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Preschool Literacy Tutor - Community Corps Lead

Preschool Literacy Tutor - Community Corps Lead

Job ID 
Location Name 
Family Development Center (FDC) ACCAP (PreK)
US-MN-Coon Rapids
Preschool Literacy Tutor - Community Corps Lead
Bi-Weekly Living Allowance 
Yearly Education Award 
Reading Corps
Site District 
ACCAP Head Start
Start Date 
Expected End Date 

More information about this job


Position Summary

The Preschool Literacy Tutor – Community Corps Lead is embedded into classrooms of children ages 3-5 within designated Head Start agencies to provide specific, targeted coaching and mentoring to other Reading Corps Preschool Literacy Tutors (tutors) serving within the Head Start agency. The Preschool Literacy Tutor – Community Corps Lead is trained in research-based early literacy strategies and collaborates with the Internal Coach and classroom teaching staff to ensure coaching, daily literacy opportunities, and literacy assessments are performed at a high level of integrity. This approach further ensures children are on target with early reading predictors. This position is an AmeriCorps service member position with the AmeriCorps program, Minnesota Reading Corps.


Essential Functions

The list is meant to be comprehensive of the duties of the Community Corps Lead member. Due to the configuration of the classroom (e.g., multiple AmeriCorps members present) some duties may be divided or shared.

Training and Coaching

• Provide ongoing modeling, support, and mentoring to the tutor(s) in regards to literacy intervention and assessment delivery to ensure fidelity to the Reading Corps model.

• Observe classrooms and facilitate coaching sessions, including integrity checks of Reading Corps interventions, with each tutor. Provide support and feedback to the Internal Coach regarding classroom wide literacy performance.

• Provide guidance and coaching to ensure classroom integrity to the Literacy and Math Rich Schedule.

• Collaborate with the Internal Coach, tutor(s), and teaching team, to implement the Response to Intervention data-based decision making process.

• Complete benchmark integrity checks 3 times per year with each tutor. Support designated Reading Corps classrooms with benchmark completion as needed.

• In collaboration with the Internal Coach and/or Master Coach, use the Early Literacy and Language Classroom (ELLCO) Observation tool in the fall and spring to assess classrooms and collaborate in planning in order for classroom to receive a “Basic” or “Better” score on the ELLCO by spring.

• Support the tutor(s) in implementing the family literacy intervention – Talk, Read, and Write with Me!

• Support the tutor(s) in accurately reporting and evaluating student data within the Reading Corps Data Management System, including demographic, progress monitoring, and benchmarking scores.

• Meet monthly with the Master Coach and Internal Coach to do observations, conduct integrity checks for assessments and interventions, and review student progress.


• Communicate and interact with students in an age and developmentally appropriate way.

• Build professional relationships and communicate regularly with tutors, classroom teachers, Internal Coach, and the Master Coach regarding schedules, literacy strategies, student progress, etc.

• Communicate effectively with Minnesota Reading Corps staff and site personnel.

• Act on constructive feedback provided by Internal and Master Coach and Program Staff.

• Regular reporting to the Internal Coach regarding intervention and assessment fidelity information and checklist.

• Provide support via email, phone, and during in-person interactions to all tutors serving within designated Head Start program.


• Regular, timely attendance during school hours, along with before/after school hours as scheduled.

• Commitment to the entire term(s) of service, including making regular and adequate progress toward the minimum total service hours required by the Member Service Agreement.

• Attend all required Reading Corps sponsored training sessions, meetings, and coaching sessions, including position-specific meetings, Professional Learning Groups (PLGs) and Member Meet Ups (when applicable); travel as necessary.

Secondary Functions

• Provide early literacy instruction and assessment with the whole class, small groups of students, and one-on-one as needed in Reading Corps classrooms.

• Support the preschool classroom as assigned by Internal Coach, Master Coach or Program Staff excluding activities that would displace a staff member or volunteer.

• Represent Reading Corps at site-sponsored activities, meetings, and other activities (e.g., family night) and provide education about the Reading Corps and general literacy awareness.

• Actively participate in service projects and commemorating days such as Martin Luther King, Jr. Day (as applicable). These may include evening and/or weekend hours.

• Be an ambassador of our program by submitting Great Stories and participating in outreach activities.


Minimum Qualifications

• Must have reliable transportation to travel to multiple Head Start locations.

• Must be 18 years of age or older by your start date.

• Must have a college degree or advanced training in education, or relevant experience in an early childhood education setting.

• Must be either a citizen, national, or lawful permanent resident alien of the United States.

• Must pass mandatory pre-service background check.

• Speak, read, and write English fluently.

• Interest in education, specifically helping young children develop early language and literacy skills.

• Dedication to community service.

• Intermediate-level computer skills, including the ability to navigate online systems, basic data management, and email.

• Energetic, results-oriented, student-focused style.

• Strong planning and time-management skills.

• Strong capacity to be flexible and adaptable to varied circumstances, paired with a conscientious commitment to adhere to the Reading Corps tutoring model with fidelity.

• Consistent follow-through.

• Ability to accept and incorporate constructive feedback from coaches and program staff.

• Excellent time management and decision-making skills.

• Ability to work with diverse personalities.

• Ability to adapt to a sometimes challenging, high-pressure environment.

• Strong personal standards of excellence, ethics, and integrity.

• Preferred: Working knowledge of the Preschool Reading Corps model from experience as a member, coach, or educator in a Reading Corps classroom or program.

Minnesota Reading Corps will not discriminate for or against any service member or applicant based on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, familial status, disability, sexual orientation, or age. Reasonable accommodations provided upon request. This document is available in alternative formats.

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