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After School Coding Instructor Jobs in Portland, CT

Goldfish Swim School - Cromwell

Swim Instructor

Cromwell, CT · On-site

$16.95 - $18.70/hr

Check out Goldfish Swim School! We're a rapidly growing, award winning franchise that is not your ... Inspects pool areas before and after each class for possible maintenance, cleanliness or damage ...

State of Connecticut

THS ISS/SAIL Instructor

Manchester, CT · On-site

$37.28 - $59.22/hr

Norwich Technical High School in Norwich, CT and Howell Cheney Technical High School in Manchester ... AFTER YOU APPLY: * Some email providers may experience delays or issues delivering messages. To ...

Goldfish Swim School

Swim Instructor

Cromwell, CT · On-site

$16.95 - $18.70/hr

Check out Goldfish Swim School! We're a rapidly growing, award winning franchise that is not your ... Inspects pool areas before and after each class for possible maintenance, cleanliness or damage ...

marrakech

Program Instructor ASL - Essex CT

Essex, CT

$20.45/hr

High School Diploma or GED * Valid Driver's License * Related experience and/or training in working with people with disabilities who are also deaf/hard of hearing * Fluent in American Sign Language ...

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All JobsCoding Instructor JobsAfter School Coding Instructor JobsAfter School Coding Instructor Jobs in Portland, CT

After School Coding Instructor information

See Portland, CT salary details

$5

$13

$21

How much do after school coding instructor jobs pay per hour?

As of Aug 6, 2026, the average hourly pay for after school coding instructor in Portland, CT is $13.89, according to ZipRecruiter salary data. Most workers in this role earn between $11.20 and $14.86 per hour, depending on experience, location, and employer.

What is an after school coding instructor?

An After School Coding Instructor is an educator who teaches coding and computer programming skills to students, typically in elementary, middle, or high school, during after-school programs. Their responsibilities include creating lesson plans, leading hands-on coding activities, and helping students develop problem-solving and computational thinking skills. These instructors often use beginner-friendly programming languages and tools to make learning engaging and accessible. They play a crucial role in fostering students' interest in technology and preparing them for future STEM opportunities.

What skills and qualifications are needed to be an after school coding instructor?

To thrive as an After School Coding Instructor, you need a solid understanding of programming concepts, experience with common coding languages (like Python or Scratch), and a background in education or computer science. Familiarity with classroom management software, online learning platforms, and coding tools tailored for children is highly beneficial. Patience, enthusiasm, and strong communication skills help foster a positive learning environment and engage young students. These skills and qualities are crucial for effectively teaching coding, keeping students motivated, and ensuring successful learning outcomes.

What are common challenges faced by after school coding instructors and how can they be addressed?

After School Coding Instructors often encounter challenges such as managing diverse skill levels within a single class and maintaining student engagement after a full school day. To address these, instructors can use differentiated instruction techniques, providing both foundational tasks and optional extension activities for advanced learners. Incorporating interactive projects and gamified learning can help sustain enthusiasm and participation. Collaboration with other instructors and ongoing professional development also support effective classroom management and curriculum adaptation.

What is the difference between After School Coding Instructor vs Summer Camp Coding Instructor?

AspectAfter School Coding InstructorSummer Camp Coding Instructor
Required CredentialsBasic coding certifications, teaching experienceSimilar certifications, often with additional camp safety training
Work EnvironmentSchool classrooms, after-school programsSummer camps, outdoor or recreational settings
Employer & Industry UsageSchools, educational organizationsSummer camp providers, youth programs
Search & Comparison IntentJob roles in after-school programsTemporary summer teaching roles

While both roles involve teaching coding to children, After School Coding Instructors typically work during the school year in educational settings, focusing on ongoing curriculum. Summer Camp Coding Instructors work during summer months, often in more recreational environments, with a focus on short-term, engaging activities. The required credentials and work environments overlap, but the timing and setting differ.

What job categories do people searching After School Coding Instructor jobs in Portland, CT look for? The top searched job categories for After School Coding Instructor jobs in Portland, CT are:
After School Coding Instructor jobs near you

Teacher - Homebound Instructor

Waterbury Public Schools

Waterbury, CT

$34/hr

Other

Re-posted 19 days ago

Job description

Waterbury Public Schools
 
JOB CLASSIFICATION DESCRIPTION

  
 
JOB CLASSIFICATION TITLE
Teacher Homebound Instructor
DEPARTMENT
Special Education
INCUMBENT NAME
BARGAINING UNIT CLASSIFICATION
Non Union
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
FLSA DESIGNATION
Exempt; $34.00 per hour, 10 months, (Looking for Teachers who are available both during and after school hours), hours may vary.  Note: This is a non-union, no benefits, part-time, grant funded position that exists as long as grant funds are available.



















PART I - SUMMARY OF CLASSIFICATION
This is a virtual position accountable for ensuring that homebound children in the District identified as capable of benefiting from instruction be provided with an ongoing educational program.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE
General Experience:
 
  1. Possession of a Bachelor's degree from an accredited university or college. 
  2. Must possess a valid Connecticut Teacher Certification
 
Special Requirement:
 
  1. 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. 
 
B. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
 
  1. 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.
  2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
  1. Teachers in this job class must complete all State CEU requirements for re-certification.
 
E. 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;
  • Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
  1. May direct the work of paraprofessionals.
 
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.
 
  • Acquires personal acquaintanceship with the student's parents or guardians, and works to establish with them an understanding and cooperative relationship based on the student's individual needs;
  • Assumes responsibility for obtaining textbooks and other teaching materials necessary through the procedures established;
  • Devises, with the advice of curriculum specialists, an instructional program for each assigned student receiving homebound instruction on a permanent basis;
  • Devises, with the advice of the student's regular teacher or teachers, an instructional program for each assigned student receiving homebound instruction on a temporary basis;
  • Files written progress reports on each assigned student with the student's parents or guardians, and in the case of students temporarily assigned, with their regular teacher or teachers;
  • Interprets the program for the homebound to the regular District staff and to the community at large as required;
  • Keeps informed in a systematic way of trends and new methods in education, remaining always alert to possibilities inherent in such information for adaptation to the particular needs of homebound instruction;
  • Keeps, maintains, and files such reports and records as the special services director may require, including attendance reports and case evaluation;
  • Meets with each assigned student on a daily basis for the purpose of providing instruction;
  • Works with members of the special services and pupil personnel teams to identify the educational needs and the physical and learning capabilities of students;
  • Performs related duties as required.
 
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 Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X       
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.
 






































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