Openings as of 5/13/2026
CREC's High Schools are looking for High School Faculty Managers to assist the administration in the daily operation and management of the school athletic program. DUTIES AND RESPONSIBILITIES OF FACULTY MANAGERS
To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Athletic Coaching Positions Available At Our CREC Schools (Fall 2026 Season)
The responsibilities for this job include, but are not limited to:
The successful candidate must possess, or be working toward their Connecticut Coaches Certification; be CPR and First Aid certified before the first practice; have previous coaching or playing experience with the sport. Compensation will follow the CREC coach's salary scale.Please select your school of choice and athletic coaching position on your employment application. ScheduleHigh School is 6 daysMiddle School is 4 daysHigh School coaches MUST be available to practice during any school vacation weeks that coincide with their season.To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Open until filled.
JOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
POSITION SUMMARY: The Family Advocate is responsible for working with families to determine their immediate needs and providing the resources needed to achieve the family's self-identified goals. The Family Advocate is also responsible for partnering with the teaching and content area staff to ensure ongoing communication to support positive outcomes of children and families. The Family Advocate supports recruitment, marketing, enrollment, and family engagement. ESSENTIAL DUTIES and RESPONSIBILITIES:
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities. COMPETENCIES:
QUALIFICATIONS:
TRAVEL REQUIREMENTSA valid Motor Vehicle Operator's License and reliable personal vehicle are required to conduct family meetings/home visits and attend local 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 CREC's Early Childhood programs requires prolonged standing/movement, frequent bending and crouching, lifting and carrying materials up to 50 lbs., 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. Staff require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity. Staff is expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences. WHAT IS IN IT FOR YOU?
Based on terms and conditions during your employment, specific to your job classification and collective bargaining agreement.DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status. DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.To access the job description and salary range please click https://www.crec.org/careers/jobs.php
Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
POSITION SUMMARY:
The purpose of this posting is to create a pool of talented employees for the 2026-27 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:
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:
Interpersonal Competencies:
Cognitive Competencies:
Instructional Competencies:
Elementary Teaching Competencies:
comprehension, and writing instruction.
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?
Based on terms and conditions during your employment, specific to your job classification and collective bargaining agreement.
DIVERSITY, EQUITY, & INCLUSION STATEMENT:
CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
DISCLAIMER STATEMENT:
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
To access the job description and salary range please click https://www.crec.org/careers/jobs.php
Long Term Substitute Special Education Teacher Position Purpose Academy of Aerospace and Engineering Elementary School seeks a Long Term Substitute Special Education Teacher from April 2026 - June 2026. 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 child, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living. Strong candidates will work collaboratively to implement district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment. Essential Functions
Additional Duties Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.Note: The above description is illustrative of tasks and responsibilities. It is not to be all inclusive of every task or responsibility. Skills, Knowledge, Abilities
Certification/License:
JOB DESCRIPTION
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
Social Studies Teaching Competencies:
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
Long Term Substitute Special Education Teacher Position Purpose Discovery Academy seeks a Long Term Substitute Special Education Teacher from May 2026 - June 2026. 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 child, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living. Strong candidates will work collaboratively to implement district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.Essential Functions
Additional Duties Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.Note: The above description is illustrative of tasks and responsibilities. It is not to be all inclusive of every task or responsibility.Skills, Knowledge, Abilities
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
CREC Academy of Computer Science and Engineering High School is seeking a dynamic and motivated individual to support the successful implementation of a new theme consisting of Computer Science, Design, Entrepreneurship, and Social Impact. Teachers with any grade 7-12 teaching endorsement are eligible to apply, with a preference of teachers with a STEM related certification, Computer Science, or Technology Education 047 certification. Primary course load will require candidate to facilitate the Product Development course, Digital Future course, all with a focus on Digital Citizenship and digital tools.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:
Additional Duties: Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Qualifications Profile:
Education:
Experience: Successful prior teaching experience for the appropriate grade level preferred. FLSA Status: ExemptPrimary Focus will be Product Development and Digital Futures To access the job description and salary range please click https://www.crec.org/careers/jobs.php
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
Teaching/Subject Assignment Specific:
QUALIFICATIONS: Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.
DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
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.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
English Language Arts teaching competencies:
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
Technology/STEM Specific Competencies:
Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings, and professional learning opportunities as required.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
This position has no supervisory responsibilities, however, Special Education Teachers may oversee the support provided by classroom support staff as needed.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
The purpose of this posting is to create a pool of talented employees for the 2026-27 School Year. CREC seeks a talented Art 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.
Art teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
JOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
Position Title:
Social Worker
Reports To:
TBD at the time of posting
Effective Date:
Summer 2025
POSITION SUMMARY: Under the general supervision of the [Program Director/Assistant Superintendent/Supervisor of Special Education as well as a CREC Resource Group Coordinator], to provide social, emotional, and behavioral supports and or consultation to maximize the student's learning experience.
Duties/Responsibilities
Conduct assessments, testing, and diagnostic evaluations of students for the purpose of identifying learning or social interaction issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.
Provide individualized and group counseling for students with social, emotional, and/or behavioral problems.
Provide crisis intervention as needed.
Collaborates with the family when necessary to identify additional supports, which can include home visits.
Perform case management to ensure compliance with student plans and IEP services including preparing progress reports, reviewing progress of treatment plans, and participating as a member of a multidisciplinary team.
Conduct risk assessments and Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) in collaboration with other team members.
Liaison between school and families and additional community support as needed. Encourages parental involvement in students' education and ensures effective communication with students and parents.
Assist students and teaching staff in implementing students' behavior management plans.
Coordinate with outside agencies, organizations, and institutions, including state and federal authorities as needed.
Coordinate with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.
Organize and maintain a system for accurate and complete records in accordance with accreditation standards, including mandated Medicaid billing as required.
Assist in the orientation of new teachers, and provide in-service training and guidance.
Practice in accordance with the Standards for School Social Work Practice in Connecticut, as developed by the Connecticut State Department of Education.
Willingness to participate in and pass crisis management training to ensure preparedness and effective response in emergency situations.
Comply with all company policies and procedures.
Other duties as assigned
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities.
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.
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 seeks a talented STEAM teacher for a teaching position at the Academy of Aerospace and Engineering 6-12. 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.
The STEAM position at the Academy of Aerospace and Engineering aims to address content standards in science, technology, engineering, art and math in an incorporated, practical, real-world context. Creativity and communication will be critically integrated throughout each lesson. STEAM teachers work under the general supervision of their school principal, performing the essential performance responsibilities listed below.
Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
School Specific Competencies:
As a STEAM school we offer a wide variety of courses and our teachers have opportunities to provide input for new course offerings. We seek to identify individuals who can implement curriculum and coursework in the following areas:
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 accommodation may be made to enable individuals with disabilities to perform the essential functions.
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 accommodation may be made to enable individuals with disabilities to perform the essential functions.
To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
CREC seeks a talented Library Media Specialist for a position at The Academy of Computer Science & Engineering Middle 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. To find out more about CREC Magnet Schools and locations visit: crecschools.org.
Library Media Specialists work under the general supervision of their school principal performing the essential performance responsibilities listed below.
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.
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.
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.
Other duties as assigned.
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).
QUALIFICATIONS:Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.
Specify Certifications
TRAVEL REQUIREMENTSMotor 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.
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!
Paraeducator - Montessori Magnet - Anticipated for 2025/2026Position PurposeUnder the direct supervision of a certified staff member, to assist certified professional staff 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. Experience working with students with aggressive behavior utilizing behavior management techniques is a must. PMT certified preferred. Essential Job Functions
Additional Duties
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task and responsibility. Knowledge, Skills and Abilities
Qualifications Profile:
Equipment Use of standard office equipment such as personal computers, copy machines, fax machines, and telephonesPhysical and Mental Demands, Work Hazards
Physical demands may include moving therapy equipment and helping lift or move students on and off equipment. May include driving to and between assigned sites.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.To access the job description and salary range please click https://www.crec.org/careers/jobs.php
JOB DESCRIPTIONSince 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
POSITION SUMMARY: 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.
DISCLAIMER STATEMENT:The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
CREC Resource Group - Paraeducator - District Schools and Connecticut Technical Education and Career Systems (CTECS)
School Administrator or Director
August 2025
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.
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.
Demonstrate awareness of and employ culturally responsive teaching (CRT) to center students’ diversity as a strength and asset in their learning journey.
Employ techniques for developing students’ skills of metacognition, self-regulation, and perseverance.
Support in personalizing learning experiences.
Assist with the use of technology in the service of learning and completing professional responsibilities (e.g., various learning platforms, gradebook, Google Suite, and Microsoft Office).
Support the teaching of foundational math concepts (e.g., number sense, operations, fractions, problem-solving) using hands-on activities and real-world applications.
Strong knowledge of literacy development, including phonics, fluency,
Must be at least 18 years of age.
Prior experience working with children with disabilities is desirable.
WHAT’S IN IT FOR YOU?
DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range please click https://www.crec.org/careers/jobs.php
CREC Resource Group - Paraeducator – Parttime - Connecticut Technical Education and Career Systems (CTECS)
Assist students with common daily tasks such as eating, dressing, and toileting, including if necessary, diapering.
Other duties as assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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.
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required.
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.
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 ParaPathways Assessment.
Paraeducator
Location RSS – Windsor, Connecticut
Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.Essential Duties and Responsibilities: Full time paraeducators are needed to work 25/26 school year under the direction of a special education teacher at the River Street School in Windsor, CT. This is a 10-month position with opportunities for extended day hours and a 6-week summer program. River Street School is a Student Services School where area public school districts refer students based on needed supports for IEP or 504 plan. The student population at River Street School ranges in age from 5 years old to 21 years old. The majority of students have been diagnosed with Autism Spectrum Disorder and present with a variety of challenges, including but not limited to: physical and/or behavioral challenges, toileting issues, basic life skill supportive needs, non-verbal communication, etc. Therefore, the paraeducator will be responsible for utilizing the Applied Behavior Analysis methodology to provide instructional support in small and large group settings, teach daily living skills, and collect data on all IEP objectives. The paraeducator will work in collaboration with an assigned classroom teacher and support team including but not limited to Behavior Analysts, OT/PT, Speech Language Pathologists, and Interventionists. In addition, the paraeducator is responsible for the following duties outlined below.
Equipment Use of standard office equipment, including computers, faxes and photocopiers. Physical and Mental Demands, Work Hazards
Knowledge, Skills, and Abilities
Requirements:
In addition, the following is preferred:
Position: BEHAVIOR ANALYST - Outreach Location: BCBAs needed for full time position center-based, school district consultation, technical school consultation, community, home-based consultation and telehealth.
Under the direct supervision of the Clinical Team Leader or Director, the Board Certified Behavior Analyst (BCBA) shares primary responsibility for the development, training, and monitoring of behavioral programs for individual students. In addition, the BCBA assists other staff in the development of instructional, therapeutic, or other intervention plans and in monitoring student progress in learning specific academic, social, communication, vocational, and/or other adaptive skills. River Street Schools and Programs emphasize the utilization of evidence-based practice with students with autism and other developmental disorders.
This position has no supervisory responsibility, but may oversee the work those indicated above.
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. Responsibilities: Job responsibilities include but are not limited to: Completing functional behavioral assessments, developing behavior intervention plans, and behavior skills training, training staff, contributing to school wide Positive Behavior initiatives. The position will require ongoing collaboration with administrative, educational, and professional staff and families as well as effective consultation within the classroom or other settings, including developing and monitoring data collection systems, assessment of intervention fidelity, and data-based decision making. RSS emphasizes the utilization of evidence-based practice with students with autism and other developmental disorders. Requirements: Candidates are required to be Board Certified Behavior Analysts (BCBA) and licensed by the CT Department of Public Health. Experience working with students with autism or other developmental disabilities is required. CREC fingerprinting and background checks are required. 100% travel required, therefore must be willing to travel. Strong preference for experienced BCBAs (applying for Outreach positions) with a history working with older students with emotional and behavioral disorders and/or students with histories of trauma.To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Summary of responsibilities, for posting:
Qualifications / experience requirements and preferences, for posting:
We are seeking a motivated, tech-savvy individual with strong communication skills, solid technical aptitude, and a desire to learn and grow. This is an excellent opportunity for someone interested in developing their career while supporting a large and diverse technology environment across CREC's network.
General Purpose: CREC Greater Hartford Academy of the Arts High School seeks a part-time, 20-hour, visual arts instructor. Under the guidance of the Visual Arts Department Head and Administration, the artist instructor will develop and deliver curriculum and instructional activities in visual arts. The ideal candidate is a practicing artist and educator who brings expertise in Sequential Art, Illustration, and Character Design. This role involves crafting curriculum rooted in the Elements and Principles of Visual Art while fostering artistic growth in high school students of varied backgrounds and abilities within a pre-professional, studio-intensive environment. This position does not require a State of CT teaching certification.Essential Duties and Responsibilities:
The following credentials are preferred: Experience teaching high school students drawing, painting, art history, sculpture and digital media while being able to develop critical thinking concepts in art making. Should have knowledge of current events in addition to art history. Knowledge of instructional technology such as Adobe Creative Suite, Adobe Lightroom, Google Classroom and Zoom. Have a willingness to learn how to implement our core tenets Taking Risks, Embracing Failure and Celebrating Differences into the curriculum and everyday practice. Education requirements:BS/BA degree in Education or a BFA with emphasis in appropriate discipline or equivalent required. Eligibility for a Connecticut State Department of Education Adjunct Arts Instructor Permit required, requirements for permit eligibility:
This position includes health benefits and has a salary of $29,250 to $40,912, commensurate with education and experience. This position does not require a State of CT teaching certification. For further information, please contact Natasha Miles, Visual Arts Department Chair, Greater Hartford Academy of the Arts Half Day Program at Namiles@crec.org. Applications are only accepted online at www.crec.org/careers/ To access the job description and salary range please click https://www.crec.org/careers/jobs.php. Note: salary ranges are based on full-time work.
CREC Resource Group - Occupational Therapist (Per Diem)- Districts and Connecticut Technical Education and Career Systems (CTECS)
Department Supervisor
POSITION SUMMARY: The Occupational Therapist Registered (OTR) is responsible for evaluation, planning, and collaboration on IEP goal development for students at assigned sites. As a related service provider, the OTR provides appropriate intervention services designed to enhance the student’s participation and learning potential in a variety of educational environments.
Complete screenings, conduct evaluations, develop measurable goals, plan and implement therapeutic interventions, and collect data that are educationally relevant.
Communicate results of evaluations and reports to educational staff, parents, students, and other professionals or agencies as appropriate.
Document all therapy services including daily contact notes, progress summaries, evaluations, student Individualized Education Programs (IEP), trainings, and Medicaid billing when required.
Maintain and submit time records for billing purposes on such activities as travel, direct/indirect services, and prior approved projects.
Collaborate, consult, teach, and monitor professionals and paraprofessionals involved with the implementation of occupational therapy interventions or strategies.
Provide consultation to schools and districts regarding student, staff, and system needs.
Attend meetings as appropriate including school team, PPT meetings, and OT-PT staff meetings and in-services, as required.
Participate in and facilitate in-service education, training, and professional development for related service staff and school personnel as needed.
Maintain routine inspection of therapy equipment, order supplies, and maintain inventory. If products are damaged, discontinue use and seek repair or replacement.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, but may oversee the work of Occupational Therapy Assistants as required.
Technical Skills - Assesses own strengths and weaknesses; Pursues training and development opportunities; Strives to continuously build knowledge and skills; Shares expertise with others. (OTR)
Interpersonal Skills - Focuses on solving conflict, not blaming; Maintains confidentiality; Listens to others without interrupting; Keeps emotions under control; Remains open to others' ideas and tries new things.
Oral & Written Communication - Speaks and writes clearly; Listens and gets clarification; Responds well to questions; Demonstrates group presentation skills; Participates in meetings; dits work for spelling and grammar; Presents numerical data effectively; Able to read and interpret written information.
Leadership - Effectively assigns and matches responsibilities to individuals; Empowers autonomous work; Monitors progress; Demonstrates confidence and motivates others; Takes responsibility for work of COTAs; Remains accessible, and looks for way to continuously improve.
Quality & Productivity - Demonstrates accuracy and thoroughness; Continuously seeks and applies feedback to improve performance; Monitors and ensures the quality of own work while meeting productivity standards; Completes tasks in a timely manner and strives to increase productivity.
Motivation & Initiative - Sets and achieves challenging goals; Demonstrates persistence, and overcomes obstacles; Prioritizes and plans work activities; Uses time efficiently; Plans for additional resources; Organizes tasks and schedules for others. Volunteers readily; Undertakes self-development activities; Seeks increased responsibilities; Takes independent actions; Looks for opportunities, and offers help when needed.
Adaptability - Adapts to changes in the work environment; Manages competing demands; Changes approach or method to best fit the situation; Able to deal with frequent change, delays, or unexpected events.
Bachelor's Degree (BA) from four-year college or university from an accredited Occupational Therapy program recognized by NBCOT.
Requires current professional registration with NBCOT and State of Connecticut License by the Department of Public Health.
Specify required training requirements.
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings, and professional learning opportunities as required. PHYSICAL DEMANDS & WORK ENVIRONMENT: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Standing (frequently, 1/3 – 2/3; continually, more than 2/3)
Walking (frequently, 1/3 – 2/3; continually, more than 2/3)
Sitting (occasionally, less than 1/3)
Reach with hands and arms (continually, more than 2/3)
Climbing or balancing (occasionally, less than 1/3)
Stoop, kneel, crouch or crawl (continually, more than 2/3)
Ability to work outdoors (occasionally, less than 1/3)
Lifting up to 100 lbs. (continually, more than 2/3)
Carrying up to 100 lbs. (continually, more than 2/3)
Ability to work in a high energy environment with varying noise levels (from quiet to loud) based on student activity
Occupational Therapist Location: River Street School - Windsor
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.
SUPERVISORY RESPONSIBILITY:When assigned, supervise and monitor an Occupational Therapy Assistant, as required by the Connecticut State Department of Education and Department of Public Health. Opportunities to accept responsibility for providing fieldwork supervision of occupational therapy intern in accordance with existing College/University and school district agreement.COMPETENCIES:
TRAVEL REQUIREMENTS:
Working ConditionsPhysical demands may include moving therapy equipment and helping lift or move students on and off equipment. FLSA Status: Non-exempt To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Occupational Therapist Location: River Street Autism Program - Bloomfield
Working ConditionsPhysical demands may include moving therapy equipment and helping lift or move students on and off equipment.FLSA Status: Non-exempt To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Physical Therapist - Temporary Position Summer 2026
LocationRiver Street Autism Program - Bloomfield CT
Position Description
The Physical Therapist (PT) is responsible for assessment, planning, and collaboration on IEP goal development for students at assigned sites. As a related service provider, the PT provides appropriate intervention services designed to enhance the student's participation and learning potential in a variety of educational environments. Good communication and interpersonal skills are necessary to collaborate with educators, parents, and other school support staff. Organizational skills and the ability to work independently are necessities. The PT reports to the department supervisor.
General Professional Responsibilities
Knowledge, Skills and Abilities
Supervision
Opportunities to accept responsibility for providing fieldwork supervision of physical therapy intern in accordance with existing College/University and school district agreement.
Working Conditions
Travels to school district buildings and professional meetings as required. Physical demands may include moving therapy equipment and helping lift or move students on and off equipment.
Note: These statements are intended to describe the general nature and level of work being performed rather than give an exhaustive list of all duties and responsibilities.
Time Frame
Starting July 1st through August 11th, 2026. FLSA Status: Non-exempt To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
Physical Therapist- Part Time, Full Time or Per Diem
LocationRiver Street Schools and Programs - Bloomfield / Windsor, CT
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.
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.
Physical Therapist- Temporary Position Summer 2026
LocationRiver Street School - Windsor CT
Physical Therapist Assistant
Location: Windsor/Bloomfield, CT
Under the direction and supervision of a licensed Physical Therapist, a Physical Therapy Assistant (PTA) provides appropriate intervention services designed to enhance student learning potential and participation in a variety of educational environments. Good communication and interpersonal skills are necessary to collaborate with the supervising PT, educators, parents, and other school support staff. The PTA reports to the supervising PT and assigned department supervisor.
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.
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.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
CREC Academy of Computer Science & Engineering High School seeks a Spanish Teacher to work with its secondary school students. The successful candidate will have a strong understanding of second language acquisition as well as experience in working in a diverse school environment. Preference to those who have taught Spanish I and II. The ideal candidate will be a department collaborator who is able to provide rigorous instruction, contribute to curriculum development, and enhance student understanding through a blended learning environment. Looking for start of SY24-25 to minimum end of 1st Quarter could extend till end of 1st Semester.Qualifications:Candidate must possess CT certification in Spanish, Grades 7 - 12 (023).
The CREC Academy of Science and Innovation 6-12 (ASI) seeks a highly committed and dedicated Spanish Teacher to join a team of educators who fully believe that every student can and must learn at high levels. Responsibilities of the position include but are not limited to:Curriculum and instruction
Data, reflection, and continued learning
School culture and professionalism
Qualifications and key attributes:
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:
Additional Duties: Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. To access the job description and salary range please click https://www.crec.org/careers/jobs.php. Qualifications Profile:
Experience:Successful prior teaching experience for the appropriate grade level preferred. FLSA Status: ExemptPrimary Focus will be Algebra 2 and other High Level Math ClassesTo access the job description and salary range please click https://www.crec.org/careers/jobs.php
Science 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:
Additional Duties:
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Experience:
Successful prior teaching experience for the appropriate grade level preferred.
FLSA Status: ExemptTo access the job description and salary range please click https://www.crec.org/careers/jobs.php
CREC seeks a talented Secondary Science teacher for a teaching position at The Academy of Aerospace and Engineering 6-12. Please apply to this position if you are a committed educator who is looking to work in a diverse school setting with a social justice mindset. The Academy of Aerospace and Engineering is a 6 - 12 Magnet school with distinct middle school (6-8) and high school (9-12) programs that build upon each other to help students gain skills and unique experiences in science, technology, engineering and mathematics (STEM) that prepare them for college and high-demand professional careers. Our diverse student body comes from more than 42 cities and towns in the Greater Hartford area, representing urban, suburban, and rural districts. 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.
Duties/ResponsibilitiesDevelop 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 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.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.Maintain a safe science classroom/laboratory. Comply with all company policies and procedures.Other duties as assigned.
COMPETENCIES: Intrapersonal Competencies: Demonstrate a dedication to all learners – especially those historically marginalized.Demonstrate commitment to lifelong professional learning and growth.
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).
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. Designs and implements assignments, assessments, and rubrics that align with standards-based grading (SBG) to accurately measure student proficiency on learning objectives.
Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.Certification Areas: Biology, 7–12 (030); Chemistry, 7–12 (031); Physics, 7–12 (032); Earth Science, 7–12 (033); General Science, 7–12 (034)
WHAT'S IN IT FOR YOU? Group Health Insurance PlansBasic & Supplemental Life InsuranceLong Term Disability & Short Term Disability options403(b) Retirement Savings Plan with Employer Matching Contribution if applicableFlexible Spending Account Pre-Tax Savings for Health Care, Dependent Care, and Limited Purpose Post Deductible (if contributing to an HSA)Comprehensive benefit time packageEmployee Assistance ProgramBereavement time & Religious HolidaysCredit Union AccessTuition Reimbursement ProgramEmployee Network GroupsAccess 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.
The purpose of this posting is to create a pool of talented employees for the 2026-27 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.
Science Teaching Competencies:
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
The CREC Academy of Computer Science & Engineering seeks a creative, high energy and student centered secondary (grades 6-8) technology/engineering teacher. Candidates should have a broad based understanding of engineering content, principles, and applications. Knowledge of robotics and coding preferred.Technology Education teachers work under the general supervision of their school principal performing the essential performance responsibilities listed below.
Essential Performance Responsibilities: *Develops and administers technology education curriculum consistent with school district goals and objectives. *Teaches skill and knowledge in mechanics, drafting, electricity, electronics, metalwork, graphic arts, woodworking, or related fields. *Designs learning activities to demonstrative the application of technical skills to everyday existence; guides students in the selection of projects or experiments. *Develops lesson plans and instructional materials for Technology Education, and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available 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.
Additional Duties:Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
To access the job description and salary range please click https://www.crec.org/careers/jobs.php.Qualifications Profile: *Certification area: 047 Technology Education, PK-12 *Bachelor's Degree from an accredited college or university in education discipline applicable to teaching assignment. *Master's degree preferred. *Successful prior teaching experience for the appropriate grade level preferred.
STEM Teacher Grades 9-12Program: CREC Polaris CenterCREC's John J. Allison, Jr. Polaris Center is seeking a STEM Teacher to work with students in grades 9-12, beginning the 26-27 school year. The Polaris Center serves students in grades K-12 who are presenting with social, emotional and behavioral challenges. Essential Functions
Requirements
ExperienceSuccessful prior teaching experience for the appropriate grade level preferred.
The CREC Academy of Computer Science & Engineering Middle School is looking for an English Language Arts Teacher.
Position Purpose: Under the general supervision of a School Principal, CREC teachers facilitate student success and growth in academic and interpersonal skills through implementing district approved curriculum; documenting teaching and student outcomes; addressing specific educational needs of individual students by creating a flexible, safe and culturally responsive learning environment; and providing feedback to students, parents and administration regarding student progress, expectations and goals as determined by the superintendent of schools.
Essential FunctionsThe 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 Essential Skills. In addition, a CREC teacher Develops and administers curriculum consistent with school district goals and objectives. Promotes a classroom environment that is conducive to student success. Designs and effectively implements personalized instruction. Develops lesson plans and instructional materials, and translates lesson plans into learning experiences that are innovative and promote deeper learning. Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student's needs, including students with special needs. Maintains familiarity with district, state and national standardized assessments. Continues to acquire professional knowledge and learn of current developments in the educational field. Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws. Facilitates families as co-educators in students' education and ensures effective communication with students, parents and stakeholders. Establishes and maintains standards of student behavior in accordance with school and district policies. Communicates and collaborates effectively with other staff members and participates in staff meetings and workshops. Participates in student planning and placement meetings as required.
Additional DutiesPerforms other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
EquipmentUses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Travel RequirementsTravels to school district buildings and professional meetings as required.
Work ScheduleStandard teacher work schedule as set forth in the Teachers' Unit Contract.
Knowledge, Skills and AbilitiesPhysical and Mental Demands, Work HazardsWorks 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:Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.Knowledge of English grammar, word usage, word denotations and connotations, spelling, literature and other content areas taught.Knowledge of data information systems, data analysis and the formulation of action plans.Knowledge of applicable federal and state laws regarding education and students.Ability to use computer network system and software applications as needed.Ability to organize and coordinate work.Ability to communicate effectively with students and parents.Ability to engage in self-evaluation with regard to performance and professional growth.Ability to establish and maintain cooperative working relationships with others contacted in the course of work.Motor Vehicle Operator's License or ability to provide own transportation.Bachelors from an accredited college or university in education discipline applicable to teaching assignment. Certification/License:
State Certification as a Language Arts Teacher or as required for position.Masters Degree preferred.
Education: Experience:Successful prior teaching experience for the appropriate grade level preferred.FLSA Status: Exempt
To access the job description and salary range please click https://www.crec.org/careers/jobs
The Academy of International Studies 6-12 is seeking an Administrative Assistant to join our office staff team.Position PurposeProvides clerical support to an individual manager, division, school or program.Essential Job Functions
Additional DutiesPerforms other related duties as assigned.Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.EquipmentUse standard office equipment, such as personal computers, copy machines, fax machines, and telephones.Travel RequirementsLimited travel to and from meetings may be required.Knowledge, Skills and Abilities
Physical and Mental Demands, Work HazardsWork in standard office and school building environments.Qualifications ProfileHigh School diploma or equivalent.1 year prior successful clerical experience in a school setting, preferred but not requiredPowerSchool experience preferredTo access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
The Capitol Region Education Council (CREC) recognizes teachers, school social workers, school psychologists, and other human service professionals in training who need rich educational experiences to fully develop their skills. Therefore, to assist these individuals, CREC encourages its magnet schools and student services programs to utilize trainees in these fields when it is appropriate and safe. CREC’s magnet schools and special programs provide student teacher placement assignments that meet NCATE, state, and other appropriate Connecticut college, university, and program accreditation requirements.
CREC actively supports and encourages the student teacher placement program as a means to acquire knowledge, skills, and competencies that teachers need to ensure that students learn and perform at high levels. Process Overview
The Capitol Region Education Council (CREC) recognizes teachers, school social workers, school psychologists, and other human service professionals in training who need rich educational experiences to fully develop their skills. Therefore, to assist these individuals, CREC encourages its magnet schools and student services programs to utilize trainees in these fields when it is appropriate and safe. Process Overview
JOB DESCRIPTIONSince 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.
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.
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
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.
The Academy of Science and Innovation seeks a team oriented and innovative Temporary School Counselor who will be responsible for the implementation of a comprehensive developmental guidance program for grades 6-9. The successful candidate needs to be a team player with the ability to assist with development and monitoring of student 504 plans, FBA's/BIP's and as well as staff and parent consultations, contact with community providers, and individual, group and crisis intervention work. Counselor will also assist with scheduling and programming for all students. Experience with PowerSchool, Response to Intervention and Positive Behavior Support initiatives is preferred. Requires Master's Degree in School Counseling or related clinical discipline plus experience in an educational or clinical setting. CT State DOE certification also required.To access the job description and salary range please click https://www.crec.org/careers/jobs.php
Teacher - Special Education
Building Principal/Program Director
POSITION SUMMARY: CREC seeks a talented Special Education teacher for a position at CREC Resource Group. Please apply to this position if you are a committed educator who is looking to work in a diverse school setting with a social justice mindset. CREC Resource Group is a division at CREC that supports various programs and districts statewide.
Special Education Teachers work under the general supervision of their school principal/program director along with a CREC Resource Group coordinator performing the essential performance responsibilities listed below.
Conduct assessments, testing, and diagnostic examinations of students to identify learning issues, and recommend courses of action or corrective procedures to overcome issues and maximize learning.
Participates in PPTs and assists in developing Individual Educational Programs ("IEP") for students.
Assists students and teaching staff in implementing students' IEPs and behavior management plans.
Collaborates with general education teachers and pupil personnel staff to design and implement programs and strategies to address student’s individualized needs.
Coordinate with district representatives, outside agencies, organizations, and institutions, including state and federal authorities as needed.
Serve as ready resources to students and parents to provide counseling that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school.
Collect, organize, and maintain data to assist in decision-making as it relates to academic and behavioral concerns
Acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings.
Collect, organize, and maintain data and systems for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
Encourage parental involvement in students' education and ensure effective communication with students and parents.
Utilize appropriate books, aids, and equipment and maintain inventory records.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, however, Special Education Teachers may oversee the support provided by classroom support staff as needed.
Design, strengthen, and participate in positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.
Utilize in-depth understanding of content and learning progressions to engage learners and lead individual learners toward mastery.
Personalize learning experiences through assessments, supports, progressions, relationships, and technology.
Covering a medical leave
Covering a maternity leave
Supporting a district for several months at 1-3 days per week.
Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.
Current Connecticut State Certification
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required. PHYSICAL DEMANDS & WORK ENVIRONMENT: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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. K-12CREC's Polaris Center is seeking a Special Education Teacher to join our program beginning in the 26-27 school year. The Polaris Center serves students in grades K-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 TeacherLocation: Windsor, CTJOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills. POSITION SUMMARY: CREC seeks a talented Special Education teacher for a position at CREC River Street School. Please apply to this position if you are a committed educator who is looking to work in a diverse school setting with a social justice mindset. The Capitol Region Education Council (CREC), River Street Schools and Programs, seeks a Special Education Teacher to work in their schools across the elementary, secondary, and high school level. Strong candidates will possess excellent oral and written communication skills, strong collaboration skills, and experience in administering a variety of diagnostic assessments, writing reports and presenting at PPT's. Successful candidates will provide direct and/or consultative services, both in small group and/or within the general education setting, according to the needs of the student, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living. Strong candidates will work collaboratively to implement district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.Special Education Teachers work under the general supervision of their school principal/program director performing the essential performance responsibilities listed below. ESSENTIAL DUTIES and RESPONSIBILITIES:
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities; however, Special Education Teachers may oversee the support provided by classroom support staff as needed. COMPETENCIES: Intrapersonal Competencies:
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.TRAVEL REQUIREMENTSMotor 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?
Based on terms and conditions during your employment, specific to your job classification and collective bargaining agreement. DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status. DISCLAIMER STATEMENT: The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
Temporary Special Education Teacher (Summer 2026)
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. Location: River Street School, Windsor, CT Essential Duties and Responsibilities: Special Education Teachers needed to staff summer school program on a temporary basis between 3 and 6 weeks, at a school for Autistic/Special Ed students.
Requirements: A current CT DOE certification in Special Education is preferred.Bachelor degree required. NOTE: This is a summer only position, the weeks are between July 1 to August 11, 2026. There is a minimum 3 week commitment, however the full 6 weeks is preferred. FMLA regulation require all employers to post the updated FMLA notice.To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
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. JOB DESCRIPTION
The Capitol Region Education Council (CREC) seeks a Speech and Language Pathologist to work at River Street School - Windsor . 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.
This position has no supervisory responsibilities, but may have oversight of work completed by a Speech Language Pathologist Assistant.
Knowledge, Skills and Abilities• Knowledge of augmentative or alternative communication (AAC) systems.• Knowledge of speech and language, assessment tools, methods and child development in the area of language.• Knowledge of differentiated instruction.• Knowledge of data information systems, data analysis and the formulation of action plans.• Knowledge of applicable federal and state laws regarding education and students.• Ability to communicate effectively with staff, LEA, students and parents.• Ability to engage in self-evaluation with regard to performance and professional growth.• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.• Ability to pass a two-day safety care training program.
QUALIFICATIONS: MS/MA in Speech Language Pathology A valid Connecticut Department of Health License A valid Connecticut State Department of Education Certification (#061) Experience in providing speech services in a school setting Excellent oral and written communication skills and strong collaboration skills Master's Degree (MA) in Speech Language Pathology.
* 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. TRAVEL REQUIREMENTS
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)
Sitting (frequently, 1/3 – 2/3)
Climbing or balancing (frequently, 1/3 – 2/3)
Stoop, kneel, crouch or crawl (frequently, 1/3 – 2/3)
Ability to work outdoors, as required (frequently, 1/3 – 2/3)
Lifting up to 50 lbs. (occasionally, less than 1/3)
Carrying up to 50 lbs. (occasionally, less than 1/3)
Bilingual Speech and Language Pathologist
POSITION SUMMARY: The Capitol Region Education Council (CREC) seeks a Bilingual Speech and Language Pathologist to work at CREC Resource Group to work with various school districts statewide. Candidates will administer a variety of diagnostic assessments, writing reports and presenting at PPT’s. Successful candidates will provide direct and/or consultative services in both English and Spanish, both in small groups and/or within the classroom setting, according to the needs of the child.
Provide communication therapy and consultation to students .
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibilities, but may have oversight of work completed by a Speech Language Pathologist Assistant.
Bilingual required (English/Spanish)
CREC's Montessori Magnet Schoole seeks a highly committed and dedicated Building Substitute for Pre K3- 6th Grade. Job Summary:The Building Substitute will be asked to cover classrooms in cases in which the general education teacher is out of the classroom due to illness and or professional development. In the event that there are no general education teachers out of the classroom for the day, the Building Substitute will provide coverage where needed or work with small groups and/or individual students to improve student achievement in Reading/Language Arts and Math. This is a full-time benefits eligible position. Qualifications:
*Association Montessori International (AMI) trained or in training in an AMI training center preferredTo access the job description and salary range please click https://www.crec.org/careers/jobs.php
ABA Instructor - Bloomfield, Connecticut
POSITION SUMMARY: Under the supervision of the school administrator or designee, to support one-to-one classroom instruction, provide academic and behavioral intervention, and other general instructional support duties throughout the school utilizing Applied Behavioral Analysis (ABA) methodology.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibility. COMPETENCIES:
None.
The Reggio Magnet School of the Arts After Care Associate supports the Coordinator and assists with the daily activities of the before and aftercare program for students in grades PK through 5.
No travel is required.
Working in a school demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful educators require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity. Educators are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
Instructional Paraprofessional Position Purpose Under the direct supervision of a certified staff member, to assist certified professional staff with students in the classroom to meet instructional goals and objectives, and to free certified professional employees from non-professional duties such as proctoring study halls to enable them to make a contribution to other aspects of the educational program, such as curriculum development. Essential Job Functions
FLSA Status: Non-exempt
Position Type:Teacher Resident (AI)
Date Posted: 3/27/2026Location: Magnet School OfficeDate Available: 07/01/2026
Closing Date: 05/31/2026
Only complete this application if you have received an email from CT-TRP confirming you have been selected as a resident at CREC for the 26-27 school year and a final interview has been scheduled.
Purpose: The Teacher Residency Program is an alternate route to certification program (in elementary education, special education or middle school mathematics) whose goal is attract and retain teachers of color. Resident candidates will be enrolled in rigorous coursework for 18 months and serve in a paid residency position in a mentor teacher's classroom for the school year. Job Summary: This is a residency position leading to certification.This program requires residents to:
Teacher Resident - Year 1 Essential Job Functions
Qualifications:
Physical and Mental Demands, Work Hazards
Benefits - Year 1 Resident hourly rate plus benefitsApplication Procedure:
Selection Procedure:
Associate InstructorSeeking 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.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.
Position Title: Behavior Technician (school year position)Program: Polaris CenterGeneral Purpose:Under the supervision of the Principal and the Assistant Principal, the Behavior Technician manages and intervenes with students who are demonstrating unacceptable behavior within the school setting. Promotes a positive learning environment for all students. Maintains database and generates regular reports on behavioral interventions and outcomes.Essential Duties and Responsibilities: 1. Follows prescribed behavioral intervention plans (BIP's) for students.2. Utilizes program's behavioral management system and is ready to respond to and manage varying levels of maladaptive student behavior (mild, escalation, crisis stages). Interventions may include but are not limited to the following: redirecting, restating expectations, collaborative problem solving, planned ignoring, therapeutic walk or cool-down time, securing the environment, separating students, escort or protective hold.3. Supervises individuals or small groups of students who cannot be maintained within the classroom and have been placed in alternative learning settings within the school program due to their disruptive, non-compliant or high risk behaviors. 4. Assists students with completing assigned class work and make-up work.5. Monitors students during meal times, class changes, in hallways and outside the building as needed.6. Performs routine security checks of students upon arrival at school or upon student's return to program after AWOL from building.7. Collects and enters into computer daily behavioral data for each student served.Knowledge, Skills and AbilitiesHigh school diploma required, bachelor's degree preferred.Requires knowledge of and experience using effective behavior intervention and management strategies with significantly emotionally disturbed adolescents. Must have ability to perform duties in a calm non-threatening manner, with a diverse population of clients and fellow workers.
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.
Working Conditions Requires large amount of walking to monitor students. Occasionally requires rigorous physical effort to deal with/escort/utilize protective holds with aggressive emotionally disturbed students (up to 200lbs), according to approved techniques.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.To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
JOB DESCRIPTION Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills. POSITION SUMMARY: The Behavior Technician is an essential part of the educational team, providing behavioral and academic support to students. This role focuses on creating a positive and productive learning environment by assisting students who need extra support to succeed academically and behaviorally. ESSENTIAL DUTIES and RESPONSIBILITIES:
Assist students in managing their behavior by implementing behavioral intervention plans (BIPs) under the guidance of certified staff.
Observe and document student behaviors, providing feedback and data to the intervention team.
Use de-escalation techniques and assist in creating a calm, focused classroom environment.
Work one-on-one or in small groups with students who require additional behavioral guidance.
Provide support in academic subjects (e.g., math, reading, writing) as directed by the teacher or intervention team.
Collaborate with teachers, counselors, and other support staff to ensure a consistent approach to student support.
Monitor and document students' progress on academic tasks, providing feedback to the teacher.
Maintain accurate records of behavioral and academic progress, assisting with reporting to school administration.
Participate in ongoing training related to behavior management, academic tutoring, and educational best practices.
Continuously seek to expand knowledge of effective intervention strategies and educational support systems.
Complete and maintain annual crisis management training requirements.
SUPERVISORY RESPONSIBILITY: This position has no supervisory responsibility.
Quality - Demonstrates accuracy and thoroughness; Looks for ways to improve and promote quality; Applies feedback to improve performance; Monitors own work to ensure quality.
High school diploma or general education degree (GED).
TRAVEL REQUIREMENTS Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required. PHYSICAL DEMANDS & WORK ENVIRONMENT The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Behavior Technicians require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity.
Behavior Technicians are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
Position: BEHAVIOR TECHNICIAN (123) Location: River Street School – Windsor
POSITION SUMMARY: The Behavior Technician is an essential part of the educational team, providing behavioral and academic support to students. This role focuses on creating a positive and productive learning environment by assisting students who need extra support to succeed academically and behaviorally.
This position has no supervisory responsibility.
DISCLAIMER STATEMENT:The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. To access the job description and salary range document, please click https://www.crec.org/careers/jobs.php
CREC Resource Group - Registered Behavior Technician - District Schools and Connecticut Technical Education and Career Systems (CTECS)
Director/Principal
6/1/2025
POSITION SUMMARY: The Registered Behavior Technician provides 1:1 behavioral intervention services to children with special needs. RBTs are responsible for implementing Applied Behavioral Analysis based programming as directed by a Board Certified Behavior Analyst/Case Supervisor.
Provide direct client care in 1:1 and group settings utilizing a combination of intensive teaching and natural environment training arrangements.
Perform other duties related to the RBT Task List (2nd ed.), as directed by BCBA/Supervisor.
Implement individualized treatment outlined in the student’s individualized Behavior Treatment Plan developed and overseen by BCBA.
Utilize safe & appropriate procedures when interacting with students as prescribed in the designated crisis management training.
Consistently utilize principles of reinforcement for increasing targeted skills throughout the student’s day.
Maintain student confidentiality.
Assist teachers, clinical staff, and paraeducators in developing, monitoring, and/or implementing skill acquisition and behavior reduction assessments.
Assist the Teacher, Behavior Analysts, paraeducators, and other clinical staff in preparing student materials as instructed.
Assist the teacher with maintaining and monitoring classroom responsibilities as directed.
Daily data collection and graphing of all required data as directed by the teacher, BCBA, and/or other clinical staff.
Assist BCBA in conducting various functional assessment methodologies, including, but not limited to descriptive and analog functional assessments.
Attend regular supervision meetings with the assigned BCBA clinical supervisor and effectively respond to feedback.
Leadership - Exhibits confidence in self and others; Inspires and motivates others to perform well; Effectively influences actions and opinions of others; Accepts feedback from others; Gives appropriate recognition to others.
Registered Behavior 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.
The Capitol Region Education Council is seeking a highly qualified Registered Behavior Technician (RBT) to work in one of its many summer programs.
The RBT will provide problem solving, support and crisis intervention using Applied Behavior Analysis to young adults with social, emotional and behavior challenges. Daily data collection and graphing of all required data as directed by teacher or BCBA. Located in Clinton, CT the STRIVE summer program will operate from July 6, 2026 and end on July 31, 2026. Work hours will be from 7:45 am – 11:45 am, Monday through Friday.
The preferred candidate will have several years experience working with secondary students (aged 18-22) .Requirements: Responsible for completing and maintaining required Registered Behavior Technician Certification.To access the job description and salary range please click https://www.crec.org/careers/jobs.php.
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).
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.
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.
