Orton-Gillingham Literacy Tutor - Part-Time 1:1

Shady-Hill-School

Cambridge (MA)

On-site

USD 123,000 - 172,000

Part time

14 days+
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Job summary

Shady Hill School in Cambridge, MA seeks an experienced Literacy Tutor with Orton-Gillingham certification at the Associate level or higher to support students in Lower School (pre-K–4) on a contracted, hourly basis. The tutor will deliver multisensory, structured literacy instruction, tailored to each learner, with sessions scheduled during the day or after school as needed.

Ideal candidates bring warmth, adaptability, and a student-centered, developmentally appropriate approach, building trust

Qualifications

  • Orton-Gillingham certification at the Associate level or higher is required.
  • 3–5 years of prior experience supporting early literacy development in one-on-one or small-group settings.
  • Strong understanding of structured literacy and the science of reading.
  • Experience with literacy progress monitoring tools (e.g. DIBELS, PAST, running records).

Responsibilities

  • Conduct one-on-one tutoring sessions with Lower School students.
  • Plan tutoring sessions to meet identified learning objectives.
  • Document tutoring session objectives, accomplishments and future goals.
  • Collaborate with Learning Resources team and classroom teachers to identify, track, and remediate learning weaknesses.
  • Provide updates on students’ progress and continued areas of focus with parents and teachers as necessary.

Skills

Structured literacy
Multisensory instruction
Differentiated instruction
Student-centered approach

Education

Orton-Gillingham certification (Associate level or higher)

Tools

DIBELS
PAST
Running records

Job description

Shady Hill School in Cambridge, MA seeks an experienced Literacy Tutor with Orton-Gillingham certification at the Associate level or higher to support students in Lower School (pre-K–4) on a contracted, hourly basis. The tutor will deliver multisensory, structured literacy instruction, tailored to each learner, with sessions scheduled during the day or after school as needed.

Ideal candidates bring warmth, adaptability, and a student-centered, developmentally appropriate approach, building trust

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