Early Literacy Tutor - Eligibility Pool

Oakland Unified School District

Oakland, CA

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JOB DETAILS

SKILLS

Benchmarking, Coaching, Communication Skills, Computer Hardware, Computer Skills, Computer Software, Data Collection, Database Technology, Disease, Driver's License, Early Intervention, Educational Administration, Email Technology, English Language, High School Diploma, Interpersonal Skills, Interviewing Skills, Literacy, Material Moving, Office Equipment, PC Software, Performance Analysis, Progress Reports, Quality Management, Reference Verification, Regulations, Scripting (Scripting Languages), Set Goals, Staff Training, Time Management, Training/Teaching

LOCATION

Oakland, CA

POSTED

Today

This posting is for candidates who would like to be considered for any and all Early Literacy Tutor openings at OUSD. This is not an advertisement of a current vacancy at OUSD but rather an opportunity to submit applications to be screened for anticipated vacancies. Please also apply to any site-specific positions you may be interested in.

Note: This position may support students from K-8th grade.

TITLE:

Early Literacy Reading Tutor

REPORTS TO:

Assigned Supervisor

DEPARTMENT:

As Assigned

CLASSIFICATION:

Classified

FLSA:

Non-Exempt

WORK YEAR/HOURS:

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 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 workscope
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 student's 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 Driver's License, if applicable

PRE-EMPLOYMENT PROCESS:

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.

About the Company

Oakland Unified School District

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