Tutor

National Association of Independent Schools; Saint Louis Park (MN); On-site; USD 25,000 - 35,000; Part time

Job summary

The National Association of Independent Schools is looking for a tutor to provide personalized support in reading, writing, and study skills for students with learning challenges. The ideal candidate should hold a BA/BS in Special Education and have at least 2 years of teaching or tutoring experience. Responsibilities include developing lesson plans, communicating progress to parents, and conducting assessments. The position involves using technology like Salesforce for scheduling and logging sessions. Emphasis on empathy, collaboration, and integrity is crucial.

Qualifications

• 2+ years of teaching and/or tutoring experience preferred.
• Experience with students having language-based learning disabilities is required.
• Training in an Orton-Gillingham-based curriculum for Reading & Spelling Tutors.

Responsibilities

• Provide one-on-one tutoring using evidence-based practices.
• Communicate regularly with parents/guardians about student progress.
• Prepare and tailor lesson plans to meet individual student needs.

Skills

Understanding of Specific Learning Disorders

Positive reinforcement techniques

Interpersonal skills

Problem-solving skills

Empathy and patience

Education

BA/BS in Special Education

Tools

Google platforms

Salesforce

Job description

Summary Of Core Responsibilities & Org Relationships:

Tutors provide one-on‑one tutoring in the areas of decoding, spelling, reading fluency, reading comprehension, writing, and study skills to students with language and learning challenges. Using a process‑based approach and materials specifically designed to meet each student’s background and needs, the tutor provides individualized support to help students develop the underlying skills needed to approach reading, writing, and studying with greater confidence and independence.

Duties and Responsibilities

• Service Delivery
  • Provide one‑on‑one tutoring in reading and spelling, writing and study skills using evidence‑based practices
  • Conduct initial assessments
  • Differentiate instruction based on students’ individual needs
• Communication
  • Communicate openly and frequently with students’ parents/guardians regarding student progress, scheduling, academic and/or social/emotional concerns
  • Offer an initial 15‑minute consultation to all new student families
  • Offer a 15‑minute conference to all student families when each progress report is sent
  • Provide recommendations for continued tutoring and/or discharge from services based on progress to students’ parents/guardians at the end of each tutoring package
  • When provided with written permission from students’ parents/guardians, communicate about student progress and/or collaborate with the students’ outside providers (teachers, SPED team, therapist, etc.)
  • Check Groves Learning Organization (“GLO”) email daily and respond in a timely manner to all communication from internal staff (manager, operations, etc.)
• Lesson Planning & Paperwork
  • Prepare initial assessments for all new students
  • Plan lessons that are tailored to students’ specific needs
  • Print, copy, and prep any lesson plan materials before your student arrives
  • Take data and keep notes during sessions in order to modify and prepare plans for the next session as well as monitor student progress
  • Continuously monitor progress both formally and informally
  • Keep lesson plans and materials organized and easily accessible
• Administrative duties
  • Schedule all sessions in Salesforce prior to the first session date of the tutoring package
  • Check in all sessions in Salesforce on the day they occurred
  • Log all time worked each day
• Trainings and Meetings
  • Attend all required bimonthly tutor meetings
  • Attend all required tutor trainings, including all required safety and professional development trainings

Education, Experience, and Credentials

• BA/BS in Special Education preferred
• 2+ years of teaching and/or tutoring preferred
• Experience working with students who have language-based learning disabilities and/or executive functioning deficits/ADHD in a classroom or 1:1 tutoring setting
• Training in an Orton‑Gillingham-based curriculum (required for Reading & Spelling Tutors) and/or knowledge of written expression instruction (required for Writing Tutors)
• Experience with any of the following curricula: LETRS, Wilson Reading System, Sonday System, Barton, or Benchmark Phonics Intervention (required for Reading & Spelling Tutors)

Knowledge, Skills, and Abilities

• Understanding of Specific Learning Disorders and Executive Functioning Challenges, including ADHD
• Experience in writing short and long‑term goals and lesson plans.
• Experience using positive reinforcement and positive behavior supports
• Use assessments and feedback from teachers and other providers to create an instructional plan for each student
• Able to use appropriate technology, including Google platforms, email, and Salesforce
• Demonstrate solid interpersonal and communication skills
• Demonstrate proactive problem‑solving
• Demonstrate empathy and patience when working with clients and families
• Demonstrate authenticity, collaboration, compassion, discovery, tenacity, respect, and integrity in all interactions