Humanities and Executive Function Tutor

Drew School; San Francisco (CA); On-site; USD 68,880 - 89,544; Part time

Benefits offered by this job

Supportive professional community

Competitive compensation

403(b) retirement savings plan qualification for eligible employees

Job summary

Drew School in San Francisco is seeking a part-time Humanities & Executive Function Tutor to join the Learning Support team. This role involves providing 1:1 support to high school students, enhancing their academic skills and executive functioning abilities.

The ideal candidate has a Bachelor's degree in relevant fields, strong skills in writing and history, and proven experience with teenagers. This position offers flexible scheduling within an academic calendar, with a collaborative work environment and competitive compensation.

Qualifications

• Proven experience tutoring high school-aged students in a 1:1 setting.
• Demonstrated understanding of executive functioning deficits.
• Exceptional patience and a collaborative mindset.

Responsibilities

• Provide structured, individual guidance to students in English, history, and social science.
• Build, practice, and reinforce organizational and executive functioning skills.
• Attend bi-weekly department meetings for collaboration.

Skills

Strong interpersonal skills

Executive Function Expertise

Content Mastery in writing and history

Education

Bachelor’s degree in English, History, Education, or Special Education

Master’s degree (preferred)

Job description

Position Title: Humanities & Executive Function Tutor

• Reports to: Director of Learning Support
• This is a part‑time, non‑exempt position. Work is in person.
• Pay range: $50‑$65 an hour, depending on experience

Position Summary

We are seeking a versatile, student‑centered High School Humanities & Executive Function Tutor to join our Learning Support team. This professional will work exclusively in a 1:1 capacity with students to build academic confidence, strengthen literacy skills, and develop sustainable organizational habits.

The ideal candidate possesses a deep understanding of the writing process and reading comprehension strategies, combined with a strong knack for explicitly teaching executive functioning skills (such as time management, goal setting, and emotional regulation around schoolwork) to students with varied learning profiles.

Key Responsibilities

• 1:1 Humanities Support: Provide structured, individual guidance to students navigating high school English, history, and social science courses. This includes explicitly teaching reading comprehension strategies and guiding students through every stage of the writing process (brainstorming, outlining, drafting, and revising).
• Executive Function Coaching: Partner 1:1 with students to explicitly build, practice, and reinforce essential organizational and executive functioning skills, including time management, task prioritization, binder/digital organization, and study habits.
• Team Collaboration: Attend and actively participate in bi‑weekly department meetings. These meetings focus heavily on intentional collaboration between tutors who share the same students or support similar subject‑matter content to ensure aligned strategy and student success.
• Support of Neurodiverse Students: Experience working with students who have executive functioning needs, ADHD, dyslexia, dyscalculia, or other learning differences.
• Progress Monitoring and Communication: Maintain clear, concise, and proactive notes on student progress, collaborating with the learning support team to update families when necessary.

Qualifications & Skills

• Education: Bachelor’s degree in English, History, Education, Special Education, or a related field required. Master’s degree preferred.
• Content Mastery: Strong conceptual and practical knowledge of high school level writing, literary analysis, and historical synthesis.
• Executive Function Expertise: Demonstrated understanding of executive functioning deficits and a toolkit of practical, actionable strategies to help teenagers stay organized and on‑task.
• Experience: Proven experience tutoring high school‑aged students in a 1:1 setting. Significant classroom experience in place of 1:1 experience is appropriate.
• Relatability: Exceptional patience, strong interpersonal skills, a collaborative mindset, and a good sense of humor.

Ideal Dispositions

• Equity‑Minded: Culturally competent and deeply committed to equity, inclusion, and belonging.
• Student‑Centered: Genuinely enjoys working with teenagers and understands their unique developmental needs.
• Growth‑Oriented: Self‑reflective, open to feedback, and committed to professional growth.
• Collaborative: Thrives in a team environment and builds strong relationships with both students and adults.

Scheduling Availability

To tutor at Drew, you must be available a minimum of two consecutive days a week Tuesday through Friday (e.g., Tuesday/Wednesday and/or Thursday/Friday). Tutors must be available 8:30 am‑3:30 pm on those days. Tutors work two or four days a week depending on their availability. Tutors work an academic school year calendar August‑May and have breaks when school is not in session.

What We Offer

• A supportive, collaborative, and deeply rewarding professional community.
• The opportunity to make a profound, measurable difference in students' daily academic lives through close, dedicated 1:1 relationships.
• Competitive compensation commensurate with experience.
• Employees regularly working 20+ hours per week may be eligible for our 403(b) retirement savings plan. Contribute 3% or more and Drew will match 6%.

To Apply

Please submit a resume and a cover letter sharing your story and why you are interested in joining the Drew community.

Drew School is an Equal Opportunity Employer with a commitment to creating an identity‑safe school, where all members of the community find opportunities for belonging and growth. We strongly encourage candidates of color to apply.

NON‑DISCRIMINATION POLICY Drew School of San Francisco admits students of every race, color, religion, sexual orientation, national and ethnic origin, or handicap to all the rights, privileges, programs and activities of the school. It does not discriminate on the basis of race, color, religion, sexual orientation, national or ethnic origin in administration of its educational policies, scholarship programs, athletic and other school administered programs.