family events, listening sessions, and LGP Community Table meetings to help ensure family perspectives are represented.
Collaboration: Work closely with the LGP Liaison and partners to promote family-centered practices and identify service gaps or needs.
Resource Navigation: Help other caregivers understand and access available services like child care, education, health, and family supports.
Monthly Updates: Submit a short tracking form each month that includes outreach activities, family feedback, and success stories.
Comfortable speaking with families and building community relationships.
Able to work independently and communicate respectfully with diverse groups.
Familiar with early childhood services or willing to learn.
Available to work some evenings and weekends with advance notice
Bilingual or multilingual abilities are a plus.
Training and Support Provided:
Orientation on the Local Governance Partnership and Early Start CT
Ongoing support from CREC and Shine Early Learning
Opportunities for leadership development and community engagement
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, and trainings as required.
Lifting up to 25 lbs. (frequently, 1/3 – 2/3)
DIVERSITY, EQUITY, & INCLUSION STATEMENT CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities, or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The Part-Time Cooperative Purchasing Program Assistant oversees the administration of the school district's cooperative purchasing program for food services. This role manages the bidding and procurement process, ensures compliance with federal, state, and district regulations, and supports cost-effective purchasing for groceries, milk, ice cream, cafeteria supplies and paper goods, bread, and produce. The coordinator works collaboratively with school nutrition directors and participating districts to optimize purchasing efficiency and maintain high standards for program compliance.
Skills & Abilities
TRAVEL REQUIREMENTS: Primarily office or remote work; may require occasional on-site visits to schools or co-op member districts. Position may require travel to meetings or bid openings.
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
Position: Registered Behavior Technician (RBT) Location: River Street School - Windsor
JOB DESCRIPTION: Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills. POSITION SUMMARY: The Registered Behavior Technician provides 1:1 behavioral intervention services to children with special needs. RBTs are responsible for implementing Applied Behavioral Analysis based programming as directed by a Board Certified Behavior Analyst/Case Supervisor.
Provide direct client care in 1:1 and group settings utilizing a combination of intensive teaching and natural environment training arrangements.
Perform other duties related to the RBT Task List (2nd ed.), as directed by BCBA/Supervisor.
Implement individualized treatment outlined in the student’s individualized Behavior Treatment Plan developed and overseen by BCBA.
Utilize safe & appropriate procedures when interacting with students as prescribed in the designated crisis management training.
Consistently utilize principles of reinforcement for increasing targeted skills throughout the student’s day.
Maintain student confidentiality.
Assist teachers, clinical staff, and paraeducators in developing, monitoring, and/or implementing skill acquisition and behavior reduction assessments.
Assist the Teacher, Behavior Analysts, paraeducators, and other clinical staff in preparing student materials as instructed.
Assist the teacher with maintaining and monitoring classroom responsibilities as directed.
Daily data collection and graphing of all required data as directed by the teacher, BCBA, and/or other clinical staff.
Assist BCBA in conducting various functional assessment methodologies, including, but not limited to descriptive and analog functional assessments.
Attend regular supervision meetings with the assigned BCBA clinical supervisor and effectively respond to feedback.
Leadership - Exhibits confidence in self and others; Inspires and motivates others to perform well; Effectively influences actions and opinions of others; Accepts feedback from others; Gives appropriate recognition to others.
Registered Behavior Technicians (RBTs) require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity.
RBTs are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
REQUIREMENTS:
EXPERIENCE:
RELATED TRAINING:
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
CREC Resource Group - Registered Behavior Technician - District Schools and Connecticut Technical Education and Career Systems (CTECS)
Director/Principal
6/1/2025
POSITION SUMMARY: The Registered Behavior Technician provides 1:1 behavioral intervention services to children with special needs. RBTs are responsible for implementing Applied Behavioral Analysis based programming as directed by a Board Certified Behavior Analyst/Case Supervisor.
Registered Behavior Technician Certification.
Speech and Language Pathologist Assistant
POSITION SUMMARY: The Capitol Region Education Council (CREC) seeks a Speech and Language Pathologist Assistant to work at CREC Resource Group supporting programs and districts throughout Connecticut. Candidates will be responsible for executing specific components of a speech and language service delivery program as specified in a treatment plan, under the direction and supervision of a qualified Speech-Language Pathologist.
Provide select direct services under the direction and monitoring of the supervising SLP.
Assist in an array of indirect instructional activities as directed by the SLP.
Work with individuals or small groups as assigned, directed, and supervised by the SLP.
Follow laws and regulations regarding the rights of children, adults, and families.
Follow the guidelines for the scope of services as set forth by the American Speech-Language-Hearing Association (ASHA).
Motivation & Initative - Sets and achieves challenging goals; Demonstrates persistence and overcomes obstacles; Looks for and takes advantage of opportunities; Measures self against standard of excellence; Takes calculated risks to accomplish goals.
Associate’s Degree (AA) in SLPA, or related field, from an accredited institution.
Eligibility to take the SLPA certification exam (to become ASHA SLPA certified).
Tutor
TBD
POSITION SUMMARY: CREC seeks talented tutors at CREC Resource Group. Please apply to this position if you love working with children and you are eager to work in a diverse school setting with a social justice mindset. Tutors implement targeted instruction and supports in designated areas of need,such as literacy, math, multi-lingual support. Tutors support students by assisting in the planning and implementation of individual and small group instruction of targeted interventions.
CREC Resource Group is a division at CREC that supports various programs and districts throughout Connecticut.
Tutors work under the general supervision of a certified staff member performing the essential performance responsibilities listed below.
Assist and guide students to reinforce academic skills.
Use appropriate materials to support teaching, including technology.
Provide an effective learning environment for every student through well-prepared lessons, relevant assignments, clear records of student progress, and support of academic achievement.
Monitor and assess student performance and progress through lessons, assignments, and appropriate screening and assessment tools.
Communicate effectively and interact with a diverse student population.
Promote a classroom environment that is positive, safe, and conducive to individualized and small-group instruction, and student learning.
Manage classroom procedures such as daily schedules, attendance, and student transitions, etc.
Demonstrate flexibility and adaptability; be ready to step in as the need arises.
Promote positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.
Build strong relationships with students and peers that contribute to individual and collective success.
Help to develop student agency, ownership, self-advocacy, and effective communication skills with regard to learning.
Uses technology in the service of learning and completing professional responsibilities (e.g.Google Suite, and Microsoft Office).
Associate's Degree (AA) or equivalent from two-year college or technical school, or six months to one year related experience and/or training, or equivalent combination of education and experience.
Special Education Teacher Certification in Connecticut is required
Working in a classroom demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful educators require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity. Like teachers, building substitutes are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
