Tutors SY26/27: Non-Public Schools

TutorProvide individual tutoring in reading to middle school students who scored in the "pre-reader" / "basic reader" category on the Iowa in grade 3 or scored at below grade level reading on the Language Assessment Scales test; Provide individual tutoring in math to elementary school students; Maintain student portfolio; Maintain appropriate records; Communicate with parent/guardian.Assume the leadership role in the support and encouragement of teachers in managing the following areas: Provide ESL and content area tutoring to Limited English Proficient students in small groups or one-to-one under supervision of the ESL, classroom and / or content area teacher. Work in close collaboration with ESL, classroom and content area teachers servicing Limited English Proficient students. Support and instruct Limited English Proficient students in content area curriculum using sheltered English immersion strategies. Meet with classroom teachers / grade level team on a regular basis for joint curriculum planning and student assessment. Administer oral English proficiency assessments, if trained, and other academic performance assessments to Limited English Proficient students. Monitor and report on progress of Formerly Limited English Proficient Students. Contribute to the decisions of the Language Assessment Team. Maintains relevant student records. Works effectively with parents to explain the goals of the ELE program. Work up to 15 hours per week at the assigned school. Attend the district-wide professional development trainings for tutors. Meets as needed with the Student Support Specialists for English Language Education at Central OfficeAt all times the tutor will work under direct supervision of a certified teacher.Qualifications: A Commonwealth of Massachusetts English as a Second Language (ESL) teaching certificate appropriate to grade level, preferred. SEI endorsement/ESL licensure preferred. A Bachelor's or higher Degree from an accredited college or university required. A minimum of 1 to 3 years experience teaching students with a language other than English, preferred. Proficiency in the language of the specialty school or in the language(s) of the Low Incidence students, preferred if applicable. Willing to be trained to administer the ACCESS assessment, preferred. Ability to implement and support innovative strategies to enhance academic performance of Limited English Proficient students. Ability and experience in implementing various ESL teaching techniques including sheltered English. Ability to work in collaboration with classroom teachers servicing Limited English Proficient, Low Incidence and recently reclassified students. Cultural sensitivity and interest in diverse student populations. Able to communicate effectively in English with building administrators, teaching and support staff, students, and parents