Position Type:
Tutors

Date Posted:
12/3/2019

Location:
Districtwide

Date Available:
Immediate after hire

Closing Date:
Until Filled

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JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE:
Instructional Tutor

DIVISION/DEPARTMENT:
Teaching and Learning

Location:

INCUMBENT NAME:
Grant Funded

BARGAINING UNIT CLASSIFICATION:
Non-Union

REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade

FLSA DESIGNATION:
Non-Exempt
Part-Time up to 19 hours per week
$33.00 Hourly Rate Certified
$25.00 Hourly Rate Non-Certified

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for providing tutoring services and educational support to students who are academically at-risk.

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

General Experience:

Possession of a Bachelor's degree from an accredited university or college.

Special Requirement:

In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS:

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.

Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator's License.

D. CONTINUING EDUCATION REQUIREMENTS:

Incumbents in this class are expected to be trained in and be current in trained curriculum of the program.

E. KNOWLEDGE, SKILLS AND ABILITIES:

• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Oral and written communication skills;
• Organizational skills;
• Strong interpersonal and social skills;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to assist in adapting instructional strategies and materials according to the needs of the student;
• Ability to collect and record performance data on students while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to collect objective and accurate information on student behavior, as appropriate;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction of program administrator, seeking clarification as needed;
• Ability to maintain and foster a creative educational environment conducive to learning and participation;
• Ability to motivate students and to improve their academic skills;
• Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• Ability to use ethical practices for confidential communication about students;
• Ability to use strategies that promote the student's independence;
• Ability to utilize learning styles theory in supporting instructional practices;
• Ability to work collaboratively with students, parents, staff, and administration;
• Ability to work with students from varied backgrounds, age groups, and skill levels;
• Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES:

Program Assistants and other lower level staff as assigned.

PART IV - 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.

• Answers questions on course content, and aids in the comprehension of course materials;
• Builds math skills;
• Collaborates with the classroom teacher and specialists in providing appropriate academic tutoring services and feedback;
• Communicates with students, parents, and teachers, regarding students' overall performance;
• Facilitates academic and enrichment activities;
• Generates and corrects material to reinforce skills identified as weak and in need of reinforcement;
• Helps individual students or small groups of students with homework;
• Helps students develop a positive attitude toward learning, productive study skills, and remediate skill deficits to achieve success in school, as well develop self-confidence;
• Keeps accurate, daily logs of student participation, progress, and attendance;
• Maintains a daily log of students receiving services which would include progress reports, problems, concerns and other observations.
• Observes, records, and charts academic and social emotional progress;
• Participates in professional development activities and program related meetings;
• Performs in-class tutoring services in Math, Reading, Language Arts and other academic areas as needed;
• Plans and facilitate tutoring and skill development for program participants;
• Polls the teachers to try to establish areas of difficulty experienced by students;
• Prepares the program environment for learning activities;
• Provides individualized programmed materials;
• Provides specialized instruction in individual subject areas;
• Submits student information as needed;
• Supports classroom teachers and other faculty to provide academic instructions to students;
• Works one-on-one and in small group instructional settings;
• Works with audio-visual equipment, computers and/or assistive technology;
• Works with the teachers to establish remedial groups that may be serviced in the classroom;
• Performs other related work as assigned.

PART V - Working Conditions, Physical and Mental Requirements

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

Frequency: Place an "X" in each box that is appropriate to the job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Balancing X Color distinction X Bending (forward)(backward) X Peripheral vision X Climbing (stairs, ladders, etc.) X Driving X Crawling X Visual Acuity (far) X Crouching X Visual Acuity (near) X Feeling X Physical strength: Grasping X Little physical effort (-10 lbs.) X Hand/eye/foot coordination X Light work (-20 lbs.) X Hearing X Medium work (20-50 lbs.) X Kneeling X Heavy work (50-100 lbs.) X Lifting above shoulders X Very heavy work (100+ lbs.) X Lifting from below knees X Environmental conditions Operating heavy mech. equip. X Cold (50 degrees F or less) X Physical intervention X Heat (90 degrees F or more) X Pulling X Physical strength: Pushing X Confinement to small/restricting area X Reaching (overhead) X Exposure to bodily fluids X Repetitive motion (keyboarding) X Exposure to chemicals, solvents, etc. X Restraining X Exposure to dampness X Sitting X Exposure to extreme wetness X Squatting X Exposure to gases and fumes X Standing X Exposure to high humidity X Stooping X Exposure to loud noises or vibration X Talking X Exposure to mechanical hazards X Transferring (wheelchairs, etc.) X Exposure to physical danger X Twisting X Exposure to temperature extremes X Walking X Exposure to unpleasant odors X
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.

Waterbury Public Schools 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.