Teaching Assistant Visa Sponsorship Jobs in Connecticut
Connecticut's universities, public school districts, and research institutions create steady demand for teaching assistants, with major employers including Yale University, the University of Connecticut, and Hartford Public Schools. New Haven, Hartford, and Storrs are the primary hiring hubs, and international candidates with specialized academic backgrounds can find visa-sponsored positions across all three cities.
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Get Access To All JobsINTRODUCTION
Greenwich Country Day School is an independent, co-educational day school with current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School (9-12), established in 2019, is located less than two miles away on the Stanwich Road campus. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews.
ROLE AND RESPONSIBILITIES
Greenwich Country Day School seeks a Teaching Fellow/Upper Elementary Building Sub to start in August 2026. With a current enrollment of over 267 students, the Upper Elementary School (Grades 3-5) is housed in a state-of-the-art, sustainable building, which was built in 2018. Each GCDS faculty member is expected to demonstrate ability in the following areas:
- Understands, champions, and implements GCDS Design Principles
- Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom
- Cultural competency skills to collaborate effectively across differences
- Sets high expectations for learning, academic achievement, and character development
- Exhibits strong working knowledge of student cognitive development and learning preferences
- Identifies and supports students’ social, emotional, and academic needs
- Provides timely feedback to students, and collaborates with faculty to offer specialized support in pursuit of each student’s learning goals
- Implements a wide array of pedagogical tools and strategies in appropriate and effective combinations
- Facilitates and designs effective group/collaborative work and productive dialogue among students and teachers
- Communicates effectively with students/families about classwork, learning goals, and student progress
- Demonstrates content knowledge and expertise; and scaffolds curriculum to ensure progress towards mastery
- Ensures that reading, writing, and math are aims across the curriculum and learning design
- Collaborates and plans actively for learning with teachers and students
- Implements backward design to align all lessons, activities, and assessments
- Designs formal and informal assessments that measure student progress; employs a variety of formative and summative assessments to gauge student progress toward mastery
- Fosters student growth through structured opportunities for reflection
- Provides opportunities for student engagement through “Voice and Choice”
- Creates relevant and authentic learning experiences; is able to include and/or connect with outside experts and resources towards this aim
- Showcases student work within the community and prepares students to exhibit and communicate effectively
Responsibilities Include:
- Deliver lesson plans provided by the classroom teacher, ensuring continuity of instruction across subject areas (15 - 19 students)
- Instructional responsibility in all academic disciplines
- Provide feedback to teachers regarding student progress, completed work, and behavior
- Oversight of the development and progress of each child
- Collaborative work with colleagues on Grade Level Faculty Team, Upper Elementary School Faculty and staff, and the broader school community
- Maintaining neatness, organization, and decoration of the classroom
- Supervision of students on the playground
- Daily hosting of a lunch table (under normal operation)
- Participate in the weekly professional development program featuring noted guest speakers and a seminar series
BASIC QUALIFICATIONS
- Bachelor’s Degree; degree in Education or related field
- Prior teaching or substituting experience, preferably in upper elementary grades
- 1-2 years of successful classroom teaching experience with children of this age
- Experience with inquiry-based learning and/or project-based learning
- A passion for learning and the ability to motivate and inspire students
- Excellent written and verbal communication skills
- Commitment to building a diverse, equitable, and inclusive school community
- Willingness to take on multiple roles within the school
- Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor
PREFERRED QUALIFICATIONS
- Advanced degree in the field
- Experience implementing Fundations, Teachers College Readers, and Writers Workshops, and administering assessments to determine leveled reading
- Knowledge of Investigations Mathematics, Number Corners, and Bridges Mathematics
Interested candidates are invited to use the link provided to submit a cover letter and resume to Raquel Salcedo, Director of Recruiting & Talent Powered by JazzHR GsJiOKCVJG
INTRODUCTION
Greenwich Country Day School is an independent, co-educational day school with current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School (9-12), established in 2019, is located less than two miles away on the Stanwich Road campus. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews.
ROLE AND RESPONSIBILITIES
Greenwich Country Day School seeks a Teaching Fellow/Upper Elementary Building Sub to start in August 2026. With a current enrollment of over 267 students, the Upper Elementary School (Grades 3-5) is housed in a state-of-the-art, sustainable building, which was built in 2018. Each GCDS faculty member is expected to demonstrate ability in the following areas:
- Understands, champions, and implements GCDS Design Principles
- Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom
- Cultural competency skills to collaborate effectively across differences
- Sets high expectations for learning, academic achievement, and character development
- Exhibits strong working knowledge of student cognitive development and learning preferences
- Identifies and supports students’ social, emotional, and academic needs
- Provides timely feedback to students, and collaborates with faculty to offer specialized support in pursuit of each student’s learning goals
- Implements a wide array of pedagogical tools and strategies in appropriate and effective combinations
- Facilitates and designs effective group/collaborative work and productive dialogue among students and teachers
- Communicates effectively with students/families about classwork, learning goals, and student progress
- Demonstrates content knowledge and expertise; and scaffolds curriculum to ensure progress towards mastery
- Ensures that reading, writing, and math are aims across the curriculum and learning design
- Collaborates and plans actively for learning with teachers and students
- Implements backward design to align all lessons, activities, and assessments
- Designs formal and informal assessments that measure student progress; employs a variety of formative and summative assessments to gauge student progress toward mastery
- Fosters student growth through structured opportunities for reflection
- Provides opportunities for student engagement through “Voice and Choice”
- Creates relevant and authentic learning experiences; is able to include and/or connect with outside experts and resources towards this aim
- Showcases student work within the community and prepares students to exhibit and communicate effectively
Responsibilities Include:
- Deliver lesson plans provided by the classroom teacher, ensuring continuity of instruction across subject areas (15 - 19 students)
- Instructional responsibility in all academic disciplines
- Provide feedback to teachers regarding student progress, completed work, and behavior
- Oversight of the development and progress of each child
- Collaborative work with colleagues on Grade Level Faculty Team, Upper Elementary School Faculty and staff, and the broader school community
- Maintaining neatness, organization, and decoration of the classroom
- Supervision of students on the playground
- Daily hosting of a lunch table (under normal operation)
- Participate in the weekly professional development program featuring noted guest speakers and a seminar series
BASIC QUALIFICATIONS
- Bachelor’s Degree; degree in Education or related field
- Prior teaching or substituting experience, preferably in upper elementary grades
- 1-2 years of successful classroom teaching experience with children of this age
- Experience with inquiry-based learning and/or project-based learning
- A passion for learning and the ability to motivate and inspire students
- Excellent written and verbal communication skills
- Commitment to building a diverse, equitable, and inclusive school community
- Willingness to take on multiple roles within the school
- Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor
PREFERRED QUALIFICATIONS
- Advanced degree in the field
- Experience implementing Fundations, Teachers College Readers, and Writers Workshops, and administering assessments to determine leveled reading
- Knowledge of Investigations Mathematics, Number Corners, and Bridges Mathematics
Interested candidates are invited to use the link provided to submit a cover letter and resume to Raquel Salcedo, Director of Recruiting & Talent Powered by JazzHR GsJiOKCVJG
Teaching Assistant Job Roles in Connecticut
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Search Teaching Assistant Jobs in ConnecticutTeaching Assistant Jobs in Connecticut: Frequently Asked Questions
Which companies and institutions sponsor visas for teaching assistants in Connecticut?
Yale University and the University of Connecticut are the most active sponsors, routinely hiring international graduate teaching assistants through institutional H-1B visa and J-1 visa programs. Fairfield University, Trinity College, and the University of Hartford also have established sponsorship pipelines. At the K-12 level, larger districts like Hartford and Bridgeport Public Schools occasionally sponsor qualified candidates, though this is less common than at universities.
Which visa types are most common for teaching assistant roles in Connecticut?
The J-1 Exchange Visitor visa is the most widely used category for university teaching assistants, particularly through institutional exchange programs at Yale and UConn. Graduate teaching assistants funded by research grants may be sponsored for H-1B status if their role meets specialty occupation criteria. Some candidates on F-1 OPT also work as teaching assistants before their employer initiates a formal sponsorship petition.
Which cities in Connecticut have the most teaching assistant sponsorship jobs?
New Haven leads due to Yale University's size and its graduate teaching assistant programs across nearly every department. Storrs is the next most active hub, anchored by the University of Connecticut's main campus. Hartford sees hiring from Trinity College, Capital Community College, and Hartford Public Schools. Bridgeport and Fairfield also generate openings, primarily from Fairfield University and Sacred Heart University.
How to find teaching assistant visa sponsorship jobs in Connecticut?
Migrate Mate filters job listings specifically by visa sponsorship availability, making it straightforward to identify Connecticut teaching assistant roles where employers have indicated willingness to sponsor. You can search by location and role type to surface positions at universities, community colleges, and school districts across New Haven, Hartford, and Storrs without manually checking each institution's careers page.
Are there any Connecticut-specific considerations for teaching assistant sponsorship candidates?
Connecticut has a high concentration of research universities relative to its size, which means graduate teaching assistant roles are often tied to funded academic programs with built-in sponsorship infrastructure. Candidates should be aware that K-12 teaching assistant positions may require Connecticut state certification or endorsement, which can affect eligibility and the employer's sponsorship decision independent of immigration requirements.
What is the prevailing wage for sponsored teaching assistant jobs in Connecticut?
U.S. employers sponsoring a visa must pay at least the prevailing wage, which is what workers in the same role, area, and experience level typically earn. The Department of Labor sets this rate to make sure companies aren't hiring foreign workers simply because they'd accept lower pay than a U.S. worker. It varies by job title, location, and experience. You can look up current prevailing wage rates for any occupation and location using the OFLC Wage Search page.