When Tyler Bennett and Esther Reyes began their freshman year at Achievement First High School in Brooklyn four years ago, Monica Debbeler could tell right away they were destined for success—and that the school was dedicated to bringing the challenging opportunities they needed to them. She has gone above and beyond in her academics in ways no student has before.
Once granted CRLA certification, the tutor training programs each have the authority to recognize their tutors as having met the approved ITTPC tutor training program requirements. First, it provides recognition and positive reinforcement for tutors' successful work from an international organization, CRLA.
Second, CRLA's tutor training program certification process sets an internationally accepted standard of skills and training for tutors. ITTPC does not certify tutors or tutor trainers, but instead certifies tutor training programs which can, in turn, recognize their tutors who have met all of the requirements of their tutor training program.
History Infollowing a national conference, a team was formed to propose and create a formal tutor training program standard for programs in the US and Canada. Below is an introduction to the linked document: These are broad statements that identify the knowledge and skills that tutors should acquire in their training and preparation.
Specifically they appear in Section 2B and the Summary charts. Consider the following points: Your training must include a minimum of eight topics for a minimum of ten hours of instruction at Level 1, eight topics for an additional ten hours at Level 2, including a review of Level 1, and six topics for an additional ten hours of instruction at Level 3, including a review of Levels 1 and 2.
Be aware of how you are utilizing the minimum 10 hours of training. While the logistics of your program and your institution are important, the bulk of your training time should focus on the skill-specific content as suggested by the ITTPC.
Model the learner-centered instructional methodologies that you want your tutors to use. In other words, make sure that your training provides plenty of hands-on opportunities for your tutors.
Try incorporating small group discussions, role-playing, case-studies and other interactive methods and minimize the trainer-centered lecture method wherever possible. However only one can count towards the minimum number of topics.
These are the specific behaviors, information and skills that you want your tutors to incorporate into their everyday tutoring work. Outcomes are the intended result of your tutor training.
Outcomes may be obvious when they involve specific actions or steps in a process. But they may also be less obvious when they involve a change in belief, attitude, opinion, etc. In order to be effective you must be able to observe and measure the outcomes over both the short and long term.
By making your intended outcomes very clear during tutor training, you will increase the likelihood that your tutors will learn and demonstrate the skills you are teaching. Too often trainers omit this important step in the training process. Be sure your intended outcomes are specific.
For example indicating that you want tutors to demonstrate effective tutoring skills is very vague and open to interpretation. This describes specific activities in your training that show how you evaluate and measure the effectiveness of your intended learning objectives, or outcomes.
Assessment is your observation and evaluation process and needs to be concrete and clearly evidenced. The most effective assessment strategies include both formative and summative evaluations, which, when used together, can help you determine whether your training results in a specific set of attitudes, behaviors and skill-sets for both short and long term tutor effectiveness.
How do you communicate specific learning activities and desired outcomes to your tutors? How do you teach the specific skills and topics?
What materials and methods do you use to teach? What evidence can you share with the reviewers that clearly demonstrate items ? Utilize allotted time for development of an individual certification plan to carefully rethink an existing tutorial program, an opportunity for a fresh perspective.
Using CRLA guidelines, organize separate training sessions into a coherent curriculum and possibly a credit course. Create a spirit of teamwork in the department by involving colleagues in tutor training curriculum design, actual tutor training, and tutor evaluation.
Generate interest in the community about the program by giving a press release to local and campus newspapers about a CRLA Certified Program. Secure greater student and faculty confidence and respect for tutorial staff and program.
Attract attention and interest among other tutorial services on campus that may stimulate interaction for the betterment of both programs such as working together on training.
Tie wage rates to CRLA Certification levels in order to provide incentive for additional training and experience, as well as help with retention of tutors. Honor tutors who have completed all requirements of your CRLA-certified tutor training program.
In other words, a tutor trained at Level I at one institution would be recognized at another.Studybay is an academic writing service for students: essays, term papers, dissertations and much more!
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