Early Literacy Tutors Transitional Kindergarten Hubs - Eligibility Pool

Early Literacy Tutors for Transitional Kindergarten Hubs - Eligibility Pool (2026-27)

Oakland Unified School District – Location Varies, Oakland, California. Open in Google Maps.

• Job : 5667005
• Final date to receive applications: Posted until filled
• Posted: Apr 23, 2026 7:00 AM (UTC)
• Starting Date: Immediately

Note: This position may support students in Transitional Kindergarten.

Title: Early Literacy Reading Tutor

Reports To: Assigned Supervisor

Department: As Assigned

Classification: Non-Exempt;
Classified

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

Basic Function: Early Literacy Reading Tutors will assist in developing and improving TK–2nd grade students’ early literacy skills. Tutors are trained in research-based early literacy strategies and collaborate with classroom teaching staff and coaches to provide reading instruction driven by benchmark and progress-monitoring data, increasing the number of children on target with early reading predictors.

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 a 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.

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

• 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,…