1. May 21, 2013 10:00am – 11:00am Evaluating Tutors Tutor PD Plans Monitoring Tutor PD Tutor Reporting Tracking of PD https://sas.elluminate.com/m.jnlp?sid=2011455&password=M.4B4792F388C99A7F8AF050786688AB

2. Review of use of webinar platform, Collaborate Reminders Evaluating Tutors Tutor PD Plans Monitoring Tutor PD Tutor Reporting Tracking of PD Sharing Next webinar DATE CHANGE - June 25, 2013, 10:00 – 11:00 am – Tutor Recruitment, Selection & Orientation https://sas.elluminate.com/m.jnlp?sid=2011455&password=M.28 1B2183FDA0A3B9D51D8AE5A53A49

3. To talk… To type… To note approval, etc… Raise hand… Yes/no

5. Reminder – First to contact Kim with intentional error in Agency PD Report will receive headset – June webinar DATE CHANGE, June 25 – Evaluation to come from TLC by end of month

7. Begin with a conversation with the tutor

8. Determine what he/she would like to have observed

9. 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)

10. 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

11. 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

12. The following resources can be found on TLC’s website in the Tutor Coordinator Section under Evaluating Tutors. – 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

14. Checklist for Job-Embedded Professional Development *** Please note, the term instructor applies to teachers and volunteer tutors An activity is most likely job-embedded professional development if… Content of learning is grounded in day to day teaching practice Learning is designed to enhance instructor’s content-specific instructional practices Intent of learning is to improve student learning It is primarily school or classroom/tutoring environment based It is integrated into the work day It makes direct connection between learning and application in daily practice because:  Instructors assess authentic and immediate problems of practice (identify learner needs)  Instructors determine solutions for authentic and immediate needs of learners  Instructors apply solutions to identified needs There is alignment with continuous improvement of program (consultation plan) It is part of continuous improvement of instructor (documented in individual PD plan) Process is shared It is ongoing There is active instructor involvement It is aligned with state standards

15. SOME Examples of Activities that can be Job-Embedded Professional Development “The closer the learning activity is to the actual work of teachers in classrooms with their current students, the more job embedded it is.” Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well” Issue Brief, April 2010 Mentoring Coaching Lesson Study Action Research Peer Observation Examining Student Work Virtual Coaching Implementing Individual Professional Growth/Learning Plans Portfolios Professional Learning Communities Study Groups

17. 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

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

20. ?? 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??

21. ?? 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??

22. ?? 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??

23. ?? 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??

24. Multiple standards-based measures of teacher effectiveness I think it would benefit everyone, the agency, the students, and the tutors, that tutors get observed and evaluated. However, an evaluation might not be helpful if tutors don’t know what they are being evaluated on. Thus, it would be best that tutors understand the measurement tool from the beginning.

25. Multiple standards-based measures of teacher effectiveness I think it would benefit everyone, the agency, the students, and the tutors, that tutors get observed and evaluated. However, an evaluation might not be helpful if tutors don’t know what they are being evaluated on. Thus, it would be best that tutors understand the measurement tool from the beginning. Moving forward, an observation plan should be created for supervisors to engage in, in order to better evaluate tutors in action.

26. Multiple standards-based measures of teacher effectiveness I think it would benefit everyone, the agency, the students, and the tutors, that tutors get observed and evaluated. However, an evaluation might not be helpful if tutors don’t know what they are being evaluated on. Thus, it would be best that tutors understand the measurement tool from the beginning. Moving forward, an observation plan should be created for supervisors to engage in, in order to better evaluate tutors in action. This year we hope to expand our use of Observation, Portfolios, and Student Surveys as measures for both adult learning gains and also tutor effectiveness. 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.

27. Multiple standards-based measures of teacher effectiveness I think it would benefit everyone, the agency, the students, and the tutors, that tutors get observed and evaluated. However, an evaluation might not be helpful if tutors don’t know what they are being evaluated on. Thus, it would be best that tutors understand the measurement tool from the beginning. Moving forward, an observation plan should be created for supervisors to engage in, in order to better evaluate tutors in action. This year we hope to expand our use of Observation, Portfolios, and Student Surveys as measures for both adult learning gains and also tutor effectiveness. 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. I do agree with the article “Linking Teacher Evaluation to Professional Development”, that one measure alone cannot provide us the information needed to assess a tutor’s performance.

28. Multiple standards-based measures of teacher effectiveness I think it would benefit everyone, the agency, the students, and the tutors, that tutors get observed and evaluated. However, an evaluation might not be helpful if tutors don’t know what they are being evaluated on. Thus, it would be best that tutors understand the measurement tool from the beginning. Moving forward, an observation plan should be created for supervisors to engage in, in order to better evaluate tutors in action. This year we hope to expand our use of Observation, Portfolios, and Student Surveys as measures for both adult learning gains and also tutor effectiveness. 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. I do agree with the article “Linking Teacher Evaluation to Professional Development”, that one measure alone cannot provide us the information needed to assess a tutor’s performance. I believe that my council is ready for the collaborative approach to evaluation. The volunteers at the council are reflective in their practice and simply need tools to help them track progress, shape lessons that are effective, and build upon the framework of success reflective practice brings to the learning experience.

29. High-quality professional growth opportunities for individuals and groups of teachers I do feel that we cannot overwhelm our tutors (especially our college tutors) with more requirements because they are volunteers and will choose to stop volunteering if it becomes cumbersome; however, quality is important and given simple ways to achieve that is the goal. Focusing on the content and modeling teaching strategies for those who need additional assistance is helpful. Comments from article: Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

30. High-quality professional growth opportunities for individuals and groups of teachers I do feel that we cannot overwhelm our tutors (especially our college tutors) with more requirements because they are volunteers and will choose to stop volunteering if it becomes cumbersome; however, quality is important and given simple ways to achieve that is the goal. Focusing on the content and modeling teaching strategies for those who need additional assistance is helpful. In planning PD for 2012-2013 we need to evaluate what is working as quality PD and what should be eliminated. There should be a strong focus on core curriculum and career pathways. External experts from local colleges, universities, and the community should be identified to facilitate PD trainings. These could be face to face or a webinar. In addition, a weekly website should be made available to tutors. Comments from article: Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

31. High-quality professional growth opportunities for individuals and groups of teachers I do feel that we cannot overwhelm our tutors (especially our college tutors) with more requirements because they are volunteers and will choose to stop volunteering if it becomes cumbersome; however, quality is important and given simple ways to achieve that is the goal. Focusing on the content and modeling teaching strategies for those who need additional assistance is helpful. In planning PD for 2012-2013 we need to evaluate what is working as quality PD and what should be eliminated. There should be a strong focus on core curriculum and career pathways. External experts from local colleges, universities, and the community should be identified to facilitate PD trainings. These could be face to face or a webinar. In addition, a weekly website should be made available to tutors. Offering High-Quality Professional Growth Opportunities to our volunteer tutors would certainly enhance their teaching and create a more positive student/tutor relationship. It appears that job-embedded professional development opportunities would serve our tutors best. Because they are already giving a lot of their time, I feel it is incumbent upon me to provide information and suggestions to promote better teaching and better relationships with adult learners. Comments from article: Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

32. High-quality professional growth opportunities for individuals and groups of teachers I do feel that we cannot overwhelm our tutors (especially our college tutors) with more requirements because they are volunteers and will choose to stop volunteering if it becomes cumbersome; however, quality is important and given simple ways to achieve that is the goal. Focusing on the content and modeling teaching strategies for those who need additional assistance is helpful. In planning PD for 2012-2013 we need to evaluate what is working as quality PD and what should be eliminated. There should be a strong focus on core curriculum and career pathways. External experts from local colleges, universities, and the community should be identified to facilitate PD trainings. These could be face to face or a webinar. In addition, a weekly website should be made available to tutors. Offering High-Quality Professional Growth Opportunities to our volunteer tutors would certainly enhance their teaching and create a more positive student/tutor relationship. It appears that job-embedded professional development opportunities would serve our tutors best. Because they are already giving a lot of their time, I feel it is incumbent upon me to provide information and suggestions to promote better teaching and better relationships with adult learners. This component speaks to the quality of PD not just PD for the sake of PD. The JEPD should improve instruction not only for teachers but can be applied to tutors as well. Quoting the article, the use of good PD will result in student outcomes and better practices for teachers and tutors alike. Comments from article: Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

33. High-quality professional growth opportunities for individuals and groups of teachers I do feel that we cannot overwhelm our tutors (especially our college tutors) with more requirements because they are volunteers and will choose to stop volunteering if it becomes cumbersome; however, quality is important and given simple ways to achieve that is the goal. Focusing on the content and modeling teaching strategies for those who need additional assistance is helpful. In planning PD for 2012-2013 we need to evaluate what is working as quality PD and what should be eliminated. There should be a strong focus on core curriculum and career pathways. External experts from local colleges, universities, and the community should be identified to facilitate PD trainings. These could be face to face or a webinar. In addition, a weekly website should be made available to tutors. Offering High-Quality Professional Growth Opportunities to our volunteer tutors would certainly enhance their teaching and create a more positive student/tutor relationship. It appears that job-embedded professional development opportunities would serve our tutors best. Because they are already giving a lot of their time, I feel it is incumbent upon me to provide information and suggestions to promote better teaching and better relationships with adult learners. This component speaks to the quality of PD not just PD for the sake of PD. The JEPD should improve instruction not only for teachers but can be applied to tutors as well. Quoting the article, the use of good PD will result in student outcomes and better practices for teachers and tutors alike. According to the brief, research states that "opportunities for active learning of new teaching strategies" is an effective feature of p.d. The agency should include as many new research-based opportunities as possible. Also effective are "opportunities for collaboration among teachers." Comments from article: Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

34. High-quality professional growth opportunities for individuals and groups of teachers I do feel that we cannot overwhelm our tutors (especially our college tutors) with more requirements because they are volunteers and will choose to stop volunteering if it becomes cumbersome; however, quality is important and given simple ways to achieve that is the goal. Focusing on the content and modeling teaching strategies for those who need additional assistance is helpful. In planning PD for 2012-2013 we need to evaluate what is working as quality PD and what should be eliminated. There should be a strong focus on core curriculum and career pathways. External experts from local colleges, universities, and the community should be identified to facilitate PD trainings. These could be face to face or a webinar. In addition, a weekly website should be made available to tutors. Offering High-Quality Professional Growth Opportunities to our volunteer tutors would certainly enhance their teaching and create a more positive student/tutor relationship. It appears that job-embedded professional development opportunities would serve our tutors best. Because they are already giving a lot of their time, I feel it is incumbent upon me to provide information and suggestions to promote better teaching and better relationships with adult learners. This component speaks to the quality of PD not just PD for the sake of PD. The JEPD should improve instruction not only for teachers but can be applied to tutors as well. Quoting the article, the use of good PD will result in student outcomes and better practices for teachers and tutors alike. According to the brief, research states that "opportunities for active learning of new teaching strategies" is an effective feature of p.d. The agency should include as many new research-based opportunities as possible. Also effective are "opportunities for collaboration among teachers." Above all, clearly outline what the standards are for all tutors. Clearly outline how to know if one's teaching practice is not working. Provide research-based best practices. Clearly state what high-quality instruction is. It is the tutor coordinator's job to make him/herself accessible to tutors, and make sure they know that they can come to him/her with any issues that they have. Comments from article: Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

36. Information Shared by Peer Tutor Coordinators in Pennsylvania Tutor/instructor evaluation, feedback and opportunity to discuss issues/ideas.

37. Information Shared by Peer Tutor Coordinators in Pennsylvania Tutor/instructor evaluation, feedback and opportunity to discuss issues/ideas. I am always stopping in to meet with tutors and emailing them as a group or individually. It is very important to me that I develop a relationship with each tutor so they know they are valued. When they come to our Professional Development sessions with staff they feel they are part of a learning community and see the value of their participation.

38. Information Shared by Peer Tutor Coordinators in Pennsylvania Tutor/instructor evaluation, feedback and opportunity to discuss issues/ideas. I am always stopping in to meet with tutors and emailing them as a group or individually. It is very important to me that I develop a relationship with each tutor so they know they are valued. When they come to our Professional Development sessions with staff they feel they are part of a learning community and see the value of their participation. We have found that the connections between and among tutors help to keep good tutors coming back and staying with the agency longer. They benefit from peer discussions and exchange effective strategies. In addition to our beginning of the year meeting in September, which includes a training component, we also hold a tutor retreat with a brunch on a Saturday in January. The opportunity to reflect mid-year has really seemed to contribute to the idea of ongoing improvement and professional development. It is a challenge to get every tutor to attend, so this year I established the idea that every tutor would be expected to either attend this Saturday event OR complete an online ProLiteracy course which used concepts similar to those in our training day. I asked both groups, the in-person and online, to complete a brief survey after 6 weeks to show how they implemented something they learned in their PD experience. The results helped us to gather information about the effectiveness of the trainings and the impact on our learners.

39. Information Shared by Peer Tutor Coordinators in Pennsylvania Tutor/instructor evaluation, feedback and opportunity to discuss issues/ideas. I am always stopping in to meet with tutors and emailing them as a group or individually. It is very important to me that I develop a relationship with each tutor so they know they are valued. When they come to our Professional Development sessions with staff they feel they are part of a learning community and see the value of their participation. We have found that the connections between and among tutors help to keep good tutors coming back and staying with the agency longer. They benefit from peer discussions and exchange effective strategies. In addition to our beginning of the year meeting in September, which includes a training component, we also hold a tutor retreat with a brunch on a Saturday in January. The opportunity to reflect mid-year has really seemed to contribute to the idea of ongoing improvement and professional development. It is a challenge to get every tutor to attend, so this year I established the idea that every tutor would be expected to either attend this Saturday event OR complete an online ProLiteracy course which used concepts similar to those in our training day. I asked both groups, the in-person and online, to complete a brief survey after 6 weeks to show how they implemented something they learned in their PD experience. The results helped us to gather information about the effectiveness of the trainings and the impact on our learners. Tutors complete an Individual Professional Development Plan (IPDP) and report their PD activities on the appropriate section of the plan. PD activities are monitored through a process whereby the Tutor Coordinator and IHPDS approve PD training requests. IPDPs are submitted mid-year and at the end of year in order to track engagement in PD activities.

40. 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?

41. – Tutor recruitment, selection and orientation – Tutor-learner matching process – Tutor networking opportunities – Basic tutor training Please share your requests with me, kim@tlcliteracy.org.kim@tlcliteracy.org

42. Next Tutor Coordinator Webinar: June 25, 10-11am Topic: Tutor Recruitment, Selection & Orientation https://sas.elluminate.com/m.jnlp?sid=201145 5&password=M.281B2183FDA0A3B9D51D8AE5 A53A49 Please plan to share what has worked for you and what questions you have for others.

43. 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, kim@tlcliteracy.org, know if there is something you would like to see added here.kim@tlcliteracy.org

44. 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

45. Definition from Draft Adult and Family Literacy Guidelines, 2013-2014 205.7 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.

46. 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

47. Definition from Draft Adult and Family Literacy Guidelines, 2013-2014 205.8 Volunteer Instructor, pages 7 - 8 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) 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.

48. Statement for Initial Tutor Professional Development Plan “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.”