23/24 SY Early Literacy Tutor

REPORTS TO: Site Administrator

Position Summary

The TK/K/1st grade Instructional Tutor is primarily responsible for lending paraprofessional support to the classroom teacher and the TK/K/1st grade program as a whole. They will be responsible for performing specific tasks as related to the program; will utilize specialized skills learned in this classification for the care, supervision and teaching of preschool and kindergarten students; and perform related tasks and duties as required.

Responsibilities:

• Assists certificated teachers with the development and presentation of learning activities and instruction for TK through 1st grade aged children.
• Completes daily interventions for children and tracks progress weekly.
• Leads small group activities in and outside of the classroom.
• Assists with assessment tools, gathering student data, observations, writing observation notes and creating effective learning spaces for students.
• Supervises students in the classroom, on the playground, in the halls and while arriving or leaving school.
• Assists with all greeting and dismissal activities of each class (depending on hours).
• Assists with opening and closing activities of each class.
• Performs general duties such as planning daily interventions and preparing activities.
• Assists with daily student activity set up and other items.
• Meets with teacher regularly to discuss assessment and intervention data.
• Skills are required to perform multiple, non-technical tasks. Specific skills are required to satisfactorily perform the functions of the job include: adhering to safety practices; controlling and motivating students; preparing and maintaining accurate records.
• Participate, as required, in staff development and maintain necessary documentation of such participation.
• Participate in mandatory professional development, including instructional coaching
• Other duties as assigned

Qualifications:

Desired Experience

• Two (2) years of successful, demonstrated experience working with preschool/kindergarten age children.

Required Education

• High School Diploma, or equivalent; and

Desired Education

• Six (6) or more units Early Childhood Education, or demonstrated ability to complete necessary training within the district or at an accredited college/university

Knowledge of

• English alphabet and general literacy instructional techniques
• General concepts of child growth and development and child behavior characteristics.
• Student observation skills.
• State Education Code and other federal, state and local laws, rules and regulations pertaining to the Transitional Kindergarten Program (TK tutors only)
• Effective oral and written communication skills, including concrete understanding of letter names and sounds.

Ability to

• Implement a scripted intervention curriculum effectively
• Responsibly supervise students in all phases of the program (indoor, outdoor, activities, curriculum, etc.)
• Work effectively with young students.
• Adhere to safety practices, control and motivate students and preparing and maintaining accurate records.
• Collaborate with classroom teacher, district staff, consultants and other stakeholders in the Early Learning Community.
• Assist with family meetings and training sessions.
• Work independently with little supervision.
• Understand and carry out verbal and written directions.
• Read and write English with sufficient comprehension to perform duties accurately and competently.
• Work and communicate effectively and cooperatively with individuals from diverse backgrounds.
• Enter data on a computer and navigate the student information system.

EFC Core Values

• Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
• Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
• Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.
• Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.