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Computer Science Training Jobs in Connecticut (NOW HIRING)

Amgen

Biostatistical Prograrmming Manager

Bridgeport, CT · On-site

... to training material development and delivery to internal teams and FSP partners Provide guidance ... Masters in Computer Science, Statistics, Mathematics, Computer Science, Life Sciences or another ...

Pwc

ERP AI Engineer - Senior Associate

Hartford, CT · On-site

$77K - $202K/yr

These individuals analyse client needs, implement software solutions, and provide training and ... Computer Science, Data Science, Software Engineering, Mathematics, Statistics, or a related ...

Global Channel Management, Inc.

Help desk

Windsor, CT

$18/hr

Organizations need to reduce training and labor costs but at same requiring the best "talent " for ... Associate's Degree in Computer Science, Engineering or a directly related field. * A+ Certification ...

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All JobsComputer Science Training JobsComputer Science Training Jobs in Connecticut

Computer Science Training information

See Connecticut salary details

$21.1K

$69.9K

$120.4K

How much do computer science training jobs pay per year?

As of Jun 24, 2026, the average yearly pay for computer science training in Connecticut is $69,923.00, according to ZipRecruiter salary data. Most workers in this role earn between $42,653.00 and $100,360.00 per year, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive in the Computer Science Training position, and why are they important?

To thrive in Computer Science Training roles, you need a solid background in computer science concepts, programming, and educational or instructional expertise, often supported by a relevant degree or professional certifications such as CompTIA, Microsoft Certified Educator, or instructional design credentials. Familiarity with learning management systems (LMS), online collaboration platforms, and coding tools like Python, Java, or C++ is commonly required. Strong communication, patience, and the ability to tailor complex technical information to diverse audiences are valuable soft skills in this field. These competencies are essential for effectively teaching and preparing learners for evolving industry demands.

Is computer science dead due to AI?

Computer science training remains valuable as AI advances, as it provides foundational knowledge in algorithms, programming, and systems design essential for developing and maintaining AI technologies. AI creates new opportunities for computer science professionals in areas like machine learning, data analysis, and software development. Continuous learning and adapting to emerging tools are important for job seekers in this field.

What are some typical responsibilities of someone working in Computer Science Training?

Professionals in Computer Science Training are often responsible for designing and delivering curriculum, conducting hands-on programming workshops, assessing learners' progress, and updating course materials to reflect current industry trends. You may work closely with other instructors, HR training coordinators, or technical experts to align content with organizational or educational objectives. Collaboration with industry professionals and ongoing professional development are also common, as the technology landscape evolves quickly. This mix of technical and educational duties ensures that trainees gain practical, up-to-date skills needed for a successful tech career.

What is a Computer Science Training job?

A Computer Science Training job involves teaching or mentoring individuals in computer science concepts, programming, and related technologies. Professionals in this role may work in academic institutions, corporate training programs, or bootcamps to help students or employees develop technical skills. The job often includes designing curriculum, conducting lectures or hands-on coding sessions, and assessing learners' progress. Strong knowledge of programming languages, algorithms, and software development is typically required.

Which is harder, CS or IT?

Computer Science training typically involves more theoretical concepts, programming, algorithms, and problem-solving skills, making it generally more challenging academically. Information Technology training focuses on practical applications, system management, and support, which may be less abstract but still require technical knowledge. The difficulty depends on individual strengths and career goals, but CS often demands a deeper understanding of complex concepts and coding skills.

What training do you need to be a computer scientist?

To become a computer scientist, a bachelor's degree in computer science, software engineering, or a related field is typically required. Advanced roles may require a master's or Ph.D., along with strong programming skills, knowledge of algorithms, data structures, and experience with tools like programming languages and development environments.

What jobs can you get with a computer science course?

A computer science course prepares individuals for roles such as software developer, systems analyst, database administrator, cybersecurity analyst, and network engineer. These jobs typically require programming skills, knowledge of algorithms, and familiarity with tools like programming languages, operating systems, and development environments.
What are popular job titles related to Computer Science Training jobs in Connecticut? For Computer Science Training jobs in Connecticut, the most frequently searched job titles are:
What job categories do people searching Computer Science Training jobs in Connecticut look for? The top searched job categories for Computer Science Training jobs in Connecticut are:
Computer Science Training jobs near you
Infographic showing various Computer Science Training job openings in Connecticut as of June 2026, with employment types broken down into 91% Full Time, 6% Part Time, 1% Temporary, and 2% Contract. Highlights an 95% Physical, 1% Hybrid, and 4% Remote job distribution, with an average salary of $69,923 per year, or $33.6 per hour.
Certified: High School Teacher (Physical Science)

Certified: High School Teacher (Physical Science)

Waterbury Public Schools

Waterbury, CT

Other

Posted 5 days ago

Job description

JOB CLASSIFICATION TITLE
High School Teacher (Physical Science)
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; 032 Physics 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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