Openings as of 12/29/2025
JOB CLASSIFICATION TITLE: Pre-K Teacher (Special Education)
DEPARTMENT: Special Education
INCUMBENT NAME:
BARGAINING UNIT CLASSIFICATION: Waterbury Teachers’ Association CEA-NEA
REPORTS TO: Building Principal or District Level Administrator
FLSA DESIGNATION: Exempt
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE:
General Experience:
B. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Teachers in this job class must complete all State CEU requirements for re-certification.
E. KNOWLEDGE, SKILLS AND ABILITIES:
PART III - POSITION SUPERVISES:
PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
PART V - Working Conditions, Physical and Mental Requirements
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
Frequency: Place an “X” in each box that is appropriate to your job.
NEVER (N)
OCCASIONALLY (O)
FREQUENTLY (F)
CONSTANTLY (C)
0 % of Shift
1-33% of Shift
34-66% of Shift
67-100% of Shift
Working Conditions
N
O
F
C
Physical Demands
Depth Perception
X
Standing
Color Distinction
Walking
Peripheral Vision
Sitting
Driving
Lifting
Physical Strength:
Carrying
Little Physical Effort (-10 lbs.)
Pushing
Light Work (-20 lbs.)
Pulling
Medium Work (20-50 lbs.)
Climbing
Heavy Work (50-100 lbs.)
Balancing
Very Heavy Work (100+ lbs.)
Stooping
Environmental Conditions
Kneeling
Cold (50 degrees F or less)
Crouching
Heat (90 degrees F or more)
Crawling
Temperature Changes
Reaching
Wetness
Handling
Humidity
Grasping
Extreme Noise or Vibration
Twisting
Exposure to Chemicals
Feeling
Exposure to Gases and Fumes
Talking
Exposure to Unpleasant Odors
Hearing
Exposure to bodily fluids
Repetitive Motion
Exposure to dampness
Hand/Eye/Foot Coordination
Confinement to Small or Restricting Area
Visual Acuity/Near
Mechanical Hazards
Visual Acuity/Far
Physical danger or abuse
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
JOB CLASSIFICATION TITLE: Pre-K Teacher (Special Education-Self Contained)
JOB CLASSIFICATION TITLE Library Media Specialist (Elementary) DEPARTMENT
Academics
INCUMBENT NAME
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers’ Association CEA-NEA
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
FLSA DESIGNATION
Exempt
This class is accountable for establishing and coordinating the services of the school library-media center and technology lab appropriate to the educational needs of all students; providing a full spectrum of educational enrichment materials to ensure that student’ in the school will find available instructional and non-instructional materials appropriate to their interests, abilities, and level of maturity; and making sure students and teachers are effective users of information and ideas by providing instruction in the use of technology to foster competence and stimulate interest in reading, viewing and using information and ideas.
A. EDUCATION AND EXPERIENCE
Bachelor's degree from an accredited college or university.
Experience with managing school site collections and the selection/acquisition of materials and equipment.
Previous teaching and/or related school experience.
Special Requirement:
In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.
Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
School Library Media Specialist – 062 Endorsement.
Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.
D. CONTINUING EDUCATION REQUIREMENTS:
E. KNOWLEDGE, SKILLS AND ABILITIES
Knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community;
Knowledge of a variety of strategies for communicating with various constituencies;
Knowledge of both the access to information and the operation of the devices that deliver, produce, and manage that information;
Knowledge of current and developmentally appropriate resources and the strategies for guiding the intellectual access to information;
Knowledge of information, instruction, and production-based technologies that enhance learning and teaching;
Knowledge of literature and methodologies to provide reading, listening, and viewing guidance to students and others in the learning community;
Knowledge of methods of collaboration with the other members of the learning community to ensure that the school library media program is able to meet the individual learning needs of students;
Knowledge of selection, installation, management, and maintenance of technologies applicable to the library information center and the larger learning community;
Knowledge of strategies for eliciting information needs from students;
Knowledge of strategies necessary to assist in school reform efforts;
Knowledge of the importance of community groups in maintaining support for the library information program;
Skill to assist learners in locating, evaluating, and using information;
Ability to apply effective methods and strategies for teaching the use of technological tools;
Ability to create and maintain inviting, attractive physical spaces that encourage a positive learning climate;
Ability to effectively communicate with students, faculty, staff, administrators, parents, and the community;
Ability to establish, maintain, and supervise the school's library resource program and library information program support personnel;
Ability to model and promote collaborative planning and curriculum development that includes creative, effective, and collaborative teaching;
Ability to provide an effective library resource program that supports the mission, goals, and objectives of the school.
Ability to recognize developmental growth patterns of children and youth and its influence upon reference and search processes;
Ability to recognize elements essential to collaborative work, including time, trust, climate, and resources;
Ability to recognize the importance of a positive learning climate in creating appropriate and attractive environments;
Ability to recognize the need for policies and procedures and knows strategies for developing and evaluating the collection of materials and equipment needed to support a curriculum that meets the diverse learning needs of students and teachers;
Ability to recognize the principles of flexible and equitable physical access to information and resources at time and point of need;
Ability to recognize the role that parents play in developing students’ lifelong learning skills;
Ability to stay current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;
Ability to understand centralized systems for bibliographic control, materials, equipment circulation, and information distribution;
Ability to understand curriculum in all subject areas and levels, State and national learning standards, and a variety of assessment strategies;
Ability to understand how to use word processing, databases, spreadsheets, presentation software, graphics, and production software to support students’ learning;
Ability to understand information literacy, efficient and effective access to information, critical and competent evaluation of information, and accurate and creative use of information;
Ability to understand social and ethical behavior in regard to information and information technology;
Ability to understand that the library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students' achievement of learning goals;
Ability to understand the importance of appropriate planning and purchasing to address issues of software and hardware compatibility;
Ability to understand the process of reforming educational systems and structures and the needs of the individual in relation to these processes;
Ability to understand the relationship between school climate and effective teaching and learning;
Ability to understand the role of the central administration and the school board in communicating the importance of the library information program to teaching and learning;
Ability to understand the structure of the school learning community and the leverage points for influence;
Ability to understand the variety of motivational, coaching, and guidance;
Ability to understand, encourage, and promote opportunities for independent learning and understand various learning styles;
Ability to work with individuals from diverse backgrounds.
PART III - POSITION SUPERVISES
May direct the work of paraprofessionals and clericals as assigned.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
Administers a program that provides for learning experiences utilizing technology and resources accessed from classrooms or other locations outside of the library information center;
Analyzes instructional and technological requirements and other features of the school to recommend appropriate staffing and training necessary to meet the learning and information needs of the students and to ensure the effectiveness of the program;
Assists teachers and learners in developing appropriate activities for assessing the effectiveness of the curriculum;
Assists teachers and other educational staff in developing connections among subjects, standards, and strategies for learning;
Assists teachers and students in finding, evaluating, and developing these additional resources;
Assists teachers in developing interdisciplinary connections using a variety of resources and technologies;
Builds support for the role of the library media program in teaching and learning through the effective use of influence strategies;
Catalogs, classifies, and arranges information resources in various forms and media according to recognized standards;
Collaborates and communicates with all staff, and particularly the technology staff, to identify and use the full range of learning technologies required to meet students' informational needs;
Collaborates with classroom teachers in the creation and implementation of their content-area standards, goals, and visions;
Collaborates with classroom teachers in the creation of integrated classroom assignments and projects;
Collaborates with other members of the learning community to ensure that the school library information program is able to meet the individual learning needs of students;
Collaborates with the technology department to plan budgets and purchases software and hardware that meet the school curriculum needs and support the library information center, the classroom, and individual learning needs of students;
Collaborates with the technology staff on issues of software and hardware compatibility;
Communicates effectively with students, faculty, staff, administrators, parents, and the community;
Communicates effectively with the technology staff and other educators about learning technology needs of the students who use the library information center;
Communicates with the community the relationship of library media programs to students’ achievement and lifelong learning for everyone;
Contributes to the school curriculum by attending school and district curriculum meetings;
Co-teaches and mentors along with the classroom teacher on projects and assignments for students;
Creates and implements the library media program;
Creates and maintains inviting, attractive physical spaces that encourage a positive learning climate;
Demonstrates leadership in curricular planning and assessment;
Demonstrates leadership in evaluating the effectiveness of the library media program in improving teaching and learning;
Develops a budget and locates sources of funding that provide for purchasing and upkeep of all resources required for an effective school library information program;
Develops action plans in conjunction with the technology specialist to accommodate changes in critical areas such as the utilization of new resources and technologies;
Develops facility plans to include learning technology systems to meet students’ needs in the library information center which may include but are not limited to video/playback production units, CD-ROM towers and servers, electronic card catalogues, and on-line reference resources;
Encourages and assists students to seek information from diverse sources, contexts, disciplines, and cultures through equitable access to information;
Encourages and engages students in reading, viewing, and listening for understanding and enjoyment;
Encourages and guides the student to produce and communicate information and ideas in appropriate formats using critical thinking and problem-solving skills;
Encourages collaboration with the technology specialist and others, both in person and through the use of various technologies, to design, develop, and evaluate information products and solutions;
Ensures that policies on information use and distribution are reviewed and approved by appropriate governing bodies;
Establishes and maintains ties with information resources and services within the wider community;
Establishes effective interpersonal relationships that demonstrate an understanding of curriculum objectives, effective listening, and negotiation of responsibility for activities;
Establishes, maintains, and supervises the school's library resource program and library information program support personnel;
Facilitates students’ development of information literacy skills;
Guides the student to distinguish among facts, points of view, and opinions;
Identifies examples that demonstrate the library information program's relationship to improved student achievement;
Implements courses and content for students using distance learning technologies as available;
Involves parents in library information center activities, suggests learning activities for parents and children to do together, and uses a variety of communication devices to keep parents informed about the program;
Maintains a positive teaching and learning climate in the library media center;
Maintains centralized systems for bibliographic control of materials, equipment, and electronic information distribution systems, including computer networks and distance learning facilities;
Models and promotes collaborative planning and curriculum development that includes creative, effective, and collaborative teaching.
Models continuous learning through activities such as membership in district, regional, State and national organizations that support library information programs and participation in staff development programs;
Models the effective and enthusiastic use of print and non-print materials as sources of pleasure and information;
Organizes information resources that align the library information program and information literacy standards for students’ learning with the school's goals and integrates these standards into the curriculum;
Participates as a partner and change agent in curriculum development at the building and district levels;
Participates in collaborative planning of interdisciplinary instruction and uses the level of involvement appropriate to the learning activity and goal;
Participates on committees charged with developing and implementing strategic plans for the school, including school improvement plans, technology plans, and curriculum development plans;
Participates on the school's curricular decision-making body;
Plans and efficiently administers a program that makes a significant contribution to students’ learning an leads, collaborates, and applies technology skills in designing and managing a program that is integrated into the school’s curriculum and supports the development of effective users and communicators of ideas and information within a lifelong, independent learning process;
Plans and implements the access to and delivery of a full range of information resources and services through the library media program;
Plans and teaches the latest research techniques and strategies that are applicable to the content area and assignment;
Plans instruction collaboratively with teachers and other members of the learning community;
Plans, develops and maintains a management system for print and non-print resources, equipment, and other learning technology resources that are inventoried and circulated through the library information center;
Presents information creatively in a variety of formats so that students can learn to develop creative products in a variety of formats;
Provides an effective library resource program that supports the mission, goals, and objectives of the school;
Provides an environment that assists students with multiple learning styles;
Provides equitable access for staff, students, and the community to the school library information center as needed to support the integration of the information literacy standards for student lifelong learning;
Provides equitable access to multiple media resources with current and appropriate equipment for all students, staff, and the community through extended library hours before and after school;
Provides instruction in the five cross-disciplinary abilities as they apply to the CT Learning Standards.
Provides opportunities for students to seek information for personal interest and self-improvement;
Provides reading, listening, and viewing guidance to students and others in the learning community;
Recommends appropriate resources and activities to meet individual learning needs;
Reports the results of program assessment on a regular basis to teachers, students, administrators, and other community members;
Responds to various developmental levels, physical and intellectual disabilities, special gifts and talents, diverse cultural backgrounds, and different styles of accessing and processing information;
Serves as a reference person, teacher, and mentor who may help students with issues relating to learning;
Stays current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;
Supervises support staff and plans for and implements an effective program that is fundamental to students’ learning and is based upon the school's instructional programs, services, facilities, size, and numbers of students and teachers;
Supervises, schedules, and administers all aspects of the operation of the school library information program;
Supports teachers and students with the selecting interest based materials for students to explore while learning about their interests using books, technology, and other sources of media;
Teaches and demonstrates to students how to structure a search across a variety of sources and formats to locate the best information to meet a particular need;
Teaches and encourages students to respect the principles of intellectual freedom, to respect copyrights and intellectual property rights, and to value the responsible use of technology;
Teaches uses of computers and other technological tools and the application of technology-based resources to support instruction;
Uses a variety of strategies to build collaborative teams for interdisciplinary teaching and learning;
Uses active listening skills to assist learners in locating, evaluating, and using information;
Uses appropriate strategies to guide reference and search processes with students and learners of all ages;
Uses collaborative strategies that encourage administrators and teachers to integrate the library information program into the school's instructional program;
Uses probing questions to clarify information needs;
Uses reflective listening strategies to help students develop metacognitive skills;
Uses the results of quantitative and qualitative data analysis to make decisions and develop plans and policies for the continuous improvement of the school's library information program;
Works cooperatively with the technology department and other educators to provide flexible access to resources, spaces, and technology systems to individuals and groups at time of need, within or outside of regular classroom hours, as appropriate;
Works with student learners, assisting them with production application questions and resource analysis, for use in word processing and graphic presentations;
Performs related duties as required.
Prepared on: July 25, 2019
Waterbury Public Schools
JOB CLASSIFICATION TITLE: Teacher (Allied Health)
DEPARTMENT: Teaching and Learning
REPORTS TO: Receives administrative direction from the Principal or other administrative official of a higher grade FLSA DESIGNATION: Exempt
This class is accountable for providing instruction in selected areas of Allied Health to ensure that students gain appropriate knowledge and skills about the industry and are prepared for a career and post-secondary opportunities. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population. Special emphasis will be placed on the development of leadership competencies and skills through the selection of a broad range of specialty topics:
Exploration of Health Careers with clinical training at hospitals and health care facilities.
C.N.A Certification program
Home Health Aide Preparation
CPR & AED Certification.
EKG Training
Med. Office Training
Possession of a Bachelor’s degree from an accredited university or college.
Must have five (5) years of work experience in the area of Allied Health and/or Health Services.
Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate and Health Occupations–Comprehensive High School (103) endorsement(s) or other endorsement(s) appropriate to the teaching assignment.
Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
D. KNOWLEDGE, SKILLS AND ABILITIES:
Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
Knowledge of child development;
Knowledge of classroom management techniques;
Knowledge of instructional technologies;
Knowledge of learner outcomes;
Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
Knowledge of multicultural, gender and disability fair curriculum concepts;
Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
Some knowledge of community resources;
Excellent listening skills;
Skill in classroom management and organization;
Skill in classroom presentation;
Skill in human relations, mediation, conflict management and interpersonal interactions;
Skill in maintaining and developing reports;
Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
Ability to adapt teaching styles to diverse student populations;
Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
Ability to communicate effectively, both orally and in writing;
Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
Ability to multi task and be flexible;
Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
Ability to provide appropriate instruction in core subjects;
Ability to utilize computer and multimedia technology, as appropriate;
Ability to work in a cooperative learning environment;
May direct the work of paraprofessionals.
Advises, assists, and supervises students, as appropriate, with internships, volunteering and community service projects, securing training stations and employment including employment forms, and regarding various District, State and national competitions;
Evaluates student performance through examinations, homework assignments, and other methods, promoting student achievement, maintaining the required student records, and, submits required reports, including report cards, to the principal or other school administrators, assessing students’ academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating District-wide testing of students;
Implements the goals, objectives and standards of the District, the school, and the specific program or department, following a prescribed course of study as delineated in curriculum outlines and authorized by the building principal, developing, adapting, and updating curriculum; and developing and implementing lesson plans;
Maintains contact and communications with parents of students, and works with them in the development of each student, scheduling and holding parent conferences, as well as conferences with county workers, as appropriate, recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
Participates in staff development and professional growth activities, as required and as requested, participating in appropriate in-service activities or educational opportunities to maintain current teacher certifications, and mentoring new teachers;
Performs classroom management duties, enforcing school rules governing the conduct of students, taking appropriate disciplinary action regarding students not adhering to school rules, ensuring the safety of students, and maintaining an appropriate classroom-learning environment, including displays;
Performs other related duties such as enforcing District and school guidelines regarding health and hygienic conditions and practices, as they may affect the physical and mental health of students, coordinating co-curricular and extracurricular school activities, participating in bus, lunch and playground duty assignments, as required, attending and participating in school planning and staff meetings, serving on various school committees, monitoring classroom and student budgets and accounts, providing information for grant-writing processes, and developing, organizing and implementing students’ classroom and school performances, presentations and exhibits.
Provides instruction in the core and age-appropriate curriculum, assessing initial knowledge or skills, making appropriate use of instructional resources and technologies, including computer technology, developing and implementing instructional activities for students, developing and coping instructional materials, and, orders instructional materials and supplies, collaborating with other teachers, staff resources, and volunteers regarding instructional and program activities; providing for remediation, when necessary, revising teaching methodology to accommodate students, maintaining instructional equipment, as appropriate; and team teaching, when appropriate;
Regarding special needs students, and in conjunction with special education teachers, determines the least restrictive environment, and assists with the completion of due process reports and Individualized Education Plans (IEPs); coordinating the mainstreaming of special needs students. Participates in Planning and Placement Team (PPT) and/or Central Planning and Placement Team (CPPT).
Performs related duties as requested.PART V - Working Conditions, Physical and Mental Requirements
POSITION: Career and Technical Education Skills Specialist
DEPARTMENT: Waterbury Public Schools, District-wide
SALARY: $40.00 to $90.00 per hour (Based on education and experience)
PART I - POSITION SUMMARY:
The Career & Technical Education Department is committed to preparing all students for college, career, and life readiness and articulating post-high school plans for enrollment, employment, or enlistment. We focus our efforts to develop a student's competitive advantage by offering a comprehensive experience related to academic, technical, and professional skills. The department has developed a flexible academy model that includes robust career pathways and comprehensive programs of study that focus on high wage, high demand, and high skill careers. Our engaging curriculum, innovative instruction, and effective assessments infuse opportunities for students to earn college credit, participate in work-based learning experiences and earn industry-recognized credentials that leverage career connected learning, employment skills, and career-ready practices. The Waterbury Public Schools will be hiring Specialists for the following Career Pathways:
JOB CLASSIFICATION TITLE:
Teacher Apprentice (NextGen)
DEPARTMENT:
Teaching and Learning
FLSA DESIGNATION:
Non-Exempt. $17.14-$20/hour (Up to 5 days/week)
Note:This is a grant funded Non-Union position with benefits that exists as long as funds are available.
Grant
REPORTS TO: Receives administrative direction from the assigned MentorTeacher, Principal, Talent & Professional Development Supervisors, or other administrative official of a higher grade.
The Teacher Apprenticeship is an alternate route towards a teacher certification program where individuals have the opportunity to explore the field of education while gaining paid hands-on training. This “Earn While You Learn” model will allow aspiring educators to observe best practices in classroom instruction. Teacher Apprentice candidates will be enrolled in rigorous coursework with the University partner and serve in a paid apprenticeship position in designated WPS schools. A Mentor teacher will be assigned to each Teacher Apprentice working side-by-side with their Teacher Apprentice and be supported by the partnering university Supervisors to help prepare for a successful career in education. Upon successful completion of the program, a WPS Teacher Apprentice will have the opportunity to be interviewed and recommended for current vacancies within the district for the upcoming school year.
Completed 2 years in the NextGen Educators Program
Accepted into the partner University’s Educator Preparation Program
In addition to the checking of references and facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.
B. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Must be accepted into the partner University’s Educator Preparation Program
Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator’s License.
C. KNOWLEDGE, SKILLS AND ABILITIES:
Demonstrated commitment to diversity in the field of education
Some knowledge of core curriculum areas for which the WPS Teacher Apprentice is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, music, art, languages, and so forth, as appropriate;
Some knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
Some knowledge of child development;
Some knowledge of classroom management techniques;
Some knowledge of instructional technologies;
Some knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Interventions (SRBI);
Ability to multitask and be flexible;
Not Applicable
This is a teacher apprenticeship position leading to initial teaching certification. The program requires Teacher Apprentice to:
Serve in a Teacher Apprentice position under the guidance of a designated Mentor Teacher for one academic school year for the hours designated;
Plan instruction and meet with Mentor Teacher at times beyond the staff required hours (meetings can be planned for up to 2 additional hours per week)
Complete Educator Preparation Program coursework
Attend district and school-based professional development and training sessions;
Prepare for and take appropriate assessments for Connecticut State initial teaching certification
Upon successful completion of the program and certification requirements, commit to accepting a classroom teaching position in the District for a period of three years.
Waterbury Public Schools JOB CLASSIFICATION DESCRIPTION
JOB CLASSIFICATION TITLE: CT Teacher Resident (Central Inspire) DEPARTMENT: Teaching and Learning INCUMBENT NAME: Grant BARGAINING UNIT CLASSIFICATION: Follows UPSEU, Local 424-Unit 68 FLSA DESIGNATION: Non-Exempt. $20.00 per hour Note: This is a grant funded Non-Union position with benefits that exists as long as funds are available REPORTS TO: Receives administrative direction from the assigned Mentor Teacher, Principal, or other administrative official of a higher grade
The Central Inspire Teacher Residency Program is designed specifically for paraprofessionals and classroom assistants within WPS who are pursuing certification in special education teaching. Participants, referred to as Teacher Residents, will be enrolled in the rigorous graduate-level Special Education program at Central Connecticut State University. In addition to their academic coursework, Residents will complete a full academic year in a paid residency position, working alongside an experienced Mentor Teacher. Mentor Teachers will provide daily guidance and support, in collaboration with the program coordinator, to ensure Residents are fully prepared for a successful and impactful career in education. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE: General Experience:
Enrolled in Central Connecticut State University’s Special Education Graduate Program.
Some knowledge of core curriculum areas for which the Teacher Resident is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, music, art, languages, and so forth, as appropriate;
Ability to multi-task and be flexible;
Not Applicable PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job.
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
JOB CLASSIFICATION TITLE NextGen Educators Clinical Fellowship
DEPARTMENT Teaching and Learning DATES & TIME Two-Three Days/Week (2025-2026 School Year)
SALARY
$100 per day
LOCATION Elementary and Middle School Programs BARGAINING UNIT CLASSIFICATION
Non-Union
Receives administrative direction from the Anchor Teacher, Principal, or other administrative official of a higher grade
The NextGen Educators bring highly motivated college students seeking education degrees into Waterbury’s classrooms. Candidates would be immersed in our elementary and PreK-8 schools working as tutors, covering classes and duties when needed, or providing instruction in the virtual learning environment. Each NextGen Educator will be matched with an Anchor Teacher who will provide valuable guidance for their NextGen Educators. Once the Anchor Teacher, in collaboration with Human Capital and the University, feels that the NextGen Educator is ready to be on their own, the school principal can determine how best to utilize their NextGen educators. Just a few of the ways they can be helpful include: leading small group instruction under supervision, assisting with developing lesson plans, facilitating the use of new technologies to support online learning, providing personalized support for students.
PART II - MINIMUM KNOWLEDGE, SKILLS, AND ABILITIES A. EDUCATION AND EXPERIENCE
Matriculated majors in teacher preparation programs at CCSU, WCSU, SCSU, and USJ.
Must commit to working at least three days per week (schedule must accompany application)
C. CONTINUING EDUCATION REQUIREMENTS:
D. KNOWLEDGE, SKILLS, AND ABILITIES:
Some knowledge of core curriculum areas for which the NextGen Educator is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, music, art, languages, and so forth, as appropriate;
Not applicable
Assumes all of teacher’s normally assigned duties when a teacher is absent including, but not limited to, instructional, extracurricular, cafeteria, hall, and bus duty;
Collects and places students’ papers in regular teacher’s desk;
Communicates, collaborates, and cooperates with colleagues, supervisors, and students;
Completes evaluation at the end of the day, and checks out with authorized personnel prior to leaving at the end of the day;
Complies with all building procedures and schedules;
Complies with and supports school and regulations and Board policies;
Consults with the principal and/or staff to resolve questions and/or concerns;
Consults, as appropriate, with the principal or Anchor Teacher, before initiating any teaching or other procedures not specified in the lesson plans;
Determines if services will be required for the next school day;
Develops and maintains a positive learning environment;
Dismisses all students from the classroom before leaving the building;
Ensures the adequate supervision to assure health, welfare, and safety of all students;
Follows the teacher’s written lesson plans;
Incorporates the effective use of available technology in records management and instructional activities;
Maintains and respects confidentiality of student and school personnel information;
Makes the absent teacher aware of special situations or problems encountered;
Manages student learning in accordance with the goals and directives of the school;
Models non-discriminatory practices in all activities;
Remains in assigned classroom until all students have been dismissed for the day;
Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible;
Reports to the principal or school secretary upon arrival at the school;
Returns instructional materials, equipment, and keys to proper place;
Performs other related duties as assigned.
PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS
Physical Requirements:
Frequency: Place an “X” in each box that is appropriate to the job.
Color distinction
Bending (forward)(backward)
Peripheral vision
Climbing (stairs, ladders, etc.)
Visual Acuity (far)
Visual Acuity (near)
Physical strength:
Little physical effort (-10 lbs.)
Hand/eye/foot coordination
Light work (-20 lbs.)
Medium work (20-50 lbs.)
Heavy work (50-100 lbs.)
Lifting above shoulders
Very heavy work (100+ lbs.)
Lifting from below knees
Environmental conditions
Operating heavy mech. equip.
Physical intervention
Confinement to small/restricting area
Reaching (overhead)
Repetitive motion (keyboarding)
Exposure to chemicals, solvents, etc.
Restraining
Exposure to extreme wetness
Squatting
Exposure to gases and fumes
Exposure to high humidity
Exposure to loud noises or vibration
Exposure to mechanical hazards
Transferring (wheelchairs, etc.)
Exposure to physical danger
Exposure to temperature extremes
Exposure to unpleasant odors
Prepared on: March 11, 2021
JOB CLASSIFICATION TITLE
Computer Education Teacher (PK-8) DEPARTMENT
Academics BARGAINING UNIT CLASSIFICATION
Waterbury Teachers Association
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student’s life and learning;
Knowledge of relevant laws, rules, regulations, and Board policies and District procedures;
Knowledge of Social Emotional Learning (SEL);
Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs;
Interpersonal and social skills;
Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
Ability to effectively employ strategies that reinforce positive behavior;
Ability to establish and maintain rapport with students;
Ability to prepare and organize materials to support teaching and learning, as directed by a licensed teacher;
Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
Ability to use ethical practices for confidential communication about students;
Ability always to communicate using correct grammar;
Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations;
Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions;
Ability to establish and maintain effective relationships with students, staff, and parents through oral and written communication;
Ability to implement lessons based on school objectives and student needs and abilities;
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables;
Ability to read, analyze, and interpret lesson plans, technical procedures, and textbooks;
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists;
Ability to work with basic mathematical concepts;
Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals, administrators, parents, and students.
Reports to the Principal or designee at the beginning and end of the school day.
Follow the teacher’s lesson plans and daily schedule in accordance with the District’s philosophy, goals and objectives;
Records absences on the attendance sheet;
Maintains the established standards of classroom management;
Assists in upholding and enforcing school rules, administrative regulations, and school district policies including social media, as stated in the Substitute Teacher Training Handbook.
Takes all reasonable and feasible precautions to protect students, materials, equipment and facilities;
Collects all assignments.
Leaves the classroom in a neat and orderly fashion at the end of the day. Performs related duties as requested.
JOB CLASSIFICATION TITLE Library Media Specialist (PK-8) DEPARTMENT
JOB CLASSIFICATION TITLE Music Teacher (PK-8 School) DEPARTMENT Teaching and Learning INCUMBENT NAME BARGAINING UNIT CLASSIFICATION Waterbury Teachers’ Association CEA-NEA REPORTS TO: Receives administrative direction from the Principal or other administrative official of a higher grade FLSA DESIGNATION Exempt
Comprehensive Special Education, K-12 – 165 endorsement.
Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
