ZipRecruiter

Log In

1

Executive Functioning Jobs in Connecticut (NOW HIRING)

Tolland Public Schools

Special Education Teacher

Tolland, CT · On-site

$44K - $59K/yr

Guide students through their specific goals while providing executive functioning coaching and self-advocacy skill building. * Family Partnership: Maintain regular, compassionate communication with ...

previous pagenext page

Showing results 21-40

All JobsFunctioning JobsExecutive Functioning JobsExecutive Functioning Jobs in Connecticut

Executive Functioning information

What is executive functioning?

An Executive Functioning job typically involves supporting individuals in developing cognitive skills such as organization, time management, planning, and problem-solving. Professionals in this role may work in education, healthcare, or business settings, assisting clients or employees in improving their executive functioning abilities. This can include coaching, creating personalized strategies, and providing tools to enhance productivity and self-regulation.

What does an executive functioning coach do?

Executive Functioning Coaches typically work one-on-one with clients, helping them develop strategies for time management, organization, goal-setting, and task initiation. Daily responsibilities often include conducting assessments, creating individualized support plans, checking in on client progress, and adjusting strategies as needed. Coaches may also communicate with parents, educators, or other professionals to coordinate care and share insights. This collaborative and hands-on approach helps clients overcome specific challenges and build lifelong executive functioning skills.

What are the key skills and qualifications needed to thrive in executive functioning?

To excel in an Executive Functioning Coach role, a background in psychology, education, or counseling is essential, often complemented by relevant certifications such as ADHD coaching or special education credentials. Familiarity with productivity tools, organizational apps, and assessment platforms is valuable for tracking progress and designing personalized plans. Strong interpersonal skills, patience, and motivational communication are key soft skills that set top coaches apart. These skills enable coaches to effectively support clients in building organizational, planning, and self-regulation abilities crucial for academic and professional success.

What are popular job titles related to Executive Functioning jobs in Connecticut?

For Executive Functioning jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Executive Functioning jobs in Connecticut look for?

The top searched job categories for Executive Functioning jobs in Connecticut are:

What cities in Connecticut are hiring for Executive Functioning jobs?

Cities in Connecticut with the most Executive Functioning job openings:

Executive Functioning jobs near you
Infographic showing various Executive Functioning job openings in Connecticut as of August 2026, with employment types broken down into 87% Full Time, 10% Part Time, and 3% Contract. Highlights an 93% In-person, and 7% Remote job distribution.

Child First Care Coordinator

Boys and Girls Village Inc

Bridgeport, CT • On-site

Full-time

Re-posted 21 days ago

Job description

I. PURPOSE/FUNCTION OF THE PROGRAM:
Child First is an evidenced based, psychotherapeutic model that provides home-based assessment, family plan development, parent-child therapeutic intervention and education, and care coordination/case management for high risk families with pregnant people and/or children from birth to five years old, to decrease social-emotional and behavioral problems, developmental and learning problems, and abuse and neglect. This service uses a relationship-based approach that focuses on the primary attachment relationships of the young child and supports the parent, through its two-person service team, to enhance the family environment via protective, nurturing, and responsive interactions.
II. POSITION SUMMARY:
The Care Coordinator partners with a Mental Health and Developmental Clinician to support families served by Child First. The Care Coordinator works collaboratively with the family to connect the child and family with desired, community-based services and support while maintaining Child First's reflective, relationship-based stance. The Care Coordinator also enhances caregiver executive functioning skills (e.g., planning, organizing, managing time, focusing attention, regulating emotions, reflecting on progress) and engages the caregiver-child dyad in activities to strengthen the relationship. Through their work with families, the Care Coordinator both decreases the "toxic" stress in the home environment and enhances opportunities for optimal child development, thereby promoting healthy brain development for infants and young children. The best candidate for this position is highly organized, self-motivated, reliable, and flexible (including willingness to work non-traditional hours, including at least one evening) with an openness to learning, capacity for self-reflection, eagerness to participate in reflective clinical supervision and desire to be part of a team
III. ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:
  • Provide community resource expertise to Child First team and families, including identifying and collaborating with community-based service providers and supports.
  • Engage with the Child First family and the Clinician in the collaborative family assessment process (i.e., use data from interviews, observations, interactions, and standardized measures to identify family strengths, needs, and challenges).
  • Promote family stabilization by working collaboratively with family to identify and support needs (both urgent and long-term), integrating service needs into the Child and Family Plan of Care, and addressing barriers to services as they arise.
  • Enhance caregiver executive functioning skills (e.g., planning, organizing, managing time, focusing attention, regulating emotions, reflecting on progress) as needed and in consultation with Clinician and Clinical Supervisor.
  • Maintain a reflective stance when engaging with the caregiver to understand their motivation, needs, and possible barriers to new services and supports.
  • Use videotaping to enhance both therapeutic work with families and reflective supervision.
  • Provide the family with interactive, growth-promoting play experiences.
  • Engage in weekly individual, team, and group reflective clinical supervision with Clinical Supervisor.
  • Engage actively in all aspects of the Child First Learning Collaborative, including in-person or live-remote training, distance learning curriculum, and specialty training.
  • Track completion of all assessments and enter in the appropriate database.
  • Keep all appropriate documentation for clinical accountability and reimbursement.
  • Maintain schedule and complete tasks to achieve home visiting Benchmarks and meet Accreditation standards.
  • Participate in other clinical and administrative activities as appropriate.

IV. OTHER DUTIES AND RESPONSIBILITIES:
• Participate in supervision and case presentations.
• Provides resolution of problems arising during a crisis
• Collaborate with other service providers to assure continuity of care.
• Write all relevant reports, progress notes, rounds notes, and other documentation as program needs.
• Keeps the Clinical Supervisor apprised of all situations which involve the safety of any individuals in the program or community, to monitor the impact on the agency as well as its mission of care for children and families.
• Prevents, intervenes and reports instances of child abuse or neglect.
• Performs additional duties as assigned to deliver seamless services through Boys & Girls Village.
V. ESSENTIAL QUALIFICATIONS/SKILLS:
• Bachelor's degree in child development, psychology, nursing, human services, or related field preferred
• A minimum of three years working with culturally diverse families and young children under the age of six years preferred.
• Knowledge of early childhood development, parent education, parent-child relationships, and
individual, family, and community-level risk factors (e.g., poverty, homelessness, domestic violence, teen parenthood) preferred.
• Knowledge of and experience with community-based services and supports in service area highly valued.
• Experience working in home and community-based settings with populations of diverse cultures and ethnicities preferred.
• Able to speak a second language (Spanish, Portuguese, Creole, other), highly valued.
• Able to communicate well verbally and in writing.
• Comfortable with computers and experienced with Word and Excel.
• Reliable vehicle and appropriate insurance for home visits.
VI. PREFERRED QUALIFICATIONS:
• Bi-lingual (Spanish) desired.
VII. SUPERVISORY RESPONSIBILITIES:
• N/A
VIII. PHYSICAL DEMANDS:
• Must be able to climb several flights of stairs
• Must be able to work with clients in a variety of settings
• Must be able to lift 35 lbs.
IX. WORKING CONDITIONS AND ENVIRONMENT
• Evening and occasional weekends are required
• Ability to be flexible with work schedule

Apply