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Part Time Science Writing Jobs in Connecticut (NOW HIRING)

Noblis

Computer Engineer III

Groton, CT · Hybrid

$178K/yr

Apply the principles and techniques of computer science, engineering, and mathematical analysis to ... Experience in technical writing and documentation. * Experience using the NAVWAR System Operational ...

Noblis

Computer Engineer II

Groton, CT · Hybrid

$110K/yr

Apply the principles and techniques of computer science, engineering, and mathematical analysis to ... Effective communication skills, both written and verbal. * Proficient in Microsoft Applications.

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Part Time Science Writing information

What are some common challenges faced by part time science writers, and how can they be addressed?

Part-time science writers often face the challenge of balancing multiple assignments with limited hours, which can sometimes make meeting tight deadlines difficult. Additionally, staying up-to-date with the latest scientific developments while managing a varied workload is essential but time-consuming. Effective time management, clear communication with editors about availability, and leveraging reputable scientific sources can help address these challenges. Networking with other science writers and joining professional associations can also provide valuable support and resources.

What is part time science writing?

Part time science writing involves creating articles, reports, blog posts, or educational materials about scientific topics while working less than a full-time schedule. Science writers translate complex scientific information into clear, engaging language for a variety of audiences, such as the general public, students, or professionals. Part time roles can be found at magazines, websites, research institutions, or as freelance opportunities. This job is ideal for those with a background in science and strong communication skills who are seeking flexibility in their work hours.

What is the difference between Part Time Science Writing vs Part Time Science Editing?

AspectPart Time Science WritingPart Time Science Editing
Required CredentialsDegree in science or related field, writing experienceDegree in science, editing or proofreading experience
Work EnvironmentFreelance, remote, or part-time rolesFreelance, remote, or part-time roles
Employer & Industry UsageScientific publications, educational content, mediaAcademic journals, publishing houses, media outlets
Common Search & Comparison IntentUnderstanding roles, job requirements, and opportunitiesClarifying editing responsibilities, skills, and job scope

Part Time Science Writing involves creating original scientific content, articles, or reports, focusing on communicating complex ideas clearly. In contrast, Part Time Science Editing centers on reviewing, proofreading, and refining scientific documents to ensure accuracy and clarity. Both roles often require a background in science and strong communication skills, but they differ in their primary responsibilities—writing versus editing.

What are the key skills and qualifications needed to thrive as a part time science writer, and why are they important?

To thrive as a Part Time Science Writer, you need strong scientific knowledge, excellent writing skills, and typically a degree in a science or communications-related field. Familiarity with research databases, citation management tools, and publishing platforms is often required. Attention to detail, creativity, and the ability to translate complex topics for a general audience are standout soft skills. These abilities are crucial for producing accurate, engaging, and accessible science content that informs and educates readers.

What are the most commonly searched types of Science Writing jobs in Connecticut?

The most popular types of Science Writing jobs in Connecticut are:

Part Time Science Writing jobs near you
Infographic showing various Part Time Science Writing job openings in Connecticut as of August 2026, with employment types broken down into 1% Internship, 1% As Needed, 76% Full Time, 19% Part Time, and 3% Contract. Highlights an 74% Physical, 4% Hybrid, and 22% Remote job distribution.

Bilingual Tutor - Instructional -Districtwide

Waterbury Public Schools

Waterbury, CT

$35/hr

Part-time

Re-posted 22 days ago

Job description

Waterbury Public Schools
  
JOB CLASSIFICATION TITLE:
Instructional Tutor - Bilingual (Spanish)
DIVISION/DEPARTMENT:
Teaching and Learning
Location: 
Districtwide
FUNDING SOURCE:
Grant Funded 
BARGAINING UNIT CLASSIFICATION:
Non-Union
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
FLSA DESIGNATION:
Non-Exempt; Part-Time up to 19 hours per week
$35.00 Certified Hourly Rate.
$25.00 Non-Certified Hourly Rate.
Note: This is a part time, non-union, grant-funded position that exists as long as funds are available.






















 
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for providing tutoring services and educational support to students who are academically at-risk.  
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. Preferred: Connecticut Residents
 
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. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
  2. Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator's license.
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: 
D. CONTINUING EDUCATION REQUIREMENTS:
Incumbents in this class are expected to be trained in and be current in trained curriculum of the program.
E. KNOWLEDGE, SKILLS AND ABILITIES:
 
  • Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning;
  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Oral and written communication skills;
  • Organizational skills;
  • Strong interpersonal and social skills;
  • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
  • Ability to assist in adapting instructional strategies and materials according to the needs of the student;
  • Ability to collect and record performance data on students while respecting student confidentiality and the laws regarding ethical practices of assessment;
  • Ability to collect objective and accurate information on student behavior, as appropriate;
  • Ability to effectively employ a variety of strategies that reinforce positive behavior;
  • Ability to establish and maintain rapport with students;
  • Ability to follow oral and written direction of program administrator, seeking clarification as needed;
  • Ability to maintain and foster a creative educational environment conducive to learning and participation;
  • Ability to motivate students and to improve their academic skills;
  • Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
  • Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
  • Ability to use ethical practices for confidential communication about students;
  • Ability to use strategies that promote the student's independence;
  • Ability to utilize learning styles theory in supporting instructional practices;
  • Ability to work collaboratively with students, parents, staff, and administration;
  • Ability to work with students from varied backgrounds, age groups, and skill levels;
  • Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES:
Program Assistants and other lower level staff as assigned.
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.
 
  • Answers questions on course content, and aids in the comprehension of course materials;
  • Builds math skills;
  • Collaborates with the classroom teacher and specialists in providing appropriate academic tutoring services and feedback;
  • Communicates with students, parents, and teachers, regarding students' overall performance;
  • Facilitates academic and enrichment activities;
  • Generates and corrects material to reinforce skills identified as weak and in need of reinforcement;
  • Helps individual students or small groups of students with homework;
  • Helps students develop a positive attitude toward learning, productive study skills, and remediate skill deficits to achieve success in school, as well develop self-confidence;
  • Keeps accurate, daily logs of student participation, progress, and attendance;
  • Maintains a daily log of students receiving services which would include progress reports, problems, concerns and other observations;
  • Observes, records, and charts academic and social emotional progress;
  • Participates in professional development activities and program related meetings;
  • Performs in-class tutoring services in Math, Reading, Language Arts and other academic areas as needed;
  • Plans and facilitate tutoring and skill development for program participants;
  • Polls the teachers to try to establish areas of difficulty experienced by students;
  • Prepares the program environment for learning activities;
  • Provides individualized programmed materials;
  • Provides specialized instruction in individual subject areas;
  • Submits student information as needed;
  • Supports classroom teachers and other faculty to provide academic instructions to students;
  • Works one-on-one and in small group instructional settings;
  • Works with audio-visual equipment, computers and/or assistive technology;
  • Works with the teachers to establish remedial groups that may be serviced in the classroom;
  • Performs other related work as assigned. 

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 the 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 Balancing X Color distinction X Bending (forward)(backward) X Peripheral vision X Climbing (stairs, ladders, etc.) X Driving X Crawling X Visual Acuity (far) X Crouching X Visual Acuity (near) X Feeling X Physical strength: Grasping X Little physical effort (-10 lbs.) X Hand/eye/foot coordination X Light work (-20 lbs.) X Hearing X Medium work (20-50 lbs.) X Kneeling X Heavy work (50-100 lbs.) X Lifting above shoulders X Very heavy work (100+ lbs.) X Lifting from below knees X Environmental conditions Operating heavy mech. equip. X Cold (50 degrees F or less) X Physical intervention X Heat (90 degrees F or more) X Pulling X Physical strength: Pushing X Confinement to small/restricting area X Reaching (overhead) X Exposure to bodily fluids X Repetitive motion (keyboarding) X Exposure to chemicals, solvents, etc. X Restraining X Exposure to dampness X Sitting X Exposure to extreme wetness X Squatting X Exposure to gases and fumes X Standing X Exposure to high humidity X Stooping X Exposure to loud noises or vibration X Talking X Exposure to mechanical hazards X Transferring (wheelchairs, etc.) X Exposure to physical danger X Twisting X Exposure to temperature extremes X Walking X Exposure to unpleasant odors 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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