Homebound Tutor

JOB DESCRIPTION

Job Title

Homebound Tutor

Department

Educational Services

Bargain Unit Classification

Bargaining Unit-EARL

Reports To

Educational Services administration

FLSA Designation

Exempt

Other

Appendix B1: Tier 3 (Tutoring)

Pay Scale/Lane

Collective Bargaining Agreement

Benefits

Benefit Summary

Work Calendar

180 Day Calendar

Version Date

10/2026

PART I: SUMMARY OF POSITION

The Homebound Tutor provides individualized academic instruction to students who are temporarily unable to attend school due to a medical condition, disability, or other qualifying circumstance approved by the District. Working collaboratively with classroom teachers, special education personnel, administrators, students, and families, the Homebound Tutor facilitates continuity of instruction, supports student progress toward grade-level learning expectations, and assists students in maintaining academic engagement during periods of absence from the traditional school setting.

Through differentiated instruction, ongoing assessment, and consistent communication, the Homebound Tutor adapts instructional materials and delivery methods to address individual student needs while implementing applicable accommodations, modifications, and instructional supports. The Homebound Tutor maintains accurate instructional records, documents student participation and progress, and adheres to District procedures and applicable state and federal requirements governing home and hospital instruction.

SPECIFIC ASSIGNMENT:

The tutor will be working with the following type of student:

• Twin boys (6th grade ELS)
• 1 hour per student/ per day/ 5 days per week via virtual sessions. Session location (e.g. in person vs. virtual) will be assessed based on the success of the virtual model.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

• Bachelor's degree from an accredited university or college
• Three (3) years of teaching experience preferred
• Experience providing individualized instruction, differentiated learning or instruction to students with diverse educational needs preferred.

B. CREDENTIALS:

• Illinois Professional Educator License (PEL) with an endorsement appropriate to the assigned student's grade level, instructional content and educational needs.
• Special Education Endorsement (LBS1) required
• ESL endorsement preferred

C. KNOWLEDGE, SKILLS AND ABILITIES:

• Knowledge of Illinois Learning Standards, District curriculum expectations, and evidence-based instructional practices.
• Knowledge of applicable Illinois requirements governing home and hospital instruction, including instructional documentation and service delivery.
• Knowledge of differentiated instruction and individualized learning strategies for students with varying academic, developmental, and medical needs.
• Knowledge of instructional accommodations, modifications, and supports for students with Individualized Education Programs (IEPs) and Section 504 Plans.
• Knowledge of formative and summative assessment practices used to evaluate student understanding and academic progress.
• Ability to design and deliver individualized instruction aligned to District curriculum and student learning expectations.
• Ability to adapt instructional strategies, pacing, materials, and learning activities to address individual student needs.
• Ability to collaborate effectively with classroom teachers, special education staff, administrators, families, and other appropriate educational personnel.
• Ability to utilize instructional technology and digital learning platforms to facilitate learning and communication.
• Ability to assess student performance, provide timely feedback, and communicate progress to appropriate school personnel.
• Strong organizational and time-management skills to coordinate instructional assignments, maintain schedules, and meet documentation requirements.
• Ability to maintain accurate records of instructional services, student attendance, completed assignments, and academic progress.
• Strong interpersonal and communication skills to establish productive relationships with students and families while maintaining professional boundaries.
• Ability to exercise sound professional judgment and respond appropriately to student health, safety, and environmental concerns during instructional sessions.
• Ability to maintain confidentiality, uphold ethical standards, and comply with District policies and applicable state and federal requirements.

PART III: ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Provide individualized academic instruction to students approved for homebound or hospital-based educational services in accordance with District procedures and applicable state and federal requirements.
• Deliver instruction aligned to Illinois Learning Standards, District curriculum, and learning objectives established by the student's regularly assigned classroom teachers.
• Collaborate with classroom teachers and designated school personnel to obtain instructional materials, assignments, assessments, and other resources necessary to maintain continuity of learning.
• Develop and implement individualized instructional plans and learning activities that account for student academic performance, instructional priorities, and individual learning needs.
• Differentiate instruction, instructional pacing, and learning activities to address student readiness, engagement, academic needs, and applicable health-related limitations.
• Implement accommodations, modifications, assistive technology, and other instructional supports identified in a student's IEP, Section 504 Plan, or other applicable educational plan.
• Provide instruction in the location or instructional format approved by the District, including home, hospital, other designated setting, or virtual instruction when authorized.
• Coordinate instructional schedules with students, families, and designated District personnel while ensuring that instructional services are delivered in accordance with the approved assignment.
• Establish and maintain a positive, structured, and supportive instructional environment that promotes student engagement, academic growth, and appropriate learning behaviors.
• Utilize appropriate formative assessments, student work samples, and instructional observations to evaluate student understanding and adjust instructional strategies.
• Monitor student academic progress and provide timely feedback to students, classroom teachers, and designated District personnel.
• Facilitate the completion, collection, and return of instructional assignments and assessments in coordination with the student's classroom teachers.
• Maintain accurate and timely documentation of instructional dates, service minutes, instructional content, student participation, and academic progress in accordance with District procedures.
• Communicate promptly with designated District personnel regarding missed instructional sessions, scheduling concerns, barriers to instruction, or circumstances that may affect the delivery of approved services.
• Collaborate with special education case managers and other appropriate personnel to support implementation of applicable IEP goals, services, accommodations, and progress-monitoring expectations.
• Maintain appropriate professional boundaries and adhere to District protocols concerning student supervision, approved instructional locations, family communication, and personal safety.
• Protect student confidentiality and maintain educational records in accordance with FERPA, District policies, and other applicable requirements.
• Notify designated District personnel of concerns involving student safety, health-related instructional limitations, or other circumstances requiring administrative attention.
• Support students in maintaining academic routines, organizational skills, and engagement with school expectations during periods of homebound instruction.
• Collaborate with classroom teachers, administrators, and other appropriate personnel to support the student's transition back to the regular educational setting when homebound services conclude.
• Participate in required meetings, consultations, and professional learning activities related to assigned students and homebound instructional responsibilities.
• Uphold District policies, procedures, and professional standards of practice.
• Perform other duties as assigned.

PART IV: STAFF SUPERVISION

• Not applicable.

THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.

RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.