Early Literacy Tutor

4 weeks ago

Oakland, United States Oakland Unified School District Full time

**_Ref. PCN7995_**

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**This position is 6 Hours per day (0.80 FTE).**

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**TITLE**:
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**Early Literacy Reading Tutor**

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**REPORTS TO**:
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**Assigned Supervisor**

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**DEPARTMENT**:
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**As Assigned
**CLASSIFICATION**:
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**Classified**

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**FLSA**:
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**Non-Exempt**

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**WORK YEAR/HOURS**:
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**10 months / 3-6 hours per day or duty days and hours as assigned**

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**ISSUED**:
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**Created: June 2020**

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**SALARY GRADE**:
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**WTCL 14**

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**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.**

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**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.**

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**ESSENTIAL FUNCTIONS**:
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**Primary Functions**:
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- **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.**

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**Secondary Functions**:
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- **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.***

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**QUALIFICATIONS**:
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**KNOWLEDGE OF**:
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- **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***

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**ABILITY TO**:
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- **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 prof

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