Early Literacy Tutor - Eligibility Pool

Early Literacy Tutor - Eligibility Pool (2026-27)

Oakland Unified School District – Location Varies – Oakland, California.

Job : 5666935

Final date to receive applications: Posted until filled

Posted: April 23, 2026 7:00 AM (UTC)

Starting Date: Immediately

This posting is for candidates who would like to be considered for any and all Early Literacy Tutor openings s is not an advertisement of a current vacancy at OUSD but rather an opportunity to submit applications to be screened for anticipated vacancies. Please also apply to any site‑specific positions you may be interested in.

Note: This position may support students from K‑8th grade.

TITLE: Early Literacy Reading Tutor

REPORTS TO: Assigned Supervisor

DEPARTMENT: As Assigned

CLASSIFICATION: Classified

FLSA: Non‑Exempt

WORK YEAR/

HOURS:

10 months / 3‑6 hours per day or duty days and hours as assigned

ISSUED: Created:
June 2020

SALARY GRADE: WTCL 14

WORKING CONDITIONS

Class, office, and diverse school site environments; fast‑paced work; constant interruptions; exposure to a variety of childhood and adult diseases and illnesses.

PHYSICAL REQUIREMENTS

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

Primary Functions:

• Attend sensitivity, encouragement, education, development through doing and self‑image support (SEEDS) of Early Literacy Training, and/or systematic instruction in phonological awareness, phonics, and sight words (SIPPS) and ongoing Early Literacy Tutor trainings throughout the year.
• Provide intentional, data‑driven literacy instruction and intervention during all parts of the day to improve the reading skills of TK‑2nd grade children, specifically focusing on the “Big Five Literacy Skills” phonemic awareness, phonics, fluency, etc.
• Collaborate with the Lead Teacher Coach, and/or Principal to set the instructional schedule at the beginning of the year, report student progress, and make data‑informed modifications frequently.
• Implement all elements of the research‑based targeted interventions daily with students to support small group differentiated instruction with a minimum of four small groups a day.
• Assess, with high level of accuracy, child outcomes and progress using fall, winter and spring benchmark assessments and ongoing progress monitoring assessments.
• Use scripted early literacy interventions with identified children in a one‑on‑one and/or small group setting daily; achieve a high degree of fidelity to each scripted intervention.
• Participate in literacy coaching sessions two times per month with a Coach to review student progress, plan, problem‑solve and set goals; incorporate constructive feedback based on observations.
• Record student and program data completely and accurately in an online database and/or Excel document on a weekly basis, or as designated by the intervention program.

Secondary Functions:

• Participate in site‑sponsored trainings, meetings or other activities, including the Orientation and Data Review Meetings with the classroom teacher and coaches at least three times per year.
• Be open to being observed regularly by a Coach; act on constructive feedback and goal setting based on observations and coaching.
• Provide reading instruction for TK‑2nd grade classrooms as assigned.
• Ensure timely completion of electronic timesheets.
• Perform related duties as assigned.

Knowledge of:

• Applicable federal, state, and District codes, regulations, policies and procedures governing workscope
• Planning, organization and coordination needed for assigned program
• Diverse academic, socio‑economic, cultural, ethnic, and disability backgrounds of District students
• Correct English usage, grammar, spelling, vocabulary and punctuation
• Computer software, hardware, and related technology

Ability To:

• Build…