Tutoring Component Strand First Follow up Webinar Summer Institute October 2, 2013 10:00 – 11:00 am.

Tutoring Component Strand

First Follow up WebinarSummer InstituteOctober 2, 201310:00 – 11:00 am

10:00 am ~ Overview Webinar Basics Review and goals of webinar Overview of evaluations Wrap up and Questions

Webinar Agenda

Discuss your progress, challenges, successes and suggestions regarding:

Your response, at the Summer Institute to one of the following questions.

?? What is your main goal in participation in this strand?OR?? What is one thing you want to take home from this institute?

Goals

Guskey OverviewFive Levels of Professional Development Evaluation (adapted from Guskey, 2002)

Level 5: Student Outcomes

Assessing student learning

Level 4: Participants’ use of new knowledge and skills

Assessing degree and quality of implementation

Level 3: Organization support and changeAssessing organizational advocacy, support,

accommodation, facilitation, recognition

Level 2: Participants Learning Assessing new knowledge and skills

Level 1: Participants ReactionAssessing initial satisfaction with experience

For professional developers: 1) ensure teachers/tutors enjoy the experience 2) ensure teachers/tutors learn something 3) ensure supports for change/implementation are in place 4) ensure opportunities and awareness of how to use new knowledge and skills 5) see what the impact is on studentsJohnson, K.A. & Linden A.PD Evaluation for Minnesota

Overview of Evaluations

Most common topics of interest

Overview of Evaluations

Pieces of an Effective Tutoring Component

Prezi

Presenters and Panel Discussion

Laura Contino, [email protected], 814.359.3069   

Jane Myers, [email protected], 717.295.5523Bonnie O’Neill, [email protected],

215.204.8677Kim Rossman, [email protected],

814.364.4366 Colleen Serencsits, [email protected],

814.867.0203 Sheila Sherow, [email protected], 814.861.3954Marie Steinbacher, [email protected],

717.504.4459 ext. 3504 Luke Suereth, [email protected], 717.705.0306

Jim Yeager, [email protected], 877.857.8869

Thanks for participating in this webinar.

Join us on November 6th for the next follow up webinar, 10:00 am – 11:00 am.

Definition from Adult and Family Literacy Guidelines, 2013-2014

205.7 Tutor Coordinator, page 7Tutor Coordinators provide training and support to volunteer adult education instructors and their learners. The duties include, but are not limited to, implementing effective processes for tutor screening, making referrals to the case manager, participating in orientation, conducting training sessions, assigning and supporting tutor-student pairs/groups, providing ongoing supervision of tutoring staff and working with the In-House PD Specialist to coordinate tutor professional development.

Tutor Coordinator Job Description

Duties include, but are not limited to, implementing effective processes for tutor

screening making referrals to the case manager participating in orientation conducting training sessions assigning and supporting tutor-student

pairs/groups providing ongoing supervision of tutoring staff working with the In-House PD Specialist to

coordinate tutor professional development assisting tutors in identifying individual PD needs supporting tutors to develop knowledge and skills

identified documenting tutor PD.

Tutor Coordinator Job Description

Definition from Adult and Family Literacy Guidelines, 2013-2014

215.2.3 Tutor Coordinator, page 16Tutor Coordinators will:

1. Assist tutors to identify individual PD needs. 2. Support tutors to develop knowledge and

skills identified. 3. Document tutor PD.

Tutor Coordinator Job Description

Volunteer Instructor Job Description

Guidelines and Definitions

Definition from Adult and Family Literacy Guidelines, 2013-2014

205.8 Volunteer Instructor, pages 7 - 8Volunteer Instructors provide one-on-one or small group instruction to students. Though they are not paid staff members, volunteer instructors are still required to participate in professional development activities and to schedule time for instruction preparation. Volunteer Instructors should work with tutor coordinators to periodically review goals; adjust student placement, if needed; and coordinate with intake specialist and case manager.

Volunteer Instructor Job Description

Definition from Adult and Family Literacy Guidelines, 2013-2014

205.8 Volunteer Instructor, pages 7 – 8, cont.Volunteer Instructors (tutors) must have a four-year degree or be currently enrolled in a four-year degree program. This includes community college if the student is enrolled in a transfer program that will lead to a four-year degree. If the person has stopped taking courses, they are not considered to be pursuing the degree.

Volunteer Instructor Job Description

Definition from Adult and Family Literacy Guidelines, 2013-2014

205.8 Volunteer Instructor, pages 7 – 8, cont.Tutors without a four-year degree are permitted if they show continuous tutoring since Program Year (PY) 2006-07, have participated in one in-service activity in each of those years, and have been consistently providing a minimum of three hours of tutoring a week (with breaks of one/two weeks once or twice a year). Note: PA Literacy Corps students, teacher aides and non-instructional volunteers are exempt from the four-year degree requirement.

Volunteer Instructor Job Description

Have a four-year degree or be currently enrolled in a four-year degree program. This includes community college if the student is

enrolled in a transfer program that will lead to a four-year degree.

If the person has stopped taking courses, he/she is not considered to be pursuing the degree.

Tutors without a four-year degree are permitted IF

they show continuous tutoring since PY 06-07 have participated in one in-service activity in each of

those years AND have been consistently providing a minimum of three

hours of tutoring a week.

Volunteer Instructor Job Description