JOB DESCRIPTION
PART I: SUMMARY OF POSITION
The Multilingual After-school Tutoring teacher will provide students with additional support and practice in developing their literacy skills in English and/or Spanish. The program focuses on strengthening learning across the four language domains, listening, speaking, reading, and writing, to help students build confidence and improve overall communication and comprehension. Students work at their individual levels, receiving targeted support in the specific skills they are still developing.
PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE:
- Possession of a Bachelor's degree from an accredited university or college.
- Valid Illinois Professional Educator License (PEL) with the following endorsements:
- PK-12 ESL Endorsement (required)
- PK-12 Bilingual Teacher-Spanish Endorsement (required for working with grades K-2)
B. KNOWLEDGE, SKILLS AND ABILITIES:
- Knowledge of Educational Philosophy, Best Practices, and Learning Theory for Multilingual students
- Knowledge of Classroom Management and Behavior Supports
- Knowledge of Instructional Technology and Multimedia Resources
- Knowledge of Equity and Inclusive Practices
- Excellent skills in Classroom Organization and Presentation
- Ability to Plan and Implement Instruction effectively
- Ability to work collaboratively with teachers and administrators at all grade levels
- Ability to work with individuals from diverse backgrounds.
- Ability to Adapt Instruction and Teaching Styles
- Ability to Assess and Foster Student Achievement
- Strong organizational, communication, and interpersonal skills
PART III: ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Instructs and motivates Multilingual Learners (ML) to develop competencies, knowledge and skills in comprehending, speaking, reading and writing the English language and Spanish
- Uses a variety of instructional techniques and strategies to differentiate instruction to meet the individual needs and interests of the students in the classroom via whole group and small group direct instruction
- Ability to provide instruction and support to students following a prescribed curriculum and curricular materials including building vocabulary, fluency, comprehension, and writing skills
- Ability to implement instructional routines and multilingual learning strategies to scaffold instruction for multilingual students
- Keep students motivated and engaged to make learning meaningful and fun while building literacy skills
- Ability to administer a pre/post assessment, progress monitor and record student progress and growth
- Communicate with families of students as necessary and as required related to academic progress
- Provide student supervision as required during student transition time (arrival) and dismissal times from after-school tutoring sessions
- Attend mandatory professional development specifically for the after-school program
- Performs other duties as required.
PART IV: STAFF SUPERVISION
THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.
RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.