ZipRecruiter

Log In

1

Internship High School Computer Jobs in Connecticut

Domus Kids, Inc

Family Advocate - High School

Stamford, CT · On-site

$4.0K/wk

General computer literacy, prior experience with Word, Excel, and Outlook * Ability to receive and ... Work will be performed inside of Stamford High School or Westhill High School or alternative venue ...

Domus Kids, Inc

Family Advocate - High School

Stamford, CT · On-site

$4.0K/wk

General computer literacy, prior experience with Word, Excel, and Outlook * Ability to receive and ... Work will be performed inside of Stamford High School or Westhill High School or alternative venue ...

previous pagenext page

Showing results 21-40

All JobsHigh School Computer JobsInternship High School Computer JobsInternship High School Computer Jobs in Connecticut

Internship High School Computer information

What is a high school computer internship?

High school computer internships are short-term work experiences where students gain practical exposure to computer science and related fields. Interns may assist with programming, troubleshooting, or IT support tasks, and sometimes participate in real-world projects under the guidance of professionals. These internships help students explore potential career paths, build technical and soft skills, and enhance their college applications. Opportunities can be found at tech companies, research labs, or through school-sponsored programs.

What types of projects or tasks can a high school computer intern expect to work on during their internship?

High school computer interns typically work on a variety of entry-level projects such as assisting with basic coding assignments, maintaining databases, troubleshooting hardware or software issues, and supporting IT staff with daily technical tasks. Interns may also help test software, update websites, or participate in group projects that introduce them to real-world problem-solving. These experiences provide valuable exposure to professional tools, teamwork, and the workflow commonly found in technology-focused environments.

What are the key skills and qualifications needed to thrive as a high school computer intern, and why are they important?

To thrive as a High School Computer Science Intern, you should have a foundational understanding of programming concepts, basic computer literacy, and an eagerness to learn, often demonstrated through coursework or relevant extracurricular activities. Familiarity with programming languages such as Python or Java, and experience using tools like code editors or basic version control systems, are commonly expected. Strong problem-solving abilities, willingness to collaborate, and effective communication skills help set candidates apart. These skills and qualities are vital for adapting to new challenges, contributing to team projects, and making the most of the learning experience in a professional environment.

What is the difference between Internship High School Computer vs Computer Technician?

AspectInternship High School ComputerComputer Technician
Required CredentialsHigh school diploma or equivalent; basic computer knowledgeHigh school diploma; certifications like CompTIA A+ often preferred
Work EnvironmentEducational settings, mentorship programsRepair shops, IT departments, client sites
Employer & Industry UsageSchools, tech companies, internshipsIT service providers, corporate IT departments

Internship High School Computer roles are designed for students gaining initial exposure to computers, focusing on learning and support. Computer Technicians perform hands-on repairs and maintenance, often requiring certifications. While internships are educational and entry-level, technicians work in professional environments with more technical responsibilities.

What are the most commonly searched types of High School Computer jobs in Connecticut?

The most popular types of High School Computer jobs in Connecticut are:

What cities in Connecticut are hiring for Internship High School Computer jobs?

Cities in Connecticut with the most Internship High School Computer job openings:

Internship High School Computer jobs near you
Infographic showing various Internship High School Computer job openings in Connecticut as of August 2026, with employment types broken down into 66% Full Time, 17% Part Time, and 17% Contract. Highlights an 83% In-person, and 17% Hybrid job distribution.

Certified: Math Teacher (High School)

Waterbury Public Schools

Waterbury, CT

$48K - $62K/yr

Full-time

Re-posted 5 days ago

Job description

JOB CLASSIFICATION TITLE
Math Teacher (High 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)  Grades 7-12 (029)
  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.










































Apply