Open Positions for Connecticut Technical Education and Career System

Openings as of 4/24/2025

Reading Instructor - 59165

JobID: 1453

Position Type:
  High School- Language Arts/Reading Instructor


Date Posted:
  4/4/2025


Location:
  Norwich Technical High School


Closing Date:
  04/28/2025


  
Reading Instructor #59165 - Norwich Technical High School, Norwich, CT

Teaching at Connecticut Technical Education and Career System (CTECS):
For over 100 years, Connecticut’s technical high schools have stood as a model for career and technical education nationwide. Our schools have kept pace with emerging technologies, new educational methods and standards, and the changing needs of Connecticut’s workforce. CTECS is the leading force in Career Technical Education (CTE) in the State of Connecticut. CTECS currently operates 17 diploma-granting technical high schools, two schools of aviation, and one technical education center serving approximately 11,000 full-time high school students in 31 occupational careers within 12 career clusters as defined by the National Association of Career Technical Education Consortium. Connecticut’s premier 9-12 CTE and academic high school system employs 1,200 high-quality, highly-skilled, motivated educators who work with our diverse student body. Teaching at CTECS is ideal for educators who are deeply committed to student learning and nurturing both career and college pathways. The vision and mission at CTECS are to ensure both student career technical education mastery and academic success. Instructors at CTECS work collaboratively with administration and peers to develop, plan, and deliver world-class instruction in a safe and engaging environment. The district is committed to developing teacher knowledge and capacity in best practices and preparing its learners for success in a global workforce.
 
General description of the position:
A CTECS Reading instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in Reading e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.

Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
 
• State of Connecticut teaching certificate
  • Active State of Connecticut teaching certificate (#102  Remedial Reading and Remedial Language Arts 1–12 and/or #097 Reading and Language Arts Consultant K-12) or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates)
• Minimum of a Bachelor’s degree from an accredited four-year university or college.
• Professional experiences related to the field of teaching Reading and MTSS/Intervention.
• 21st century standards-based lesson planning aligned to the CT Core Standards in English Language Arts.
• Experience with varied assessments to diagnose, inform instruction, and promote learning.
• Ability to foster and facilitate learning and classroom management.
• Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
• Effective, active listening skills.
• Ability to work effectively and collaboratively with others.
• Organizational and problem solving skills.
• Excellent public relations skills.
• Entry-level computer skills including Microsoft Office and Google Products.
• Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor:
School Principal and Assistant Principal

Hours/Time Requirements:
188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.

Working Conditions:
• Interaction among adolescents and colleagues
• Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
• Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
• Frequent interruption of duties by staff, students, visitors and/or telephone
• Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds
 
Essential duties and responsibilities. Functions that the employee must be able to perform.  Mental and/or physical requirements should be described and where applicable, quantified:

Responsibility Area #1:  Planning and Preparation
• Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
• Knowledge of research-based methodologies of reading and pedagogy of teaching reading skills/strategies to adolescent learners
• Understand the varied needs of each student
• Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
• Set instructional goals and outcomes
• Knowledge and use of varied assessments, instructional practices, strategies, and resources
• Effectively design instructional learning opportunities
• Effectively design assessments
Responsibility Area #2:  Classroom Environment
• Develop mutual respect and rapport with students
• Establish a culture for learning
• Manage classroom procedures
• Positively manage student behavior
• Organize physical space to maximize learning opportunities
Responsibility Area #3:  Instruction
• Effectively communicate with students
• Effectively use questioning and discussion techniques
• Keep students intellectually engaged
• Follow the structures within the approved CTECS MTSS Framework
• Design instruction to meet the needs of all students through both individual and small group settings as needed
• Utilize assessments on an on-going basis to diagnose reading difficulties and design clear and specific learning tasks
• Demonstrate flexibility and responsiveness
Responsibility Area #4:  Professional Responsibilities
• Reflect on teaching practices
• Maintain accurate records
• Maintain effective and on-going communication with staff, students, and their families
• Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
• Participate in professional communities
• Demonstrate growth in professional craft in alignment with current ILA standards for Reading Professionals
• Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
• Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
• Maintain a positive school community image that encourages ethical student behavior
• Maintain confidentiality concerning personnel, student, and operational concerns of the district
• Report all cases of suspected child abuse to appropriate school personnel and authorities

AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER
The State of Connecticut is an equal opportunity/affirmative action employer and strongly encourages the applications of women, mninorities, and person with disabilities.




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