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Math Instructor Jobs in Connecticut (NOW HIRING)

Ladgov Corporation

Mathematics Tutor

New London, CT · On-site

Coordinate with Coast Guard Academy instructors and Academic Resource Center personnel to align ... Bachelor's, Master's, or Doctorate in Mathematics or a closely related field * Minimum 1 year of ...

Ladgov Corporation

Mathematics Tutor

New London, CT · On-site

Mathematics Tutor Location: U.S. Coast Guard Academy, New London, CT 06320 Schedule: Sunday ... Coordinate with Coast Guard Academy instructors and Academic Resource Center personnel to align ...

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All JobsMath Instructor JobsMath Instructor Jobs in Connecticut

Math Instructor information

See Connecticut salary details

$10

$23

$41

How much do math instructor jobs pay per hour?

As of Jul 29, 2026, the average hourly pay for math instructor in Connecticut is $23.86, according to ZipRecruiter salary data. Most workers in this role earn between $16.44 and $27.21 per hour, depending on experience, location, and employer.

What is the difference between Math Instructor vs Math Tutor?

AspectMath InstructorMath Tutor
CredentialsTypically requires a degree in education or mathematicsOften requires a background in math; certifications vary
Work EnvironmentClassroom settings, schools, or educational institutionsOne-on-one or small group sessions, often private or online
Employer & IndustrySchools, educational organizations, tutoring centersPrivate clients, tutoring centers, online platforms
Common Search & ComparisonFocuses on teaching students in formal settingsFocuses on personalized help and exam prep

Math Instructors typically work in schools or educational institutions, delivering structured lessons to groups of students, often requiring formal teaching credentials. Math Tutors usually provide personalized assistance, often in one-on-one settings, with flexible credentials. Both roles aim to improve students' math skills but differ mainly in environment and scope.

What are some common challenges Math Instructors face when teaching diverse classrooms, and how can they address them?

Math Instructors often encounter classrooms with students who have varying levels of mathematical background and confidence. Addressing these differences can be challenging, but effective instructors use differentiated instruction, provide additional resources, and create supportive learning environments to help all students succeed. Collaborating with colleagues and utilizing teaching assistants can also aid in offering targeted support. Continuous professional development and openness to feedback further enhance an instructor’s ability to meet diverse student needs.

What are Math Instructors?

Math Instructors are educators who specialize in teaching mathematics at various educational levels, such as middle school, high school, or college. They design lesson plans, explain mathematical concepts, and help students develop problem-solving skills. Math Instructors may also assess student progress, provide individual assistance, and prepare students for standardized tests or further study. Their goal is to make math accessible and engaging for all learners.

What are the key skills and qualifications needed to thrive as a Math Instructor, and why are they important?

To thrive as a Math Instructor, you need strong mathematical knowledge, teaching experience, and typically at least a bachelor's degree in mathematics or education. Familiarity with digital learning platforms, classroom management systems, and educational assessment tools is often required. Exceptional communication, patience, and the ability to motivate diverse learners are critical soft skills for this role. These skills and qualities are essential to effectively convey complex concepts, engage students, and foster a productive learning environment.
What are the most commonly searched types of Math Instructor jobs in Connecticut? The most popular types of Math Instructor jobs in Connecticut are:
What are popular job titles related to Math Instructor jobs in Connecticut? For Math Instructor jobs in Connecticut, the most frequently searched job titles are:
What job categories do people searching Math Instructor jobs in Connecticut look for? The top searched job categories for Math Instructor jobs in Connecticut are:
What are popular job titles related to Math Instructor jobs in CT? For Math Instructor jobs in CT, the most frequently searched job titles are:
Math Instructor jobs near you
Infographic showing various Math Instructor job openings in Connecticut as of July 2026, with employment types broken down into 79% Full Time, 19% Part Time, 1% Temporary, and 1% Contract. Highlights an 99% Physical, and 1% Remote job distribution, with an average salary of $49,625 per year, or $23.9 per hour.
Instructor Adult Education - GED Math (Mornings)

Instructor Adult Education - GED Math (Mornings)

Waterbury Public Schools

Waterbury, CT • On-site

$36/hr

Part-time

Posted 9 days ago

Job description

Position Type:
Adult Education/Math Teacher
Date Posted:
12/8/2022
Location:
Adult Education
Date Available:
Immediately After Hire
Closing Date:
Until Position is Filled
Waterbury Public Schools
JOB CLASSIFICATION DESCRIPTION
JOB CLASSIFICATION TITLE
Teacher (Adult Education - GED Math)
DEPARTMENT
Adult Education
INCUMBENT NAME
Grants
BARGAINING UNIT CLASSIFICATION
Non-Union
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade.
FLSA DESIGNATION
10-Month; 8:00 a.m. - 1:00 p.m. Monday-Friday;
$36.00 Per Hour (38.00/hr effective 7/1/26). Note: This is a part time, non-union, grant funded position with no benefits that exists as long as funds are available.
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to out-of-school youth and adults, in remedial health education classes, literacy, or preparatory classes for the General Educational Development examination.
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.
  2. Valid Connecticut Teaching Certificate with endorsement REQUIRED:
    1. External Diploma Program/NonCredit Mandated Programs (107) OR
    2. Mathematics Grades 7-12 (029)
  3. Experience in an urban district preferred.

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. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
  1. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Driver's license.

D. CONTINUING EDUCATION REQUIREMENTS:
E. 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 health, 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 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;
  • 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 be role models for the students and provide an atmosphere that is safe and conducive to learning;
  • 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;

PART III - POSITION SUPERVISES
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.
  • Adapts content material and methods to develop relevant sequential activities that guide and challenge students;
  • Adapts the curriculum to provide individual, small group, or remedial instruction to meet the needs of the individual student;
  • Applies current research-based strategies for classroom instruction, including but not limited to, differentiated instruction, and College Career Readiness Standards (CCRS);
  • Continuously monitors evidence of students demonstrating the ability to perform curricula goals as prescribed in the curriculum;
  • 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, assessing students' academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating school-wide testing of students;
  • Follows the curriculum guidelines to plan and teach small groups and individualized instruction to facilitate optimum learning through a variety of learning styles, ability levels, and educational/linguistic backgrounds;
  • Impart to students a more complete knowledge of the subject matter through the accommodation of varied learning styles, ethnicity, and socioeconomic background of the student population;
  • 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 principal, developing, adapting, and updating curriculum, and developing and implementing lesson plans;
  • Integrates technology into classroom instruction;
  • Interacts cooperatively with other staff members in the development of cohesive curricula materials and the establishment of instructional goals;
  • Maintains accurate, up-to-date daily records of student progress and attendance;
  • Maintains contact and communications with students and guidance counselors, and works with them in the development of each student, scheduling and recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
  • Maintains professional competence through coursework and in-service educational activities provided by the District/State;
  • Maintains records of assessment;
  • Openly supports and abides by all school policies and procedures;
  • Participates in staff development and professional growth activities, as required;
  • 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;
  • Plans and prepares throughout the year for goal-oriented, curricula aligned instruction;
  • Provides a classroom environment that is conducive to learning which includes establishing and maintaining standards of student behavior necessary to facilitate a variety of learning styles, ability levels and educational/linguistic backgrounds;
  • 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, 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;
  • Submits weekly lesson plans, which reflect the curriculum and addresses learning needs and styles;
  • Teaches content area to effect the planned student growth as designated in the curriculum;
  • Utilizes textbooks and instructional supplies appropriate to the interest and maturity level of the students in addition to employing technology (computer, video, internet, etc.) as appropriate to enhance instruction;
  • Performs related duties as required by the Adult Education program Principal.

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.

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