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