Secondary English Teacher: School Year 2026-27

Job Description

Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high‑quality, and cost‑effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and Pre‑K‑12 education across 16 interdistrict magnet schools.

Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job‑ready skills.

Teacher – Secondary English

Classification: 102, Certified CEA

Reports To:

Building Principal

Effective Date:
August 2026

We are seeking talented Secondary English teachers for a teaching position at our various magnet schools. Applicants should be committed educators who are eager to work in a diverse school setting with a social justice mindset. For more information about CREC Magnet Schools and locations, visit crecschools.org.

• Develop and administer curriculum consistent with district goals and objectives.
• Promote a classroom environment that is safe and conducive to individualized and small‑group instruction, and student learning.
• Develop lesson plans and instructional materials for English, and translate lesson plans into learning experiences that develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
• Conduct ongoing assessment of student learning and progress, and modify instructional methods to fit individual students’ needs; conduct individual and small‑group instruction as needed.
• Comply with all company policies and procedures.
• Perform other duties as assigned.

• Demonstrate dedication to all learners, especially those historically marginalized.
• Demonstrate commitment to lifelong professional learning and growth.

• Design, strengthen, and participate in positive learning environments that support individual and collaborative learning.
• Build strong relationships with students, peers, families, and learning community members that contribute to individual and collective success.
• Contribute to the lifelong success of all learners, particularly those historically marginalized due to background, demographics, neurodiversity, ability, or culture.

• Utilize in‑depth understanding of content and learning progressions to engage learners and lead individuals toward mastery.
• Demonstrate awareness of and employ culturally responsive teaching (CRT) to center students’ diversity as a strength and asset in their learning journey.
• Employ techniques for developing students’ skills of metacognition, self‑regulation, and perseverance.

• Personalize learning experiences through assessments, supports, progressions, relationships, and technology.
• Develop student agency, ownership, self‑advocacy, and effective communication skills related to learning.
• Use technology in the service of learning and completing professional responsibilities (e.g., learning platforms, gradebook, Google Suite, Microsoft Office).

• Deep understanding of CT Common Core Standards for reading, writing, speaking and listening, and language.
• Familiarity with recent research in reading and writing acquisition.
• Ability to design and implement engaging, standards‑aligned lesson plans.
• Design and implement assignments, assessments, and rubrics that align with standards‑based grading (SBG) to accurately measure and provide feedback on student proficiency on learning objectives.
• Skill in differentiating instruction for diverse learners, including those with special needs and English Language Learners (ELLs).
• Experience with integrating technology (e.g., educational software, online platforms).

• Bachelor’s Degree (BA) from a…