THS ISS/SAIL Instructor

State of Connecticut - CT Technical Ed and Career Sys; Hartford (CT); On-site; USD 55,000 - 75,000; Full time

Benefits offered by this job

State employee retirement options

Health & dental plans

Sick and personal leave

Loan forgiveness eligibility

Job summary

The State of Connecticut, CT Technical Education and Career System (CTECS) seeks an anticipated ISS/SAIL instructor for A.I. Prince Technical School in Hartford, CT.

A valid CT teaching certificate in a secondary area is required; guidance counselor or social worker credentials are preferred. The role involves planning and delivering restorative interventions and coordinating with counselors, teachers, and administration.

Qualifications

• Active State of Connecticut secondary teaching certificate.
• CT #068 Guidance Counselor or #071 Social Worker preferred.
• Certification options noted for the role.

Responsibilities

• Plan and prepare engaging academic and restorative interventions.
• Deliver lessons supporting coursework and graduation requirements.
• Collaborate with teachers, counselors, and staff to support students.
• Implement accommodations per IEPs/504 Plans and supervise interventions.
• Support restorative practices and student re-entry planning.

Skills

Active CT teaching certificate

Guidance Counselor certificate

Social Worker preferred

Education

State of CT secondary teaching certificate

Guidance Counselor certification

Social Worker certification preferred

Job description

Introduction

Are you an experienced professional who is passionate for educating the 'future of the field' and looking to transform the lives of CT's youth population? If so, we could have just the opportunity you've been looking for!

Position Details

The State of Connecticut, Connecticut Technical Education and Career System (CTECS) is recruiting an anticipated In School Suspension (ISS) / Student Intervention Assistance Lab (SAIL) instructor to join our team at A.I. Prince Technical School in Hartford, CT.

To be considered for this position, incumbents must posses an active State of Connecticut teaching certificate in one of the following areas:

• Any active State of Connecticut secondary teaching certificate
• #068 Guidance Counselor
• #071 Social Worker preferred

Through exemplary trade and academic programming, CTECS prepares trade‑bound students to meet the skilled workforce needs in Connecticut. We invite you to explore our CTECS Instructor Information webpage for more information.

Position Highlights

Schedule: first shift, full time (35 hours per week) Monday through Friday.

Location:A.I. Prince Technical School

Salary: VS01-VS02, derived from the State Vocational Federation of Teachers.

Academic Calendar: CTECS follows a ten-month academic calendar (188 days per year.)

Benefits and Balance at the State of Connecticut

• Option to maintain State of Connecticut Teacher Retirement Plan or enroll in the State Employee Retirement System
• A variety of medical and dental plans
• Sick and personal leave
• The State of CT is an eligible Public Services Loan Forgiveness employer, meaning you may be eligible to have qualifying student loans forgiven after 10 years of service

Other Benefits as a CTECS employee

• Tuition Reimbursement
• Extra Income Opportunities
• Professional Development
• Career Growth within our System

In addition, the State puts an emphasis on:

Providing limitless opportunities

Hiring for diverse and fresh perspectives

Performing meaningful work and

Encouraging a healthy work/life balance!

About Us

For over 100 years, CTECS has been the leading force in Career Technical Education (CTE) in the State of Connecticut. CTECS operates 17 diploma‑granting technical high schools, one technical education center and two airframe mechanics and aircraft maintenance programs. The school system provides a direct employment pipeline for high school students and adult learners.

Examples of Duties

Responsibility Area #1: Planning and Preparation

• Develop and implement engaging academic and restorative intervention lessons that support student growth and behavioral success.
• Deliver lessons to assist students in completing secondary academic coursework and maintaining progress toward graduation requirements.
• Demonstrate knowledge of high school curricula, instructional practices, and adolescent learning needs.
• Collaborate with classroom teachers to obtain assignments, instructional materials, and academic supports.
• Understand and respond to the varied academic, behavioral, and social‑emotional needs of students.
• Implement accommodations and modifications required by IEPs, 504 Plans, and other student support plans.
• Collaborate with school counselors, special education staff, social workers, SAIL teams, and administrators to support individualized student programming.
• Establish clear learning goals, behavioral expectations, and intervention outcomes.
• Utilize a variety of instructional resources, differentiated learning strategies, and intervention tools.
• Design and implement restorative learning experiences focused on reflection, accountability, and skill development.
• Create and administer ongoing assessments to monitor student academic progress and behavioral growth.
• Plan individualized and small-group interventions based on student needs.

Responsibility Area #2: Learning Environment and Student Support

• Establish positive, respectful, and trusting relationships with students.
• Create a safe, welcoming, and supportive environment that promotes learning and personal growth.
• Foster a culture of accountability, belonging, and student engagement.
• Utilize restorative practices to address conflict, repair harm, and build community.
• Facilitate student reflection and problem‑solving conversations.
• Implement proactive and responsive behavior management strategies.
• Support students in developing self-regulation, decision‑making, communication, and conflict‑resolution skills.
• Maintain consistent classroom procedures and expectations.
• Organize the physical environment to maximize safety, engagement, and learning.
• Serve as a mentor and advocate for students experiencing academic, behavioral, or social‑emotional challenges.

Responsibility Area #3: Instruction and Intervention

• Deliver academic support and instruction aligned with student coursework and district curriculum.
• Communicate effectively with students, staff, and families regarding student progress and intervention plans.
• Utilize effective questioning, discussion, and reflective learning techniques.
• Maintain high levels of student engagement through differentiated instructional approaches.
• Provide individualized and small‑group instruction to address academic and behavioral needs.
• Facilitate restorative circles, re‑entry meetings, and reflection activities as appropriate.
• Assist students in developing skills related to self‑awareness, emotional regulation, responsible decision‑making, and goal setting.
• Utilize ongoing assessment data to design targeted interventions and learning tasks.
• Demonstrate flexibility and responsiveness in meeting evolving student needs.
• Support students in developing plans for successful reintegration into the classroom environment.

Responsibility Area #4: Family and Staff Collaboration

• Develop collaborative partnerships with families to support student success.
• Maintain regular communication with parents/guardians regarding student progress and intervention goals.
• Work collaboratively with administrators, teachers, counselors, social workers, school psychologists, and support staff.
• Participate in Planning and Placement Team (PPT), Student Support Team (SST), attendance, and intervention meetings as appropriate.
• Serve as a resource to staff regarding restorative approaches and effective student support strategies.
• Coordinate re‑entry planning and follow‑up support for students assigned to SAIL/ISS.

Responsibility Area #5: Data Collection and Progress Monitoring

• Collect, maintain, and analyze academic, attendance, behavioral, and intervention data.
• Monitor student progress toward academic and behavioral goals.
• Maintain accurate records of interventions, student contacts, family communication, and outcomes.
• Prepare reports and summaries to support decision‑making and student support planning.
• Utilize data to identify trends, evaluate intervention effectiveness, and recommend adjustments to supports.
• Collaborate with school teams to develop targeted interventions based on identified student needs.

Professional Responsibilities

• Participate in district and school-level professional learning.
• Engage in professional growth opportunities related to restorative practices, behavior intervention, trauma-informed care, and student support.
• Demonstrate professionalism and adherence to the Connecticut Code of Professional Responsibility.
• Implement all CTECS policies, procedures, and directives.
• Maintain confidentiality regarding student, personnel, and operational matters.
• Report suspected abuse or neglect in accordance with state law and district policy.
• Contribute to a positive school climate that promotes respect, inclusion, accountability, and student success.

Core Competencies

• Relationship Building
• Restorative Practices
• Behavioral Intervention and Classroom Management
• Academic Intervention and Support
• Student Mentoring and Advocacy
• Family Engagement
• Data Analysis and Progress Monitoring
• Collaboration and Teamwork
• Communication Skills
• Cultural Responsiveness and Equity-Minded Practices

Special Requirements

Incumbents must possess at time of appointment a valid certificate issued by the Connecticut State Board of Education in accordance with the Certification Regulations Concerning State Educator Certificates, Permits and Authorizations, with a secondary school endorsement.

Conclusion

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