FMS DAY TUTOR (PART-TIME INTERVENTION)
REPORTS TO: Principal
PURPOSE: To plan, organize, and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.
DUTIES AND RESPONSIBILITIES
- MAJOR FUNCTION: Management of Instructional Time
The tutor has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
- MAJOR FUNCTION: Management of Student Behavior
The tutor has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and classroom expectations that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
- MAJOR FUNCTION: Instructional Presentation
The tutor begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
- MAJOR FUNCTION: Instructional Monitoring of Student Performance
The tutor maintains clear, firm, and reasonable work standards and due dates; circulates during class work to check all students’ performance; routinely uses oral, written, and other work products to check student progress; and poses questions clearly and one at a time.
- MAJOR FUNCTION: Instructional Feedback
The tutor provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; appropriately affirms a correct oral response and moves on; and provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.
- MAJOR FUNCTION: Facilitating Instruction
The tutor has an instructional plan that is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.
- MAJOR FUNCTION: Interacting Within the Educational Environment
The tutor treats all students fairly and equitably and interacts effectively with students, co-workers, parents, and the community.
ADDITIONAL JOB FUNCTIONS
Performs other related work as required.
MINIMUM TRAINING AND EXPERIENCE
Associates degree. Experience in tutoring students or working with students in other capacities. Experience in the area of tutoring intervention.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be able to use various equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (similar to or divergent from standards) of data, people, or things.
Interpersonal Communication: This requires the ability to speak and/or signal people to convey or exchange information. It also includes receiving instructions, assignments, and/or directions from superiors.
Language Ability: This requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc., and to prepare correspondence, simple reports, forms, instructional materials, etc., using a prescribed format.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret various technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: The ability to record and deliver information, explain procedures, and follow oral and written instructions. Must communicate effectively and efficiently in various technical or professional languages, including medical, legal, and counseling terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, add and subtract, multiply and divide, utilize decimals and percentages, and apply the principles of descriptive statistics, statistical inference, and statistical theory.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.
Motor Coordination: Requires the ability to rapidly and accurately coordinate hands and eyes in office equipment.
Manual Dexterity: Requires handling items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: requires the ability to talk and hear. (Talking is expressing or exchanging ideas by means of spoken words. Hearing is perceiving the nature of sounds by ear.) Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to constantly monitor the safety and well-being of students, particularly when students are participating in an inclusive activity.
Ability to motivate students.
Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom. Ability to operate standard office machines.
Ability to maintain essential files and records.
Ability to understand and follow oral and written instructions.
Ability to establish and maintain effective working relationships as necessitated by work assignments.
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not intended to co |