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Learning Management System Jobs in Connecticut (NOW HIRING)

Learning Management System knowledge is preferred * Proficient using MSFT Office Applications * Proficient using SharePoint or other shared document management/collaboration tools * Must demonstrate ...

Preference is given to those with higher education teaching experience, who have used a learning management system (such as Blackboard or Canvas), and who are engaged in community service. Although ...

Grade 4 Teacher

Greenwich, CT · On-site

$56K - $67K/yr

Ability to use a learning management system, data analysis and the formulation of action plans, to personalize the learning experience for all students * Ability to organize and coordinate work.

Grade 4 Teacher

Greenwich, CT · On-site

$56K - $67K/yr

Ability to use a learning management system, data analysis and the formulation of action plans, to personalize the learning experience for all students * Ability to organize and coordinate work.

Grade 3 Teacher

Greenwich, CT · On-site

$51K - $66K/yr

Ability to use a learning management system, data analysis and the formulation of action plans, to personalize the learning experience for all students * Ability to organize and coordinate work.

Grade 4 Teacher

Greenwich, CT · On-site

$56K - $67K/yr

Ability to use a learning management system, data analysis and the formulation of action plans, to personalize the learning experience for all students * Ability to organize and coordinate work.

Showing results 41-60

Learning Management System information

See Connecticut salary details

$17

$35

$54

How much do learning management system jobs pay per hour?

As of Aug 15, 2026, the average hourly pay for learning management system in Connecticut is $35.47, according to ZipRecruiter salary data. Most workers in this role earn between $26.73 and $44.62 per hour, depending on experience, location, and employer.

How to become a learning management system?

A Learning Management System (LMS) is a software platform used to deliver, track, and manage educational content. To develop or implement an LMS, one typically needs skills in software development, understanding of e-learning principles, and familiarity with tools like Moodle, Canvas, or Blackboard. Certification in instructional design or related fields can also be beneficial for those involved in LMS administration or development.

What are some typical daily responsibilities for someone managing a learning management system?

A Learning Management System administrator's daily responsibilities often include handling user account management, uploading and organizing course materials, troubleshooting technical issues, and generating usage or progress reports. You may also coordinate with instructors, trainers, or HR teams to support course development and ensure content is up-to-date. Additionally, regular monitoring of system performance and timely implementation of software updates or security patches are important parts of the role. Effective communication with stakeholders and prompt user support are essential to ensure a positive and productive experience for all platform users.

What is a learning management system?

A Learning Management System (LMS) job typically involves managing, maintaining, and optimizing an LMS platform used for training and education. Responsibilities can include configuring courses, supporting users, troubleshooting system issues, and analyzing learning data. LMS professionals work in corporate, educational, or organizational settings to ensure effective e-learning experiences. Depending on the role, expertise in instructional design, technical support, or administration may be required.

What are the key skills and qualifications needed to thrive in the learning management system position, and why are they important?

To thrive as a Learning Management System (LMS) administrator or specialist, you need expertise in e-learning platforms, instructional design, and digital content management, often supported by a degree in education, instructional technology, or a related field. Familiarity with LMS platforms such as Moodle, Canvas, or Blackboard, and certifications like CompTIA CTT+ or ATD’s Certified Professional in Talent Development (CPTD) are highly valued. Strong problem-solving, organizational, and communication skills help you manage user support requests and collaborate with educators or corporate trainers. These qualifications are crucial for efficiently supporting users, maintaining system integrity, and ensuring a seamless learning experience.

What are the most commonly searched types of Learning Management System jobs in Connecticut?

The most popular types of Learning Management System jobs in Connecticut are:

What are popular job titles related to Learning Management System jobs in Connecticut?

For Learning Management System jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Learning Management System jobs in Connecticut look for?

The top searched job categories for Learning Management System jobs in Connecticut are:

Infographic showing various Learning Management System job openings in Connecticut as of August 2026, with employment types broken down into 1% As Needed, 83% Full Time, 14% Part Time, and 2% Contract. Highlights an 90% Physical, 2% Hybrid, and 8% Remote job distribution, with an average salary of $73,768 per year, or $35.5 per hour.

Before-School / After-School Academic Program Teacher

Greenwich Public Schools

Greenwich, CT • On-site

Per diem

Re-posted 14 days ago


Job description

Greenwich Public Schools seeks teachers for the Before-School / After-School Academic Program to take place at Hamilton Avenue Elementary School during the 2025-26 school year. Sessions will meet up to five days per week between 7:10-7:40 a.m. and 2:45-4:00 p.m. Work will be compensated based on the individual's hourly per diem rate for hours outside of the contracted day.
This program will provide extended learning opportunities in reading and in mathematics to selected students who demonstrate an academic profile performing below benchmark as evidenced by the SmarterBalanced Assessment and other predictive performance assessments. The program supports efforts to lessen the opportunity gap by providing accelerated learning opportunities in a low student-teacher ratio.

Essential Responsibilities

 
  • Use data and district trends to inform instruction
  • Promote a safe and positive classroom environment where all students feel welcomed
  • Foster an organized and structured classroom environment that allows for whole-group, small-group, and individualized instruction
  • Monitor and collect data to evaluate the efficacy of the program and demonstrate student growth
  • Provide appropriate, meaningful, and timely feedback to improve student achievement
  • Encourage parental involvement in students' education and ensure effective communication with students and parents throughout the duration of the program
  • Ensure student conduct conforms with the school's standards and district policies, and establish and maintain standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom
  • Perform other related tasks as assigned
  • Incorporate technology and digital tools appropriately into instruction
  • Create and implement lesson plans in the areas of math, reading, and social-emotional learning
Knowledge, Skills and Abilities
  • Ability to create an inviting atmosphere and educational program that nurtures the intellectual, social, and emotional growth of each student
  • Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles
  • Knowledge of all GPS elementary curriculum including Connecticut Core Standards for ELA and Math
  • Ability to use a learning management system, data analysis, and the formulation of action plans to personalize the learning experience for all students
  • Ability to organize and coordinate work
  • Ability to communicate effectively with students and parents
  • Ability to engage in self-evaluation with regard to performance and professional growth
  • Ability to establish and maintain cooperative working relationships with others contacted in the course of work
  • Ability to provide students with opportunities to develop critical thinking skills, while affording opportunity for creative activity
  • Ability to collaborate with colleagues
  • Ability to employ a variety of teaching techniques through the use of appropriate instructional materials to meet the needs of all learners
  • Knowledge of how to use technology to enhance instruction
 

Qualifications

 
  • Preference will be given to Greenwich Public Schools staff with elementary school teacher certification