id='p3816_'>(Anticipated) Specialized Tutor - Rooted JobID: 3816
Position Type:
Management/Salary- Exempt Management
Date Posted:
6/10/2026
Location:
District
Additional Information: Show/Hide
Lewiston School Department
Job Description
Position Title: District Wide Specialized Tutor/Trainer
Department: Special Education
Reports to: District Intervention Coordinator
Prepared by: Suzanna Gallant Date: 9/27/2023
Approved by: Superintendent Date: 9/27/2023
SUMMARY:
The District Wide Specialized Tutor/Trainer assists the District Intervention Coordinator in planning learning for and delivering of services to students who are met by unusual circumstances as it relates to their education. The District Wide Specialized Tutor/Trainer is responsible for building relationships with students and families in order to provide support for the vulnerable population that they serve. Their responsibility includes transitioning students into programming and assisting program staff with learning the plans that work for the individual students.
Salary: SME-8 Range; $51,744 - $63,003 annually
Lewiston Public Schools offers a robust employee benefits package for full-time employees, including: health insurance with up to 85% of the premium paid by the employer; dental, vision, life, short- and long-term disability insurance; flexible spending and dependent care accounts; Maine Public Employee, 403(b) and 457 retirement plans; 15 paid sick days per year; tuition reimbursement and more!
ESSENTIAL DUTIES AND RESPONSIBILITIES Other duties may be assigned.
COMMUNICATION
Because of the nature of the services we provide to our students, teamwork is imperative. Good teamwork starts with professional communication skills that facilitate a safe and structured environment for students and staff.
Written communication
Any written communication should be legible, professional and with the best interest of students in mind.
Verbal communication
Feedback may be delivered in many different methods during the day. Feedback should always be intended as a tool to improve one's skill and/or increase job knowledge.
Directions and Recommendations given by Special Education Teacher, BCBA, Clinician, and school administration should be followed through with to the greatest extent possible.
Communication between Ed. Techs should be appropriate to the environment and audience which surrounds them.
SUPERVISORY RESPONSIBILITIES:
Supervision of students in a 1:1 or 1:2 ratio.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PREVIOUS EDUCATION and/or EXPERIENCE:
Three years postsecondary education and/or the accumulation of 90 credit hours of approved study in a related area. (For vocational education three years of work experience in the field.)
LANGUAGE SKILLS:
Ability to read and comprehend technical educational instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in 1:1, 1:2 and small group situations to students, co-teachers, and other school personnel as appropriate.
MATHEMATICAL SKILLS:
Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute mean (average), rate, ratio, and percent and to draw bar and line graphs.
REASONING ABILITY:
Ability to follow complex educational and behavioral treatment plans. Ability to find solutions when plans are exhausted that are within the scope of applicable laws, and methodology of Applied Behavior Analysis and QBS, Safety Care.
OTHER SKILLS and ABILITIES:
Previous work in child care and/or education is preferred. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and School committee policies. Willingness to advocate for inclusion of RISE students within the General Education setting.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to sit and talk or listen. The employee is regularly required to stand; walk; climb or balance; and stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to 50 pounds. The employee must be able to push items of 50lbs such as pushing children on a bike or moving/rearranging furniture. Specific vision abilities required by this job include close vision, distance vision, and peripheral vision as these abilities are imperative for reliable data collection.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually loud at a standard acceptable level for this environment. The employee is continuously responsible for the safety, well-being and work output of students.
ON-GOING TRAINING AND PROFESSIONAL DEVELOPMENT:
As research evolves, so does the technology of tools, skills, and knowledge that are used as best-practice strategies. As such, it is important for all RISE/DT Ed Tech III to be able to continuously develop their skills and knowledge base. This process will be facilitated by ongoing training, job coaching and mentoring during the school year.