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Allied Health Teaching information

What is allied health teaching?

Allied Health Teaching refers to the instruction and training of students in various allied health professions, such as medical laboratory technology, radiography, physical therapy assisting, and more. Educators in this field prepare students for careers supporting doctors, nurses, and other healthcare professionals. They may work in colleges, universities, or vocational schools, providing both classroom and clinical education. The goal is to equip students with the necessary knowledge, skills, and ethical standards to excel in allied health roles.

What is the best allied health profession to get into?

The best allied health profession to pursue depends on individual interests and career goals; popular options include radiologic technologists, physical therapists, and occupational therapists. These roles typically require relevant certifications, degrees, and clinical experience. Choosing a field with strong job growth and demand can also influence the decision.

What are the key skills and qualifications needed to thrive as an allied health teacher?

To thrive as an Allied Health Teacher, you need a relevant allied health degree, teaching credentials, and experience in healthcare practice. Familiarity with educational technology platforms, simulation tools, and curriculum development systems is typically required. Strong communication, mentorship, and adaptability in engaging diverse learners are essential soft skills. These competencies ensure effective instruction, student success, and the preparation of future healthcare professionals.

What is the difference between Allied Health Teaching vs Physical Therapy?

AspectAllied Health TeachingPhysical Therapy
Required CredentialsHealth-related degree, teaching certificationDoctor of Physical Therapy (DPT), licensure
Work EnvironmentEducational settings, classrooms, labsClinics, hospitals, outpatient centers
Employer & IndustryEducational institutions, healthcare training programsHealthcare facilities, private practices
Common Search & ComparisonAllied Health Teaching vs Physical Therapy

Allied Health Teaching involves educating students or professionals in health sciences, often within academic or training settings, requiring teaching credentials and health-related degrees. Physical Therapy focuses on patient rehabilitation, requiring a DPT degree and licensure, with work primarily in clinical environments. While both roles serve the healthcare industry, they differ in work environment, credentials, and daily responsibilities.

What does an allied health instructor do?

An allied health instructor teaches students in healthcare-related fields such as nursing, radiology, or physical therapy. They develop curriculum, deliver lectures, supervise clinical practice, and assess student performance to prepare them for healthcare careers.

What are some common challenges faced by allied health teaching professionals and how can they be addressed?

Allied Health Teaching professionals often encounter challenges such as keeping up with rapidly evolving healthcare practices, balancing administrative duties with teaching responsibilities, and engaging students with diverse learning needs. Staying current through continuous professional development and collaborating with clinical partners can help instructors deliver up-to-date content. Additionally, utilizing a variety of teaching strategies and technologies can enhance student engagement and learning outcomes. Building strong relationships with colleagues and participating in faculty development programs also supports personal and professional growth.
More about Allied Health Teaching jobs

What cities are hiring for Allied Health Teaching jobs?

Cities with the most Allied Health Teaching job openings:

What states have the most Allied Health Teaching jobs?

States with the most job openings for Allied Health Teaching jobs include:

What job categories do people searching Allied Health Teaching jobs look for?

The top searched job categories for Allied Health Teaching jobs are:

Allied Health Teaching jobs near you
Infographic showing various Allied Health Teaching job openings in the United States as of August 2026, with employment types broken down into 55% Full Time, 38% Part Time, and 7% Contract. Highlights an 100% In-person job distribution.

Allied Health Teacher

Waterbury Public Schools

Waterbury, CT • On-site

Other

Re-posted 2 days ago

Job description

Position Type:
High School Teaching/Allied Health
Date Posted:
5/20/2026
Location:
Districtwide
Date Available:
08/20/2026
Closing Date:
open until filled
Waterbury Public Schools
JOB CLASSIFICATION TITLE: Teacher (Allied Health)
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
PART I - SUMMARY OF CLASSIFICATION
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

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. One (1) Year of Satisfactory experience in Health Occupations work experience. Health Field can be defined as working in a field with a Department of Public Health license such as LPN, RN, PA, Paramedic, EMT, PT, OT, etc) and/or other Health Services Occupations.
  3. To be the teacher of record for a Health Occupations classroom, an individual must meet the requirements of and obtain a #103 teaching certification through the State of Connecticut Department of Education (SCDE). Such certification can be obtained by demonstrating the possession of a bachelor's degree, one (1) year of satisfactory experience in health occupations as listed above in an occupation or field of work with a valid license issued by the Connecticut Department of Public Health, a minimum of six (6) semester hours of credit in professional education and a class in special education including gifted and talented, which may be deferred. Independent applicant contact and application through the CSDE is necessary.
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 and Health Occupations-Comprehensive High School (#103) endorsement(s) or other 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. 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.
  • 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
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.
Updated: 12-23-25 (Certification Information Per CSDE and Requirements)

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