Building a support system for tutors
Abstract
Tutors can feel isolated if they have no one to turn to at their volunteer site to solve problems or help generate ideas. The America Reads program at the University of Michigan developed a system of support for its tutors that included monthly trainings, team leaders to lead biweekly meetings, and mentor tutors to help troubleshoot with volunteers on a consistent basis. This practice was submitted by LEARNS, a partnership of the Northwest Regional Educational Laboratory (NWREL) and the Bank Street College of Education.Issue
Tutors were feeling unsupported at their sites and within the overall program. When tutors came across difficult situations they had no one to consult or problem solve with.Action
A comprehensive support system was developed to provide training, mentoring, and advocacy for the onsite tutors. This support system includes:- Monthly training that covers tutoring strategies, dealing with difficult situations, tips on lesson planning, general program news and updates, and reflection. The reflection piece looks at tutoring — and the role of tutoring — in the larger picture of family, community, and society. These trainings are strongly encouraged but not required.
- Team leaders lead biweekly meetings at each school site to discuss site-specific issues as well as lead a discussion in a smaller group format. Team leaders conduct observations of tutors using a standard observational tool and provide feedback on tutor-student interaction, lesson planning, and tutor strategies. Team leaders focus these observations on the newest tutors. The program director serves as a team leader at one site to stay connected with the "realities" of the job.
- Mentor tutors act as liaison between the tutors, the school, and the program director. The mentor tutor informs the program director of supply needs and works to coordinate tutoring sessions with school staff. The mentor tutor is also available to troubleshoot with tutors on a consistent basis.
Context
The America Reads Challenge was a four-year grassroots national campaign challenging every American to help all its nation's children learn to read. This support system as described in this effective practice was a part of the University of Michigan America Reads program. In 2001 the program had 170 tutors and 12 school sites. The monthly trainings were designed and presented by the six team leaders and program director. All of the team leaders were graduate students who were selected through an application and interview process. One of the team leaders was a doctoral student in sociology and her sole responsibility was to lead the reflections at the trainings. A psychology professor designed the observation tool that was used by the team leaders in their tutor observations.
Outcome
With the support system in place, there is a much broader sense of effectiveness and satisfaction on the part of the tutors as evidenced in the mid-year and year-end program evaluation survey. No studies or formal evaluations have been done to determine if these changes have made a positive impact on student performance although empirical evidence suggests it has.Evidence
Mid-year and year-end evaluations indicate a high degree of satisfaction and sense of accomplishment on the part of tutors.Posted On
October 2, 2001For More Information