You performed a search for: Organization / Program Name(s): Learning Disabilities Association of Halton-Hamilton
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• Attend regularly scheduled Board meetings on a monthly basis (approx. 2 hours in the evening from 7 – 9 on the second Wednesday of each month)
• Join, prepare for and contribute to regular board meetings and committee meetings, and undertake any designated actions from those meetings
• Represent LDAHH at community events and other functions
An established community network is a distinct advantage for this role. Previous experience serving as a volunteer Board Member or another governance role would be an asset, but not required. Training will be provided for all Board Members.
If you are interested, please email a cover letter and resume to The Nominating Committee, c/o Alison Brindle, President and Board Chair at firstname.lastname@example.org
As a volunteer literacy tutor, you will be working one-one-one with a child for the duration of the program, developing hands-on, active activities and games that explicitly teach phonics (or phonemic awareness), increase sight word vocabulary, and improve reading fluency based on their level of need, while also helping the child set realistic goals and graph their success in each reading area on an engaging poster board based on their interests.
Along with directly teaching the child, you will be required to conduct an informal assessment. The first night of the program involves a pre-assessment to determine where the child's needs are and where to base the activity plan. The same assessment will be done on the last day of the program (post-assessment) to measure the child's gains in the program.
As a Volunteer Literacy Tutor, you are required to volunteer twice per week in the evenings (every Monday and Wednesday from 6:15 - 7:45 pm for the full 8 weeks, as the structure of the program is consecutive.
You must be a minimum of 17 years old, and have a vulnerable sector clearance (18 years or older).
-Develop a unique and creative poster board based on the interests of the child where the child’s successes are emphasized by graphing their success in the three central program areas (phonics, sight words, fluency) after every night of the program
-Conduct informal literacy assessment on the first day of program (pre-assessment) as well as on the last day of program (post-assessment) to determine where children need the most support, and to measure their gains in the program
-Provide a positive and safe learning environment
-Provide regular positive feedback on the student’s progress to instill self‐motivation and self‐confidence in their academic development
-Fill out session reports after the tutoring sessions to track the children’s progress
-Communicate with the child's parents on their progress and goals
-Attend required training sessions as necessary
-Where applicable, transport poster boards to and from the program
-Responsible for own transportation to and from program location
-Assist the program facilitator if needed