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Academic Program Manager Jobs in Connecticut (NOW HIRING)

Trinity College

Academic Coordinator

Hartford, CT

Skill in program planning, implementation, and management * Ability to cultivate and maintain ... Manages a broad range of academic and administrative logistics, including departmental reviews ...

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All JobsAcademic Program Manager JobsAcademic Program Manager Jobs in Connecticut

Academic Program Manager information

See Connecticut salary details

$36.6K

$102.2K

$149.4K

How much do academic program manager jobs pay per year?

As of Jun 25, 2026, the average yearly pay for academic program manager in Connecticut is $102,226.00, according to ZipRecruiter salary data. Most workers in this role earn between $75,600.00 and $126,000.00 per year, depending on experience, location, and employer.

What are the top 3 skills of a program manager?

A program manager, including those in academic settings, typically needs strong organizational skills to coordinate multiple projects, excellent communication abilities to liaise with stakeholders, and leadership qualities to guide teams effectively. Proficiency in project management tools and methodologies, such as Agile or PMP, also enhances their effectiveness. These skills ensure successful program delivery and stakeholder satisfaction.

What is the average salary for a programme manager?

The average salary for an academic program manager typically ranges from $60,000 to $90,000 annually, depending on experience, education, and location. Senior or specialized roles may offer higher compensation, and familiarity with project management tools and certifications can influence salary levels.

What does an academic program manager do?

An academic program manager oversees the development, implementation, and evaluation of educational programs within an institution. They coordinate curriculum design, manage faculty and student needs, and ensure compliance with accreditation standards, often using project management tools and data analysis skills.

What are some common challenges faced by Academic Program Managers when coordinating multiple academic programs, and how can they be addressed?

Academic Program Managers often juggle responsibilities such as scheduling courses, coordinating faculty, managing budgets, and ensuring program compliance. A common challenge is balancing the needs of students, faculty, and administration while adhering to institutional policies and accreditation standards. Effective communication, strong organizational skills, and the ability to prioritize tasks are essential for overcoming these challenges. Leveraging project management tools and fostering collaborative relationships across departments can also help streamline processes and ensure program success.

What is the difference between Academic Program Manager vs Academic Coordinator?

AspectAcademic Program ManagerAcademic Coordinator
CredentialsBachelor's or Master's degree, relevant experienceTypically similar, often requiring a Bachelor's degree
Work EnvironmentHigher-level planning, strategic oversightAdministrative support, daily operations
Employer & Industry UsageEducational institutions, universitiesSchools, colleges, educational programs
Search & Comparison IntentFocus on program management, strategic rolesFocus on administrative and support roles

The main difference is that an Academic Program Manager oversees the planning and strategic development of academic programs, while an Academic Coordinator handles daily administrative tasks and supports program operations. The Program Manager has a broader scope and higher responsibility level.

What jobs pay 2000 a day?

Jobs that can pay around $2,000 a day typically include high-level consulting, specialized medical professionals such as surgeons, senior corporate executives, or freelance specialists like software consultants and legal experts. These roles often require advanced skills, extensive experience, and sometimes certifications, and may involve project-based or contract work with high hourly or daily rates.

What are the key skills and qualifications needed to thrive as an Academic Program Manager, and why are they important?

To thrive as an Academic Program Manager, you need a strong background in education administration, program development, and project management, often supported by a relevant degree and experience in higher education. Familiarity with learning management systems (LMS), student information systems, and data analysis tools is typically required. Exceptional communication, problem-solving, and organizational skills help build productive relationships with faculty, students, and stakeholders. These skills are vital for ensuring academic programs run efficiently, meet educational objectives, and adapt to institutional needs.
What are the most commonly searched types of Academic Program jobs in Connecticut? The most popular types of Academic Program jobs in Connecticut are:
What are popular job titles related to Academic Program Manager jobs in Connecticut? For Academic Program Manager jobs in Connecticut, the most frequently searched job titles are:
What job categories do people searching Academic Program Manager jobs in Connecticut look for? The top searched job categories for Academic Program Manager jobs in Connecticut are:
Academic Program Manager jobs near you
Before-School / After-School Academic Program Teacher

Before-School / After-School Academic Program Teacher

Greenwich Public Schools

Greenwich, CT

Other

Posted 24 days ago

Job description

Greenwich Public Schools seeks teachers for the Before-School / After-School Academic Program to take place at Hamilton Avenue Elementary School during the 2025-26 school year. Sessions will meet up to five days per week between 7:10-7:40 a.m. and 2:45-4:00 p.m. Work will be compensated based on the individual's hourly per diem rate for hours outside of the contracted day.
This program will provide extended learning opportunities in reading and in mathematics to selected students who demonstrate an academic profile performing below benchmark as evidenced by the SmarterBalanced Assessment and other predictive performance assessments. The program supports efforts to lessen the opportunity gap by providing accelerated learning opportunities in a low student-teacher ratio.

Essential Responsibilities

 
  • Use data and district trends to inform instruction
  • Promote a safe and positive classroom environment where all students feel welcomed
  • Foster an organized and structured classroom environment that allows for whole-group, small-group, and individualized instruction
  • Monitor and collect data to evaluate the efficacy of the program and demonstrate student growth
  • Provide appropriate, meaningful, and timely feedback to improve student achievement
  • Encourage parental involvement in students' education and ensure effective communication with students and parents throughout the duration of the program
  • Ensure student conduct conforms with the school's standards and district policies, and establish and maintain standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom
  • Perform other related tasks as assigned
  • Incorporate technology and digital tools appropriately into instruction
  • Create and implement lesson plans in the areas of math, reading, and social-emotional learning
Knowledge, Skills and Abilities
  • Ability to create an inviting atmosphere and educational program that nurtures the intellectual, social, and emotional growth of each student
  • Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles
  • Knowledge of all GPS elementary curriculum including Connecticut Core Standards for ELA and Math
  • Ability to use a learning management system, data analysis, and the formulation of action plans to personalize the learning experience for all students
  • 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
  • Ability to provide students with opportunities to develop critical thinking skills, while affording opportunity for creative activity
  • Ability to collaborate with colleagues
  • Ability to employ a variety of teaching techniques through the use of appropriate instructional materials to meet the needs of all learners
  • Knowledge of how to use technology to enhance instruction
 

Qualifications

 
  • Preference will be given to Greenwich Public Schools staff with elementary school teacher certification




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