The goal of the PI is two-fold:

The goal of the PI is to support our innovative work preparing teens to serve as elementary school literacy tutors and community role models, while ensuring that the learning is both meaningful and fun.

The PI must be an exceptional relationship-builder, able to connect deeply with participants to promote engagement in our program. On training days, the Program Instructor is a dynamic facilitator, who makes the curriculum interesting and relevant for our teen tutors. On tutoring days, the PI is an intentional coach, able to support our teens as they become effective elementary school literacy tutors.

The PI serves as the team's eyes and ears, capturing stories and data from both school partners and participants. Ongoing training and professional development are provided to ensure PIs feel supported and effective at the job. PIs report to Site Managers, full-time staff members committed to ensuring the PI’s success.

Support Tutors (25%)

Model good instruction when leading tutor-training sessions.

Coach tutors in providing effective literacy instruction.

Build relationships with tutors.

Use available funds to plan at least two tutor outings during the year.

Any other duties and responsibilities as assigned by the Program Director.

Supervise Tutoring Sessions (25%)

Ensure that tutors are leading tutoring sessions.

Build a positive program culture at the elementary school.

Address tutor/student behavior or learning challenges that hinder instruction and/or student progress.

Prepare for Program Sessions (20%)

Prepare for all sessions by reviewing the curriculum.

Prepare any materials needed for program sessions.

Ensure all necessary supplies are available.

Participate in staff training and individual meetings to improve practice.

Contribute to Program Improvement (20%)

Provide feedback, when requested, on opportunities for program improvement

Submit attendance and other qualitative data weekly.

Parent Engagement (10%)

Communicate with program parents to report participant progress.

Record all parent contacts in the database.

-Candidate with specific interests in education, counseling, and/or youth development.

-An energetic relationship builder with prior experience working with students with academic challenges.

-An independent-minded advocate who is passionate about ensuring high-quality after-school programming.

-An enthusiastic practitioner interested in supporting student growth – both directly and indirectly – through out-of-school-time programming.

-A solution-oriented problem solver with an interest in exploring creative approaches to teaching and learning.

-Experience working with adolescents is strongly preferred.

-Bachelor’s degree - Preferred

-1+ years of education or youth development experience

-Excellence in written communication and time management

-Strong interpersonal communication skills

-Ability to manage priorities through project planning and delegation

-Highly organized with sharp attention to detail

-Deeply committed to equity

-Flexible and agile

-Committed to a positive team culture

-Committed to process analysis and improvement

-Relentlessly optimistic

-Solutions oriented

-Maintains a “whatever it takes” mentality

-Calm and confined during times of crises

-Collaborative