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Director Teaching Learning Jobs in Connecticut (NOW HIRING)

Waterbury Public Schools

Pre-K Teacher

Waterbury, CT

Knowledge of the teaching/learning process; * Some knowledge of community resources; * Excellent ... May direct the work of paraprofessionals. PART IV - ESSENTIAL FUNCTIONS The following identifies ...

The Learning Experience

Center Director

Glastonbury, CT

$47K - $64K/yr

  • Medical

  • Dental

  • Vision

  • Retirement

We provide our Center Directors with the resources, training, and support needed to lead a ... Guide teachers in implementing TLE's curriculum and creating engaging learning experiences that ...

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The Learning Experience

Assistant Director

Glastonbury, CT

$37K - $49K/yr

... develop the teaching team, build strong relationships with families, and ensure every child ... At The Learning Experience, we believe Happy Happens Here --and that happiness starts with a strong ...

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All JobsTeaching Learning JobsDirector Teaching Learning JobsDirector Teaching Learning Jobs in Connecticut

Director Teaching Learning information

What is the difference between Director Teaching Learning vs Curriculum Coordinator?

AspectDirector Teaching LearningCurriculum Coordinator
CredentialsTypically requires advanced degrees in education or related fields, with leadership experienceUsually requires a bachelor's or master's degree in education or curriculum development
Work EnvironmentLeads educational strategies at institutional or district levels, overseeing multiple programsFocuses on developing, implementing, and evaluating curriculum within schools or districts
Employer & Industry UsageUsed in schools, districts, and educational organizations for leadership rolesCommonly found in schools and districts as a curriculum development role

The main difference is that the Director Teaching Learning holds a broader leadership role overseeing educational strategies, while the Curriculum Coordinator focuses specifically on curriculum development and implementation. Both roles require educational expertise, but the Director position involves higher-level management and strategic planning.

How does a director of teaching and learning typically collaborate with faculty and administrative teams to enhance educational outcomes?

A Director of Teaching and Learning often works closely with both faculty members and administrative staff to design, implement, and evaluate instructional strategies and curriculum initiatives. This collaboration may involve leading professional development workshops, facilitating curriculum reviews, and gathering feedback from educators to ensure teaching methods align with current best practices. The role also requires regular communication with department heads and teachers to address challenges, monitor progress, and foster a culture of continuous improvement in teaching and learning. By acting as a bridge between faculty and administration, the Director helps to align strategic goals with classroom practices.

What does a director of teaching and learning do?

A Director of Teaching and Learning oversees the development, implementation, and evaluation of educational programs within a school or district. They work closely with teachers, administrators, and other staff to improve instructional practices and curriculum. Their responsibilities often include leading professional development initiatives, analyzing student data for continuous improvement, and ensuring that teaching methods align with current educational standards. This role plays a key part in fostering a positive and effective learning environment for both students and educators.

What are the key skills and qualifications needed to thrive as a director of teaching and learning, and why are they important?

To thrive as a Director of Teaching and Learning, you need advanced knowledge of curriculum development, instructional leadership, and educational best practices, usually supported by a master's or doctoral degree in education. Familiarity with learning management systems (LMS), data analysis tools, and curriculum mapping software is typically required. Strong interpersonal skills, visionary leadership, and the ability to mentor and inspire educators set outstanding candidates apart. These competencies ensure the effective implementation of high-quality instructional programs and foster continuous professional growth within educational institutions.

What are popular job titles related to Director Teaching Learning jobs in Connecticut?

For Director Teaching Learning jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Director Teaching Learning jobs in Connecticut look for?

The top searched job categories for Director Teaching Learning jobs in Connecticut are:

What cities in Connecticut are hiring for Director Teaching Learning jobs?

Cities in Connecticut with the most Director Teaching Learning job openings:

Director Teaching Learning jobs near you
Infographic showing various Director Teaching Learning job openings in Connecticut as of August 2026, with employment types broken down into 1% As Needed, 71% Full Time, 21% Part Time, 4% Temporary, and 3% Contract. Highlights an 86% Physical, 2% Hybrid, and 12% Remote job distribution.

Band Teacher and Marching Band Director

Bethel Public Schools

Bethel, CT • On-site

Contractor

Posted 4 days ago

Job description

Bethel Public Schools Bethel, CT

Position Title: Band Teacher and Marching Band Director

Location: Bethel High School

QUALIFICATIONS:

  1. Valid Connecticut Teaching Certification issued by the State Department of Education in the area of assignment
  2. Experience in the field as the Board of Education and administration may find appropriate and acceptable
     

REPORTS TO: School Principal or Principal's designee


JOB GOAL:  The classroom teacher provides each child with new knowledge, skills, attitudes, and dispositions using research-based curriculum, instruction and assessment. 


PERFORMANCE RESPONSIBILITIES:

  1. Demonstrate, at the proficient level,  the four domains of the Framework for Teaching (Danielson) and the six domains of Connecticut's Common Core of Teaching (CSDOE), which constitute Bethel's definition of effective teaching practice.
  2. Demonstrate, at the proficient level, subject-area and/or teaching-area expertise in the classroom.
  3. Use formative and summative student learning data analysis to continuously improve instruction in response to the needs of all students in the classroom.
  4. Demonstrate, at the proficient level, the ability to use research-based instructional techniques to engage students actively in their learning.
  5. Develop, teach, and assess appropriate learning objectives daily for subject(s) taught.
  6. Demonstrate coherent and sequential long-term instructional planning in the classroom.
  7. Maintain a physical, social, and emotional learning environment that inspires and motivates students, and supports character development.
  8. Demonstrate effective classroom management strategies to maximize student engagement and productivity.
  9. Develop and implement a variety of short- and long-term assessment strategies, and communicate detailed results to students and their parents regularly.
  10. Prepare professional teaching/learning SMART goals annually in collaboration with the building administrator designed to improve instruction, support professional growth, and further building and district-wide learning initiatives.
  11. Participate actively in the Professional Development program based on PLC and/or building administrator recommendations as well as one's own documented professional reflections.
  12. Comply with all of Bethel's professional expectations and regulations set forth in the Teachers' Contract.
  13. Participate in the life of the school, supporting programs or activities outside the classroom which further develop students' learning and social-emotional needs.
  14. Complete all other duties as assigned by the principal conscientiously and professionally. 

TERM OF EMPLOYMENT: Ten-month position

EVALUATION: Performance will be evaluated in accordance with the Bethel Teacher Evaluation Program and the provisions of the Board's Policy 4115.






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