ZipRecruiter

Log In

1

Instructor Jobs in Utica, NY (NOW HIRING)

YMCA

ARTS & HUMANITIES SPECIALTY INSTRUCTOR

Rome, NY · On-site

Arts & Humanities Specialty Instructor Job Code: FLSA Status: Non-exempt Job Grade: Part-Time Reports to: Program Director Revision Date: 2/12/26 Leadership Level: Primary Function/Department: Youth ...

Impact Kids

Martial Arts Instructor

New Hartford, NY · On-site

$40 - $75/hr

Impact Dojo is seeking a highly motivated, energetic, professional black belt instructor who believes deeply in the organization's mission and who displays a record of achievement in effective ...

next page

Showing results 1-20

All JobsInstructor JobsInstructor Jobs in Utica, NY

Instructor information

See Utica, NY salary details

$14

$46

$81

How much do instructor jobs pay per hour?

As of Aug 22, 2026, the average hourly pay for instructor in Utica, NY is $46.56, according to ZipRecruiter salary data. Most workers in this role earn between $25.53 and $62.36 per hour, depending on experience, location, and employer.

What does an instructor do?

An Instructor is a professional who teaches students in a specific subject or skill, often at the postsecondary, vocational, or training level. They design lesson plans, deliver lectures or hands-on training, and assess students' progress through assignments and exams. Instructors may work in colleges, technical schools, private organizations, or online platforms, adapting their teaching methods to meet the needs of diverse learners. Their goal is to help students understand new concepts, develop skills, and achieve their educational or professional objectives.

What does an instructor do?

It’s an instructor’s job to teach students how to improve their hands-on skills or learn more about a particular subject. Instructors work in various industries, but many of the essential skills, duties, and responsibilities overlap even if the subject material is specialized and the job qualifications differ. Instructors need to be comfortable working with different skill levels, age groups, and learning speeds. Of course, instructors need to have expertise in what they teach. As an instructor, it’s essential to have patience, to be an excellent listener, and to be comfortable providing feedback and constructive criticism. Having previous education or classroom teacher experience is helpful for getting started in this role.

What are the key skills and qualifications needed to thrive as an instructor, and why are they important?

To thrive as an Instructor, you need subject matter expertise, strong instructional abilities, and typically a relevant degree or teaching certification. Familiarity with learning management systems (LMS) like Canvas or Blackboard and digital presentation tools is often required. Exceptional communication, adaptability, and classroom management skills help foster an engaging and inclusive learning environment. These skills ensure effective knowledge transfer, student engagement, and successful educational outcomes.

How do instructors typically collaborate with colleagues and support staff to enhance student learning outcomes?

Instructors often work closely with colleagues, such as teaching assistants, curriculum developers, and fellow faculty members, to create cohesive and engaging learning experiences. Regular meetings and team discussions help align teaching strategies and share best practices. Collaboration with administrative and support staff also ensures that classroom logistics, resources, and student needs are efficiently managed. This teamwork fosters a supportive environment where Instructors can focus on delivering effective instruction and addressing student challenges.

What is the difference between Instructor vs Trainer?

AspectInstructorTrainer
Required CredentialsTypically requires teaching certifications or subject-specific credentialsOften requires certifications in training methods or industry-specific skills
Work EnvironmentClassrooms, educational institutions, online learning platformsWorkshops, corporate settings, specialized training sessions
Employer & Industry UsageEducational institutions, colleges, online education providersCorporations, training companies, professional development firms
Common Search & ComparisonOften searched by individuals seeking educational rolesOften searched by organizations or professionals seeking skill development

While both instructors and trainers focus on teaching, instructors typically deliver academic or theoretical content in educational settings, whereas trainers focus on practical skills and hands-on learning in corporate or specialized environments. The choice depends on whether the goal is academic instruction or skill development.

What are the career paths for instructors?

Instructors can advance to roles such as senior instructor, department head, curriculum developer, training manager, or educational coordinator. They may also pursue specialization in areas like instructional design, online education, or obtain certifications to qualify for higher-level teaching or administrative positions.
More about Instructor jobs

What are the most commonly searched types of Instructor jobs in Utica, NY?

The most popular types of Instructor jobs in Utica, NY are:

What are popular job titles related to Instructor jobs in Utica, NY?

For Instructor jobs in Utica, NY, the most frequently searched job titles are:

What cities near Utica, NY are hiring for Instructor jobs?

Cities near Utica, NY with the most Instructor job openings:

Instructor jobs near you
Infographic showing various Instructor job openings in Utica, NY as of August 2026, with employment types broken down into 1% As Needed, 73% Full Time, 24% Part Time, 1% Temporary, and 1% Contract. Highlights an 87% Physical, 1% Hybrid, and 12% Remote job distribution, with an average salary of $96,849 per year, or $46.6 per hour.

GED Instructor

Herkimer-Fulton-Hamilton-Otsego Board of Cooperative Educational Services

Herkimer, NY • On-site

Full-time

Posted 24 days ago

Job description

Position Type:
GED/Teacher
Date Posted:
7/29/2026
Location:
BOCES WEB Complex
Date Available:
09/01/2026
Closing Date:
08/21/2026
Alternative High School Equivalency Preparation (AHSEP) Instructor
Position Purpose
Herkimer BOCES is seeking a dynamic, highly structured, and student-centered secondary educator to serve as the HSE Instructor & Program Coordinator for our regional Alternative High School Equivalency Preparation (AHSEP) program.
Operating a standalone AHSEP track requires navigating a highly fluid, hybrid, and individualized instructional model. Because this program serves a diverse cohort of students (ages 16 20) with unique academic and career-readiness needs, the coordinator orchestrates highly customized student schedules, which may include:
  1. Half-day academic blocks
  2. Alternate-day attendance patterns
  3. Individualized career planning (in collaboration with our Work-Based Learning Coordinator)
  4. Concurrent Career & Technical Education (CTE) enrollment (with students split-scheduled between the AHSEP academic program and a vocational service / trade program in either the AM or PM block).

Job Summary
This position requires a versatile educator who can deliver differentiated instruction, manage complex schedules, collaborate with vocational and special education staff, maintain rigorous data standards, and foster a supportive learning environment.
Essential Functions
  1. Differentiated Instruction, Student Onboarding, & Schedule Management
    1. Orientation & Diagnostic Assessment: Conduct new student intake, orientation, and academic screening. Attend NYS-mandated trainings and administer TABE (Test of Adult Basic Education) diagnostics to establish baseline performance and self-paced learning plans.
    2. Targeted Remediation & Instruction: Deliver direct, basic, and remedial academic instruction in 1:1 or small-group settings while monitoring independent, computer-based learning platforms. Analyze TABE diagnostic data continuously to revise instructional units and address learning gaps.
    3. Fluid Attendance & Hour Compliance: Coordinate, schedule, and track students utilizing diverse attendance models. Ensure that whether a student attends half-days, alternate days, or splits their day with CTE, their schedule satisfies New York State's 15-hour weekly instruction floor.
    4. Classroom Culture & Trauma-Informed Management: Establish clear behavioral expectations, positive classroom routines, and supportive structure for students who may have experienced academic or personal disruptions.
  2. Special Education & Section 504 Compliance Collaboration
    1. Special Education Teacher Partnership: Work in daily, close coordination with the designated Special Education Teacher to guarantee that all Individualized Education Programs (IEPs) and Section 504 Plans are fully implemented per regulation.
    2. Accommodations & Modifications: Ensure that all required instructional accommodations, testing modifications, and specialized support materials are actively deployed during daily lessons, diagnostic assessments, and practice testing.
    3. Official GED Testing Accommodations: Collaborate with the Special Education Teacher and districts' Committees on Special Education (CSE) to officially secure, document, and schedule legally mandated testing accommodations for operational GED exams.
  3. CTE Integration & Work-Based Learning (WBL) Collaboration
    1. WBL Coordinator Partnership: Align with the BOCES Work-Based Learning Coordinator to facilitate the weekly 2.5-hour life-skills, counseling, career-readiness, and work-based learning block, ensuring scheduling compliance while promoting career exploration and internships.
    2. CTE Instructor Liaison: Partner directly with CTE Program Instructors (Industry Experts). Coordinate academic support that complements students' hands-on trade training so they stay on track in both their vocational programs and GED preparation.
    3. Employability & Portfolio Mapping: Assist students in developing career portfolios, building resumes, and identifying post-secondary employment or technical training pathways.
  4. Intake, Registration, & "Form B" Compliance (with Direct Supervisor)
    1. NYS Variance Audit & Gatekeeping: Serve alongside the direct supervisor as regional gatekeepers for incoming students. Audit incoming NYSED Form B packets (Application for Variance of Admission Requirements) for 16 17 year-old applicants.
    2. Credit-Deficit Verification: Verify district-calculated credit deficiencies and ensure sending districts have secured required Superintendent variance override signatures when applicable.
    3. Multi-District Roster Communication: Maintain an ongoing communication system with guidance counselors, administrators, and special education departments across component school districts regarding attendance, academic progress, and schedule adjustments.
    4. Audited Attendance Records: Maintain precise daily seat-time ledgers required for state aid compliance and funding audits.

Knowledge, Skills and Abilities
  1. Extreme Flexibility & Adaptability: Comfortable running an individualized classroom with moving student schedules.
  2. Interdisciplinary Collaboration: Thrives as the hub of a multi-disciplinary team connecting Special Education Teachers, WBL Coordinators, CTE Instructors, and district personnel.
  3. Therapeutic Advocacy: Dedicated to building trauma-informed relationships, setting firm accountability, and rebuilding students' academic confidence.

Qualifications & Requirements
  1. Education: Bachelor's degree from an accredited institution (Master's preferred).
  2. Licensure: Valid New York State Classroom Teacher Certification in any Secondary Content Area (Grades 7 12).
  3. Experience: Experience working with at-risk youth, alternative education models, special education inclusion, or literacy instruction preferred.
  4. NYSED fingerprint clearance.

Apply