EPS Title I Tutors

General Description and Goals:

The Title 1 tutor promotes and develops successful reading and math instruction for students and performs
related duties in accordance with district policies. The Title 1 tutor is responsible for group and/or individual
instruction in reading and mathematics for students who meet district, state, and federal guidelines. The Title 1
tutor supervises and develops lessons according to district-approved curricula and measures student progress.
Number of Positions: Total number of positions pending Title I funding. Appointments will be made at the
Keverian, Lafayette, Madeline English, Parlin, Webster, Devens and/or Whittier Schools as schedules and
funding allow.

Working Time:

•  Preferred working time: 3 consistent hours per day, 5 days per week with 4 hours paid prep time per week for a total of 19 hours per week.
• The position begins January 13, 2025 (or ASAP thereafter) and ends Friday, May 23, 2025
• Possible work times depending on individual school schedules:

• 8:30 am - 11:30 am
• 9:00 am - 12:00 pm
• 11:00 am - 2:00 pm
•  11:15 am - 2:15 pm

• No work the weeks of February 17, 2025 and April 21, 2025

Training:

Paid training ($40/hour) will take place in January prior to start, from 8:30 am - 11:30 am

Remuneration:

Up to 19 hours per week at $40/hour, paid biweekly.

Essential Duties and Responsibilities:

• Provide literacy and math instruction to small groups of students using assigned intervention materials.
• Plan lessons for small group literacy and math instruction using assigned intervention materials specifically addressing students’ needs
• Provide an outline of daily instruction for small groups to include objectives and materials used to support documentation of Title I programming.
• Provide for scaffolds as appropriate intervention materials for students who are English learners and students with disabilities.
• Assess individual and small groups of students using literacy benchmarks and other formative assessments as assigned.
• Progress monitor individual students in literacy and math as assigned.
• Analyze benchmark data and progress monitoring data to develop lessons using intervention materials that address students’ needs.
• Attend assigned training on intervention materials.
• Attend and participate in data meetings to discuss students progress.
• Support Title I program goals by sharing resources with families about how to support learning at home or attending Title I events during the school day.
• Effectively manage students behavior in small groups by ensuring consistent routine implementation while also supporting students sense of belonging.
• Communicate and collaborate with school staff and district leaders on the progress of students.

Required Qualifications:

• Minimum of a Bachelor’s degree in a field related to education.
• Knowledge of standards-based instruction
• Ability to communicate effectively with students, teachers, parents, and administrators
• Demonstrate a commitment to excellence, equity, and high expectations for all students with anemphasis on building strengths that students bring to the teaching/learning process.
•  Ability to collect, interpret, and disseminate data to teachers to improve instruction and learning

Preferred Requirements & Qualifications:

• Massachusetts Teacher certification in early childhood, elementary education, English as a second language, or special education preferred.
• Knowledge on the science of reading (for literacy) and/or development of mathematical skills (for math)
• Strong background in classroom instruction and curriculum implementation
• Experience in providing appropriate instructional small group techniques and methods to assist students in learning key concepts/skills in literacy and mathematics
• Experience with the common needs of students attending school in an urban setting
• Deep knowledge and understanding of and demonstrated ability to connect with the ethnic background of students and families served.
• Strong knowledge of the needs of English Learners and Students with Disabilities
• Second language proficiency preferred (especially in Spanish, Portuguese, and/or Haitian Creole)

The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, oremployment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability,  homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.