ZipRecruiter

Log In

1

Theoretical Computer Science Jobs in Connecticut

Munich Re

Senior Data Scientist

Hartford, CT · On-site

Master's degree in a Statistics, Computer Science, Engineering, Mathematics or related field is ... Solid foundation in statistics and machine learning models, processes, and theories, with the ...

Munich RE

Senior Data Scientist

Hartford, CT · On-site

Master's degree in a Statistics, Computer Science, Engineering, Mathematics or related field is ... Solid foundation in statistics and machine learning models, processes, and theories, with the ...

Citadel

$4.5K - $5.8K/wk

The team trades billions of dollars a day by applying statistics, computer science and economic ... A strong interest in game theory, decision theory, and strategy games, and the instinct to apply ...

New

AQR

2027 Research Summer Analyst

Greenwich, CT · On-site

By putting theory into practice, we have become a leader in alternative strategies and an innovator ... Finance, Economics, Computer Science, Math, Engineering, etc.) with a desire to work in the ...

AQR

2027 Research Summer Analyst

Greenwich, CT · On-site

By putting theory into practice, we have become a leader in alternative strategies and an innovator ... Finance, Economics, Computer Science, Math, Engineering, etc.) with a desire to work in the ...

AQR

2027 Research Summer Analyst

Greenwich, CT · On-site

By putting theory into practice, we have become a leader in alternative strategies and an innovator ... Finance, Economics, Computer Science, Math, Engineering, etc.) with a desire to work in the ...

previous pagenext page

Showing results 21-40

All JobsTheoretical Computer Science JobsTheoretical Computer Science Jobs in Connecticut

Theoretical Computer Science information

See Connecticut salary details

$10.5K

$120.4K

$162.7K

How much do theoretical computer science jobs pay per year?

As of Sep 3, 2026, the average yearly pay for theoretical computer science in Connecticut is $120,444.00, according to ZipRecruiter salary data. Most workers in this role earn between $87,500.00 and $145,500.00 per year, depending on experience, location, and employer.

What is a theoretical computer science?

A Theoretical Computer Science job focuses on studying the fundamental principles of computation, algorithms, complexity, and mathematical models of computing. Professionals in this field work on problems related to computational efficiency, cryptography, machine learning theory, and formal methods. They often conduct research in academia, develop new algorithms, or contribute to cutting-edge technology in industry. These roles typically require strong mathematical skills and expertise in logic, discrete mathematics, and algorithm design.

What are typical responsibilities for someone working in theoretical computer science?

Theoretical Computer Science professionals often spend their days conducting original research, developing new algorithms, and analyzing computational problems from a mathematical perspective. They may collaborate closely with other researchers in interdisciplinary teams, attend academic conferences, and contribute to scholarly publications. While much of the work is individual and highly focused, regular interaction with collaborators and the broader academic community is common. This role can also involve mentoring students and engaging in peer review, making it both intellectually stimulating and highly collaborative.

What are the key skills and qualifications needed to thrive in theoretical computer science, and why are they important?

To thrive in Theoretical Computer Science, a strong background in mathematics, algorithms, and computational theory is essential, usually backed by an advanced degree such as a master's or PhD in computer science or a related field. Familiarity with formal verification tools, mathematical modeling software, and programming languages like Python or C++ is often required. Critical thinking, analytical reasoning, and effective written communication are standout soft skills for this role. These competencies are vital for developing rigorous proofs, articulating complex concepts, and contributing meaningful insights to the field.

Is theoretical computer science useful?

Theoretical computer science is useful for understanding fundamental principles of algorithms, computation, and data structures, which underpin many practical applications in software development, cryptography, and artificial intelligence. It provides a strong foundation for roles involving research, algorithm design, and advanced problem-solving, often requiring skills in mathematics and programming languages. This knowledge can lead to careers in academia, industry research, and technology innovation.

What jobs can you do with theoretical computer science?

Theoretical computer science graduates can pursue roles such as research scientists, algorithms engineers, cryptographers, and data scientists. These positions often require strong analytical skills, programming knowledge, and understanding of computational complexity and algorithms. They are commonly found in academia, technology companies, cybersecurity firms, and research institutions.

What are popular job titles related to Theoretical Computer Science jobs in Connecticut?

For Theoretical Computer Science jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Theoretical Computer Science jobs in Connecticut look for?

The top searched job categories for Theoretical Computer Science jobs in Connecticut are:

Theoretical Computer Science jobs near you
Infographic showing various Theoretical Computer Science job openings in Connecticut as of August 2026, with employment types broken down into 84% Full Time, and 16% Part Time. Highlights an 90% In-person, and 10% Remote job distribution, with an average salary of $120,444 per year, or $57.9 per hour.

High School Science-Biology

Waterbury Public Schools

Waterbury, CT • On-site

$49K - $63K/yr

Full-time

This job post has expired today. Applications are no longer accepted.

Job description

Position Type:
High School Teaching/Science - Biology
Date Posted:
7/22/2026
Location:
Waterbury Arts Magnet School
Date Available:
08/20/2026
Closing Date:
until filled
Waterbury Public Schools
JOB CLASSIFICATION DESCRIPTION
JOB CLASSIFICATION TITLE
High School Teacher-Science (Biology)
DEPARTMENT
Teaching and Learning
INCUMBENT NAME
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 teaching occupational, career and technical, or vocational subjects as defined by applicable laws and regulations at various District schools.
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. 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 and Biology 7-12 (030) endorsement(s) or other endorsement(s) appropriate to the teaching assignment.
  2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.

D. 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.
  • Adapts teaching methods and instructional materials to meet student's varied needs and interests;
  • Administers tests to assess educational needs or progress;
  • Advises students on academic or career matters;
  • Applies multiple teaching methods;
  • Assigns and grades class work and homework;
  • Assigns class work to students;
  • Assists students with special educational needs;
  • Attends professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence;
  • Attends staff meetings and serve on committees, as required;
  • Collaborates with other teachers and administrators in the development, evaluation, and revision of school programs;
  • Collaborates with other teaching professionals to develop educational programs;
  • Confers with other staff members to plan and schedule lessons promoting learning, following approved curricula;
  • Creates technology-based learning materials;
  • Develops instructional objectives;
  • Develops strategies or programs for students with special needs;
  • Discusses problems or issues with supervisors;
  • Discusses student progress with parents or guardians;
  • Distributes instructional or library materials;
  • Documents lesson plans;
  • Enforce all administration policies and rules governing students;
  • Enforces rules or policies governing student behavior;
  • Establishes clear objectives for all lessons, units, and projects and communicate those objectives to students;
  • Evaluates student work;
  • Guides and advises students with adjustments or academic problems, or special academic interests;
  • Instructs and monitors students in the use and care of equipment and materials to prevent injuries and damage;
  • Instructs students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations;
  • Maintains accurate and complete student records as required by laws, district policies, and administrative regulations;
  • Maintains inventories of materials, equipment, or products;
  • Maintains student records;
  • Meets with other professionals to discuss individual student's needs and progress;
  • Meets with parents and guardians to discuss their student's progress and to determine priorities for their children and their resource needs;
  • Modifies teaching methods or materials to accommodate student needs;
  • Monitors student performance, behavior, social development, or health;
  • Observes and evaluate students; performance, behavior, social development, and physical health;
  • Orders instructional or library materials or equipment;
  • Plans and conducts activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate;
  • Plans and supervises class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities;
  • Plans educational activities;
  • Plans experiential learning activities;
  • Prepares and implements remedial programs for students requiring extra help;
  • Prepares for assigned classes and shows written evidence of preparation upon request of immediate supervisors;
  • Prepares materials and classrooms for class activities;
  • Prepares objectives and outlines for courses of study, following curriculum guidelines or requirements of the District and program;
  • Prepares reports detailing student activities or performance;
  • Prepares reports on students and activities as required by administration;
  • Prepares tests;
  • Prepares, administers, and grades tests and assignments to evaluates students' progress;
  • Provides disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms;
  • Selects, stores, orders, issues, inventories, and maintains classroom equipment, materials, and supplies;
  • Serves on institutional or departmental committees;
  • Sets up classroom materials or equipment;
  • Sponsors extracurricular activities such as clubs, student organizations, and academic contests;
  • Supervise school or student activities;
  • Teaches others to use technology or equipment;
  • Uses computers, audio-visual aids, and other equipment and materials to supplement presentations;
  • Performs related duties as required.

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