An able and experienced educator is required for full-time, long term role. There are two modes to this position: a standard after-school role, or supporting remote learning when school is closed. The position starts in September 2020, or as soon as possible before January 2021. It will suit an energetic, inspiring and knowledgeable Tutor with an interest in a range of subjects, and experience using a range of teaching techniques.
The boys come from a kind and loving family in which the parents are keen to support their children in every endeavour. At 9½, the older brother is known to be a polite and co-operative member of his class, who is admired for his mature, outgoing and curious nature. He is “full of enthusiasm, humour and goodwill” and is known to be “an entertaining friend who gets along with everyone.” His mother describes him as “engaging, clever, caring” boy who is a “complex thinker.” He can also be “a bit fiery, competitive, mischievous, and bossy” and attempts “to have others do things for him,” which can make discipline challenging.
An educational psychologist's assessment identified certain weakness in his reading fluency and decoding skills which he has largely overcome with focused remediation. This has improved his confidence, although he continues to rush through his work and seek assistance a bit too easily.
The younger brother, 8, is described as friendly, even-tempered, and calm, a trusted and favoured friend within his class. His mother adds he is “happy, creative, and humble.” He has attention-deficit/hyperactivity disorder, inattentive type, so it is sometimes hard to keep him engaged in tasks uninteresting to him – but he can remain entertained for hours in his own chosen projects. The brothers get on well together and enjoy playing hockey and tennis, cooking, swimming, art/building projects, as well as playing cards and chess.
This is a long-term tutoring role ideally starting in September 2020, supporting the two boys with their schoolwork and working with both boys to help them to unlock their true academic potential.
The Tutor should be familiar with the techniques employed to help dyslexic students master the written word and should have the flexibility and understanding to adapt their approach to find effective strategies. It is, however, not anticipated that the successful Tutor will be a specialist SEN teacher.
Alongside helping the older brother to tackle his reading issues, the Tutor should also provide him with strategies to help improve his academic confidence, patience, perseverance, and independence. They should lay the groundwork, in both boys, for successful self-study and organization skills, and most importantly, help discover and deepen their intellectual interests.
The successful candidate for this role must be upbeat and have plenty of energy. This role requires a resourceful, intelligent and knowledgeable tutor who is relaxed and easy-going with a sunny disposition on the one hand whilst also firm, encouraging and sensible. They should set a good example for the boys through their behaviour and conduct. It is important that the Tutor remembers that, although the family and working environment may be relaxed compared to formal schooling, it is essential to remain professional at all times and respectful of the family’s privacy.
The Tutor should be eloquent, able to explain concepts simply and able to inspire with his or her enthusiasm for any given subject. He or she should have a wide knowledge base and a range of extra-curricular skills and interests that they can share with the family. The Tutor should be a natural communicator with a kind and caring disposition, and a firm-but-fair approach to their work.
The Tutor will typically work after school, when school is open, or during the day to manage distance learning if school is closed. The Tutor will therefore work from Monday - Friday, with Saturday and Sunday as their weekend.
The Tutor will be provided with a furnished room, suitable for a single person, near to the family home. All rent, utilities, and Internet on the Tutor’s accommodation will be arranged and paid for by the Client.
The Client is not responsible for the Tutor’s personal phone bills.
There will be occasional periods of travel, during which the Tutor will be reimbursed for any travel costs or the travel will be provided for directly by the Client. The Tutor will also be reimbursed for all local public transportation. In addition to New York City, the Tutor may be located in East Hampton, New York, Vermont, the Bahamas, or Switzerland from time to time. The Client will provide for all of the Tutor’s living expenses in any of these locations when he or she is traveling with the children.
No car will be provided since the public transport in New York is very good.
The successful candidate will be able to offer more than the minimum requirements of this position and must have been raised in a socially appropriate background. He or she will not only be an excellent educator, but also a good role model: educated and polished, with excellent manners and personal values.
The Tutor should be fit and healthy, a non-smoker.
The Tutor must have permission to work in the USA. This is likely to mean that they will be a US national, or British and currently living in the United Kingdom, in which case Tutors International may be able to obtain a visa.
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