Transcript Tutor Recruitment, Making the Right Pick, & Orientation

Bonnie O’Neill
Tutor Coordinator, WELL Program
Temple University
[email protected]
Step one…
Tutor Requisition Description:
 The Center for Social Policy and Community Development, Temple University, is seeking
dedicated, dependable individuals who want to make a difference through serving as tutors at one of
several youth and adult literacy programs located on Temple’s Campus, and in other surrounding
city areas.
 The objective is to assist the learners as they work towards overcoming illiteracy; increase work
readiness and occupational skills; and help prepare learners for college and/or employment. Tutors
must be able to attend mandatory orientation and training sessions, as deemed appropriate for the
position.
Job duties include:
 Attending all orientations and trainings
 Creating lesson plans and educational approaches focused on literacy and math skills development
 Conduct one-on-one or small group tutoring sessions with adults and youth
 Help build reading, writing, math, and overall learning skills
 Assist with coursework (in and out of the classroom)
 Build a mentoring type relationship with the learner to enhance the learning experience
 Help build employment and college readiness skills for the learner
 Follow the appropriate processes and procedures for all tutor related functions
Tutoring Hours: Hours may vary depending on the programs’ need and the tutors’ schedule. Tutors must
be able to commit to a minimum of 10 hours a week and will be required to work in a minimum of 3-4
hour blocks
•
Hang Flyers
•Search
for:
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5 mile radius of agency
Businesses / Organizations
Young Professional Groups
Senior Centers / Groups
Libraries
School District / Teacher
Associations
• Colleges / Universities
• Community Service based
Associations
• Can you think of
somewhere else?
•Post
on Volunteer Websites
• Idealist.org
• Volunteer connect
• Agency Website
•What
else?
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Don't scale down the requirements of tutoring or
try to bid to the potential tutor through what they
want to offer.
By keeping the requirements in tack and being true
to the needs of your learners, you emphasize the
importance of the volunteer position and the impact
of the work of the volunteer.
Overall, “The BIG Ask” maintains the legitimacy of
your program services and organization.
Step Two…
Any individual who wants
to give their time and
meets the agency
requirements seems “right”
for the position.
Tutors should have a basic
set of knowledge on all
content areas, so they can
be placed in any group,
class, or one-on-one.
Tutors must come with a
specific set of knowledge and
a built, proficient “tool box of
skills & best practices” to be
able to service learners.
Other schools of
thought/philosophies
concerning the “right” fit?
Step Three…
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Welcome new tutors & initiate them into the agency
Introduce tutors to agency expectations, procedures &
guidelines
Introduce tutors to agency staff & tutors
Reiterate tutor description, role & responsibilities
Provide samples of documents & materials that will be
utilized in the position
Begin training / schedule training (thoughts on this?)
Others?
Included Below:
 Welcome Letter
 Tutor Description
 Tutor Expectations (if separate from job
description)
 PA State Tutor Competencies
Not Included Below:
 Information about Adult Learners
 Examples of Time Sheets & Progress Notes
 Agency Contact Information Sheet
 Tutor Schedule (Training, tutoring, etc.)
Included Materials
Congratulations on your decision to join the staff of (Agency Name)! The purpose of this
orientation is to familiarize you with the responsibilities and expectations of a tutor
for (Agency Name). You will be shown the proper way in which to complete all
required paperwork pertaining to both tutoring and general student upkeep. You will
also be introduced to some key methods for effectively working with adult learners.
You are about to embark on a dynamic, fulfilling experience that will serve to enrich
not only your professional careers, but also your interpersonal skills.
Working with adults is a stark contrast to dealing with children in an educational setting.
The learners served through (Agency Name) have busy and complex lives outside of
the program that must be appreciated. In order to facilitate the optimal learning
environment, the (Agency Name) staff strives to create a comfortable, professional,
safe and intellectual atmosphere in which learning can be diversified to fit each
individual learner. While this is tedious and time consuming, we are fervent believers
in delivering precise, fastidious service to our learners. Nothing less than sheer
determination and a healthy work ethic are required from our students, so, that is
precisely what we ask of you, the tutor. Over the course of your employment and
subsequent trainings, please be aware of the fact that your actions and reactions in
this line of work affect your learner first and you second.
Your presence is greatly appreciated at the (Agency Name). You are an integral part of a
great culmination of talent and intellect assembled in order to further the education of
all those with a hunger for knowledge. We hope that your experiences here help to
solidify your passion and drive within the field of education, and that this opportunity
enables you to open an infinite number of doors to further your careers.
Thank you,
The (Agency Name) Staff
Job Identification Information
Job Title: Tutor/Administrative Assistant
Department: WELL, CSPCD
Reports to: Bonnie O’Neill
General Summary of the Position
Tutors are required to adhere to the needs of the learners they are tutoring.
Tutors are also required to perform administrative duties whenever necessary.
Major Duties and Responsibilities
(Duties not listed in order of importance)
Tutor small group and one-on-one tutoring
Assisting the instructor in the classroom
Marking TABE tests
Recording TABE scores
Marking class work
Clerical Duties
Maintaining Documents
Each tutor should have full knowledge of all forms that are needed.
Maintain all lesson plans and student samples in a binder to be kept at WELL
Time sheets are to be handed in completed and on time
Progress Notes are to be completed on a daily basis, per session
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All tutors must have tutor application on file in the WELL
office. Please notify the office of any changes to your
application (address, telephone number, emergency contact,
etc.)
Tutors will also have a work schedule on file. If you need to
change your schedule, please see the coordinator.
If you cannot make it to work, please email the Tutor
Coordinator and the instructor/students you work with.
Please give as much advance notice as possible and try to
arrange for a replacement if necessary.
Tutors should meet with instructors prior to class time. This
will give you and your instructor time to discuss the lesson
planned for the day. It is your responsibility to be familiar
with curriculum materials so that you can better assist the
instructor and serve the students.
Tutors are required to participate in at least three (3) tutortraining / professional development sessions per semester.
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Tutors’ responsibilities will vary. You may be asked to work
one-on-one, in small groups, or as a classroom aide with
students. You may be asked to correct quizzes or read and
comment on student essays. You may also be asked to assist
staff with administrative tasks such as filing, data entry,
reception, etc.
Tutors must document every session with students. Using
the online Progress Notes, briefly describe your work with
the student. It is important that you write up a Progress Note
for every session you hold / class you serve as an aide to.
This allows for follow-up on progress throughout time spent
at (Agency Name).
In the classroom, your immediate supervisor is the
instructor. If you should have any questions or concerns
about the class or your responsibilities, please see the
instructor. For other concerns, please see the Tutor
Coordinator.
Indicators Adapted from
Teacher Competencies:
1. Tutor displays beliefs, behaviors and practices that are supportive of adult
learners.
 Fosters learner-centered instruction.
 Demonstrates empathy, patience, and support.
 Demonstrates cultural awareness and sensitivity.
 Identifies and supports learners' with learning difficulties.
 Accommodates adult learners' multiple learning styles.
 Understands demands of adult roles and responsibilities as workers, parents,
citizens.
2. Tutor conducts instruction in a manner conducive to learner interaction.
 Encourages learners to share their knowledge and skills.
 Acknowledges and utilizes the knowledge that adults bring to tutoring.
 Encourages adult learners to voice their opinions.
 Models the sharing of knowledge and skills.
3. Tutor reinforces positive attitudes toward learners' potential for success.
 Holds high expectations for learner achievement.
 Challenges learners to go beyond their perception of their own limitations.
 Meets learners where they are and fosters their potential for change and
growth.
 Develops within each learner a sense of his/her talents, progress and ability.
 Encourages adult learners to practice self-evaluation and strive for continual
improvement.
4. Tutor designs activities for and encourages independent study skills.
 Encourages adult learners to show initiative in identifying their educational
needs.
 Helps learners to set goals based on their needs and feedback from others.
 Encourages learners to use daily life experiences as opportunities for learning.
 Helps learners identify barriers to their learning and formulate possible
solutions.
 Guides learners to define their goals as family members, workers and citizens.
5. Tutor demonstrates proficiency in the subject area in which they provide
instruction.
 Possesses knowledge of current materials that are appropriate for adults.
 Possesses knowledge of current methods appropriate for adults.
 Possesses knowledge of content area at instructional level.
 Uses current methodologies and procedures specific to the content area.
6. Tutor designs instructional
 Uses bias-free language and materials.
 Utilizes an appropriate variety of instructional techniques.
 Organizes a sequential plan of instruction.
 Designs instruction that develops higher-order thinking skills.
 Regularly evaluates learning plans and progress toward outcomes.
7. Tutor designs individual educational plans.
 Creates an individual learning plan with adult learner.
 Designs instruction that matches individual learning plan.
 Consistently offers constructive and supportive feedback.
 Selects appropriate methods and materials to meet individual learning
plan.
 Encourages independent study skills.
8. Tutor encourages critical thinking.
 Motivates learners to solve problems.
 Relates learning opportunities to current concerns and issues.
 Models critical thinking skills.
 Uses questioning techniques to stimulate critical thinking.
 Encourages creative thought and expression.
9. Tutor understands methods and tools used for informal assessment.
 Continually checks for learning in each instructional session.
 Chooses and administers informal assessment instruments.
 Utilizes the results of informal assessment in modifying tutoring.
 Designs and administers informal assessment instruments.