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Work With Us

In submitting an application for employment, the applicant grants IRIS permission to check references as well as question anyone who might be familiar with the candidate’s job performance.

IRIS has a casual work atmosphere where everyone’s opinions and ideas are valued. We’re committed to work-life balance and offer everyone opportunities to learn, experiment, and grow. If you’re looking to add meaningful purpose to your work or want a life-changing fellowship to get your career off on the right foot, then you’ll love working here. Please see our open positions and volunteer opportunities below.

To apply for any of the jobs below, send an email to humanresources@irisct.org with the following:

  • A subject line that says Job Title and your name
  • A cover letter
  • An attached resume including three professional references (at least two direct supervisors)

If you are interested in more than one position, please send a separate email for each position for which you would like to be considered.

IRIS (Integrated Refugee & Immigrant Services, Inc. www.irisct.org) is a dynamic immigrant services agency in New Haven. IRIS serves people from all over the world who are starting new lives in Connecticut and are on the path to becoming self-sufficient, contributing members of their new communities. IRIS mission is to welcome refugees and other immigrants, helps them rebuild their lives, pursue their dreams, and contribute to the vitality of their communities. We envision a society where all immigrants are valued, respected, and able to thrive.

IRIS is looking to hire an experienced educator to coordinate our organization’s efforts to promote Education, English learning in particular, among our adult clientele. The Adult Education Specialist must possess excellent written, verbal and interpersonal communication skills and be prepared to help our adult clients access educational programs that best meet their needs. This is a full-time position attached to our New Haven office.

General Description

The work of the Adult Education Coordinator will include working directly with clients, consulting them on their educational options and helping them overcome barriers to connect directly with those services. This position may include some teaching, as well as the oversight and monitoring of IRIS’s adult education programs–setting standards, giving direction, developing curriculum, and providing resources. The specialist will also review and coordinate the organization’s efforts to enroll adults in community ESOL, Adult Education or Higher Education programming, oversee the documentation of student attendance and progress, and keep staff members and clients appraised of ESOL/Adult education options. The specialist will build relationships with and advocate for IRIS clients within institutions offering ESOL/Adult education classes throughout the state. The specialist will oversee the work of volunteers and/or interns to assist in these efforts. In addition, the specialist will oversee our network of tutors working directly with adults, mostly for English learning purposes. The specialist will help match clients with tutors, provide ongoing support and training to tutors as needed

Essential Duties and Responsibilities include:

  • Promote, facilitate, and monitor ESOL instruction of IRIS’s adult clients
  • Oversee IRIS’s adult ESOL programs–setting standards, giving direction, developing curriculum, and providing resources to our ESOL teachers
  • Teach ESOL/Adult Education at IRIS programs as needed
  • Serve as a liaison between IRIS and community institutions offering ESOL and Adult Education services, especially New Haven Center for Adult Education (NHCAE)
  • Facilitate adult ESOL registration and testing as needed.
  • Curate a list of ESOL resources throughout the state (especially in the Greater New Haven area), including key information and logistical details
  • Build relationships and partner with organizations that provide adult education services (including the CAACE–Connecticut Association for Adult and Continuing Education); advocate for IRIS clients with these organizations
  • Meet with adult clients to discuss educational options as needed
  • Follow-up and document the progress of clients who enroll in adult education programs; oversee the documentation in the IRIS database (Client Track)
  • Create forms, letters, and flyers as needed to promote English learning among clients.
  • Oversee usage of IRIS Burlington English accounts and help develop and expand the way we use online platforms for clients to learn English.
  • Oversee IRIS tutors working with adult clients. Serve as a point of contact and provide training to volunteers as needed.
  • Consult adults interested in higher education and help connect them to resources.

Supervises: A team of interns and volunteers, as needed

Supervised by: Manager of Adult & Early childhood Education

Priority will be given to applicants with the following qualifications:

  • Bachelor’s degree
  • ESOL teaching experience (CT 088 endorsement preferred)
  • Experience working in adult education settings
  • Experience with refugees, asylees, immigrants, undocumented or mixed status families
  • Knowledge of and experience with Connecticut’s ESOL options, particularly in the Greater New Haven area
  • Strong presentation, communication, and people skills
  • Ability to work collaboratively with multiple people and programs within IRIS
  • Outstanding time management and organizational skills
  • A commitment to anti-racism, cultural sensitivity, and the mission of IRIS
  • Ease using Microsoft Workspace and spreadsheets
  • Fluency in spoken and written English
  • Ability to travel (a Connecticut Driver’s license and transportation are essential)

MORE

(These are part-time, short-term positions) 

IRIS (Integrated Refugee & Immigrant Services, Inc. www.irisct.org) is a dynamic immigrant services agency in New Haven. IRIS serves people from all over the world who are starting new lives in Connecticut and are on the path to becoming self-sufficient, contributing members of their new communities. IRIS mission is to welcome refugees and other immigrants, helps them rebuild their lives, pursue their dreams, and contribute to the vitality of their communities. We envision a society where all immigrants are valued, respected, and able to thrive. 

IRIS is seeking experienced teachers for our 2026 Summer Learning Program (SLP) for school-aged refugee and immigrant students who are currently navigating the U.S. education system. 

While many of our students have now attended school in the U.S., they continue to benefit from targeted support as English Language Learners (ELL) and Multilingual Learners (MLL). Our program focuses on bridging the academic gap between school years, deepening content knowledge, and fostering the literacy skills necessary for long-term success in their local school districts. 

Program dates: June 29-July 31. The program meets weekdays from 8:30am to 2:00 pm, with an extended day (until 3:00 pm) on Thursdays. Assistant teachers will also be paid for some orientation the week prior to the start of the program. 

General Description 

SLP assistant teachers will help lead daily classes of about 10 to 20 refugee and immigrant students and assist with the coordination of daily programming for the IRIS Summer Learning Program as part of a larger team. The program serves 40 to 60 students between the ages of 5 and 

14. The students will be divided into separate age and academic level groups which will each be led by an SLP teacher and an assistant teacher, with additional help from volunteers and interns. 

The IRIS SLP aims to strengthen students’ English skills (speaking & listening; reading & writing), deepen background knowledge, and support continued academic success; help students feel deeply connected to and empowered within their local communities; promote cross-cultural understanding through positive experiences collaborating with people from different ethnic and racial backgrounds; and foster a sense of belonging and well-being. Teachers will be responsible for creating a positive learning environment and assessing and meeting the daily needs of students. Teachers will act as representatives of the Summer Learning Program and of IRIS and will contribute to organizing visitors and welcoming them to the program. 

SLP Employees must have a commitment to anti-racism. With training and support, teachers will be expected to incorporate classroom activities that help students recognize and appreciate their own and their classmates’ diverse identities and help students gain the cultural competencies 

needed to navigate a multicultural society. Staff must be comfortable anticipating and responding to incidents of discrimination with appropriate mediation and education. 

Specific Duties 

  • Assist the lead teacher with a class of 10 to 20 K-8 students of similar ages and levels. 
  • Working in collaboration with the SLP faculty and using both existing curriculum and resources you bring to the table, design and implement an engaging five-week course that includes an age-appropriate long-term project. 
  • Assist the Lead Teacher to utilize and re-evaluate the provided curriculum to create age-appropriate lesson plans, integrating ESOL and social-emotional learning objectives and adapting as necessary. 
  • Support of the Lead Teacher in promoting a language-rich environment for students who are all, or almost all, English Language Learners who speak a variety of home languages including Pashto, Dari, Ukrainian, Kiswahili, and Spanish. 
  • In conjunction with curriculum and lesson planning, create a list of necessary learning and program supplies. 
  • In collaboration with the SLP team, assist in acquiring learning and program supplies– either through purchase or donation. 
  • Assist the Lead teacher in the supervision of a daily team of volunteers and other program staff to best meet the needs of the students and utilize the strengths of the volunteers and program staff. 
  • Join brief team meetings at the start of each day to review lesson plans and daily projects, and at the end of each day to review and plan for the next day. 
  • Create the best possible learning environment for the students in the classroom by addressing challenges early and working closely and communicating well with team members. 
  • In close cooperation with volunteers and program staff, meet the daily needs of students – including providing academic and social support for each student as an individual, contacting the SLP team with concerns unable to be addressed inside the classroom, and communicating on a daily basis with parents to share successes and troubleshoot any challenges. 
  • Assist in the planning and supervision of regular indoor/outdoor recreational activities both on and off site to promote exercise and healthy living habits. 
  • Working closely with volunteers and program staff, supervising students during recess and on field trips to ensure a safe and positive experience for all participants. 

Supervised by: Associate Director of Education and SLP Head Teacher 

Priority will be given to applicants with the following qualifications: 

  • High School diploma required; preference to applicants with some college experience 
  • Experience with refugees, asylees, immigrants, and undocumented or mixed status families 
  • Experience with underserved communities and/or communities of color 
  • A commitment to anti-racism, cultural sensitivity, and the mission of IRIS 
  • Experience in counseling, working with children, youth, and families; experience facilitating groups 
  • Experience working in educational settings 
  • Experience working with English Language Learners and Multilingual Learners 
  • Ability to work collaboratively 
  • Familiarity with New Britain/Hartford 
  • Strong presentation, communication, and people skills 
  • Fluency in spoken and written English 
  • Proficiency in another language preferred but not required (especially Pashto, Dari, Farsi, Urdu, Swahili, Spanish, Arabic, or Haitian Creole) A subject line that says “NEW BRITAIN SLP ASSISTANT TEACHER—YOUR NAME 

A cover letter explaining your interest and qualifications that includes which age group(s) you would be most comfortable teaching 

An attached resume with three professional references 

MORE

(These are part-time, short-term positions) 

IRIS (Integrated Refugee & Immigrant Services, Inc. www.irisct.org) is a dynamic immigrant services agency in New Haven. IRIS serves people from all over the world who are starting new lives in Connecticut and are on the path to becoming self-sufficient, contributing members of their new communities. IRIS mission is to welcome refugees and other immigrants, helps them rebuild their lives, pursue their dreams, and contribute to the vitality of their communities. We envision a society where all immigrants are valued, respected, and able to thrive. 

IRIS is seeking experienced teachers for our 2026 Summer Learning Program (SLP) for school-aged refugee and immigrant students who are currently navigating the U.S. education system. 

While many of our students have now attended school in the U.S., they continue to benefit from targeted support as English Language Learners (ELL) and Multilingual Learners (MLL). Our program focuses on bridging the academic gap between school years, deepening content knowledge, and fostering the literacy skills necessary for long-term success in their local school districts. 

Program dates: June 29-July 31. The program meets weekdays from 8:30am to 2:00 pm, with an extended day (until 3:00 pm) on Thursdays. Lead teachers will also be paid for some orientation and course planning during May and June. 

General Description 

SLP teachers will lead daily classes of about 10 to 20 refugee and immigrant students and assist with the coordination of daily programming for the IRIS Summer Learning Program as part of a larger team. The program serves 40 to 60 students between the ages of 5 and 14. The students will be divided into separate age and academic level groups which will each be led by an SLP teacher and an assistant teacher, with additional help from volunteers and interns. 

The IRIS SLP aims to strengthen students’ English skills (speaking & listening; reading & writing), deepen background knowledge, and support continued academic success; help students feel deeply connected to and empowered within their local communities; promote cross-cultural understanding through positive experiences collaborating with people from different ethnic and racial backgrounds; and foster a sense of belonging and well-being. Teachers will be responsible for creating a positive learning environment and assessing and meeting the daily needs of students. Teachers will act as representatives of the Summer Learning Program and of IRIS and will contribute to organizing visitors and welcoming them to the program. 

SLP Teachers must have a commitment to anti-racism. With training and support, teachers will 

be expected to incorporate classroom activities that help students recognize and appreciate their own and their classmates’ diverse identities and help students gain the cultural competencies 

needed to navigate a multicultural society. Teachers must be comfortable anticipating and responding to incidents of discrimination with appropriate mediation and education. 

Specific Duties 

  • Lead a class of 10 to 20 K-8 students of similar ages and levels. 
  • Working in collaboration with the SLP faculty and using both existing curriculum and resources you bring to the table, design and implement an engaging five-week course that includes an age-appropriate long-term project. 
  • Actively collaborate with the SLP Head Teacher before the start of the program to internalize and help refine the established curriculum, ensuring a clear understanding of the instructional goals and strategies before the program starts. 
  • Modify curriculum as needed, based on review, feedback, and input from various sources and in collaboration with the SLP leadership team. 
  • Maintain a language-rich environment for students who are all, or almost all, English Language Learners who speak a variety of home languages including Pashto, Dari, Ukrainian, Kiswahili, and Spanish. 
  • Re-evaluate curriculum and specific lesson plans on a daily and ongoing basis to better meet the needs of students. 
  • In conjunction with curriculum and lesson planning, create a list of necessary learning and program supplies. 
  • In collaboration with the SLP team, assist in acquiring learning and program supplies–either through purchase or donation. 
  • Contribute to the organization and supervision of a daily team of volunteers and other program staff to best meet the needs of the students and utilize the strengths of the volunteers and program staff. 
  • Join brief team meetings at the start of each day to review lesson plans and daily projects, and at the end of each day to review and plan for the next day. 
  • Using the curriculum and lesson plans, improvising when necessary, and working closely with volunteers and program staff, leads students in daily lessons and activities. 
  • Create the best possible learning environment for the students in the classroom by addressing challenges early and working closely and communicating well with team members 
  • In close cooperation with volunteers and program staff, meet the daily needs of students – including providing academic and social support for each student as an individual, contacting the SLP team with concerns unable to be addressed inside the classroom, and communicating on a daily basis with parents to share successes and troubleshoot any challenges. 
  • Assist in the planning and supervision of regular indoor/outdoor recreational activities both on and off site to promote exercise and healthy living habits. 
  • Working closely with volunteers and program staff, supervising students during recess and on field trips to ensure a safe and positive experience for all participants. 

Supervised by: Associate Director of Education 

Priority will be given to applicants with the following qualifications: 

  • Bachelor’s degree and relevant work experience 
  • Experience with refugees, asylees, immigrants, and undocumented or mixed status families 
  • Experience with underserved communities and/or communities of color 
  • A commitment to anti-racism, cultural sensitivity, and the mission of IRIS 
  • Experience in counseling, working with children, youth, and families; experience facilitating groups 
  • Experience working with English Language Learners 
  • Experience in curriculum and program design and project-based learning 
  • Experience working in educational settings 
  • Ability to work collaboratively 
  • Familiarity with New Britain/Hartford 
  • Strong presentation, communication, and people skills 
  • Fluency in spoken and written English 
  • Proficiency in another language preferred but not required (especially Pashto, Dari, Farsi, Urdu, Swahili, Spanish, Arabic, or Haitian Creole) A subject line that says “NEW BRITAIN SLP LEAD TEACHER—YOUR NAME” 
  • A cover letter explaining your interest and qualifications that includes which age group(s) you would be most comfortable teaching 
  • An attached resume with three professional references 

MORE

(These are part-time, short-term positions) 

IRIS (Integrated Refugee & Immigrant Services, Inc. www.irisct.org) is a dynamic immigrant services agency in New Haven. IRIS serves people from all over the world who are starting new lives in Connecticut and are on the path to becoming self-sufficient, contributing members of their new communities. IRIS mission is to welcome refugees and other immigrants, helps them rebuild their lives, pursue their dreams, and contribute to the vitality of their communities. We envision a society where all immigrants are valued, respected, and able to thrive. 

IRIS is seeking experienced teachers for our 2026 Summer Learning Program (SLP) for school-aged refugee and immigrant students who are currently navigating the U.S. education system. 

While many of our students have now attended school in the U.S., they continue to benefit from targeted support as English Language Learners (ELL) and Multilingual Learners (MLL). Our program focuses on bridging the academic gap between school years, deepening content knowledge, and fostering the literacy skills necessary for long-term success in their local school districts. 

Program dates: June 29-July 31. The program meets weekdays from 8:30am to 2:00 pm, with an extended day (until 3:00 pm) on Wednesdays. Assistant teachers will also be paid for some orientation the week prior to the start of the program. 

General Description 

SLP assistant teachers will help lead daily classes of about 10 to 20 refugee and immigrant students and assist with the coordination of daily programming for the IRIS Summer Learning Program as part of a larger team. The program serves 40 to 60 students between the ages of 5 and 

14. The students will be divided into separate age and academic level groups which will each be led by an SLP teacher and an assistant teacher, with additional help from volunteers and interns. 

The IRIS SLP aims to strengthen students’ English skills (speaking & listening; reading & writing), deepen background knowledge, and support continued academic success; help students feel deeply connected to and empowered within their local communities; promote cross-cultural understanding through positive experiences collaborating with people from different ethnic and racial backgrounds; and foster a sense of belonging and well-being. Teachers will be responsible for creating a positive learning environment and assessing and meeting the daily needs of students. Teachers will act as representatives of the Summer Learning Program and of IRIS and will contribute to organizing visitors and welcoming them to the program. 

SLP Employees must have a commitment to anti-racism. With training and support, teachers will be expected to incorporate classroom activities that help students recognize and appreciate their own and their classmates’ diverse identities and help students gain the cultural competencies 

needed to navigate a multicultural society. Staff must be comfortable anticipating and responding to incidents of discrimination with appropriate mediation and education. 

Specific Duties 

  • Assist the lead teacher with a class of 10 to 20 K-8 students of similar ages and levels. 
  • Working in collaboration with the SLP faculty and using both existing curriculum and resources you bring to the table, design and implement an engaging five-week course that includes an age-appropriate long-term project. 
  • Assist the Lead Teacher to utilize and re-evaluate the provided curriculum to create age-appropriate lesson plans, integrating ESOL and social-emotional learning objectives and adapting as necessary. 
  • Support of the Lead Teacher in promoting a language-rich environment for students who are all, or almost all, English Language Learners who speak a variety of home languages including Pashto, Dari, Ukrainian, Kiswahili, and Spanish. 
  • In conjunction with curriculum and lesson planning, create a list of necessary learning and program supplies. 
  • In collaboration with the SLP team, assist in acquiring learning and program supplies–either through purchase or donation. 
  • Assist the Lead teacher in the supervision of a daily team of volunteers and other program staff to best meet the needs of the students and utilize the strengths of the volunteers and program staff. 
  • Join brief team meetings at the start of each day to review lesson plans and daily projects, and at the end of each day to review and plan for the next day. 
  • Create the best possible learning environment for the students in the classroom by addressing challenges early and working closely and communicating well with team members. 
  • In close cooperation with volunteers and program staff, meet the daily needs of students – including providing academic and social support for each student as an individual, contacting the SLP team with concerns unable to be addressed inside the classroom, and communicating on a daily basis with parents to share successes and troubleshoot any challenges. 
  • Assist in the planning and supervision of regular indoor/outdoor recreational activities both on and off site to promote exercise and healthy living habits. 
  • Working closely with volunteers and program staff, supervising students during recess and on field trips to ensure a safe and positive experience for all participants. 

Supervised by: Associate Director of Education and SLP Head Teacher 

Priority will be given to applicants with the following qualifications: 

  • High School diploma required; preference to applicants with some college experience 
  • Experience with refugees, asylees, immigrants, and undocumented or mixed status 
  • families 
  • Experience with underserved communities and/or communities of colour 
  • A commitment to anti-racism, cultural sensitivity, and the mission of IRIS 
  • Experience in counselling, working with children, youth, and families; experience facilitating groups 
  • Experience working in educational settings 
  • Experience working with English Language Learners and Multilingual Learners 
  • Ability to work collaboratively 
  • Familiarity with New Haven 
  • Strong presentation, communication, and people skills 
  • Fluency in spoken and written English 
  • Proficiency in another language preferred but not required (especially Pashto, Dari, Farsi, Urdu, Swahili, Spanish, Arabic, or Haitian Creole) A subject line that says “NEW HAVEN SLP ASSISSTANT TEACHER—YOUR NAME” 
  • A cover letter explaining your interest and qualifications that includes which age group(s) you would be most comfortable teaching 
  • An attached resume with three professional references 

MORE

(These are part-time, short-term positions) 

IRIS (Integrated Refugee & Immigrant Services, Inc. www.irisct.org) is a dynamic immigrant services agency in New Haven. IRIS serves people from all over the world who are starting new lives in Connecticut and are on the path to becoming self-sufficient, contributing members of their new communities. IRIS mission is to welcome refugees and other immigrants, helps them rebuild their lives, pursue their dreams, and contribute to the vitality of their communities. We envision a society where all immigrants are valued, respected, and able to thrive. 

IRIS is seeking experienced teachers for our 2026 Summer Learning Program (SLP) for school- aged refugee and immigrant students who are currently navigating the U.S. education system. 

While many of our students have now attended school in the U.S., they continue to benefit from targeted support as English Language Learners (ELL) and Multilingual Learners (MLL). Our program focuses on bridging the academic gap between school years, deepening content knowledge, and fostering the literacy skills necessary for long-term success in their local school districts. 

Program dates: June 29-July 31. The program meets weekdays from 8:30am to 2:00 pm, with an extended day (until 3:00 pm) on Wednesdays. Lead teachers will also be paid for some orientation and course planning during May and June. 

General Description 

SLP teachers will lead daily classes of about 10 to 20 refugee and immigrant students and assist with the coordination of daily programming for the IRIS Summer Learning Program as part of a larger team. The program serves 40 to 60 students between the ages of 5 and 14. The students will be divided into separate age and academic level groups which will each be led by an SLP teacher and an assistant teacher, with additional help from volunteers and interns. 

The IRIS SLP aims to strengthen students’ English skills (speaking & listening; reading & writing), deepen background knowledge, and support continued academic success; help students feel deeply connected to and empowered within their local communities; promote cross-cultural understanding through positive experiences collaborating with people from different ethnic and racial backgrounds; and foster a sense of belonging and well-being. Teachers will be responsible for creating a positive learning environment and assessing and meeting the daily needs of students. Teachers will act as representatives of the Summer Learning Program and of IRIS, and will contribute to organizing visitors and welcoming them to the program. 

SLP Teachers must have a commitment to anti-racism. With training and support, teachers will 

be expected to incorporate classroom activities that help students recognize and appreciate their own and their classmates’ diverse identities and help students gain the cultural competencies 

needed to navigate a multicultural society. Teachers must be comfortable anticipating and responding to incidents of discrimination with appropriate mediation and education. 

Specific Duties 

  • Lead a class of 10 to 20 K-8 students of similar ages and levels. 
  • Working in collaboration with the SLP faculty and using both existing curriculum and resources you bring to the table, design and implement an engaging five-week course that includes an age-appropriate long-term project. 
  • Actively collaborate with the SLP Head Teacher before the start of the program to internalize and help refine the established curriculum, ensuring a clear understanding of the instructional goals and strategies before the program starts. 
  • Modify curriculum as needed, based on review, feedback, and input from various sources and in collaboration with the SLP leadership team. 
  • Maintain a language-rich environment for students who are all, or almost all, English Language Learners who speak a variety of home languages including Pashto, Dari, Ukrainian, Kiswahili, and Spanish. 
  • Re-evaluate curriculum and specific lesson plans on a daily and ongoing basis to better meet the needs of students. 
  • In conjunction with curriculum and lesson planning, create a list of necessary learning and program supplies. 
  • In collaboration with the SLP team, assist in acquiring learning and program supplies– either through purchase or donation. 
  • Contribute to the organization and supervision of a daily team of volunteers and other program staff to best meet the needs of the students and utilize the strengths of the volunteers and program staff. 
  • Join brief team meetings at the start of each day to review lesson plans and daily projects, and at the end of each day to review and plan for the next day. 
  • Using the curriculum and lesson plans, improvising when necessary, and working closely with volunteers and program staff, leads students in daily lessons and activities. 
  • Create the best possible learning environment for the students in the classroom by addressing challenges early and working closely and communicating well with team members 
  • In close cooperation with volunteers and program staff, meet the daily needs of students – including providing academic and social support for each student as an individual, contacting the SLP team with concerns unable to be addressed inside the classroom, and communicating on a daily basis with parents to share successes and troubleshoot any challenges. 
  • Assist in the planning and supervision of regular indoor/outdoor recreational activities both on and off site to promote exercise and healthy living habits. 
  • Working closely with volunteers and program staff, supervising students during recess and on field trips to ensure a safe and positive experience for all participants. 

Supervises: An assistant teacher as well as a team of interns and volunteers 

Supervised by: Associate Director of Education and SLP Head Teacher 

Priority will be given to applicants with the following qualifications: 

  • Bachelor’s degree and relevant work experience 
  • Experience with refugees, asylees, immigrants, and undocumented or mixed status families 
  • Experience with underserved communities and/or communities of color 
  • A commitment to anti-racism, cultural sensitivity, and the mission of IRIS 
  • Experience in counseling, working with children, youth, and families; experience facilitating groups 
  • Experience working with English Language Learners 
  • Experience in curriculum and program design and project-based learning 
  • Experience working in educational settings 
  • Ability to work collaboratively 
  • Familiarity with New Haven 
  • Strong presentation, communication, and people skills 
  • Fluency in spoken and written English 
  • Proficiency in another language preferred but not required (especially Pashto, Dari, Farsi, Urdu, Swahili, Spanish, Arabic, or Haitian Creole) A subject line that says “NEW HAVEN SLP LEAD TEACHER—YOUR NAME” 
  • A cover letter explaining your interest and qualifications that includes which age group(s) you would be most comfortable teaching 
  • An attached resume with three professional references 

MORE

We Don’t Put Politics Before People

At a time when policies are freezing green card applications, stalling asylum decisions, and throwing long-settled families into uncertainty, IRIS is staying focused on what matters: safety, stability, and real community for newcomers.

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PUBLISHED BY THE DAY Oct 29, 2025

AG Tong, talking immigration in New London: 'They will make it if we fight for them'

 
tong-speaking-on-immigration

Attorney General William Tong speaks at All Souls Unitarian Universalist Congregation in New London on Wednesday, Oct. 29. The event by Integrated Refugee & Immigrant Services focused on the impact of President Donald Trump’s immigration crackdown. (Alison Cross/The Day)

By Alison Cross
Day Staff Writer
 
New London — State Attorney General William Tong visited the city Monday evening to share a message of hope and resistance amid President Donald Trump’s immigration crackdown.
The event at All Souls Unitarian Universalist Congregation was organized by Integrated Refugee & Immigrant Services, the New Haven-based nonprofit known as IRIS.
Since 1982, IRIS has welcomed and resettled thousands of refugees and immigrants within the state, but Maggie Mitchell Salem, the organization’s executive director, said new federal policies have upended longstanding pathways to legal immigration.
As a result of these changes, Mitchell Salem said IRIS will not participate in the U.S. government-supported refugee admissions program for the first time in the nonprofit’s history, starting on Jan. 1. Mitchell Salem said IRIS will continue to resettle refugees from Afghanistan and other countries without federal funding.
During his speech, Tong described the Trump administration’s policies and actions over the last nine months as “awful, brutal, (and) painful.” Tong spoke about lawsuits he has filed against the federal government to block the Trump administration from ending birthright citizenship and coercing states into following the administration’s immigration agenda.
Tong said people often put refugees and immigrants into separate categories but “very often they’re one and the same.”
“My grandparents and my dad ran for their lives (from China),” Tong said. “I’m a kid that comes from refugees and immigrants. I grew up in a Chinese restaurant. … If you go to a takeout joint around here and you see a high schooler ring up your Tuesday night takeout, that was me.”
“In one generation, I went from that hot Chinese restaurant kitchen in the state of Connecticut in Wethersfield, to being the 25th attorney general of the state,” Tong continued. “I don’t tell you that story because it’s a good story, I tell you that story because it is an unremarkable story. It is a story shared by so many people. And there are kids right now, our kids in this city, the sons and daughters and grandchildren of refugees and immigrants who are just like us … and I know they will make it if we fight for them right now.”
Maryam Elahi, the president and chief executive officer of the Community Foundation of Eastern Connecticut, said that right now, children are not getting an education because “so many parents are terrified to take their kids to school (and) pick them up.”
“This is not acceptable,” Elahi said.
Elahi encouraged people to reframe the way they speak about immigrants.
“Unless you’re a Native American, you’re an immigrant in this country,” she said. “Some of us came earlier on boats. Some of us came later by foot or plane or both, but the end result is the same. It’s really important for all of us to change the narrative, to talk about immigrants as all of us, to talk about immigrants as people who bring so much richness to our community and to put our arms around them.”
Jeanne Milstein, the human services director for the city, said that New London’s history is rooted in immigrant communities who have made the city stronger.
“It is our diversity which is our strength. New London is a seaport town. It has always been a rich mix of people. It is a community where everyone is welcome,” Milstein said. “The feds may be trying to kill the American dream, but here in New London, it is alive and well.”

PUBLISHED BY THE HARTFORD COURANT

After four decades, CT organization won’t resettle refugees this year. Here’s why

For the first time in more than four decades Integrated Refugee & Immigrant Services made the decision to not resettle refugees through the United States Refugee Admissions program, due to the Trump administration’s intent to shift the program’s focus.
“We will not resettle populations that aren’t refugees,” said Maggie Mitchell Salem, director of IRIS. “That is basically the point. This is not about Afrikaners or right wing groups in Europe. This is not about ideology or politics. This is about our mission. Our mission is to resettle the world’s most vulnerable people who have been screened for the credible fear they possess which keeps them from going home.”
Mitchell Salem added: “We are not a relocation service. We work with and for a very specific population and as part of the humanitarian pathway within this immigration system.”
The New York Times reported Wednesday that the Trump administration “is considering a radical overhaul of the U.S. refugee system that would slash the program to its bare bones while giving preference to English speakers, white South Africans and Europeans who oppose migration.” 
The Trump administration has said that white South African farmers face discrimination and violence at home, which the country’s government strongly denies.
The IRIS board made the decision last month to change course after learning about the Trump’s administration’s plans to change the refugee program, including limiting the number of refugees to 30,000 to 40,000, Mitchell Salem said.
“That only reinforced that decision,” Mitchell said. “We have never had to question the U.S. government’s decision. This is not about who is in charge of our government. We have supported refugee resettlement in Republican administrations, and Democratic administrations without fail. We had to do some critical thinking about whether based on what we understood to be the administration’s policy on the U.S. refugee program, whether there was an alignment between our mission and how they were implementing the program.”
The Church World Service, which IRIS is an affiliate of, and contracts with the State Department to help refugees “expressed its dismay and deep concern in response to the Trump administration’s plans to reduce the refugee admissions’ goal “to the lowest level in history,” according to a press release from the agency.
New numbers reported from the Associated Press suggest the Trump administration is considering admitting far fewer refugees than IRIS had initially learned, with just 7,500 admitted.
Dana Bucin, an immigration attorney and partner with Harris Beach Murtha in Hartford, said the administration’s ban against refugees at the beginning of 2025 is not advisable.
“The entire policy that is against refugees in particular is harmful at a time when the world is seeing a record number of refugees due to wars, civil wars, famine, climate change and a bunch of other factors,” she said. “We have never had so many refugees as we do now and so few tools to deal with them and so definitely in general an anti-refugee policy is not conducive to humanitarian endeavors.”
Bucin said she does not believe that all Afrikaners qualify as a group for refugee status.
“But as attorneys we are open to hearing of any individualized case of persecution for Afrikaners, much like anyone else,” she said.
Since the Trump administration suspended the refugee program in January, IRIS relocated its New Haven office and had to shut its Hartford office.
In fiscal year 2024, IRIS served more than 2,000 people and resettled 900 refugees.
In fiscal year 2025 they were planning to resettle 800 refugees but have only been able to settle 241 refugees as many were denied entry or delayed.
As a result of the suspension of the refugee program, IRIS lost about $4 million in funding and had to lay off employees.
In the United States, some 128,000 refugees have currently been approved for resettlement in the United States and are now stuck in limbo, said Mark Hetfield, president of HIAS, the Jewish refugee resettlement agency. In addition, 14,000 Jews, Christians and other religious minorities in Iran have long been registered with the refugee program.
New vision
IRIS is not suspending its activities though. The organization is realigning its focus to help refugees and immigrants with assistance securing housing, food, addressing health issues and advocating for more English Language Learning programs to help them succeed in the workforce, Mitchell Salem said.
Mitchell Salem said she is concerned about provisions in Trump’s Big Beautiful Bill particularly eliminating SNAP for refugees. She said IRIS needs more support to provide basic proteins for refugees in its food pantry.
Targeting ELL programs aligned to workforce development programs is critical, she said, so “people are getting the right vocational training and entering these programs successfully and entering higher paying jobs in the healthcare, hospitality and manufacturing sector. This is a win for the state. The state has to become more competitive.”
Mitchell Salem said IRIS will focus on deepening partnerships with the Chambers of Commerce and workforce boards and adult literacy organizations that exist in every town and city in the state.
In addition to those being barred from entering the country, Mitchell Salem said immigrants who are here are being terrorized. Calling it inhumane, Mitchell Salem said rounding up of people in the community at their place of employment is having an impact on everyone.
“It is going to impact the price of food and whether your grandmother is being taken care of in an assisted living community,” she said. “It is impacting employers. It is impacting tax bases. You don’t remove this significant number of people from our community and have no impact.”
With ICE arrests continuing in Connecticut and immigrant advocates calling for state officials to act, lawmakers are in discussions about increasing legal protections during an upcoming special session.
ICE agents stormed a Hamden car wash Wednesday and detained and took away eight people including a husband and wife and a customer, according to information from state Sen. Jorge Cabrera’s office.
“Since we passed the TRUST Act a decade ago, Connecticut has always carved out exceptions for dangerous felons,” Cabrera said in a statement. ”Democrats don’t have a problem with that. Neither does the governor. What we do have a problem with is Donald Trump and ICE telling us that they are arresting the scum of the Earth – murderers and gang members and pedophiles. And then who do they arrest? Landscapers. Dishwashers. High school kids. People working at car washes.”
The Associated Press contributed to this report.

Originally Published: 

October 17, 2025 at 5:37 AM ED