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Computer Science Teacher Jobs in Connecticut (NOW HIRING)

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Computer Science Teacher information

See Connecticut salary details

$34.7K

$62.3K

$115.6K

How much do computer science teacher jobs pay per year?

As of Sep 6, 2026, the average yearly pay for computer science teacher in Connecticut is $62,281.00, according to ZipRecruiter salary data. Most workers in this role earn between $48,000.00 and $66,100.00 per year, depending on experience, location, and employer.

What does a computer science teacher do?

A computer science teacher teaches students about computers and computer programming. Your responsibilities cover teaching students to understand how computers work and instructing them on writing programs and algorithms. While most computer science (CS) education takes place at the high school level, some teachers work at the middle school or elementary level. Others teach at colleges and universities. All CS teachers must prepare and administer lesson plans, evaluate student work, and supervise students in the classroom. Motivating and encouraging students, as well as communicating effectively, are vital duties.

What does a computer science teacher do?

A Computer Science Teacher is responsible for teaching students about computer science topics, such as programming, algorithms, data structures, and computer systems. They develop lesson plans, deliver lectures, guide hands-on projects, and assess student progress. Computer Science Teachers may work at various educational levels, from middle school to college, and often help students develop problem-solving and computational thinking skills. Their goal is to prepare students for further study or careers in technology fields.

What are the key skills and qualifications needed to thrive as a computer science teacher, and why are they important?

To thrive as a Computer Science Teacher, you need a solid background in computer science concepts, programming languages, and typically a teaching credential or relevant degree. Familiarity with educational technology platforms, coding environments (such as Python, Java, or Scratch), and classroom management systems is important. Strong communication, patience, and the ability to inspire and engage students are standout soft skills in this role. These skills ensure effective knowledge transfer, foster student interest in technology, and create a positive and productive learning environment.

How does a computer science teacher typically collaborate with other educators and staff within a school?

Computer Science Teachers often work closely with other teachers, especially those in STEM fields, to integrate technology and computational thinking into the broader curriculum. They may coordinate with curriculum specialists to align their lessons with school standards and collaborate with IT staff to ensure classroom technology is functioning properly. Additionally, Computer Science Teachers frequently participate in professional learning communities, mentor student clubs (like coding or robotics), and contribute to school-wide initiatives that promote digital literacy and safety. This collaborative environment supports both student success and the teacher's own professional growth.

What is the difference between Computer Science Teacher vs Software Developer?

AspectComputer Science TeacherSoftware Developer
Required CredentialsTeaching certification, bachelor's degree in CS or related fieldBachelor's degree in CS, software engineering, or related field; certifications optional
Work EnvironmentSchools, educational institutions, classroomsOffices, tech companies, remote or on-site
Industry UsageEducation sector, public/private schoolsTechnology, software development, IT companies
Common Search/ComparisonYesNo

While both roles involve computer science knowledge, a Computer Science Teacher focuses on educating students in schools and requires teaching credentials. In contrast, a Software Developer designs and builds software applications, typically working in tech companies or startups without teaching certifications.

Are computer science teachers still in demand?

Computer science teachers are in high demand due to the growing emphasis on STEM education and digital literacy. Schools and educational institutions seek qualified teachers with knowledge of programming, coding languages, and educational technology, often requiring relevant certifications or degrees. The demand is expected to remain strong as technology continues to advance and integrate into various curricula.

Is there a shortage of computer science teachers?

There is a recognized shortage of computer science teachers in many regions, driven by increasing demand for technology education and a limited supply of qualified educators. This shortage often leads to larger class sizes and increased efforts to recruit and train new teachers with skills in programming, algorithms, and educational technology.
More about Computer Science Teacher jobs

What are the most commonly searched types of Computer Science Teacher jobs in Connecticut?

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For Computer Science Teacher jobs in Connecticut, the most frequently searched job titles are:

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For Computer Science Teacher jobs in CT, the most frequently searched job titles are:

Computer Science Teacher jobs near you
Infographic showing various Computer Science Teacher job openings in Connecticut as of August 2026, with employment types broken down into 1% As Needed, 80% Full Time, 15% Part Time, 3% Contract, and 1% Nights. Highlights an 83% Physical, 2% Hybrid, and 15% Remote job distribution, with an average salary of $62,281 per year, or $29.9 per hour.

Certified: Science Teacher (Middle School)

Waterbury Public Schools

Waterbury, CT • On-site

$47K - $61K/yr

Full-time

Re-posted 29 days ago

Key responsibilities

  • Develops, implements, and updates curriculum and lesson plans.

  • Evaluates student performance through examinations, homework, and other methods, and maintains student records.

  • Advises, assists, and supervises students with internships, volunteering, community service projects, and assessments.

Job description

JOB CLASSIFICATION TITLE
Science Teacher (Middle School)
DEPARTMENT
Teaching and Learning
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 facilitating learning, academic achievement and personal development by providing instruction to students. 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.
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. 
 
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. 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) 034 General Science, 7-12
  2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.
 
C.  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.







































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