Tutor Training Program

Level I Tutor Training ProgramModule 1An Introduction to the Tutoring Center

Welcome! In this module, you will learn: The three levels of training available The requirements for each level of training Tutor responsibilities Basic employee guidelines Module 1 Quiz: Several questions to answer throughout the presentationAnswers must be submitted, along with a completed timesheet and progress report, to the Tutoring Center Coordinator Be sure to look at the notes tab!

1Introduction3 levels of tutor trainingLevel 1: Regular TutorLevel 2: Advanced TutorLevel 3: Master TutorEach level requires a minimum of 10 hours of tutor training and 25 hours of tutoring experience

Tutor Training ProgramNationally certified by the College Reading and Learning Association (CRLA)Tutors meeting the requirements for training will receive nation certificationThree levels of training10 hours of classroom time25 hours of practical experienceFirst level is mandatoryMust be completed by the end of the quarter or semester in which the tutor was hiredLevels 2 and 3 are optionalEach level provides peer tutors a pay raiseProfessional tutors will not receive any increases in payFor more information on Levels 2 and 3 Training, contact your Tutoring Center Coordinator.

2The First StepLevel 1Three online modules15 to 20 minutes eachQuiz for each module Seminar at the end of the quarterReflection Paper (2-3 pgs)

Question 1: What training requirements must a tutor meet to begin working in the Tutoring Center?

3Introduction (cont.)QuizzesOnline Modules: quiz is incorporated into the presentationLive Training: quizzes are given during seminar Turn in to Tutoring Center Coordinator or Trainer when completeMust score 90% or higher to passConferences with Tutoring Center Coordinator or Master TutorDiscuss quiz resultsTutor can present questions or concerns about training modules

Remember to keep watching the Notes tab for Quiz questions as we move through the online modules!4Introduction (cont.)What if a tutor doesnt pass the quiz?Take it a second time. If tutor fails to pass the second attempt, he/she must schedule a conference with the Tutoring Center Coordinator to discuss further action.

After Conference with Tutoring Center Coordinator or Master TutorSecond chance to take the quiz in the Coordinators office without the moduleIf second attempt fails:Another conference with the Tutoring Center Coordinator to discuss further options

It is not the Tutoring Centers goal to make it difficult to become a tutor, but standards of quality and consistency must be maintained by all employees at all times.

5Introduction (cont.)EvaluationsFormal evaluation by the Tutoring Center Coordinator or a Master Tutor at end of each training levelMust pass evaluation to move on to next level of trainingTutors who do not pass will not receive pay increases or certification

Question 2: What score is required on this quiz to pass?Question 3: What happens if you do not reach that goal?

6Chapter 1: Tutoring Center OverviewObjectives: Understand the structure and purpose of the Tutoring Lab. Understand the basic emergency procedures. Understand the definition and responsibilities of a peer tutor. Understand the basic employee guidelines.

Coming soonQuestion 4!7Chapter 1: Tutoring Center OverviewObjectives (cont.)Able to identify students who require special accommodations during tutoring sessions. Learn when and where to refer students for additional assistance.Take a learning style assessment, such as CAPSOL, to help understand learning styles and how they can be used in a tutoring session. Use the available assessment test to assist tutees in determining their learning styles.

Question 4: What three objectives from this Module do you think will be most important in your tutoring sessions?8Chapter 1: Tutoring Center OverviewMission of the Tutoring Labthe continuation of instructional support to enhance academic skills and to assist students in completing course work efficiently and successfully

9Chapter 1: Tutoring Center OverviewWho seeks tutoring?motivated students who are already performing well but wish to collaborate with a tutor to learn the material more thoroughlystudents who need to develop study skills students who may be missing some content knowledgeThere is no negative stigma, and in most cases those who study with a peer tutor achieve higher GPAs

Question 5: If a student is not failing a class, does he/she still qualify for free tutoring through the Tutoring Center?10Chapter 1: Tutoring Center OverviewWhat Does the Tutoring Lab Offer?Free services for all OSUN/COTC studentsTutoring in core curriculum courses such as writing, mathematics, reading, study skills, and a select number of upper division coursesTutor will provide learning assistance and serve as a model to both OSUN/COTC students Individuals can receive tutoring in more than one area each weekTutors work on an appointment basis, and every effort will be made to accommodate all students requesting tutors.

How many quiz questions have you answered. Hint: Question 6 is coming up soon!11Chapter 1: Definition of Tutoring and Tutor Responsibilities Definition of a Peer TutorA peer tutorIs a student who possesses experience and knowledge in a subject area and who uses that experience and knowledge to guide others.

12Chapter 1: Definition of Tutoring and Tutor Responsibilities Definition of a Professional TutorA professional tutorIs an individual who has earned a degree in a specific field from an accredited college or university. He/she must also possesses experience and knowledge in a subject area and use that experience and knowledge to guide others.

13Chapter 1: Definition of Tutoring and Tutor ResponsibilitiesAll Tutors:Demonstrate good study skills, setting an example for tutees to follow.Guide other students in how to learn, in a comfortable and supportive atmosphere for practicing those skills.Are NOT simply answer machines or junior professors who lecture and answer questions throughout the tutoring session.

Question 6: How are peer and professional tutors different? How are they the same?

14Chapter 1: Definition of Tutoring and Tutor Responsibilities Tutor ResponsibilitiesModel the rules of the lab regarding food, drinks, noise level, etc.Complete all sections of training in Level One within the time frame as indicated by the coordinator. View tutoring as a pre-professional position. Show respect to OSUN/COTC, the Tutoring Center, faculty, staff, and peers. Act with reliability to tutees and the Tutoring Center staff.

15Chapter 1: Definition of Tutoring and Tutor Responsibilities Tutor ResponsibilitiesPrepare before the tutee arrives.Start the session promptly and tutor for the full session. Involve the tutee in the learning process. Complete the required record keepingMaintain confidentiality. Complete the required quizzes with a score of 90% or higher upon completion of modules as directed.

Remember that a full session is 50 to 60 minutes, depending on the needs of the tutor and the tutee. It is important to explain to students, especially if you are working for more than one hour at a time, that they are permitted to take a 10 minute break for every hour scheduled. Two hours is a long time to think about math, especially with no bathroom breaks! Hey, theres a good math problem. If Jennys bladder can hold 17 ounces of urine, how many bottles of water can she drink before dashing out of the Tutoring Lab in mid-session? Assume the water to urine ratio is 3:2 respectively. Maybe that ones a little too involved16Chapter 1: Basic Employee Guidelines ArrivingSign in promptlyCheck mailboxes or email for notesAll sessions begin on the hour or half-hour and last for 50-60 minutesWhere to SitSit at a table where students can easily see you

Signing in requires use of the TutorTrac system. If this system is not available, as is often the case, skip the signing in step upon arrival.17Chapter 1: Basic Employee Guidelines Eating and DrinkingNo eating in the labWhat to Wear No revealing clothingShirts and shoes requiredProfessionalismAlways act in a professional manner. You are a representative of the Tutoring Lab.

18Chapter 1: Basic Employee Guidelines Cell PhonesMust be turned off or on vibrate during sessionsNo phone calls or texting in the lab!AbsencesIn case of illness or emergency, contact the Tutoring Center as soon as possible at (740)366-9168

Question 7: What are three important things to remember about the Tutoring Labs policies? Why are they important?19Chapter 1: Basic Employee GuidelinesPaperworkTimesheetsDue dates for timesheets are posted in the Tutoring Lab the week that they are dueMake sure that you are filling out the timesheet electronicallyPrint and sign in BLUE OR BLACK INKTurn in copies of Timesheets with Progress Reports in the designated location or fax from extended campuses.

Timesheets are located at: http://www.cotc.edu/faculty-and-staff/Accounting/Pages/Payroll.aspxPeer Tutors should use the link titled 09-10 Student Timesheets. [Do not use the link labeled 09-10 Student Tutors Timesheet!]Professional Tutors should use the link titled 09-10 Staff Timesheets.

Dont forget to fill out a Timesheet for Level I training! Submit it, along with a Progress Report and your quiz answers, to the Tutoring Center Coordinator.20Chapter 1: Basic Employee GuidelinesPaperwork (cont)Progress Reports

Always be sure to fill out your Progress Report each time you meet with a tutee. Use one Progress Report for each student, and have the student sign it each time he/she attends a session. If you tutor the same student for multiple subjects, you should have a separate Progress Report for each class. If you want to get paid for the session, you MUST HAVE A SIGNATURE from either the tutee (when present) or a Tutoring Center Staff member (in case of a no-show). Also remember that you will only be paid for the FIRST 15 MINUTES of a session if the tutee is a no-show. This must be documented on the Progress Report appropriately.21Chapter 1: Basic Employee GuidelinesPaperwork (cont)No Show formsTo be filled out ANYTIME a student cancels, is late, or does not attend a session for any reasonStudents are required to call 2 hours in advance if they cannot attend a session Tutors get paid for the first 15 minutes of the session if the student does not show up and does not give adequate noticeStudents automatically dropped after 1 no-showIf a tutee wishes to continue tutoring after being dropped, he/she must speak to the Tutoring Center Coordinator

These forms are used to monitor a students attendance in tutoring sessions. By filling out a No Show form whenever a student is late, calls off, or simply does not show up, the Tutoring Center Staff can create a paper trail to support the decision to drop tutees that frequently break the rules.22Chapter 1: Basic Employee GuidelinesPaperwork (cont.)Responsibility FormsOne for Tutors and one for TuteesTutors receive forms in their mailboxes every quarterTutees must sign forms at their first tutoring session. Forms are distributed to tutors in Newark and made available to tutors of other COTC campusesBe sure to review all the policies and procedures of the Tutoring Lab with the Tutee at the first meetingSign them and turn them in to the Tutoring Center Coordinator or the Tutoring Center Coordinators Assistant

Question 8: What paperwork must be filled out for a tutee that calls to cancel a session at least 2 hours in advance? Will the tutee be dropped from the tutors schedule? 23Chapter 1: Basic Employee Guidelines Evaluations2 typesTutee evaluations: Tutees will complete an evaluation form for the tutor once a quarter (between 4th and 8th weeks)Supervisor evaluations: The Tutoring Center Coordinator or a Master Tutor will complete an evaluation form for the tutor once a quarter (between 5th and 9th weeks)

24Chapter 1: Basic Employee Guidelines Evaluations (cont.)Information from these evaluations will be compiled and returned to the tutor within one week of receipt

25Chapter 1: Basic Employee Guidelines How Do I Interact with Tutees?Be courteous and friendlyBe interested in the studentInitiate light conversation at the beginning of each sessionDo not act bored or superior

Its okay to be nervous the first time you meet with a student! Just remember to be friendly and interested, and soon, that anxiety will vanish. 26Chapter 1: Basic Employee Guidelines Interacting (cont.)CAPSOL Learning Styles Assessment ToolCan help tutors determine how a student learns best or if there is a possible learning disabilityOnline Assessment ToolsFound on Tutoring Center webpage under Learning Resources on the Web -> Study Skills (At bottom under Learning Styles Assessment)2 Tests

Heres the direct link to the Online Assessment Tools information:http://www.cotc.edu/student-life/tutoring/resourcessite/Pages/StudySkills.aspx

Use Test A to determine primary modality (Visual, Auditory, Kinesthetic) and Test B for organization (Sequential or Global).Those terms will mean more to you after later modules.27Chapter 1: Referrals If a tutor notices a specific problem that may require special accommodations, the student should be referred to the Office of Disability Services to meet with the Disabilities Services Case ManagerSee page 20 of the Tutor Training Program manual for other referrals

Making referrals to other offices is ABSOLUTELY part of a tutors job. When you dont know the answer, ask! Tutees arent the only ones that need a little help sometimes.28Chapter 1: Emergency Procedures Ask a Tutoring Center staff member for a copy of detailed emergency procedures to read thoroughlyFireUse stairs, not elevatorsPull a fire alarm if you are the first to detect smoke or fireDial 911

The two most common emergencies seen at the Newark and extended campuses are Fire and Tornado. However, if you are curious about how to respond in other emergency situations, just ask. Your ideas might spark a bit of curiosity in the other staff members, and then the entire Tutoring Center could be the most prepared office on campus in times of disaster! There might even be some grant money involved in such an endeavorCan you say funding?29Chapter 1: Emergency ProceduresTornadoUse stairs to get to the lowest level of the buildingStay away from windows and doors

Question 9: What is your learning style? Are you:Visual/Auditory/KinestheticSequential/GlobalDid you use CAPSOL or the Online Assessments to discover this information?30ConclusionThank you for your attentiveness. Next Steps:Remember to submit your timesheet, progress report, and quiz answers to Tutoring Center CoordinatorModule 2: Beginning and Ending a Tutoring Session

Question 10: Describe the worst tutor possible, given the basic guidelines presented in this module. Feel free to get as crazy and specific as you can!

Remember to turn in your quiz answers (typed or handwritten) to the Tutoring Center Coordinator or a Tutoring Center Staff Member, along with a completed Timesheet and Progress Report documenting the time spent on this training module.

Are you ready for Module 2? Lets Do It!

31PROGRESS REPORT

Tutors Name: ______________________________________________Course Name and #: ______________________________________Tutees Name: _____________________________________________Instructor: ______________________________________________

DateTimeFrom/ToTotal TimeCommentsTutee Signature