Specialized therapy tutors support our K-12 students with language based learning differences by providing interventions and remediation while working with parents, teachers and outside professionals on best practices. Specialized therapy tutors should have training and experience using the Orton Gillingham method and programs like the Wilson Reading System and the Just Words Program. In addition, tutors should be well versed in teaching comprehension strategies, specifically using Lindamood Bell’s Visualizing and Verbalizing program.
Wooster believes that students with language based learning differences can achieve at high levels if they receive specialized instruction tailored to their unique needs, support that builds on their strengths and mitigate their challenges, and an environment that is engaging and sparks their desire to learn. Wooster believes that students’ learning experiences must be tailored to their individual needs, skills, and interests, and enable them to take ownership of their learning. Students at Wooster also develop deep connections to each other, their teachers, and other adults.
The work of the specialized tutor focuses on students with language based learning differences.
Specialized tutor responsibilities include (but not limited to):
Prepares and implements a strategic plan for ongoing intervention and remediation.
Supports efforts to ensure that the planning and implementation of services seamlessly meet the needs of students with disabilities, reduce the stigma of special education, and maximize accessibility to enable students with disabilities to meet high standards.
Remains current with accepted and appropriate instructional practice and research. This includes engaging in regular and strategic professional development.
Uses formative, interim, and summative assessments to document student progress and achievement; assesses and analyzes student strengths and needs; designs and implements appropriate instruction to facilitate learning and growth..
Gives input to teachers regarding student Progress Reports as deemed appropriate and necessary.
Be available and committed to ongoing verbal dialogue and conversations with the parents and the Wooster community.
Wooster School stands on a firm foundation of teaching, learning, and community values built over a long history as a leading independent, Episcopal day school. While our strong community traditions of self?help and relationship building have long been recognized as strengths, our more recent commitment to innovative approaches to thinking. skill?building, and the development of dispositions have the potential to push us into position as a regional school of choice for families who recognize that learning how to think, to learn, and to create relationships will be key to the success and fulfillment of our students in the 21st Century and beyond. We are a school of thinkers, learners, and creators. By combining tradition, innovation, and the power of relationships, Wooster produces curious, capable and compassionate young people with the skills and dispositions to be successful and fulfilled in college, and in life. We are entering a critical transitional time for our school. With a talented and energized faculty and staff, focused and decisive Board of Trustees, and committed families we are charting a course as a thought leader and difference maker in the independent school world.
Interested candidates should submit a cover letter, resume, and statement of philosophy to:
Director of Teaching and Learning
Training in the Wilson Reading Program (certification preferred) or Orton-Gillingham certification
Training in Lindamood Bell’s Visualizing and Verbalizing
At least three (3) years of successful experience as an educator or reading tutor
Valid Teacher Certification (preferred)
Reading certification or working toward the successful completion of literacy certification (preferred)
Understanding of Wooster’s Vision: Purpose, Promise and Belief
Ability to model for, work with, plan with, and coach others.