Educational Support Staff- High Dosage Tutor - 8 hrs - Curriculum Department

Temporary position for the 2026-2027 school year only.

Salary listed is the 25/26 rate and will be updated when the 26/27 salary schedule is available.

Medford SD 549C Job Description

Our Mission: ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful

Job Title: Educational Support Staff - High-Dosage Tutor

Supervisor: Director of Literacy, Curriculum, and Assessment


Classification: Classified


FLSA Status: Nonexempt


Days: 193


Does not provide general classroom assistance, supervision duties, or clerical support. The tutor works with identified students in small groups of no more than four students and travels between two to three schools daily to deliver consistent, scheduled intervention sessions.

Essential Duties and Responsibilities:

• Delivers high-impact, small-group instruction (maximum of 4 students) using district-approved, evidence-based intervention programs in literacy.
• Implements tutoring sessions with a high degree of consistency, frequency, and duration in alignment with MSD and ODE high-dosage tutoring expectations.
• Follows structured lesson plans and instructional routines with fidelity to ensure effective intervention.
• Builds positive, supportive relationships with students to promote engagement, confidence, and academic growth.

• Monitors student progress regularly using formative assessments and progress monitoring assessments.
• Maintains accurate records of student participation, progress, and outcomes.
• Uses data to adjust instruction within established program guidelines.
• Collaborates with Teaching and Learning Facilitators and instructional staff to align tutoring with classroom learning goals and student needs.

• Participates in training and professional development related to literacy intervention programs and instructional strategies.
• Adheres to schedules across multiple school sites to ensure consistent service delivery.

• Adheres to district expectations and ODE guidance for high-dosage tutoring, including maintaining consistent group membership and instructional routines.
• Ensures tutoring sessions occur in addition to, not in place of, core instruction.
• Maintains confidentiality of student information in compliance with district and state policies.

• Travels between two to three assigned school sites daily.
• Organizes and transports necessary instructional materials between sites.
• Maintains a high level of organization to ensure smooth transitions between locations and schedules.

• Maintains competency in all position responsibilities.
• Complies with all district policies, procedures, and safety expectations.
• Performs other related duties as assigned that are consistent with the role of a high-dosage tutor.

Key Competencies

• Ability to work with small groups of students in a structured, focused instructional setting
• Strong organizational and time management skills across multiple sites
• Ability to follow instructional programs with fidelity
• Skill in building positive relationships with students
• Basic data tracking and progress monitoring skills

Supervisory Responsibilities:

• All Medford School District employees supervise students and maintain a safe environment.

Qualifications: An individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.


Education and/or Experience: Associate's degree (A.A.) or equivalent from a two-year college or technical school or one to two years related experience and/or training or equivalent combination of education and experience. Must meet current No Child Left Behind (NCLB) requirements.


Interpersonal Skills: Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.


Language Skills: Ability to communicate verbally and in writing fluently in English. Preference may be given to applicants fluent in English and Spanish. Ability ly present information and respond effectively to questions in one-on-one, small and large group situations to students and other school staff. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals, and governmental regulations. Ability to write routine reports and correspondence.


Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and area. Ability to apply basic concepts of algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.


Reasoning Ability: Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.


Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software, and word processing software.


Certificates, Licenses, Registrations: Certificates determined by the District to be relevant to the job, including current NCLB requirements (paraprofessional certification) and First Aid Certification.



Physical Demands : The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee is regularly required to sit, use hands for fine manipulation, handle or feel and reach with hands and arms. The employee must frequently smell, walk, stand, stoop, kneel, crouch, or crawl. The employee is occasionally required to climb or balance. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, the ability to adjust focus, depth perception, and peripheral vision. Speaking clearly enough to be able to be understood by others. Ability to identify and understand the speech of another person. Emotional stability to work effectively under pressure and control all aspects of the job.


Work Environment: The work environment characteristics described here represent those employees may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.


The noise level in the work environment is usually low to moderate. Employees may be exposed to blood borne pathogens and occasionally wet or humid outdoor weather conditions. Employees may be subject to temperature fluctuations, fumes, odors, and dust.


EQUAL OPPORTUNITY EMPLOYER


Medford School District 549C is an Equal Opportunity Employer, and in accordance with Federal and State legislation, including Title IX, title VIII, ORS 659.150, does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, marital status, religion, national origin, age, or disability in employment or educational programs.


Medford School District 549C is an equal opportunity employer and provides qualifying veterans and disabled veterans with preference in employment in accordance with ORS 408.225, 408.230, and 408.235.


Qualifying veterans and disabled veterans may obtain preference by submitting as verification of eligibility, a copy of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) or a letter from the US Dept. of Veteran's Affairs indicating receipt of a non-service connected pension to your application by the closing date. Disabled Veterans must also submit a copy of their Veteran's disability preference letter from the Dept. of Veteran Affairs, unless the information is included on the DD Form 214/215.