Farmington Public Schools
Assistive Technology Integration Specialist (FT)
Farmington Public Schools, Hartford, Connecticut, us, 06112
Overview
Farmington Public Schools: Assistive Technology (AT) Integration Specialist (full-time) Start: Immediate / 25-26 school year, permanent position Description:
The Assistive Technology Integration Specialist plays a critical role in ensuring that all students and particularly those with exceptionalities and special needs benefit from inclusive, technology-enhanced instruction. Grounded in the principles of Universal Design for Learning (UDL) and the districts equity framework, this specialist supports the effective integration of assistive and accessible technologies to remove barriers and expand access to meaningful learning for all FPS students. Working collaboratively with general educators, special educators, service providers, and district teams, the specialist provides coaching, co-teaching, and consultative support to embed inclusive practices into everyday instruction. They identify, model, and implement instructional strategies and digital tools that promote agency, access, and academic achievement for all learners. In addition, the specialist supports professional learning that helps staff design instruction responsive to learner variability, strengthens alignment with IEP and 504 goals, and builds district wide capacity to meet the needs of all students in inclusive settings. Qualifications: Must be eligible for appropriate CT State Teaching Certification
Background in special education and/or formal training or certification in assistive technology integration strongly preferred
Consideration will be given to the following: Relevant and recent experience supporting students and staff in the use of assistive technology, UDL strategies, and accessible instructional design
Deep understanding of inclusive instructional practices, digital accessibility, and equity-centered technology integration
Experience conducting, or willingness to be trained to conduct, local assistive technology evaluations to support student access and independence
References that reflect strong AT expertise, initiative, cultural competence, and a growth mindset
Philosophy and values that align with the districts core beliefs
Various life experiences that enhance contributions to the overall district and/or school community
Provide recommendations and training for both adult and student use of assistive technology (AT) aligned with Farmingtons Vision of the Global Citizen and Framework for Teaching and Learning
Promote districtwide understanding of Universal Design for Learning (UDL) as a proactive framework for reaching all learners, including through the use of assistive technologies
Monitor the impact of assistive technology and inclusive practices on student engagement, access, and growth, and achievement
Provide strategic input on budgeting and planning for assistive technology and accessibility needs
Coach teachers to design instruction that reflects UDL principles and integrates assistive technologies to support learner variability
Model effective use of inclusive tools and accessible practices that increase student participation and independence
Recommend appropriate digital tools and resources that align with instructional goals, accessibility standards, and student needs
Provide direct instruction and support to students in the use of assistive technology, building self-advocacy and confidence
Collaborate in curriculum design to embed inclusive practices and ensure materials are accessible to all students
Conduct assistive technology evaluations to support in-house service provision and student access
Support the design of formative and summative assessments that reflect multiple means of expression and access, including through the use of assistive technologies
Use student learning data to inform adjustments to instruction, tools, and supports
Contribute to the development and implementation of IEPs and 504 plans with a focus on equitable access and assistive technology integration
Build trusting partnerships with families, students, and staff to ensure students receive effective, individualized supports
Facilitate team-based decision-making for selecting, implementing, and evaluating assistive technologies
Participate on districtwide teams and committees to foster coherence and shared responsibility for equity and access
Promote culturally responsive practices and foster inclusive school climates where all learners feel valued
Model a strong learner orientation by engaging in ongoing professional learning and remaining current on research in assistive technology, UDL, and inclusive education
Share expertise and build the capacity of colleagues through job-embedded support, workshops, and resource development
Uphold professional responsibilities, including confidentiality, timely communication, and ethical practices
Salary:
$55,018-$111,829 salary based upon education and experience; plus coordinator stipend per teacher contract Application Procedure:
Apply online at www.fpsct.org/employment. A complete application includes a cover letter, resume, letters of reference, and transcripts. Essential Domains of Teacher Leader Practice MISSION, VISION, AND GOALS Provide recommendations and training for both adult and student use of assistive technology (AT) aligned with Farmingtons Vision of the Global Citizen and Framework for Teaching and Learning
Promote districtwide understanding of Universal Design for Learning (UDL) as a proactive framework for reaching all learners, including through the use of assistive technologies
Monitor the impact of assistive technology and inclusive practices on student engagement, access, and growth, and achievement
Provide strategic input on budgeting and planning for assistive technology and accessibility needs
TEACHING AND LEARNING Coach teachers to design instruction that reflects UDL principles and integrates assistive technologies to support learner variability
Model effective use of inclusive tools and accessible practices that increase student participation and independence
Recommend appropriate digital tools and resources that align with instructional goals, accessibility standards, and student needs
Provide direct instruction and support to students in the use of assistive technology, building self-advocacy and confidence
Collaborate in curriculum design to embed inclusive practices and ensure materials are accessible to all students
ASSESSMENT Conduct assistive technology evaluations to support in-house service provision and student access.
Support the design of formative and summative assessments that reflect multiple means of expression and access, including through the use of assistive technologies
Use student learning data to inform adjustments to instruction, tools, and supports
Contribute to the development and implementation of IEPs and 504 plans with a focus on equitable access and assistive technology integration
COLLABORATION Build trusting partnerships with families, students, and staff to ensure students receive effective, individualized supports
Facilitate team-based decision-making for selecting, implementing, and evaluating assistive technologies
Participate on districtwide teams and committees to foster coherence and shared responsibility for equity and access
Promote culturally responsive practices and foster inclusive school climates where all learners feel valued
PROFESSIONALISM Model a strong learner orientation by engaging in ongoing professional learning and remaining current on research in assistive technology, UDL, and inclusive education
Share expertise and build the capacity of colleagues through job-embedded support, workshops, and resource development
Uphold professional responsibilities, including confidentiality, timely communication, and ethical practices
The Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability (including pregnancy), genetic information, veteran status or gender identity or expression, except in the case of a bona fide occupational qualification. Questions concerning Title VI or Title IX compliance should be directed to: Veronica Ruzek, 14 Monteith Drive, Farmington, CT 06032 860-673-8270. Questions concerning Section 504 compliance should be directed to: Dr. Wendy Shepard-Bannish, 14 Monteith Drive, Farmington, CT 06032 860-677-1791
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Farmington Public Schools: Assistive Technology (AT) Integration Specialist (full-time) Start: Immediate / 25-26 school year, permanent position Description:
The Assistive Technology Integration Specialist plays a critical role in ensuring that all students and particularly those with exceptionalities and special needs benefit from inclusive, technology-enhanced instruction. Grounded in the principles of Universal Design for Learning (UDL) and the districts equity framework, this specialist supports the effective integration of assistive and accessible technologies to remove barriers and expand access to meaningful learning for all FPS students. Working collaboratively with general educators, special educators, service providers, and district teams, the specialist provides coaching, co-teaching, and consultative support to embed inclusive practices into everyday instruction. They identify, model, and implement instructional strategies and digital tools that promote agency, access, and academic achievement for all learners. In addition, the specialist supports professional learning that helps staff design instruction responsive to learner variability, strengthens alignment with IEP and 504 goals, and builds district wide capacity to meet the needs of all students in inclusive settings. Qualifications: Must be eligible for appropriate CT State Teaching Certification
Background in special education and/or formal training or certification in assistive technology integration strongly preferred
Consideration will be given to the following: Relevant and recent experience supporting students and staff in the use of assistive technology, UDL strategies, and accessible instructional design
Deep understanding of inclusive instructional practices, digital accessibility, and equity-centered technology integration
Experience conducting, or willingness to be trained to conduct, local assistive technology evaluations to support student access and independence
References that reflect strong AT expertise, initiative, cultural competence, and a growth mindset
Philosophy and values that align with the districts core beliefs
Various life experiences that enhance contributions to the overall district and/or school community
Provide recommendations and training for both adult and student use of assistive technology (AT) aligned with Farmingtons Vision of the Global Citizen and Framework for Teaching and Learning
Promote districtwide understanding of Universal Design for Learning (UDL) as a proactive framework for reaching all learners, including through the use of assistive technologies
Monitor the impact of assistive technology and inclusive practices on student engagement, access, and growth, and achievement
Provide strategic input on budgeting and planning for assistive technology and accessibility needs
Coach teachers to design instruction that reflects UDL principles and integrates assistive technologies to support learner variability
Model effective use of inclusive tools and accessible practices that increase student participation and independence
Recommend appropriate digital tools and resources that align with instructional goals, accessibility standards, and student needs
Provide direct instruction and support to students in the use of assistive technology, building self-advocacy and confidence
Collaborate in curriculum design to embed inclusive practices and ensure materials are accessible to all students
Conduct assistive technology evaluations to support in-house service provision and student access
Support the design of formative and summative assessments that reflect multiple means of expression and access, including through the use of assistive technologies
Use student learning data to inform adjustments to instruction, tools, and supports
Contribute to the development and implementation of IEPs and 504 plans with a focus on equitable access and assistive technology integration
Build trusting partnerships with families, students, and staff to ensure students receive effective, individualized supports
Facilitate team-based decision-making for selecting, implementing, and evaluating assistive technologies
Participate on districtwide teams and committees to foster coherence and shared responsibility for equity and access
Promote culturally responsive practices and foster inclusive school climates where all learners feel valued
Model a strong learner orientation by engaging in ongoing professional learning and remaining current on research in assistive technology, UDL, and inclusive education
Share expertise and build the capacity of colleagues through job-embedded support, workshops, and resource development
Uphold professional responsibilities, including confidentiality, timely communication, and ethical practices
Salary:
$55,018-$111,829 salary based upon education and experience; plus coordinator stipend per teacher contract Application Procedure:
Apply online at www.fpsct.org/employment. A complete application includes a cover letter, resume, letters of reference, and transcripts. Essential Domains of Teacher Leader Practice MISSION, VISION, AND GOALS Provide recommendations and training for both adult and student use of assistive technology (AT) aligned with Farmingtons Vision of the Global Citizen and Framework for Teaching and Learning
Promote districtwide understanding of Universal Design for Learning (UDL) as a proactive framework for reaching all learners, including through the use of assistive technologies
Monitor the impact of assistive technology and inclusive practices on student engagement, access, and growth, and achievement
Provide strategic input on budgeting and planning for assistive technology and accessibility needs
TEACHING AND LEARNING Coach teachers to design instruction that reflects UDL principles and integrates assistive technologies to support learner variability
Model effective use of inclusive tools and accessible practices that increase student participation and independence
Recommend appropriate digital tools and resources that align with instructional goals, accessibility standards, and student needs
Provide direct instruction and support to students in the use of assistive technology, building self-advocacy and confidence
Collaborate in curriculum design to embed inclusive practices and ensure materials are accessible to all students
ASSESSMENT Conduct assistive technology evaluations to support in-house service provision and student access.
Support the design of formative and summative assessments that reflect multiple means of expression and access, including through the use of assistive technologies
Use student learning data to inform adjustments to instruction, tools, and supports
Contribute to the development and implementation of IEPs and 504 plans with a focus on equitable access and assistive technology integration
COLLABORATION Build trusting partnerships with families, students, and staff to ensure students receive effective, individualized supports
Facilitate team-based decision-making for selecting, implementing, and evaluating assistive technologies
Participate on districtwide teams and committees to foster coherence and shared responsibility for equity and access
Promote culturally responsive practices and foster inclusive school climates where all learners feel valued
PROFESSIONALISM Model a strong learner orientation by engaging in ongoing professional learning and remaining current on research in assistive technology, UDL, and inclusive education
Share expertise and build the capacity of colleagues through job-embedded support, workshops, and resource development
Uphold professional responsibilities, including confidentiality, timely communication, and ethical practices
The Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability (including pregnancy), genetic information, veteran status or gender identity or expression, except in the case of a bona fide occupational qualification. Questions concerning Title VI or Title IX compliance should be directed to: Veronica Ruzek, 14 Monteith Drive, Farmington, CT 06032 860-673-8270. Questions concerning Section 504 compliance should be directed to: Dr. Wendy Shepard-Bannish, 14 Monteith Drive, Farmington, CT 06032 860-677-1791
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