November 26, :00am – 11:00am Monitoring Quality of Tutor Instruction

Review of use of webinar platform, GoToMeeting Monitoring Quality of Tutor Instruction Sharing Next webinar – December 17, 2013, 10:00 – 11:00 am Professional development for tutors

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Begin with a conversation with the tutor

Determine what he/she would like to have observed

Begin with a conversation with the tutor Determine what he/she would like to have observed Develop a checklist or rubric to use during observation (could also be used by the tutor as a self-assessment)

Begin with a conversation with the tutor Determine what he/she would like to have observed Develop a checklist or rubric to use during observation (could also be used by the tutor as a self-assessment) Observe a session and comment on pre- determined topics

Begin with a conversation with the tutor Determine what he/she would like to have observed Develop a checklist or rubric to use during observation (could also be used by the tutor as a self-assessment) Observe a session and comment on pre- determined topics Use the tutor competencies or job description to help determine areas for observationtutor competenciesjob description

The following resources can be found on TLC’s website in the Tutor Coordinator Section under Evaluating Tutors.TLC’s website – Tutor Competencies and Action Plan for Tutor Professional Development Tutor Competencies and Action Plan for Tutor Professional Development – Observation Checklist based on Tutor Competencies Observation Checklist based on Tutor Competencies – Tutor Self-Assessment for Guiding Professional Development Tutor Self-Assessment for Guiding Professional Development – Tutor Session Observation Rubric Tutor Session Observation Rubric – Learner-Centered Instruction Checklist Learner-Centered Instruction Checklist

Student comments Student outcomes Self-report and/or tutor reports Peer reports ProsCons HonestSubjective Specific to tutorLearner may not know Learner can state if instruction has helped him/her learn

Student comments Student outcomes Self-report and/or tutor reports Peer reports ProsCons Easily measuredDifficult to directly tie to instruction

Student comments Student outcomes Self-report and/or tutor reports Peer reports ProsCons ReflectiveSubjective

Student comments Student outcomes Self-report and/or tutor reports Peer reports ProsCons Empathetic reviewMay be unclear guidelines

Classroom observations Student learning growth Portfolios (traditional or digital) Student surveys Classroom artifacts (work samples)

?? Do tutors need to be evaluated a specific number of times per year??

?? Should supervisors sit down with tutors and have a formal evaluation at some point or are evaluation sheets and informal assessments of tutor work sufficient??

?? Do tutors need to be evaluated a specific number of times per year?? ?? Should supervisors sit down with tutors and have a formal evaluation at some point or are evaluation sheets and informal assessments of tutor work sufficient?? ?? What criteria do I use to choose an evaluation method??

?? Do tutors need to be evaluated a specific number of times per year?? ?? Should supervisors sit down with tutors and have a formal evaluation at some point or are evaluation sheets and informal assessments of tutor work sufficient?? ?? What criteria do I use to choose an evaluation method?? ?? Is the evaluation method generally the same for each one-on-one tutor, each classroom assistant, and each small group tutor??

?? Do tutors need to be evaluated a specific number of times per year?? ?? Should supervisors sit down with tutors and have a formal evaluation at some point or are evaluation sheets and informal assessments of tutor work sufficient?? ?? What criteria do I use to choose an evaluation method?? ?? Is the evaluation method generally the same for each one-on-one tutor, each classroom assistant, and each small group tutor?? ?? What role does the tutor play in his/her evaluation??

I think it is important to have a mix of objective and subjective measures to consider, as learning can be a complex thing to evaluate, as can teaching. We want to be sure we are benefitting our learners by using effective, well-trained tutors. …one measure alone cannot provide us the information needed to assess a tutor’s performance.

Tutors of Literacy in the Commonwealth tlcliteracy.org tlcliteracy.org Online report form Purposes for online form – Assist Tutor Coordinators in managing tutor reports – Provide data for effectiveness of tutoring – Gather consistent information throughout state – Inform TLC’s support services

Each webinar will allow some time for Tutor Coordinators to share a success or challenge of the month. – What are your successes? – What are your challenges? What support can TLC provide you?

– December ~ Professional development for tutors – January ~ Tutor retention and motivation – February ~ Tutor recruitment and selection – March ~ Tutor management – April ~ Basic tutor training – May ~ Professional development for tutor coordinators – June ~ TBD – List of tutor coordinator webinars can be found at TLC’s website, tlcliteracy.org or more specifically, at this link.tlcliteracy.orglink Please share your requests with me,

Next Tutor Coordinator Webinar: December 17, 10-11am Topic: Professional development for tutors Register at this link: Please plan to share what has worked for you and what questions you have for others.

Tutor Coordinators, The following slides are for your reference and will be left in the monthly power points shared by Tutors of Literacy. Please let me, know if there is something you would like to see added

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 change Assessing organizational advocacy, support, accommodation, facilitation, recognition Level 2: Participants Learning Assessing new knowledge and skills Level 1: Participants Reaction Assessing 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 students Johnson, K.A. & Linden A. PD Evaluation for Minnesota

Definition from Draft Adult and Family Literacy Guidelines, Tutor Coordinator Tutor 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 Coordinators – provide training to volunteer adult education instructors AND associated learners – support volunteer adult education instructors AND associated learners 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 tutor-student pairs/groups – supporting tutor-student pairs/groups – providing ongoing supervision of tutoring staff – working with the In-House PD Specialist to coordinate tutor professional development

Definition from Draft Adult and Family Literacy Guidelines, Volunteer Instructor, pages Volunteer 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 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. Tutors without a four-year degree are permitted if they show continuous tutoring since Program Year (PY) , 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.

“As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together.”