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Youth Development Associate Jobs in Connecticut (NOW HIRING)

COMMUNITY SOLUTIONS INC

Youth Advocate (PT)

Meriden, CT

$19.75/hr

Works closely with each resident to support their individual growth and development, ensuring that ... Bachelor's Degree with at least six months of experience or a Bachelor's degree, or an Associate ...

COMMUNITY SOLUTIONS INC

Youth Advocate (PT)

Meriden, CT · On-site

$19.75/hr

Works closely with each resident to support their individual growth and development, ensuring that ... Bachelor's Degree with at least six months of experience or a Bachelor's degree, or an Associate ...

Experience Camps

Camp Associate

Westport, CT · On-site +1

$60K - $65K/yr

Camp Associate Experience Camps is a national nonprofit that transforms the lives of grieving ... youth development and camp culture. RESPONSIBILITIES The following is not intended to be an ...

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Youth Development Associate information

What does a youth development associate do?

A Youth Development Associate works with young people to support their personal, social, and educational growth. Their responsibilities typically include planning and leading activities, mentoring youth, fostering a safe and positive environment, and helping youth develop important life skills. They often work in after-school programs, community centers, or nonprofit organizations, collaborating with families and other professionals to support youth development. The goal is to empower young people to reach their full potential and become responsible, engaged members of their communities.

What are the key skills and qualifications needed to thrive as a youth development associate, and why are they important?

To thrive as a Youth Development Associate, you need knowledge of youth development principles, experience working with young people, and typically a relevant degree or coursework in education, social work, or a related field. Familiarity with program management software, data tracking tools, and mandated reporter training or certifications is often required. Strong interpersonal skills, cultural competence, and the ability to motivate and mentor youth set exceptional candidates apart. These skills are essential for creating supportive environments, fostering positive youth outcomes, and ensuring the safety and well-being of program participants.

What are some common challenges faced by youth development associates and how are they addressed within the team?

Youth Development Associates often encounter challenges such as engaging diverse groups of youth, managing behavioral issues, and balancing administrative tasks with direct youth interaction. To address these challenges, teams typically hold regular meetings to share strategies, provide mentorship, and facilitate ongoing professional development. Collaboration with colleagues, supervisors, and community partners is encouraged to develop creative solutions and ensure a supportive environment for both staff and youth participants.

What is the difference between Youth Development Associate vs Youth Program Coordinator?

AspectYouth Development AssociateYouth Program Coordinator
Required CredentialsHigh school diploma or equivalent; some roles may require associate's degreeBachelor's degree in education, social work, or related field often preferred
Work EnvironmentCommunity centers, schools, non-profit organizationsProgram planning settings, community organizations, non-profits
Employer & Industry UsageCommon in youth-focused non-profits, community programsOften in organizations managing multiple youth programs
Common Search & Comparison IntentUnderstanding entry-level youth rolesLooking for roles with more program management responsibilities

The Youth Development Associate typically focuses on direct youth engagement and support, often with minimal supervisory duties. In contrast, the Youth Program Coordinator usually oversees program planning, implementation, and coordination, requiring more experience and organizational skills. Both roles are vital in youth services but differ mainly in scope and responsibilities.

What are the most commonly searched types of Youth Development jobs in Connecticut?

The most popular types of Youth Development jobs in Connecticut are:

What are popular job titles related to Youth Development Associate jobs in Connecticut?

For Youth Development Associate jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Youth Development Associate jobs in Connecticut look for?

The top searched job categories for Youth Development Associate jobs in Connecticut are:

What cities in Connecticut are hiring for Youth Development Associate jobs?

Cities in Connecticut with the most Youth Development Associate job openings:

Youth Development Associate jobs near you
Infographic showing various Youth Development Associate job openings in Connecticut as of August 2026, with employment types broken down into 1% As Needed, 78% Full Time, 17% Part Time, 1% Temporary, and 3% Contract. Highlights an 91% Physical, 3% Hybrid, and 6% Remote job distribution.

Parent Educator (Youth Developer)

Waterbury Public Schools

Waterbury, CT • On-site

$21/hr

Part-time

Re-posted 22 days ago

Job description

Position Type:
Community Services
Date Posted:
3/6/2025
Location:
Reed Elementary School
Date Available:
immediately after hired
Closing Date:
until position is filled
Waterbury Public Schools
JOB CLASSIFICATION DESCRIPTION
JOB CLASSIFICATION TITLE:
Parent Educator (Youth Developer)
DEPARTMENT:
Teaching and Learning
LOCATION: Elementary
FUNDING SOURCE:
Grant Funded
BARGAINING UNIT CLASSIFICATION:
Non-Union
REPORTS TO:
Works under the direct supervision of the Family Resource Coordinator and School Principal.
FLSA DESIGNATION:
Non-Exempt; 10 months; 35 hours per week. Some evening and weekend hours required. $21.00 Hourly Rate. Note: This is a non-Union, part time, grant-funded position with benefits that exists as long as funds are available.
PART I - SUMMARY OF CLASSIFICATION
At the school-based Family Resource Center (FRC), this class is accountable for providing support, encouragement, and information to families via group meetings, playgroups and personal home visits to help optimize child development during early years of life. This position requires works with the FRC Coordinator and Principal to facilitate and oversee operations at the Center for Enrichment under the Positive Youth Development component of the FRC.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE:
Associates Degree from an accredited college or university in Child Development, Social Work, Psychology, Family Studies, Early Childhood Education or related field and any experience that would provide the knowledge, skills and abilities listed below.
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 Class D Operator's License.
  2. Must be willing to work flexible hours.

D. CONTINUING EDUCATION REQUIREMENTS:
Incumbents in this class are expected to be trained in and be current in all aspects 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 relevant laws, rules, regulations, and Board policies and District procedures;
  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs;
  • Oral and written communication skills;
  • Interpersonal and social skills;
  • 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, under the direction of a teacher or administrator;
  • Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
  • Ability to collect and record performance data on students under the direction of a licensed teacher, while respecting student confidentiality and the laws regarding ethical practices of assessment;
  • Ability to collect objective and accurate information on student behavior to be provided to licensed professionals, as appropriate and directed by a licensed teacher;
  • Ability to draw on knowledge and resources regarding a variety of developmental and age-appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher;
  • 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 licensed teachers, seeking clarification as needed;
  • 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 prepare and organize materials to support teaching and learning, as directed by a licensed teacher;
  • 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 effectively and collaboratively with families and other external stakeholders;
  • Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES:
None
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.
  • Attends professional training;
  • Meets regularly with Coordinator to discuss progress of program;
  • Compiles materials and create files for documentation of compliance with the parent involvement components;
  • Demonstrates knowledge of parent involvement requirements in law;
  • Documents all activities, assesses and records family progress;
  • Ensures that parent involvement outreach efforts encompass the appropriate types of parent involvement to reach out to families;
  • Helps to develop a family friendly environment at the school;
  • Links parents with agencies in the greater Waterbury area that provide social services for families;
  • Plans and conducts personal visits to homes of children ages 0-3 to support parents;
  • Plans and coordinates parent meetings with children in program;
  • Plans and coordinates parent trainings, workshops, seminars, and literacy classes;
  • Plans and delivers group meetings on parenting topics and activities for children ages 0-5;
  • Plans classes for parents that model effective instructional strategies;
  • Provides monthly tips, strategies, and ideas to parents;
  • Provides regular communication with parents to apprise them of events and opportunities at the school;
  • Provides school administration and teachers with research articles and handouts for parents;
  • Screens enrolled children, evaluates family needs, refers clients to appropriate services;
  • Serves as a liaison between administrators and staff regarding parent involvement issues;
  • Sponsors parent involvement training sessions to help parents work with their children at home;
  • Supports school-level initiatives;
  • Surveys parents to assess the effectiveness of the school's parent involvement program;
  • Works to develop activities, and events geared to reach the families of program students;
  • Performs other 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.
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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