BASIC FUNCTION: Transitional Kindergarten Reading Tutors will assist in developing and improving TK students' early literacy skills in preparation for Kindergarten. Tutors are trained in research-based early literacy strategies and collaborate with classroom teaching staff to enhance daily literacy opportunities and conduct literacy assessments to increase the number of children on target with early reading predictors.
REPRESENTATIVE DUTIES: (Incumbents 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 is intended to reflect the principal job elements accurately.)
- Attend Supporting Early Education Develops Success (SEEDS) of Early Literacy Training, and ongoing sponsored trainings throughout the year.
- Provide intentional, meaningful and fun literacy instruction during all parts of the day to improve the early literacy skills of TK children, specifically focusing on the “Big Five Emergent Literacy Skills” that give children the opportunity to talk, read, write and play everyday.
- Enhance the classroom literacy environment, as described in the Early Literacy and Language Classroom Observation (ELLCO) tool, to achieve a “Basic” or “Better” score on the ELLCO by Spring 2016.
- Collaborate with the Lead Teacher and Internal Coach to set the classroom's Literacy and Math Rich Schedule at the beginning of the year; review monthly.
- Implement all elements of the Literacy and Math Rich Schedule, including greeting children at arrival, helping children write their name at sign-in, having “Strive for $” conversations, writing a daily message, conducting a Repeated Read Aloud, journaling, enhancing literacy during choice time, leading one-on-one and/or small group targeted interventions daily for at-risk children, and leading the “Big 5” transitions.
- Assess, with high level of accuracy, child outcomes and progress using fall, winter and spring benchmark assessments and ongoing monthly 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 session two times per month with the Internal 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 data base and/or Excel document on a weekly basis.
- Provide opportunities for family literacy involvement for TK children, including Take Home Book Programs.
- Participate in site-sponsored trainings, meetings or other activities, including the Orientation and Data Review Meetings with the classroom teacher and coaches three times per year.
- Be open to being observed regularly by the Master and/or Internal Coach; act on constructive feedback and goal setting based on observations and coaching.
- Support the TK classroom as assigned.
- Ensure timely completion of electronic timesheets.
Perform related duties as assigned.
TRAINING, EDUCATION AND EXPERIENCE:
High School Diploma or GED equivalent
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
College coursework, college degree, or equivalent work experience or strong community experience
Experience working with young children, preferably in an early childhood setting
LICENSES AND OTHER REQUIREMENTS:
Valid California Driver's License
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance
Must be able to attend the 4 day TK SEEDS of Early Learning training
KNOWLEDGE AND ABILITIES
Tutoring approaches and learning styles
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
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 student
Maintain confidentiality about student
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
Potential tutors should possess the following:
- Positive attitude
- Sense of humor
- Able to relate to diverse groups of people and sustain relationship/rapport
Class, office, and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions; exposure to a variety of childhood and adult diseases and illnesses
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.
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.
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