Ref. 3768 

 

 

 

The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five(5) days for internal candidates based on our collective bargaining agreement.

 

 

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 – 2^nd 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 – 2^nd 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 – 2^nd 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.