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Non-Public Tutor - DeLaSalle
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

Below is specific information for you to consider about this position.

Job Title: Non-Public Tutor - DeLaSalle and Requisition ID number: 51702

Close Date: 11:59 PM on 09/04/2017

Organizational Unit: Funded Programs & School Improvement (10000168)

Site: Davis Center (0001)

FTE: .30; this is based on full-time equivalency with 1.0 being full time

Union: Teachers(04)

Functional Area: Teaching

Resume and Cover Letter are mandatory to apply for any position.


Looking for someone with flexible working hours before and/or afterschool.


To provide Title instructional and tutoring services to Title eligible students in the nonpublic schools for the purpose of accelerating academic achievement and/or English language proficiency for participating students. Services are provided to Title eligible students attending nonpublic schools in grades K-12 and designed to help students achieve grade level proficiency, based on standardized assessments, in the areas of reading, math and English proficiency.

Organizes, implements, and supports the evaluation of the intervention program in assigned building or buildings for the purpose of continually improving the delivery of instructional and/or tutoring services.

Responsible for identification of eligible students’ needs, coordination and implementation of Title services for eligible students’, communication with classroom and/or content area nonpublic teachers, conducting parent conferences, assessing and tracking student progress, and other duties as assigned for the purpose of providing a comprehensive intervention program designed to accelerate participating students’ learning and closing the academic achievement gap.



Provide Title tutoring services in reading, math and/or English Language instruction in a nonpublic school setting. Depending on the assigned nonpublic school, functions include, but are not limited to:

  • Coordinating Title services including assessing students to identify instructional needs, creating service schedules in collaboration with Funded Programs and nonpublic school staff, creating and maintaining files for eligible students
  • Providing instruction to small groups and/or individual students needing remedial support in reading and/or math
  • Providing instruction to small groups and/or individual students needing instructional support in English Language learning
  • Documenting the entrance and the exiting of students participating in the MPS Title programs
  • Establishing and maintaining effective communication with Funded Program staff, nonpublic school staff and families of Title students in both written and oral form regarding the instruction provided, issues related to service provision or collaboration with nonpublic school staff, student progress or the exiting of students from services.
  • Maintaining written and electronic records of all areas related to service provision including student attendance, assessment data, instruction provided, parent & staff communication, and meeting attendance
  • Supervising students at all times during instructional periods, including escorting students to and from classrooms as needed
  • Maintains an inventory of all Title materials and supplies
  • Being compliant with all Title statutory and regulatory requirements

Assessment, Progress Monitoring

Depending on the assigned nonpublic school, functions include, but are not limited to:

  • Conducting pre and post assessments of all students participating in Title programs
  • Assessing student progress regularly using research-based, developmentally appropriate assessment tools
  • Providing student written progress reports to school staff, families, and supervising Coordinator in Funded Programs at least four times per year.
  • Participating in meetings with the District to review services provided and student data demonstrating the student progress made in the Title program
  • Reviewing student assessment data regularly to determine whether student has met eligibility for exiting Title services.
  • Communicating results of assessments and progress monitoring and consulting with nonpublic staff and families regarding the entrance and exiting of students from Title services

Support & Communication

Tutors are required to communicate and provide information to parents of eligible students, their teachers and school administrators regarding student eligibility, progress and exiting from services. Activities include, but are not limited to:

  • Notifying families of their child’s eligibility for Title services via letter
  • Coordinating and convening an annual Title Parent/Family information meeting with parents of eligible students
  • Creating and providing the supervising Coordinator in Funded Programs with appropriate documentation of Title Parent/Family meetings including notification flyers, sign-in sheets, and parent/student surveys

Attend meetings

Tutors are expected to attend and participate in the following types of meetings as required or necessary to ensure appropriate services are provided to eligible students.

  • MPS Funded Program Title service provider staff meetings
  • MPS Funded Program individual provider meetings
  • Annual Title Meetings with families
  • nonpublic school staff meetings
  • nonpublic school parent-teacher conferences
  • nonpublic school sponsored professional development opportunities when appropriate


Federal Laws related to the Elementary and Secondary Education Act (ESEA) and applicable state & federal laws related to the use of public funds. Knowledge of and best practices in age-appropriate curriculum, instruction, assessment, and evaluation, especially related to differentiation and at-risk learners. Must have the knowledge or ability to implement software or web-based instructional intervention tools (e.g., Read Naturally, Odyssey, Brain Child Study Buddies, etc.). Must have skill in educational assessment and student instruction in reading and math, communicating and working with diverse populations, customer service and assistance, working independently, oral and written communication skills, time management and organization.


To meeting the requirements for ‘Highly Qualified’ under the ESEA, Nonpublic Tutors must have an educational background as a licensed teacher in the area in which they provide service (elementary/middle school/high school/ELL). Tutor would be required to have one or more of the following, depending on their position/nonpublic school assignment: K-6 or 1-6 Elementary Education, 5-8 Middle Level Endorsement (Communication Arts & Literature; Math), Reading 5-12; Mathematics 5-12, English as a Second Language, Bilingual/Bicultural Endorsement K-6/5-12.

Tutors must have at least one year of demonstrated competence in providing remedial and differentiated instruction to learners most at-risk of not meeting expected grade level standards. Tutors must have a working knowledge of instruction and intervention strategies for working with at-risk learners, classroom management techniques, current research-based best practices and strategies. Tutors must also have experience in working as part of a team and be skilled in using computers, technology, word processing/spreadsheets. Prior successful experience in directing the work of educational assistants and/or paraprofessionals as well as urban, multicultural education is highly desirable.


Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On 09/04/2017 | Funded Programs & School Improvement (10000168) | Davis Center (0001) | Teaching

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.