Guidelines for Tutors and Students

NAIT SSD Tutor Guidelines and Code of Conduct

Guidelines for Tutors and Students

August, 2009 (Revised)


Acknowledgements Although disability service delivery varies among post-secondary schools, the following tutor guidelines and code of conduct have been based on the general practices used by most post-secondary schools in Alberta and British Columbia (see references). The information contained in this guidebook was compiled from a variety of resources pertaining to disability services at post-secondary schools and related disability associations in Alberta and British Columbia, Canada, and the United States. We would like to acknowledge the use of these resources, and extend our appreciation and thanks to those individuals who have developed these resources. We would also like to thank the NAIT Tutors and the Services for Students with Disabilities staff for their valuable input and contribution. Their feedback and experiences were instrumental in the development of this guidebook.

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Table of Contents What is Tutoring?....................................................................................................................4

When is Tutoring Needed?.....................................................................................................4

Qualities of Effective Tutoring……………………………………………………………..............5

Tutor Orientation……………………………………………………………………………………..8

Tutor-Student Code of Conduct……………………………………………………………………8 Responsibilities of the Services for Students with Disabilities (SSD) Office………..............11 Tutoring Locations……………………………………………………………………………….…11

Academic Integrity………………………………………………………………………………….12 SSD Communication and Contact Information………………………………………………….13

Tracking Hours and Timesheet Submission for Tutors.……………………………................14 Appendix A: Tutor Terms of Agreement…………………………………………...…………...15 Appendix B: Guidelines for NAIT Instructors Tutoring NAIT SSD Students………………...16 Appendix C: Student Terms of Agreement…………………..…………………………….......17 Appendix D: Student Group Tutoring Agreement……………………………………………...18 Appendix E: Tutor Log…………………………………………………………………………….19 Appendix F: Instructor Evaluation – Individual Sessions……………………………………...21 Appendix G: Instructor Evaluation – Group Sessions…………………………………………22 Appendix H: Student Evaluation – Individual Sessions……………………………………….23 Appendix I: Student Evaluation – Group Sessions……………………………….………...…24 References………………………………………………………………………………………….25

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What Is Tutoring?

Tutoring is comprised of a broad range of teaching and coaching activities that help guide a student through a particular course. Generally, tutoring is delivered by people who are not necessarily professional teachers, but by individuals who help and support the learning of others in an interactive, purposeful and systematic way. Research shows that tutoring can be highly effective; however not every attempt at tutoring is successful. Effective tutoring should be thoughtful, well-structured and carefully monitored. Tutoring services should be grounded in sound educational theory and promote the student’s responsibility for their own academic achievement. Students look to the tutor as the content expert who can answer questions arising from their study, guide them to other sources of information, point out connections between concepts, and provide feedback about their performance. Most importantly, tutors must be clear about how they can or cannot help. The purpose of tutoring is:

To assist a student in strengthening the knowledge and skills required to master concepts in a program of study.

To help bridge minimal gaps in a student’s learning.

To equip a student with strategies to manage their own learning.

To support and guide the student through the means of identifying, developing and applying strategies to their learning challenges.

To help students to help themselves, or to guide them to become independent learners, so that they no longer need a tutor.

Tutoring is not intended to:

Re-teach course content.

Bridge significant gaps in a student’s learning.

Provide step-by-step assistance in the completion of labs or assignments.

When Is Tutoring Needed? Tutoring may be needed if:

The student does not understand the course content.

The student is not managing course content effectively.

The student’s skills in the subject are inadequate.

The student’s disability affects their concentration, attention, memory or processing.

Other impairments are interfering with the student’s ability to learn subject content at the pace in which it is being taught.

Please note: Funded tutoring provided by NAIT Services for Students with Disabilities (SSD) must be disability-related and supported by documentation.

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In order for effective learning to take place, the student should be adept in essential study techniques. If the student practices most of the following study techniques and still experiences academic difficulties, then tutoring should be considered as a learning support strategy:

Attends all classes.

Keeps up with reading requirements for the course.

Is organized in their approach to studying, reading, completing assignments, preparing for exams, and setting a realistic study schedule.

Uses available course specific study materials.

Accesses online tutorials when available.

Studies with classmates or lab partners when possible.

Attends course related study sessions offered by the program areas.

Reduces course load, if possible.

Improves academic skills by attending learning support workshops offered at NAIT.

Utilizes the NAIT Tutorial Centre when appropriate. When Additional Support May Be Needed: If the student has been receiving tutor support for a period of time and continues to have problems with understanding and mastering course concepts or keeping pace with the course content, or there are other factors present that continue to interfere with the student’s ability to learn, the student should be referred to a NAIT Counselor.

Qualities of Effective Tutoring1

Research findings indicate that time-on-task is a key factor in effective

learning. Learning in frequent, short sessions is more productive than in occasional long sessions.

Practical applications: • Meet at a consistent and regular time. Regular meetings are needed to build up a trusting and comfortable tutoring relationship. The tutor and student should discuss and come to an agreement about: How often to meet each week. How long each session will be. How many weeks of tutoring will be needed. Where the tutoring will take place.

• Target the student’s real-life goals. Tutors have to start with the student’s immediate concerns. However, tutors should talk to the student about their goals, encouraging a wider and deeper understanding of learning needs. 1K. Topping, Tutoring: Educational Proactive Series-5. International Academy of Education (IAE), Belgium. 5


Explore understanding. Tutors need to find out what the student already knows and where the gaps in their learning occur. Tutors should explore varied examples to make sure students can really use what they know in different contexts.

Small steps. Students often need to learn in very small steps. Students should not be expected to make big leaps. Remember that it takes time to really understand the course content.

Balance support and challenge. Tutoring is intended to be supportive and help the student in their struggle to understand. Tutors should not just give the student the right answer or show them how to do a particular task or solve a problem. This results in mechanical and superficial learning without real understanding. Understanding the process of how to discover the right answer is the most important element. Tutoring should be more than repeated drills and practice. The tutor must challenge the student in a gentle and helpful way to encourage the student to open their mind and then, reorganize and improve the quality of their thinking.

Students must be allowed time to understand questions or tasks, relate them

to previous experience, and devise a relevant strategy. Practical applications:

Avoid lectures. Keep explanations short, simple, and to the point. Provide positive instructions for what to do versus emphasizing what not to do.

Review. Briefly review what was covered in the last tutoring session.

Concentrate. Stay focused on the task at hand.

Variety. Vary tasks: easy and hard, short and long, highly structured and open-ended, talking, reading, and writing.

Question. Ask questions that are open-ended and encourage the student to talk through the answer. Ask questions that will make the student think and reveal either their understanding or lack of understanding. Ask questions that make the student apply, analyze, predict, classify, synthesize, justify, or evaluate what they are learning.

Thinking time. Allow the student time to think through and respond to a question.

Prompt. Do not tell the student the answer. Give the student a small clue about how to work out the right answer. In other words, give just enough support to enable the student to be successful with some effort on their part. The goal of tutoring is to lessen dependency on prompts so that the student can complete the work independently.

Lack of recognition of errors can lead to faulty learning. Recognition of errors

and self-correction is widely recognized as an important step towards developing metacognition (understanding how you learn) and self-managed learning.

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Practical applications:

Observe the student’s performance closely. Pay close attention to the student’s errors. Some errors may be a result of carelessness but more often they are an indication of a failure to understand.

Check for errors. When you see an error, intervene positively by first suggesting that the student may have made an error, then encourage the student to find the error. If they cannot locate the error, provide a small clue that may lead them to discover the error.

Promote self-correction. When they have discovered the error, discuss the nature of the error. Ask how is it wrong? Why? How can it be corrected?

Correction procedure. If their self-correction is wrong, you may have to intervene with a demonstration. The ultimate goal is to guide the student to produce the correct response without help.

Ensure accurate correction. The tutor should not assume that they know everything. It may be helpful to have a master source of reference material at hand.

Discussion of concepts helps students to actively process information and

develop a deeper understanding of the material. Praise is a powerful form of feedback.

Practical applications:

Discuss. Discussion of learned concepts with the student leads to a deeper and wider understanding.

Praise. During each session, provide praise for progress made during the session. Verbal and written praise can be provided for: Success with difficult problems or tasks. Self-correction. Increasing time-span without error. Effort regardless of success. Improved effort. Increased student independence.

Effective praise. When giving praise indicate exactly what the student has done well. Encourage the student to acknowledge their efforts. Be sincere.

Summarize and review. At strategic points throughout the session and at the end, ask the student to summarize or review key points that have been learned. If some main points have been missed, take this opportunity to remind the student of the information that has been forgotten. Have a discussion about the session and come to an agreement about the key points. This will be good preparation for review during the next tutoring session.

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Tutor Orientation NAIT SSD tutors will be required to review the NAIT Tutor Guidelines and Code of Conduct Manual and are encouraged to attend tutor orientation sessions provided by the tutor centre.

Tutor-Student Code of Conduct Ethical and Professional Conduct The tutor-student affiliation is a professional, working relationship; a high level of professionalism must be maintained at all times. This includes maintaining respectful boundaries between tutors and students, thereby not establishing personal relationships (social, personal, financial, or supervisory) within or outside the tutoring relationship. Although a friendly and supportive rapport is conducive to learning, socializing should be kept to a minimum during tutoring sessions. Sexual, racial, and/or physical harassment or discrimination by either person will not be tolerated. If, at any point, and for any reason, there are concerns about tutor-student conduct, please contact the SSD Tutor Coordinator or SSD Advisor to determine the best course of action. Confidentiality Student information will be kept strictly confidential at all times, EXCEPT in cases where (a): The student has provided permission for the tutor to exchange specific information or (b): The tutor believes that the student may pose a threat to themselves or to others. The Freedom of Information and Protection of Privacy Act (FOIP) protects the privacy of personal information maintained by a public organization such as NAIT. Consent for release of information will be requested from students prior to commencing tutoring supports which will allow tutors to access de-briefing and collaboration supports with allied professionals (NAIT academic strategist/counselors /advisors). Collaboration will assist tutors with skill development and ensure students are receiving the best services possible based on a multi-disciplinary team approach. Tutors are to inform students of all collaborative correspondence in advance to ensure students are full, active agents in their goal plan. If a tutor has concerns regarding a student, the tutor should first request consent from the student to discuss the issue with an appropriate NAIT Counselor or SSD Advisor. Tutors must not disclose any personal information about a student to any third party outside of the NAIT Counseling or SSD department. Tutor Responsibilities The tutor should:

Provide support that encourages student independence.

Become familiar with the requirements of the student’s course and be prepared to provide tutoring in the specific topics identified by the student.

Ensure that the student has made attempts to understand the course material prior to the tutoring sessions.

Maintain tutor logs detailing the topics covered and tutoring methods used during each tutoring appointment, and submit Tutor Log and Time Sheets to the Tutor Coordinator in a bi-weekly. These documents should be completed following each tutoring session and signed off by the student.

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The tutor will report any difficulties arising in the tutor-student relationship to the Tutor Coordinator so that the situation can be promptly addressed. The Tutor Coordinator should be contacted if the student continues to request that a tutor go beyond the scope of the tutoring role, or if the tutor is unsure where to draw boundaries in the tutor-student relationship. The tutor should not:

Take on non-tutoring duties.

Be a replacement for course instruction or introduce material not covered by the instructor.

Engage in distracting activities during the tutoring session, for example, conversations with other people other than the student, listening to music, etc.

Provide course notes to the student, complete assignments or provide course content if a student misses a class.

Interact with the student’s instructor without prior consent of the Tutor Coordinator and the student.

The tutor is not a counselor. When a student experiences stress, anxiety or distress over academic challenges, the student should be referred for counseling assistance to address these issues. The NAIT Counseling department is equipped to support students with emotional, psychological or mental health issues. Appointments The tutor should collaborate with the student in advance to establish a mutually agreeable tutoring schedule at an approved tutoring venue. The tutor should be punctual for all tutoring sessions and notify the student directly of any changes to the established schedule. Interaction between the tutor and the student should be confined to prearranged appointments. The student should not call the tutor outside the prescribed tutoring sessions. Communication by telephone or email should be limited to appointment arrangements or changes, and not for answering course-related questions. The EXCEPTION would be when tutoring is delivered long distance. Cancellation Policy If a tutoring session must be cancelled, tutors and students should make every effort to provide 24 hours notice to each other before the session. If a student does not show up for a scheduled session, tutors should wait 15 minutes before leaving in case the student is running late. Record one hour of billable time on the timesheet for missed or cancelled appointments with less than 24-hour notice. On the tutor log the tutor will record that the session was a no-show. Notify the Tutor Coordinator if a student misses two or more appointments.

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Student Responsibilities The student should review class notes, complete required readings, and work on assignments prior to the scheduled tutoring session. The student should be prepared for tutor appointments by bringing the appropriate study materials, specific goals, subject questions and course concerns. The student should collaborate with the tutor to establish a weekly schedule that is acceptable to both the tutor and the student. The student should maintain a professional student-tutor relationship and tutor sessions should focus on course-related content, not personal issues. The student should make arrangements to meet the tutor on campus at suitable tutoring locations or an approved public location. Tutoring should NEVER take place at the NAIT NEST Lounge or at either person’s home. The student should provide 24 hours notice if cancelling or rescheduling a tutoring session. Issues Specific to SSD Students and SSD Tutors Before tutoring sessions can be arranged by the Tutor Coordinator, the student must meet with the SSD Advisor. The SSD Advisor will help the student obtain funding to cover the cost of the tutoring services. Students should keep track of the number of tutor hours used per week, keeping in mind that tutoring sessions cannot exceed the weekly limit detailed in the student’s individualized service plan (ISP) prepared by the NAIT SSD Advisor. In addition, tutoring sessions can only occur within the dates specified on the ISP and the tutor’s contract. The student should not bank any unused tutoring sessions for the end of the term. Students requiring tutoring sessions for the next academic term should contact the SSD Advisor at least four months in advance to make tutoring arrangements. If a student has any concerns about the tutoring services, they should contact the SSD Advisor and the Tutor Coordinator. The tutor can invoice one hour for sessions that have been cancelled with less than 24-hour notice. The student’s tutoring services may be suspended if more than two tutor sessions are missed or cancelled by the student. Students are required to initial tutor time sheets each week.


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Responsibilities of Services for Students with Disabilities (SSD) Office The SSD Advisor will meet with students with disabilities to assess and validate tutoring needs and requirements. The SSD Advisor will also assist students on how to secure funding that will cover the cost of tutoring services. The SSD Tutor Coordinator will collaborate with the student in developing a plan to recruit a suitable tutor that will meet the student’s tutoring needs. The SSD Advisor and Tutor Coordinator will advise the student of the expectations and responsibilities of the tutor-student tutoring arrangement. The SSD tutor coordinator will also review the NAIT Tutor Guidelines and Code of Conduct with the student and the tutor. The SSD office will ensure that standard procedures are followed for establishing an employment agreement with the tutor, and ensure the accurate and timely processing of time sheets, tutor logs and service records. The Tutor Coordinator and SSD Advisor will provide liaison between the student and the tutor as necessary.

Tutoring Locations Tutoring should occur in a safe, public area for the protection of both the student and the tutor. Tutoring must be conducted on NAIT premises or at an approved public area. Listed below are general guidelines to follow when selecting an appropriate tutoring location:

Talk to the student about their preferences regarding locations for tutoring sessions.

Use areas such as a study hall or the NAIT library.

People should be in the general vicinity of your location. A tutor location is not appropriate if the area is isolated.

Using an empty classroom during regular building hours is acceptable provided that all doors are left open.

Public seating areas at all NAIT campuses can be utilized.

During less busy times, non-licensed NAIT eating areas may be appropriate for tutoring sessions.

Keep the student’s confidentiality in mind when selecting a venue.

Both the tutor and the student are responsible for their OWN transportation to and from the session.

UNDER NO CIRCUMSTANCES SHOULD TUTORING BE PROVIDED TO STUDENTS IN A HOME SETTING.


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Academic Integrity2

Students and staff share the responsibility for the academic standards and reputation of NAIT. Academic integrity is the basis for the growth and acquisition of knowledge and skills. Failure to maintain standards of academic integrity is harmful to the values of NAIT and discouraging to the majority of students who pursue their studies with integrity. Plagiarism, which includes but is not limited to, taking the work of another person and passing it off as one’s own work, is not permitted. Consequently, no student shall submit the words, ideas, images or data of another person as the student’s own in any academic writing, essay, project, laboratory or assignment. Tutors and students are often surprised by the range of activities that can be defined as plagiarism. When tutoring a student, keep in mind that the following activities could be construed as plagiarism:

Completing problems on an assignment that is to be handed in to the instructor.

Participating and completing a student’s lab or shop work or an assignment.

Suggesting a topic for a student’s paper or assignment.

Correcting grammar, spelling and or punctuation in a written assignment. Determining whether plagiarism has occurred is tricky. In order to be safe and to avoid compromising the tutor’s or the student’s academic integrity, do not work on any assignment, project, lab or shop work that the student will be handing in to the instructor. When possible, tutors should use sample questions or old exams, change the facts or variables in assigned questions, apply subject rules to other contexts, or review old assignment and papers. If a tutor suspects any occurrence of academic dishonesty, discuss the situation with the SSD Advisor and Tutor Coordinator. If you would like more information about plagiarism please refer to Section 4.2 Academic Integrity located in the Northern Alberta Institute of Technology Regulations and Procedures, November 2006, located online at: www.nait.ca/registrar/academic.pdf 2 Academic Regulations and Procedures, November 2006, 4.2 Academic Integrity, p.19: Northern Alberta Institute of Technology

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SSD Communication and Contact Information

Communication The primary means of communication with the Tutor Coordinator are by phone, in person or by email. Please provide the tutor coordinator with your up-to-date phone number and email address. Please communicate promptly. The Tutor Coordinator requires a response to all email and phone messages within 24 hours. It is recommended that you check your personal email or answering machine regularly.

Contact Information NAIT Services for Students with Disabilities (SSD) is within the Department of Recruitment and Student Life and is located together with the Counseling department. The main SSD offices are located at NAIT Main Campus in the NAIT HP Centre, Room W111PB. Disability services are also extended to PATRICIA and SOUTH campuses. Location: Services for Students with Disabilities NAIT HP Centre, W111PB 11762 – 106 Street Edmonton, Alberta T5G 2R1 [email protected] SSD Office (780) 378-6133 FAX: (780) 471-7093 Hours: The Services for Students with Disabilities office is open Monday to Friday from 8:00 am to 4:30 pm.

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Tracking Hours and Time Sheet Submission for Tutors Time Sheet Submission:

Time Sheets and Tutor Logs should be submitted to the: Services for Students with Disabilities Office, W111PB, HP Centre.

All forms including Time Sheets should be submitted every two weeks by Friday afternoon prior to the payroll deadline. The date of submission is indicated on the Time Sheet. Late Time Sheets will be paid in the following pay period.

Tutoring assignments may be discontinued if tutors do not hand in Time Sheets bi-weekly.

The original Tutor Log must be attached to the Time Sheet. The hours and dates on the Tutor Log and Service Record must match the hours and dates on the Time Sheet. The Tutor Log and Service Record must be completed each tutoring session and include the date and times of the tutoring session, the student’s signature and date of signature.

NB: In order to prevent delays in pay, please insure that there are no discrepancies in the hours recorded or missing information on the Tutor Log and Time Sheets.

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Appendix A: Tutor Terms of Agreement I ________________________________, confirm that I have read and reviewed the

NAIT Tutor Guidelines and Code of Conduct manual with the Tutor Coordinator. I

understand the terms set forth in the manual and I agree to abide by the Guidelines and

Code of Conduct. I will maintain a professional manner and act appropriately at all times. I

understand and accept my responsibilities as outlined in this manual and my specified job

requirements. If at any point I am having difficulty meeting these requirements, I will contact

the Tutor Coordinator to determine the best course of action. I understand that failure to

comply with any of the terms described in the NAIT Tutor Guidelines and Code of Conduct

manual can lead to my termination as a tutor.

___________________________________ _____________________ Signature of Tutor Date ___________________________________ _____________________ Signature of Tutor Coordinator Date

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Appendix B: Guidelines for Group Tutoring

1. Group tutoring sessions are funded for SSD students only. All tutoring assignments and/or

re-assignments must be approved through the SSD office.

2. The number of tutoring hours the student has been funded for cannot be exceeded. If the

student would benefit from additional tutoring, this should be brought to the attention of the

SSD Advisor. The student should be advised to contact his/her SSD Advisor to discuss this

matter.

3. An “SSD Group Tutoring Agreement” must be signed by the student and tutor prior to the

commencement of group tutoring for each student.

4. Salary, documentation, and evaluation forms will be provided to tutors by the Tutor

Coordinator. All completed forms are submitted to the Tutor Coordinator. Salary,

documentation and evaluation forms are used for billing, payment, and record keeping

purposes, so must be legible and complete.

5. Tutor payment is provided through a “Special Payment Request” form that is submitted

every two (2) weeks in time for cut-off, and payment for tutoring is added to the instructor’s

regular pay.

6. Tutor timesheets and time log documentation forms are completed every two (2) weeks.

Documentation forms must be signed by the student(s).

7. Evaluation forms for group tutoring are completed by the instructor at the end of each term.

8. Tutoring is normally conducted at the NAIT Campus. Tutoring may take place at an agreed

upon and suitable public location (e.g., designated study or lunch area). Tutoring cannot be

done in a home setting.

9. Tutoring groups for SSD students may consist of a maximum of four students.

10. All students in the group must be in the same program and the same year.

11. Group tutoring sessions should not exceed two hours in length.

12. Tutoring must be conducted after the Instructor’s regular working hours.

I have read and agree to the above:

__________________________________ _____________________________________

(Name and Signature of Tutor) (Date)

For questions related to tutoring please contact the Tutor Coordinator.

SSD Office Room W111-PB – HP Centre, Main Campus Phone: (780-378-6133).

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Appendix C: Student Terms of Agreement I ________________________________, confirm that I have read and reviewed the

NAIT Tutor Guidelines and Code of Conduct manual with the Tutor Coordinator. I

understand the terms set forth in the manual and I agree to abide by the Guidelines and

Code of Conduct. I will maintain a professional relationship with my tutor and act

appropriately at all times. I understand and accept my responsibilities as outlined in this

manual. If at any point I am having difficulty meeting these requirements, I will contact the

Tutor Coordinator to determine the best course of action. I understand that failure to

comply with any of the terms described in the NAIT Tutor Guidelines and Code of Conduct

manual can lead to the termination of my tutoring services.

___________________________________ _____________________ Signature of Tutee (Student) Date ___________________________________ _____________________ Signature of Tutor Coordinator Date

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Appendix D: Student Group Tutoring Agreement Date of Group Tutoring: From: ______________ Until: ________________ I, ______________________________ (print name) agree to receive tutoring sessions in a group setting. I understand that each group will include a maximum of four students, all of whom are currently in the same year of the program/course as me. I understand that if the group tutoring sessions are not beneficial for me, I should immediately inform my tutor and contact the Tutor Coordinator to discuss possible alternate tutoring options. I will also inform my SSD Advisor of the challenges that arose for me in receiving group tutoring. I agree to maintain the confidentiality of the tutor and the group members. NAIT Tutor/Instructor_____________________________ agrees to tutor this group and will provide as much individual assistance to each student as possible. ____________________________ SIGNATURE OF STUDENT ____________________________ SIGNATURE OF TUTOR ____________________________________ SIGNATURE OF TUTOR COORDINATOR _____________________ DATE SIGNED

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Appendix E: Tutor Log Part 1:

TUTOR NAME: (Please Print)

Staff ID #:

STUDENT NAME: (Please Print)

Student ID #: STUDENT’S YEAR OF STUDY:

PAY PERIOD: Please use a separate form for each student. Return this form with your bi-weekly time sheet. MARK WITH AN X

Date # of Hrs Tutored

START TIME

END TIME

COURSE CODE OR #

# of hours per week I am approved for: STUDENT SIGNATURE IN FULL (NO INITIALS)

INDIVIDUALLY TUTORED ($30.00)

GROUP TUTORED ($22.50)

Tutor: Completion of all fields is mandatory. Failure to do so will result in your timesheet

and log being returned to you. Your pay may be delayed due to incomplete and/or inaccurate

timesheets or tutor logs.

TIMESHEETS AND LOGS MUST BE SUBMITTED BI-WEEKLY

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START DATE: END DATE:


Tutor Log Part 2: It is important that tutors report any student issues to the Tutor Coordinator or SSD staff. When you are assigned to an SSD student, it is expected that tutoring sessions will occur on a weekly basis as specified in the tutor agreement. If the student informs you that he/she no longer requires tutoring, please inform the Tutor Coordinator immediately that tutoring has stopped or that the tutoring schedule has changed significantly. Please provide reasons why the student has requested a change in the tutoring schedule or has stopped tutoring sessions. No shows, cancellations, or late arrivals, that occur consecutively or sporadically, should be reported to the Tutor Coordinator immediately. It is important that you inform the Tutor Coordinator or SSD staff on the progress of each student tutored. Please complete the summary below for each pay period you submit a timesheet. YES NO

STUDENT ARRIVED ON-TIME?

STUDENT FOLLOWS-UP WITH SUGGESTIONS/HOMEWORK YOU HAVE ASSIGNED?

STUDENT CAME PREPARED FOR HIS/HER TUTORIAL SESSION?

DO YOU BELIEVE TUTORING IS HELPING THE STUDENT?

DOES STUDENT APPEAR TO BE DOING HIS/HER HOMEWORK ON A REGULAR BASIS?

IS THE STUDENT TAKING IN-CLASS NOTES?

HAVE YOU NOTICED THAT THE STUDENT IS EXPERIENCING ACADEMIC DIFFICULTIES AND/OR IS AT RISK OF FAILING?

Please provide comments in regard to the progress of the student and tutor sessions. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Please feel free to contact the Tutor Coordinator at: 780-491-3046 or Services for Students with Disabilities (SSD) at: 780-378-6133

Thank you for joining the SSD Team!

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Appendix F: Instructor Evaluation – Individual Sessions Please help us to monitor and improve the quality of our tutoring services! Please complete one form per student. Please check the appropriate responses for the tutoring sessions that you provided this term. Tutor’s name: _________________________________________ Date: _______________ Student’s name: _____________________Course/Program & Year: ___________________ Ratings: 1 = Strongly agree 2 = Agree 3 = No opinion 4 = Disagree 5 = Strongly disagree

1 2 3 4 5

The student appeared to be comfortable with the tutoring sessions.

The student was organized and prepared for the tutoring sessions.

The tutoring sessions were helpful for the student in understanding and learning course material.

The student received help with the areas he/she needed to work on.

The student received enough tutoring time during the semester.

The tutoring sessions were a good use of the student’s time.

The tutoring sessions contributed to the student’s success.

What was the most helpful about the tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ What was the least beneficial about the tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ What improvements would you suggest? ____________________________________________________________________________ ____________________________________________________________________________

Thank You for Your Feedback!

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Appendix G: Instructor Evaluation – Group Sessions Please help us to monitor and improve the quality of our tutoring services! Please

complete one form per student. Please check the appropriate responses for the tutoring

sessions that you provided this term.

Tutor’s name: _________________________________________ Date: _________________

Student’s name: ________________________ Course/Program & Year: _________________ Number of Students in the Group: _________________________________________ Ratings: 1 = Strongly agree 2 = Agree 3 = No opinion 4 = Disagree 5 = Strongly disagree

1 2 3 4 5

The student was comfortable with being tutored in a group.

The tutoring sessions were helpful for the student in understanding and learning course material.

The student received help with the areas he/she needed to work on.

Having peers in the group helped the student with his/her studies.

The student received enough tutoring time during the semester.

The tutoring sessions were a good use of the student’s time.

The tutoring sessions contributed to the student’s success.

I would recommend group tutoring for other students.

What was the most helpful about the group tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ What was the least beneficial about the group tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ What improvements would you recommend? ____________________________________________________________________________ ____________________________________________________________________________


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Appendix H: Student Evaluation – Individual Sessions Please help us to monitor and improve the quality of our tutoring services! Please check the appropriate responses for the tutoring sessions that you received this term. Student’s name: _________________________________________ Date: ______________ Tutor’s name: ________________________ Course/Program & Year: __________________ How long did you wait before receiving tutoring? __________________________________________ Ratings: 1 = Strongly agree 2 = Agree 3 = No opinion 4 = Disagree 5 = Strongly disagree

1 2 3 4 5

I was comfortable working with the tutor.

The tutoring sessions were helpful for me in understanding and learning course material.

I received help with the areas I needed to work on.

The tutor had a good knowledge of the subject areas I needed help with.

I received enough tutoring time during the semester.

The tutoring sessions were a good use of my time.

The tutoring sessions contributed to my academic success.

I would recommend individual tutoring to other students.

What was the most helpful about the tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ What was the least beneficial about the tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ How could the tutoring services be improved? ____________________________________________________________________________ ____________________________________________________________________________


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Appendix I: Student Evaluation – Group Sessions Please help us to monitor and improve the quality of our tutoring services! Please check the appropriate responses for the tutoring sessions that you received this term. Student’s name: _____________________________________ Date: __________________ Tutor’s name: __________________________Course/Program & Year: __________________ How long did you wait before receiving tutoring? __________________________________________ Ratings: 1 = Strongly agree 2 = Agree 3 = No opinion 4 = Disagree 5 = Strongly disagree

1 2 3 4 5

I was comfortable with being tutored in a group.

The tutoring sessions were helpful for me in understanding and learning course material.

I received help with the areas I needed to work on.

Having my peers in the group helped me with my studies.

I received enough tutoring time during the semester.

The group tutoring sessions were a good use of my time.

The group tutoring sessions contributed to my academic success.

I would recommend group tutoring to other students.

I would enrol for group tutoring again.

What was the most helpful about the tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ What was the least beneficial about the tutoring sessions? ____________________________________________________________________________ ____________________________________________________________________________ How could the tutoring services be improved? ____________________________________________________________________________ ____________________________________________________________________________


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References

Grant MacEwan College, Services to Students with Disabilities (2006). Student Handbook: Tutoring. Northern Alberta Institute for Technology, Services for Students with Disabilities (2006). Guidelines for SSD Staff. Northern Alberta Institute for Technology, Services for Students with Disabilities (2006). Tutoring. Topping, Keith. Tutoring. Educational Practices Series – 5. International Academy of Education (2000), Belgium. University of Alberta Student Services, Specialized Support and Disability Services (2005). SSDS Tutoring Guide. University of British Columbia, Disability Resource Centre, Access and Diversity (2006). Tutor Protocol Manual 2006-2007. Strategies Content Learning Tutoring Program.

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Documents

Guidelines for Tutors and Students