Location: Philadelphia, PA
To hire an applicant with strong teaching skills who exhibits a servant’s heart, has the gift of encouragement, is a highly motivated, well-organized individual; is a team player with strong communication and people skills; is able to work effectively with a diverse populations, including faculty, students with disabilities, students who are under prepared for college-level coursework and individuals with different learning styles and personality types; is a self-directed initiator, able to determine and appropriately delegate responsibility; is detail-oriented with strong time management and technology skills; has ability to develop and maintain efficient office policies and procedures.
Candidates will meet the following requirements:
- A minimum of a Master’s degree in Education, English/Communication, H.S. Special Education, Learning Disabilities or TESOL or equivalent experience. Doctorate preferred
- Minimum of 2 years of workplace interpretation of students’ standardized assessments and determination of appropriate course placement
- Minimum of 3 years of teaching experience at the college level.
- Minimum of 2 years of tutoring in course content, memorization techniques, time management, organizational skills or similar academic strategies.
Candidates will need to possess the following skills:
- Provides vision and hope to encourage students who struggle to achieve their academic goals
- Assesses faculty needs and designs professional development to address needs
- Understands relationship of learning styles and personality types to particular learning strategies
- Uses strong problem solving skills to implement innovative solutions
- Demonstrates strong technology skills and specific knowledge of software programs for data-gathering, maintenance of program policies and procedures and for promotional literature design become proficient in use of the TutorTrac software program for data-gathering and program protocol (i.e. what steps a student must complete if required to take remedial coursework; attrition/retention rates connected to level of preparedness when entering the program, etc.) to develop literature for advertisement purposes that delineates programs, acceptance criteria and avenues of remediation, including both academic deficiencies and computer literacy benchmarks
- Maintains confidentiality of student records
Candidates will be responsible for the following tasks:
- Act as advisor/liaison for all students who request accommodations for disabilities
- Supports faculty as needed with technological and pedagogical needs
- Creates workshops to support student and faculty learning
- Meet with tenuous students for: pre-registration consultation; time management/organizational tools; mnemonic aids as study skills; test-taking strategies; accountability for assignment completion
- Keep written anecdotal records for all student encounters
- Facilitate study groups for courses with significant content to be mastered; arrange place/dates/time; identify student, faculty, or staff resource to lead groups
- Develop tracking forms for exam proctoring, tutor/Writing Center appointments, success-oriented Workshops, Study Groups, and frequency of use for these services
- Collect professors’ current course requirements and use this information to encourage sound academic practices/tools for at-risk students in those courses
- Adapt Ally Center COE policy and procedures, to include:
- Tracking system for at-risk students by module/semester
- Policy reiteration regarding students who need to be held accountable for attendance at the Tutoring/Writing Center and concomitantly, timely assignment submission.
- Notification procedures for students not meeting academic expectations at the completion of a module/semester (Time frame; who else needs to be notified (e.g. Financial Aid, Advisor)
- How files will be maintained/tracked for current status of
- How students are dismissed (academics, lifestyle standards, etc.)
- How students appeal a dismissal or a course grade
- Requirements for completing courses on time
- Develop and implement creative tutoring options to address
- the needs of those who are free during daytime hours and those who can only attend evening sessions
- the use of Writing Center for Accuplacer assessment when also needed for tutoring/writing
- Enhance campus public relations by assigning someone to make “public service announcements” in classroom visits at beginning of every module and promoting the Center by giving pamphlets to prospective and current students
- Offer a Learning Styles Workshop and provide handouts for study skills/memory aids/techniques differentiated for auditory, visual, kinesthetic learners.
- Display and disperse handouts in the Tutoring/Writing Center for MLA/APA formatting guidelines, test-taking strategies, and master and weekly calendars.
- Create and maintain A&S, Bible, and Professional (major) notebooks which contain professor’s general practices (e.g. Prof. X always provides an exam study guide and only that material is on the exam; Prof. Y does not accept late assignments, Prof. Z gives only essay exams, etc.) to support tenuous students in knowing what to expect/how to prepare for course success
- Offer stand-alone workshops for test-taking strategies, note-taking techniques, comprehension strategies, mnemonic aids, and time-management/organization skills. (or: develop and then teach a CSS060 College Success course each session) for all incoming students with assessed deficits
- Assign or act as a proctor, scribe and/or reader for exams
- Report data for Institutional Effectiveness and Accreditation purposes.
- Maintains a list of Social Service providers in the local community and the city at large who address felt needs including but not limited to food, shelter, clothing, healthcare, childcare, and transportation.