Ref. PCN4952
This position is 6 Hours per day, 0.80 FTE.
The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five days for internal candidates based on our collective bargaining agreement.
TITLE Early Literacy Reading Tutor
REPORTS TO Assigned Supervisor
DEPARTMENT As Assigned
CLASSIFICATION Classified FLS Non-Exempt
WORK YEAR 10 months, 3-6 hours per day or duty days and hours as assigned
ISSUED Created June 2020
SALARY GRADE WTCL 14
BASIC FUNCTION Early Literacy Reading Tutors will assist in developing and improving TK – 2nd grade students' early literacy skills. Tutors are trained in research-based early literacy strategies and collaborate with classroom teaching staff and coaches to provide reading instruction driven by benchmark and progress-monitoring data, increasing the number of children on target with early reading predictors.
REPRESENTATIVE DUTIES
Incumbent may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but are intended to accurately reflect the principal job elements.
ESSENTIAL FUNCTIONS
Primary Functions:
• Attend Sensitivity Encouragement Education Development through Doing and Self-Image Support SEEDS of Early Literacy Training and/or Systematic Instruction in Phonological Awareness, Phonics, and Sight Words SIPPS and ongoing Early Literacy Tutor trainings throughout the year. • Provide intentional data-driven literacy instruction and intervention during all parts of the day to improve the reading skills of TK - 2nd grade children, specifically focusing on the "Big Five Literacy Skills" phonemic awareness, phonics, fluency, etc. • Collaborate with the Lead Teacher Coach and/or Principal to set the instructional schedule at the beginning of the year, report student progress, and make data-informed modifications frequently. • Implement all elements of the research-based targeted interventions daily with students to support small group differentiated instruction with a minimum of four small groups a day. • Assess with a high level of accuracy child outcomes and progress using fall, winter, and spring benchmark assessments and ongoing progress monitoring assessments. • Use scripted early literacy interventions with identified children in a one-on-one and/or small group setting daily, achieve a high degree of fidelity to each scripted intervention. • Participate in literacy coaching sessions two times per month with a Coach to review student progress, plan problem-solve, and set goals, incorporate constructive feedback based on observations. • Record student and program data completely and accurately in an online database and/or Excel document on a weekly basis or as designated by the intervention program.
Secondary Functions:
• Participate in site-sponsored trainings, meetings, or other activities, including the Orientation and Data Review Meetings with the classroom teacher and coaches at least three times per year. • Be open to being observed regularly by a Coach, act on constructive feedback, and goal setting based on observations and coaching. • Provide reading instruction for TK - 2nd grade classrooms as assigned. • Ensure timely completion of electronic timesheets. • Perform related duties as assigned.
QUALIFICATIONS
The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills, demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments if applicable, that demonstrate the candidate possesses the requisite knowledge, skills, and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.
KNOWLEDGE OF
Applicable federal, state, and District codes, regulations, policies, and procedures governing work scope, planning, organization, and coordination needed for assigned program. Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students. Correct English usage, grammar, spelling, vocabulary, and punctuation. Computer software, hardware, and related technology.
ABILITY TO
Build and maintain quality-working relationships with students, coaches, school administrators, and parents and program staff, including accepting and incorporating feedback from coaches and staff. Speak, read, write, and understand English fluently. Travel between sites and to off-site events. Work separately with a child within a larger context of child-tutor groups. Keep tutoring sessions lively and dynamic. Show learners that you care about them through your commitment and encouragement. Gather learner performance data on a daily basis and chart the data using graphs, stars, etc., to allow a visual display of improvements made in the program. Recognize and adapt to the needs of the students. Maintain confidentiality about students. Maintain professional conduct at all times. Identify a students strengths and needs. Motivate the student using positive reinforcement and encouragement. Operate personal computer-related software and other office equipment.
PREREQUISITES
High School Diploma or GED equivalent required. Strong interest in education, specifically helping children develop early language and literacy skills. Speak, read, write, and understand English fluently. Computer skills, including the ability to navigate and use online database systems and e-mail daily. Energetic, results-oriented, student-focused style coupled with strong planning and time management skills. Must be 18 years old or older. Preferred: College coursework, college degree, or equivalent work experience or strong community experience. Experience working with young children preferably in an early childhood setting. Must be able to attend the 4-day TK SEEDS of Early Learning training and/or SIPPS Training as designated by Early Literacy Coaches. Potential tutors should possess the following: Patience Positive attitude Adaptability Flexibility Sense of humor Able to relate to diverse groups of people and sustain relationship rapport Non-judgmental Valid California Drivers License if applicable
PRE-EMPLOYMENT PROCESSE
Employment eligibility will include fingerprints, tuberculosis, and/or other employment clearance.
WORKING CONDITIONS
Environment: Class office and diverse school site environments to conduct work. Fast-paced work, constant interruptions, exposure to a variety of childhood and adult diseases and illnesses.
PHYSICAL REQUIREMENTS
Consistent mental alertness, sitting or standing for extended periods of time, lifting, carrying, pushing, and pulling objects up to 30 pounds occasionally, 30 pounds, bending and twisting at the waist, reaching overhead above the shoulders and horizontally, dexterity of both hands and fingers while performing duties, seeing to read, write, and use the computer, hearing and speaking to exchange information in person or on the telephone, and make presentations.
NON-DISCRIMINATION POLICY
The Oakland Unified School District does not discriminate in any program activity or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.