Tutor Recruitment, Selection & Orientation

Bonnie O’Neill Tutor Coordinator, WELL Program

Temple UniversityBonnie.oneill@temple.edu

Tutor Recruitment Step one…

Create & Catchy Flyer (& other marketing tools)!

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

What Tutors First See

• Hang Flyers •Search 5 mile radius of agency for: • 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?

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.  

Make "the BIG ask” 

Tutor SelectionStep Two…

What makes a tutor “right” for the position? 1. Must have a Bachelor’s Degree (Starting July 1, 2013)2. Should be understanding of adult learners 3. Should have a desire to want to work in the education field, but also want to help support learners to help reach other, related goals (employment, post secondary attainment, etc.) 4. Should have knowledge to share

Any individual who wants to give their time and meets the agency requirements seems “right” for the position.

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.

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.

Other schools of thought/philosophies concerning the “right” fit?

Tutor OrientationStep Three…

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?

Purposes of Orientation

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.)

Materials to Include in an Orientation Packet

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 

WELCOME NEW TUTORS:

Job Identification InformationJob Title: Tutor/Administrative Assistant

Department: WELL, CSPCDReports to: Bonnie O’Neill

General Summary of the PositionTutors 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 tutoringAssisting the instructor in the classroom

Marking TABE testsRecording TABE scores

Marking class workClerical Duties

Maintaining DocumentsEach 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

TUTOR JOB DESCRIPTION

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) tutor-training / professional development sessions per semester.

Tutor Responsibilities

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.

Pennsylvania Department of Education

Tutor Competencies

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.