Openings as of 6/15/2025
CAPITOL REGION EDUCATION COUNCIL POSITION DESCRIPTION
Position Title: Head Start Assistant Teacher
Program: Head Start /Early Head Start
CT Teacher Residency Program Instructor
General Purpose: CT TRP seeks instructors for the Connecticut Teacher Residency Program (TRP) in multiple locations. CT TRP is designed to attract candidates that embrace the potential to work well with diverse students in elementary, comprehensive special education, and middle grades math; and to minimize barriers to traditional certification program admissions. The program markets to aspiring diverse teachers who work and live in partner district communities, holding Bachelors degrees, who did not pursue education certification during their undergraduate studies. Program participants will engage in a combination of coursework and classroom experiences under the guidance of a mentor teacher while taking classes and certification examinations. The residency experience lasts a full school year and guides successful candidates to job opportunities in the partner district.
A critical part of this program design is the implementation of courses that will provide aspiring teachers with the skills, content, and pedagogy they will need to be successful teachers in Connecticut elementary schools. CT TRP classes bring together a cohort of residents working in schools in one of four geographic regions. Our curriculum centers our core values of Equity, Collaboration, Courage, and Excellence. We are looking for highly qualified individuals with a Masters Degrees in the content area who can instruct these courses in all CT regions. Candidates will be hired based on their expertise in one of the courses outlined in the CT Teacher Residency Program courses of study. Qualifications:
CT Professional Teaching Certificate
Minimum of 5 years teaching experience
Masters Degree Required in subject area preferred
Expertise in current educational research and practice
Understanding of CT State Standards, Assessments, Teaching Standards and certification assessments specific to the content area (e.g. Praxis II, Foundations of Reading)
Skilled in teaching adult learners
Specialized skill and/or experience in course content
Ability to deliver instruction and in both an online and face-to-face setting using Canvas, Zoom, and Google
Essential Duties and Responsibilities:
planning and instructing based on the approved syllabus and course content
assessing students mastery of essential skills and knowledge
providing feedback and assistance to students
assistance in preparing the Resident for assessments for certification (if applicable)
Pay:
CT TRP Instructor compensation will be calculated based on the course credit equivalents.
Credit
Number of Hours
Payment
0.33 credits
5
$400
1.00 credit
15
$1200
1.50 credits
22.5
$1800
3.00 credits
45
$3600
1 credit = 15 class hours
Application Process:
review of application, resume, letters of recommendation
recommendation of an immediate supervisor
interview; and
demonstration of practice.
Application Deadline:
Deadline for summer course instructors is May 7, 2025
Deadline for fall course instructors is August 1, 2025
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:
Teacher - Elementary
Classification:
102, Certified CEA
Reports To:
Building Principal
Effective Date:
August 2025
POSITION SUMMARY:
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Elementary teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Elementary teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
ESSENTIAL DUTIES and RESPONSIBILITIES:
Duties/Responsibilities
Develop and administer curriculum consistent with school district goals and objectives.
Promote a classroom environment that is safe and conducive to individualized and small-group instruction, and student learning.
Develop lesson plans and instructional materials for elementary school students, aligned to the Common Core State Standards, translate lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
Conduct ongoing assessment of student learning and progress, and modifies instructional methods to fit individual students' needs; conduct individual and small group instruction as needed.
Comply with all company policies and procedures.
Other duties as assigned.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
SUPERVISORY RESPONSIBILITY:
This position has no supervisory responsibilities.
COMPETENCIES:
Intrapersonal Competencies:
Demonstrate a dedication to all learners – especially those historically marginalized.
Demonstrate commitment to lifelong professional learning and growth.
Interpersonal Competencies:
Design, strengthen, and participate in 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.
Cognitive Competencies:
Utilize in-depth understanding of content and learning progressions to engage 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.
Instructional Competencies:
Personalize learning experiences through assessments, supports, progressions, relationships, and technology.
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., various learning platforms, gradebook, Google Suite, and Microsoft Office).
Elementary Teaching Competencies:
Ability to teach 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.
Familiarity with recent research in reading and writing acquisition and ability to transfer knowledge to lesson planning.
Skill in differentiating instruction to meet the needs of diverse learners and build academic confidence.
QUALIFICATIONS:
Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.
Elementary, 1–6 (305 or 005)
Elementary, K–6 (013)
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.
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.
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.
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
Certification/License:
Special Education Teacher Position The Capitol Region Education Council (CREC) Reggio Magnet School of the Arts, located in Avon, CT, seeks a Special Education Teacher. Reggio Magnet Sschool of the Arts is a full-day interdistrict magnet school serving students PreK-Grade 5. Inspired by the Italian Reggio Emilia philosophy, the curriculum is designed to respect a child's point of view and encourage students to control the direction of their learning. Reggio educators pair high challenge with loving support as they guide students through differentiated learning experiences designed to meet the needs of all students. 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
Skills, Knowledge, Abilities*
Teacher - Music
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Music teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Music teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develop and administer curriculum consistent with school district and national music standards, goals, and objectives
Promote a classroom environment that is safe and conducive to individualized and small-group instruction, and student learning
Develop lesson plans and instructional materials for Music - this may be specific to grade; instrumental, choral or general music - and translate lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction
Conduct ongoing assessment of student learning and progress, and modify instructional methods to fit individual student needs, including the needs of students with special needs; conduct individual and small-group instruction as needed
Plan, coordinate rehearsals for, and direct students in musical programs (including scheduled performances/concerts) and performances outside the classroom
Encourages parental involvement in students' education and ensures effective communication with students and parents
Comply with all company policies and procedures
Other duties as assigned by school administration
049 Certification
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
JOB DESCRIPTION
Teacher - Computer Science
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Computer Science teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Computer Science teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develops grade-level appropriate lesson plans and instructional materials for computer science/technology courses and translates lesson plans into learning experiences to develop pertinent sequential activities, challenge students, maintain the target language in class, and best utilize the available time for instruction.
Conduct ongoing assessment of student learning and progress, and modify instructional methods to fit individual students' needs; conduct individual and small group instruction as needed.
Certification Area: Any Secondary Education endorsement;
Preferred: Computer Science 7-12 (110), Technology PK-12 (047), or Business 7-12 (030)
Teacher - PE/Health
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks a talented PE/Health teacher for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
PE/Health teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develops grade-level appropriate lesson plans and instructional materials for students. Then translates lesson plans into learning experiences to develop pertinent sequential activities, challenge students, and best utilize the available time for instruction.
Teaching/Subject Assignment Specific:
Administer and record results for the Connecticut Physical Fitness Assessment.
Attend training sessions for supervising high ropes courses (if applicable for program site)
Physical Education, PK-12 (044).
Health, PK–12 (043)-cross endorsement for health is preferred but candidates without a health certification will be considered on a case by case basis.
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 please click https://www.crec.org/careers/jobs.php
Teacher - PreK
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Preschool teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Preschool teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develop lesson plans and utilize play-based instructional materials for preschool, aligned with the State of CT Early Learning and Development Standards (CT ELDS), translate lesson plans into developmentally appropriate learning experiences that engage and challenge students, and best utilize the available time for instruction.
Conduct ongoing assessment of student learning and progress using the State of CT Documentation for Teaching Systems (CT DOTS) in both naturally occurring situations and planned experiences, and modify instructional methods to fit individual student's needs; conduct individual, large and small group instruction as needed.
Knowledge of the CT ELDS and the CT DOTS for planning curriculum and formatively assessing learning.
Must hold or be eligible for Endorsement 112 -Integrated Early Childhood/Special Ed., Birth–Kindergarten or CT Endorsement 113- Integrated Early Childhood/Elementary Education N-3 and Special Education N-K
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.
Teacher - Secondary English
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Secondary English teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Secondary English teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develop and administer curriculum consistent with district goals and objectives.
Develops lesson plans and instructional materials for English, and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
English Language Arts teaching competencies:
Deep understanding of CT Common Core Standards for reading, writing, speaking and listening, and language.
Familiarity with recent research in reading and writing acquisition.
Ability to design and implement engaging, standards-aligned lesson plans.
Designs and implements assignments, assessments, and rubrics that align with standards-based grading (SBG) to accurately measure and provide feedback on student proficiency on learning objectives.
Skill in differentiating instruction for diverse learners, including those with special needs and English Language Learners (ELLs).
Experience with integrating technology (e.g., educational software, online platforms).
English 7-12: 015 certification
Teacher - Social Studies
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Social Studies teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Social Studies teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develop lesson plans and instructional materials for Social Studies, aligned to the CT Social Studies Standards, and translate lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
Conduct ongoing assessment of student learning and progress, and modify instructional methods to fit individual student needs; conduct individual and small group instruction as needed.
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.
Social Studies Teaching Competencies:
Develop lesson plans and instructional materials for Social Studies, aligned to the 2023 Connecticut Social Studies Standards, which are grounded in the inquiry arc outlined in the College, Career, and Civic Life (C3) Framework. This Framework outlines the key concepts of student inquiry, sourcing, and demonstrating an understanding of content both in- and out-of-school contexts.
Design and implement assignments, assessments, and rubrics that align with Standards-Based Grading (SBG) to accurately measure student proficiency on learning objectives.
Certifications: 7-12 (026)
WHAT'S IN IT FOR YOU?
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
Teacher - Special Education
Building Principal/Program Director
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Special Education Teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Special Education Teachers work under the general supervision of their school principal/program director 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.
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.
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.
Encourage parental involvement in students' education and ensure effective communication with students and parents.
Utilize appropriate books, aids, and equipment and maintain inventory records.
This position has no supervisory responsibilities, however, Special Education Teachers may oversee the support provided by classroom support staff as needed.
Special Education Certification (065)
Teacher - STEM/Technology
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented STEM/Technology teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
STEM/Technology teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Promote a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
Develop lesson plans and instructional materials for [SUBJECT AREA], and translate lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
Conduct ongoing assessment of student learning and progress, modify instructional methods to fit individual student needs; and conduct individual and small group instruction as needed.
Follow all equipment and software safety, security, and privacy expectations.
Technology/STEM Specific Competencies:
Develop lesson plans and instructional materials for STEM, aligned to the appropriate standards (ISTE, CSTA, NGSS, other) providing opportunities for students to engage in the engineering process.
Teach and model safe, secure, and ethical use of equipment, software, and techniques as needed. Maintain a safe STEM laboratory learning environment for all students.
Designs and implements assignments, assessments, and rubrics that align with standards-based grading (SBG) to accurately measure student proficiency on learning objectives.
Technology (047) or other relevant certification(s) as needed.
Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings, and professional learning opportunities as required.
Teacher - TESOL/Bilingual
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented TESOL/Bilingual teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
TESOL/Bilingual teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develop lesson plans and instructional materials that support language acquisition, and translate lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and effectively uses time for instruction.
Conduct ongoing assessment of student learning and progress, and modify instructional methods to fit individual students' needs, including students with special needs; conduct individual and small group instruction as needed.
Screen Home Language Surveys
Identify and assess students for eligibility for TESOL/ Bilingual services
Utilize native language support to make the curriculum accessible to Multilingual Learners.
Act as a liaison between the student and other teachers, staff members, and families.
Administer federal standardized assessment (LAS Links).
Provide guidance and professional development to teachers on strategies to support Multilingual Learners.
Develops and administers curriculum consistent with school district goals and objectives.
Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
Develops lesson plans and instructional materials that support language acquisition, and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and effectively uses time for instruction.
Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student's needs, including students with special needs; conducts individual and small group instruction as needed.
Utilizes native language support in order to make the curriculum accessible to Multilingual Learners.
Acts as a liaison between the student and other teachers, staff members and families.
Provides guidance and professional development to teachers on strategies to support Multilingual Learners.
Performs duties and tasks as assigned by the building principal or designee.
Screens Home Language Surveys
Identifies and assesses students for eligibility for TESOL/ Bilingual services
Administers federal standardized assessment (LAS Links).
State of CT TESOL Certification (111) requirements with proficiency in Spanish or (009) CT Bilingual Certification.
Employee Network Group
Teacher - World Language
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented World Language teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
World Language teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develops grade-level appropriate lesson plans and instructional materials for students. Then translates lesson plans into learning experiences to develop pertinent sequential activities, challenge students, maintain the target language in class, and best utilize the available time for instruction.
Certification: (023, 101)
Familiar with ACTFL World-Readiness Standards
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.
Social Worker
102, Certified
TBD at the time of posting
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.
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.
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.
Other duties as assigned
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities.
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.
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.
CREC Academy of Aerospace and Engineering 6–12 Position Available: 2025–2026 School Year
The CREC Academy of Aerospace and Engineering 6–12 seeks a highly committed and knowledgeable Reading Interventionist to join our instructional team for the 2025–2026 school year. This position plays a vital role in supporting students’ literacy development within a Multi-Tiered System of Supports (MTSS) framework.
Under the guidance of school leadership, the Reading Specialist will deliver targeted, data-driven reading instruction aligned to Tier I, Tier II, and Tier III interventions. The successful candidate will be deeply familiar with and continuously informed by the science of literacy, ensuring that instructional practices are research-based, current, and effective for diverse learners.
At CREC, we are committed to becoming an anti-racist organization. We strive 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 benefit privileged groups. Ensuring that all students can read well is a core part of this mission, as literacy is foundational to equity and access in education.
Key Responsibilities
Provide direct instruction to students through small-group and individualized Tier II and Tier III interventions, as well as support strong core instruction at the Tier I level
Collaborate with general education teachers, instructional coaches, and support staff to design and implement responsive literacy instruction across all tiers
Lead or co-lead structured literacy intervention classes, incorporating evidence-based practices grounded in the science of literacy
Regularly assess, monitor, and document student progress to inform instruction and determine appropriate intervention pathways
Implement a student performance monitoring and reporting system as part of the school’s MTSS and learning monitoring structure
Contribute to the continuous development and refinement of the school’s SRBI (Scientific Research-Based Interventions) model
Administer federal, state, and local assessments as needed
Participate fully in team meetings, department planning, data analysis sessions, and family communication processes
Engage in ongoing professional development focused on DEI and anti-racist practices to support all learners effectively
Qualifications
Required:
Bachelor's Degree
Valid CT certification in English (015) or Reading and Language Arts Consultant (097)
Demonstrated knowledge of the science of literacy and evidence-based reading instruction
Strong organizational skills and the ability to maintain accurate records
Excellent interpersonal and communication skills
Capacity to collaborate effectively with colleagues in a professional learning community
Preferred:
CT Certification 102 (Remedial Reading and Remedial Language Arts, Grades 1–12)
Elementary certification and/or experience supporting foundational literacy development
Experience providing literacy interventions at the middle school level
Familiarity with data-driven instruction, universal screening tools, and diagnostic literacy assessments
Experience with or understanding of structured literacy and explicit phonics instruction
Commitment to and experience with DEI initiatives and anti-racist educational practices
Compensation
Salary and benefits are in accordance with the CREC Teacher’s Contract. For more information about CREC's commitment to Diversity, Equity, and Inclusion, please visit our DEI Division webpage.
CREC Resource Group - Paraeducator – Part-Time - Connecticut Technical Education and Career Systems (CTECS)
122, Para and CCW
School Administrator or Director
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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
COMPETENCIES: Intrapersonal Competencies:
Support in creating 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 support learners and lead individual learners toward mastery.
Support in personalizing learning experiences.
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.
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.
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 Magnet School Paraeducator
CREC Resource Group - Paraeducator - District Schools and Connecticut Technical Education and Career Systems (CTECS)
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.
CREC's Reggio Magnet School of the Arts is seeking multiple Paraeducators to provide assistance in classroom management, individual and group student instruction, behavioral management, and various other classroom tasks. Position Purpose Under the direct supervision of a certified staff member, to assist with helping students to meet instructional goals and objectives or to assist with other duties in the school which add to the overall quality of the school or the educational experience of the students. Essential Job Functions
Paraeducator
Location RSS – Windsor, Connecticut 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.
CREC Resource Group - Occupational Therapist (Per Diem)- Districts and Connecticut Technical Education and Career Systems (CTECS)
129, Health Professionals
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.
Teacher - Secondary Mathematics
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Secondary Mathematics teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Secondary Mathematics teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develop lesson plans and instructional materials for mathematics, and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
Deep understanding of mathematical concepts such as Algebra, Geometry, Trigonometry, Calculus, and Statistics.
CT Certification: Mathematics (029)
Mathematics Teacher
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.
CREC seeks talented mathematics teachers for a teaching position at Academy of Computer Science and Engineering High 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. Academy of Computer Science and Engineering High School is a comprehensive high school with a magnet focus of computer science and engineering. Students learn the basics of computer science, design, and entrepreneurship within the general Connecticut framework of high school requirements. The successful candidate will, preferably, have experience, or the ability, to deliver high level instruction in Geometry and Algebra II. To find out more about CREC Magnet Schools and locations visit: crecschools.org. Mathematics teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below. Essential Performance Responsibilities: The primary function of a CREC teacher is the planning for and effective delivery of instruction and assessment of student learning, in alignment with the Danielson Framework, with the incorporation of the CREC Core Values: Expect Excellence, Demand Equity, Act with Courage, Embrace Collaboration. In addition, a CREC teacher:
Experience: Successful prior teaching experience for the appropriate grade level preferred. FLSA Status: Exempt Primary Focus will be Algebra 2 and other High Level Math Classes To access the job description and salary range please click https://www.crec.org/careers/jobs.php
Experience: Successful prior teaching experience for the appropriate grade level preferred. FLSA Status: Exempt Primary Focus will be Algebra 2 and Geometry Classes To access the job description and salary range please click https://www.crec.org/careers/jobs.php
Teacher - Secondary Science
The purpose of this posting is to create a pool of talented employees for the 2025-26 School Year. CREC seeks talented Secondary Science teachers for a teaching position at our various magnet schools. 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Secondary Science teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Develop lesson plans and instructional materials for science, aligned to the Next Generation Science Standards, and translate lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
Maintain a safe science classroom/laboratory.
Science Teaching Competencies:
Develop lesson plans and instructional materials for science, aligned to the Next Generation Science Standards, providing opportunities for students to engage in science and engineering practices, build understanding of core disciplinary ideas and crosscutting concepts.
Teach and model science safety, including safe and appropriate use of various types of equipment. Maintain a safe science laboratory learning environment for all students.
Certification Areas: Biology, 7–12 (030); Chemistry, 7–12 (031); Physics, 7–12 (032); Earth Science, 7–12 (033); General Science, 7–12 (034)
POSITION SUMMARY: The CREC Academy of Aerospace and Engineering seeks a creative, energetic and student-centered STEAM Teacher. Candidates should demonstrate academic and work experience in the fields of science, technology, engineering, art and math. 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. As a STEAM school the Academy of Aerospace and Engineering offers a wide variety of courses and our teachers have opportunities to provide input for new course offerings. We seek to identify individuals who are able to implement curriculum and coursework in the following areas:
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 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. 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.
Position Purpose Provides a wide variety of complex and confidential administrative and secretarial support, communicating information and assisting and ensuring compliance with department/program policies and procedures. Essential Job Functions
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.
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
The Academy of Aerospace and Engineering of the Capitol Region Education Council has a vacancy for a Grade 6-12 Long Term Social Worker Substitute. The assignment will start by the end of August 2025. JOB DESCRIPTION
Under the general supervision of the [Program Director/Assistant Superintendent/Supervisor of Special Education], the Social Worker provides social, emotional, and behavioral support and or consultation to maximize the student's learning experience.
Special Education Teacher Location: Bloomfield, CT 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. Essential Functions
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*
* 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.
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.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, however, Special Education Teachers may oversee the support provided by classroom support staff as needed.
Covering a medical leave
Covering a maternity leave
Supporting a district for several months at 1-3 days per week.
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.
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 Gr. 4-8 CREC's Polaris Center is seeking a Special Education Teacher to work within our program, serving students in grades 4-8 who are presenting with significant social, emotional and behavioral challenges. The special education teacher is responsible for a caseload of no more than 10 students and will work as a member of a supportive, comprehensive team that includes a social worker, BCBA, and related service providers. The teacher will create a classroom community; implementing trauma informed and evidenced based practices where students receive specialized instruction to make academic and behavioral growth. Other responsibilities include writing IEP goals and objectives, completing academic assessments for triennial testing, PPT participation. Teachers at Polaris are members of the collective bargaining unit and participate in the Connecticut Teachers' Retirement Board. Requirements:
Special Education Teacher Gr. 9-12 CREC's Polaris Center is seeking a Special Education Teacher to work within our program, serving students in grades 9-12 who are presenting with significant social, emotional and behavioral challenges. The special education teacher is responsible for a caseload of no more than 10 students and will work as a member of a supportive, comprehensive team that includes a social worker, BCBA, and related service providers. The teacher will create a classroom community; implementing trauma informed and evidenced based practices where students receive specialized instruction to make academic and behavioral growth. Other responsibilities include writing IEP goals and objectives, completing academic assessments for triennial testing, PPT participation. Teachers at Polaris are members of the collective bargaining unit and participate in the Connecticut Teachers' Retirement Board. Requirements:
Special Education Teacher Gr. K-5 CREC's Polaris Center is seeking a Special Education Teacher to work within our program, serving students in grades K-5 who are presenting with significant social, emotional and behavioral challenges. The special education teacher is responsible for a caseload of no more than 10 students and will work as a member of a supportive, comprehensive team that includes a social worker, BCBA, and related service providers. The teacher will create a classroom community; implementing trauma informed and evidenced based practices where students receive specialized instruction to make academic and behavioral growth. Other responsibilities include writing IEP goals and objectives, completing academic assessments for triennial testing, PPT participation. Teachers at Polaris are members of the collective bargaining unit and participate in the Connecticut Teachers' Retirement Board. Requirements:
Speech & Language Pathologist - P/T. CREC Preschool at Progress Drive is seeking a CT State Department of Education Certified Speech and Language Pathologist to work in a Preschool setting with a part-time schedule - approx. 15 hours per week. The purpose of the position is to provide comprehensive, school-based speech and language intervention services to students in individual and group settings. Focus on in-classroom intervention. Knowledge of special education and 504 procedures a must. The successful candidate will have experience working with an urban population, have the ability to consult with general education teachers in the areas of modifications and accommodations and demonstrated experience functioning as part of a team. Bilingual a plus. To access the job description and salary range 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)
Speech/Language Pathologist CREC Ana Grace Academy of the Arts Elementary is seeking a Speech and Language Pathologist for our Program. The Speech and Language Pathologist will provide direct and consultative services to students in a regional public school setting. 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 child. Essential Performance Responsibilities
* Applicants with (1) experience in completing AAC assessments as well as developing and implementing related AAC programming and (2) knowledge of and experience in utilizing principles of Applied Behavior Analysis are strongly encouraged to apply. Applicants willing to work an annual contract are strongly preferred. Individuals interested in completing their clinical fellowships are also encouraged to apply. To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Speech and Language Pathologist - Extended School Year (ESY)
7/1/2025
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 for Extended School Year (ESY) services. 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.
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 Academy of International Studes is seeking a Full-Time Speech and Language Pathologist . The Speech and Language Pathologist will provide direct and consultative services to clients in a regional public school setting. 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 child. Essential Performance Responsibilities
Speech/Language Pathologist - Windsor, CT CREC River Street School is seeking a Speech and Language Pathologist (Part time/Full time preferred) for our Program. The Speech and Language Pathologist will provide direct and consultative services to clients in a regional public school setting. 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 child. Note: This could be an academic or annual position. Essential Performance Responsibilities
Associate Instructor Seeking energetic, positive individuals to help students with their academics, while also coaching them on improving their interpersonal skills and making sound choices! CREC Polaris Center, an alternative education setting in East Hartford, is recruiting for full-time Associate Instructors to work with students in grades K - 12+. The Polaris Center serves students with academic, emotional and behavioral challenges. Associate Instructors provide academic support under the supervision of a special education teacher; supervise students throughout the day; engage in problem-solving and crisis intervention; and accompany students on field trips and to local job sites.
This position follows the school year calendar, Monday-Friday, 7:30am – 2:30pm. There is a potential for summer employment. Please submit college transcripts with your application.
Job Requirements:
Bachelor's degree required, plus experience working with children and youth in an educational, athletic, arts or extra-curricular settings.
Candidates will have a proven track record of successfully working with youth, assisting them with developing positive coping mechanisms and positive problem-solving strategies. Patience, initiative, effective communication skills and the ability to work as part of a team with a diverse student population is required. Incentives may be offered to employees who obtain and maintain a CT DMV public service license once employed. Other job-related certifications required include Safety Care Training and CPR/First Aid. Pre-employment background checks required. 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.
Incentives may be offered to employees who obtain and maintain a CT DMV public service license once employed. Other job-related certifications required include Safety Care Training and CPR/First Aid.
POSITION SUMMARY: Under the direct supervision of the Kitchen Lead, the Kitchen Cook at CREC’s University of Hartford Magnet School located in West Hartford. The cook will oversee all aspects of meal preparation during the school program’s days and hours.
Oversee daily breakfast and lunch meal preparation
Follow weekly menus provided by the Food Service Manager
Pay close attention to state Child Nutrition regulations and upholding the standards of SafeServ
Assist in meal preparation and serving, as needed
Maintain databases related to kitchen operations, number of meals served
Manage kitchen waste, food, and supply inventories
Quality Management - Looks for ways to improve and promote quality; Demonstrates accuracy and thoroughness.
Dependability - Follows instructions, responds to management direction; Takes responsibility for own actions; Keeps commitments; Completes tasks on time or notifies appropriate person with an alternate plan.
Initiative - Volunteers readily; Undertakes self-development activities; Seeks increased responsibilities; Takes independent actions and calculated risks; Looks for and takes advantage of opportunities; Asks for and offers help when needed.
At least three (3) years of professional cooking experience
School kitchen experience a plus
ServSafe certification required
TRAVEL REQUIREMENTS: Occasional travel to staff meetings as needed.
Lifting up to 50 lbs. (frequently, 1/3 – 2/3)
Carrying up to 50 lbs. (frequently, 1/3 – 2/3)
CREC Resource Group - Registered Behavior Technician - District Schools and Connecticut Technical Education and Career Systems (CTECS)
123, 14NE
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.
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.
Complete and maintain annual crisis management training requirements.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibility.
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.
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).
Registered Behavior Technician Certification.
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.
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
123, 10NE
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.
Drivers
Employee must be actively employed by CREC at the time of payment.
