Tutor Training Resources Full Discussion
From LiteracyTentWiki
From: professionaldevelopment-bounces at nifl.gov
at nifl.gov On Behalf Of Laurie
Bedford
Sent: Thursday, February 07, 2008 7:38 AM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 1909] Requesting Resource Information
All,
I am an adjunct faculty member at an online unversity teaching graduate
courses. I have a student who is struggling with his writing. He is
an english languague learner and Spanish is his first language. He
lives in Stockton, CA. Does anyone know of any resources in that area
that he might draw upon? Thanks.
Laurie
Laurie Bedford, Ph.D.
Adjunct Faculty/Instructional Development Consultant
lbedford at rushmore.com
605-720-7881
Subject: [ProfessionalDevelopment 1910] Re: Requesting Resource Information
From: Sandy Phillips SPhillips at ci.oceanside.ca.us
Date: Thu Feb 7 11:37:39 EST 2008
Laurie,
Have him call the Literacy Coordinator at the Stockton Public Library
Peaches Ehrich at (209) 937-8261. I am sure she can help him locate the
help he needs.
Sandy Phillips
Literacy Coordinator
Volunteer Coordinator
(760) 435-5683
(760) 435-5681 FAX#
sphillips at ci.oceanside.ca.us
Subject: [ProfessionalDevelopment 1911] Re: Requesting Resource Information
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Thu Feb 7 13:15:18 EST 2008
I hate to be a wet blanket here, but this just caught my eye.? Why don't you recommend that this person advertise at a local college for someone to tutor him.? He needs someone who will work with him on his assignments who is able to meet him at the level of English he already has.?? I say this having just worked with one on one with the FOURTH tutor from the local library Literacy Services assigned to an ESOL learner with fairly strong English skills.? I have also worked with numerous literacy service providers in several states and regularly provide PD sessions for literacy tutors in the state where I live. ?
These tutors mean so well but know so very little about working with ESOL learners that frankly, it is not a productive match.?? Since the tutors do not know ESOL issues well, they tend to grab at some generic book in hopes that will appease the learner-- when usually the learner has very specific needs and goals, as does this learner, which do not get met or addressed at all.??
I am so disheartened by the gap between what ESOL learners need and what their literacy tutors are providing that I have decided to speak more frankly about it.? I have adjusted my sessions with tutors to help them start with the very basics: let's find out just what English your learner actually knows and then what he or she really came to you to learn.?
Robin Lovrien Schwarz
Subject: [ProfessionalDevelopment 1912] Re: Requesting Resource Information
From: Jodi Crandall crandall at umbc.edu
Date: Thu Feb 7 15:59:46 EST 2008
I think Robin has shared what are very important concerns.
I also know how hard it is to expect volunteer tutors to have
substantial training in teaching ESL/ESOL. I'd really like to know
how various programs structure professional development for
volunteers/tutors? In a recent brief I co-authored, with Genesis
Ingersoll and Jacqueline Lopez at CAL, "Adult ESL Teacher
Credentialing and Certification" we tried to identify what the states
are requiring in terms of initial hiring and professional
development. Because it was a "Brief," we could not go into much
detail on various ways in which individual programs are training or
what their initial hiring expectations are. You can access the Brief
at:
www.cal.org/caela
Be sure to click on the large table which provides information on
each of the states and the District of Columbia.
Since we know that most adult ESL/ESOL practitioners gain much of
their knowledge and skill on the job (see Marilyn Gillespie and
Cristine Smith on this at NCSALL), we really need to figure out the
best ways in which we can support tutors and help them to gain skills
while they are tutoring.
Is there a way to "embed" training in the volunteers' tutoring
experiences. I'm thinking of something similar to ways in which ESL
and work-related training is provided to workers on the job.
"Embedded training" -- the same as ESL and skills instruction
embedded in work -- is something that has great potential, I think.
Has anyone tried this? How?
Jodi Crandall
Subject: [ProfessionalDevelopment 1913] Re: Requesting Resource Information
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Thu Feb 7 19:22:14 EST 2008
Jodi-- Embedded training is pretty much what I do-- meet with tutor and student and try to help the tutor develop adjusted strategies and techniques for working with that learner and teach the teacher as we go along what works.?
?What I am saying is that the foundations skills are so lacking that the "embedded training" is just like putting water color paint on a house in a rainy climate.?? I know places like Illinois have made some good efforts to create a more substantial training program for tutors and require that they complete an online portion and a face to face session or two before tutors can begin.? It is a start--but I have worked with one literacy provider organization that admitted in so many words that it was more important to keep the tutors happy than to serve the learners' real needs-- so that organization would not change its highly ineffective method of assigning tutors to students even while recognizing that learners' needs were not being met. ?
I am suggesting that perhaps this paradigm can be shifted--rather dramatically, that learners' needs MUST drive tutor training and assignments.?? What is so bad about setting things up so tutors must EARN the right to work with learners just as teachers must?? I know of at least one program in the West that does that.? Tutors must literally earn the qualification as a tutor through participation in a rigorous training program before they can have the privilege of working with a learner.? And they have tutors not only eager to start, but who are competent enough to love what they do and know they are being effective.?? Most training programs I am aware of last from about 6-18 hours and are a hodge-podge of information on adult learning, doing paperwork, culture information, ESL general principles (but few techniques), etc.? Even things like learning how to set concrete, achievable, real goals WITH the learner and then measure progress in clear terms are elements that I have never seen in training. In working with some professional tutors from one of the large literacy organizations a few years ago, I was told that they were well trained in setting up a lesson plan, but had not the first word of training in how to measure whether the lesson was effective or not.??
What you see when this happens and learning is vague is the blame-the-learner syndrome. EVERY ONE of the tutors here that I have worked with FIRST blamed the learner for not "getting" what was being offered, and then, later in the conversation, began to wonder if maybe they ( the tutor) could possible present the information differently or wonder if it was even the RIGHT information.?? One of these--and his supervisor-- characterized his learner as an almost total beginner in English and the tutor was doing ESOL 101.01--"Hi. My name is___.? What is YOUR name?"? .?? FIVE minutes with the learner told me that he was really an intermediate learner-- he had LOTS of not-so-comprehensible English and wanted to learn more vocabulary to be able to carry on a normal conversation.? The tutor, having nothing to compare it to, nor any rubric or anything for gauging it, judged the level to be zero.?
I agree that SOME tutors COULD learn on the ground, but unless they have more preparation for what they are going to do, it would take a tremendous amount of mentoring and monitoring, which no literacy program could manage, that I know of.? One of the tutors I have mentored here is a 25-yr. teaching veteran. She confessed that NOTHING in her experience as a teacher prepared her for the demands of tutoring a highly literate adult ESOL learner.?
Robin?
Subject: [ProfessionalDevelopment 1914] Re: Requesting Resource Information
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Thu Feb 7 19:25:05 EST 2008
Addendum-- I just noticed a posting on the LD listing which commented that tutors do not really internalize specialized training until they have tried it in a supervised training situation.? Amen.?? Tutoring effectively is a highly skilled art. Robin Lovrien Schwarz
Subject: [ProfessionalDevelopment 1915] Re: Requesting Resource Information
From: Jodi Crandall crandall at umbc.edu
Date: Thu Feb 7 20:16:19 EST 2008
Robin,
I agree that we need to have higher entry requirements for adult ESOL
teachers and tutors. If I didn't, I wouldn't have undertake that
huge project to try to find out what the states now require and what
they are planning. I would love to see tutors participating in a
structured training program of sufficient duration to provide the
foundation that you mention. I just don't know how much we can
expect when they are volunteers.
I would love to hear from various volunteer program administrators
about the kinds of pre-service and in-service training they provide
and what kind of incentives (if necessary) to get volunteers to
participate.
Jodi
Subject: [ProfessionalDevelopment 1916] Re: Requesting Resource Information
From: Catherine B. King cb.king at verizon.net
Date: Thu Feb 7 22:30:35 EST 2008
Hello Laurie:
This may be an obvious question that you have already answered, but then maybe not:
Does your University have a writing center? I also work as a adjunct in a similar situation--but my University offers a writing center/program from any student who wants help or who is referred there.
Sorry if this is something you have already checked out,
Catherine King
Subject: [ProfessionalDevelopment 1918] Re: Volunteer tutors
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Fri Feb 8 11:18:48 EST 2008
Jodi-- It is laudable, of course, that you are attempting to find this out. I am sure you will learn about some very progressive approaches to this thorny problem and be able to make some recommendations to others with evidence to show that things CAN be done differently. ??
I believe that just because people are volunteers does not mean that they should be permitted-- expected even- to be incompetent at what they are volunteering for at the expense of the learners who need the services so badly.?? Tutor attrition is just as bad as learner attrition in some areas. One way, as I suggested in my previous post, to address that issue is to help tutors be more competent so that they are really able to address their student's needs well.? Their success will be as important to their persistence as success is to learners' persistence.? I believe that was one of the findings in the NCSALL Persistence study, done with volunteer literacy programs. ?
Robin ??
Subject: [ProfessionalDevelopment 1919] Re: Volunteer tutors
From: Lendoak at aol.com Lendoak at aol.com
Date: Fri Feb 8 13:18:07 EST 2008
We wonder you are painting with too broad a brush in labeling volunteer
tutors as "well meaning but incompetent", "not productive", etc. Would you
consider hard data on their productivity?
Literacy Volunteers of America, LVA, (now a part of Pro-Literacy
International) required that all volunteer tutors take 20 hours of training before
tutoring a student, and to take follow up in-service training. (LVA had well
over 50,000 volunteer tutors.) Further, tutors are required to periodically
measure and report on student progress. The data on tens of thousands of
students: On average, students progressed two grade levels per year in their reading
and writing skills. In addition, students reported huge improvements in
feelings of self-worth and empowerment. Would you want to call all that "not
productive?"
Len and Ceci Doak
(former vol. tutors of reading and ESL)
Subject: [ProfessionalDevelopment 1921] Re: Volunteer tutors
From: Jennifer Gore jgore at readingconnections.org
Date: Fri Feb 8 13:46:48 EST 2008
I believe I have been patient in watching the direction of this discussion which I believe to be ill-informed. When you categorize volunteer tutors in one lump, you leap into a stereotype that lacks the full range reflected in reality. The same with community-based literacy programs, their tutor training, their tutor support and monitoring. Not only does it descend into stereotype, it implies that 1000's of people across this country don't have the intelligence to realize whether or not they are creating and persisting in a workable system. I don't think anyone is intentionally trying to be insulting. But, I do think caution should be taken when addressing a national audience from a very narrow perspective.
Jenny Gore
Jennifer B. Gore
Executive Director
Reading Connections, Inc.
122 N. Elm Street, STE 520
Greensboro, NC 27401
www.readingconnections.org
Subject: [ProfessionalDevelopment 1922] Re: Volunteer tutors
From: jhalaesl at aol.com jhalaesl at aol.com
Date: Fri Feb 8 16:05:56 EST 2008
Recruiting, training, organizing, and supporting volunteers is one of my many job responsibilities.
In response to the most recent few posts to this discussion(Jenny, Len and Ceci)...
I am know to say "There are volunteers, and there are volunteers." As there are teachers and teachers, etc.
Easy to prove and disprove the stereotypes.
The "human factor"
Joanne Hala
Literacy Services
Jointure for Community Adult Education, Inc.
www.jointure.org
Subject: [ProfessionalDevelopment 1923] Re: Volunteer tutors
From: Jodi Crandall crandall at umbc.edu
Date: Fri Feb 8 19:03:53 EST 2008
Joanne, Jenny, Len, and Ceci,
I agree with you that there are well-trained volunteers and teachers
and also both volunteers and teachers who are untrained. With the
long waiting lists to get into many of our adult ESL/ESOL programs
and the scarcity of funds, volunteers play a very important role.
Our apologies if you feel that this has not been recognized.
I should add that I was the pro-bono (without fee) ESL consultant to
Literacy Volunteers of America for 5 years (before they joined with
Laubach to become Pro-Literacy) and know how hard the organization
works to provide training.
That said, professional development is important. As I mentioned
previously, most adult ESL practitioners learn much of what they know
and are able to do on the job, but they need professional development
while they are doing it. Actually, I think that's true of a lot of
teachers -- of all levels. But providing those professional
development opportunities and encouraging people to participate in
them is key. There has long been a discussion in the field about the
need to pay part-time instructors for the time that they spend in
professional development. I wonder what kinds of incentives might be
provided for volunteers. What are your thoughts on this?
Jodi
Subject: [ProfessionalDevelopment 1942] Re: Volunteer tutorshttp://webmail.aol.com/34032/aol/en-us/Mail/DisplayMessage.aspx#
From: jhalaesl at aol.com jhalaesl at aol.com
Date: Fri Feb 8 21:47:01 EST 2008
We had an interesting experience with this a few years ago. NJ Reads awarded us a grant for our volunteer efforts. The funds were to cover Adult Ed conference fees, materials and equipment needed by volunteer tutors, incidentals needed by students, the cost of tuition in our home-grown Practicum in Adult ESL/ESOL Instruction.
Most of the volunteers attended at least one Adult Ed conference and about half participated in our Practicum--all charged to the grant. There were purchases of : a modestly priced computer printer, several Oxford Picture Dictionaries, and one pre-paid phone for a single-mom student who could only attend tutoring sessions if her daughter (11) could stay in contact (no home phone).
The remaining expenses related to volunteer tutoring and professional development were never submitted for reimbursement.
When surveyed, the volunteers stated that they wanted the monies to go directly to program costs not toward the cost of their own education.
And there was a strong sense that the program's willingness to support the volunteer efforts financially enhanced these philanthropic sentiments.
Joanne
Subject: [ProfessionalDevelopment 1931] better training for volunteer tutors
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Sat Feb 9 15:52:45 EST 2008
I know that my brush is broad (it's a
bad habit of mine) --and that there are MANY competent tutors out
there--somewhere.?? I have heard about many at literacy conferences,
for example who have done wonders with their learners.?
In my consulting work, though, I haven't encountered many who have had such
notable success with English language learners.? I am SURE the success
rate with native English speakers is MUCH higher.?? All of the tutors
I have made these observations about have received between 10-30 hours of
training.? It still has not met the tutors' needs to be able to be
successful with their ESL students.? The learner I described who had much
higher oral competence than his tutor or supervisor suspected was a referral
because he had not made "any" progress during several months of tutoring--by
the tutor's report.?
The supervisor AND the tutor both told me there are students like this who
" won't be able to make any meaningful progress" and that the job of
the tutor therefore should be to? make the learners "feel comfortable
with who they are."? As what?? non-learners??? I find
this an unacceptable attitude.?
What I am out to do here is to do two things:? 1) Go to bat for ESOL
learners who think they are going to get help when they are assigned a
volunteer tutor and then are blamed for not making progress because the
tutor--and the program that put the tutor in the position of working with
someone s/he was not prepared to work with-- led the learner to believe
effective help was available.?
and 2) challenge the notion that we cannot expect too much of volunteer
tutors.? I think we can--and they will like it when they CAN do well in
teaching their learners.?? The tutors I have worked with are sort of
sadly grateful for any little thing that will help them do a little better for
their learners.? Wouldn't it be nice to have them better prepared from the
outset so that their willingness to take time to work with someone needing to
advance education in some way does not just end up being an exercise in
frustration for all concerned???
Robin?
Subject: [ProfessionalDevelopment 1932] volunteer tutors
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Sat Feb 9 15:58:08 EST 2008
Jenny-- as I noted in
the posting I just sent, I acknowledge that this is a broad brush and
that of course there are LOTS of volunteers that do well by their
learners.?
That said, it does not erase the fact that in my work literally from
one end of the continent to the other (and on off into the islands) I
encounter audiences of literacy/ESL tutors who are not even on first
base of ESOL information and I am constantly asked what I would
recommend for this learner or that tutor.? I have been doing this work
vigorously for 20 years. ? This is hardly a "narrow" perspective.
I protest that I have characterized the tutors as lacking intelligence
to know they are working in or persisting in a workable system.??? I?
have not yet encountered a tutor who did? not bemoan the lack of
training or wonder how he or she was assigned a student whose needs she
or he could not meet .?? As I noted earlier,? one person told me to my
face that she was OK with keeping the tutors happy at the expense of
the learners.? That means the tutors are being assured that if it isn't
working, not to worry.
I just find that unacceptable.? Tutors develop relationships with their
tutees really quickly ( in programs where they are permitted to stay
with one learner) and they are very reluctant to bail--even if they DO
realize the program and the situation are not serving the best
purposes.? That is an admirable attitude-- I have been there myself?
and I know how hard it is to give up on a situation one has committed a
lot of time and effort to.? ( I have tutored adults and children for over 35 years and run tutoring programs in two cities.)
Please read previous posts carefully and note that I acknowledge that
some places-- I named Illinois specifically-- are making? HUGE efforts
to train ESOL tutors better.? And, I am part of just such an effort
here statewide--but it is hard going with tutors already in place.
However, they are eager to learn and I am eager to work with them if it
will help them feel successful and will help the learners get better
teaching.?
Let's continue to be frank here and realize that much of the still-lingering tutoring model for ESOL is a hangover from times when the myth was that if you speak and read English you can teach it to a? non-native speaker.? We have to get over that.?? Robin?
Subject: [ProfessionalDevelopment 1933] volunteer tutors
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Sat Feb 9 15:59:00 EST 2008
Right you are Joanne--
and I offer you encouragement on your challenging job.? If you are like
others in your position whom I have met, you KNOW when things are going
to work or not, but you may not have the? policy back up or
institutional support-- or maybe just the ENERGY to try to adjust a
situation that is not working.? To say nothing of the resources to do
more thorough training.?
Do you ask your prospective tutors to read things to help them learn before they start?? Robin?
Robin
Subject: [ProfessionalDevelopment 1934] incentive for tutors
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Sat Feb 9 16:00:09 EST 2008
Jodi asked about incentive for tutors to get more training:
Maybe one way to create
both more training and incentive to get training would be to have
something along the lines of the coaching model being set up for
teachers in some programs.? There could be tutor mentors-- tutors who
are more experienced and who have demonstrated that they are effective
at tutoring who would be willing to alternate tutoring learners with
tutoring other tutors.?? That would move a few more into leadership
positions-- some will want that.
?I will be addressing four groups of tutors next week-- I will ask them what they suggest.?? Robin?
Subject: [ProfessionalDevelopment 1935] incentive for tutors to develop expertise
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Sat Feb 9 16:01:15 EST 2008
Another version of the
tutor mentor model could be having specific volunteers become experts
in something--then they could be the go-to person for that technique or
issue.? For example, the tutors I have been working with are delighted
with ideas for games and more hands-on techniques.? One or two tutors
who are especially interested in that approach could learn more and
then both be there for tutors who want to come to them to learn and
find ways to teach their peers--through face-to-face sessions or little
tutor tip sheets or something of the sort.
?Those of you who supervise tutors and do trainings, how do these ideas strike you??? Robin?
Subject: [ProfessionalDevelopment 1936] Re: better training for volunteer tutors
From: Holly Dilatush holly at dilatush.com
Date: Sat Feb 9 19:12:40 EST 2008
Oh, this conversation is toooo tempting! I like these exchanges!
Holly's anecdote number one:
There are several organizations here in Charlottesville VA which offer free
tutoring -- for ESOL learners -- and I've volunteered for and/or been
employed by nearly all of them over the past nine years. There are several
volunteer tutors -- many of whom were K-12 teachers prior to 'retirement'
and others who have been through Literacy Volunteer training, some twice!
Many volunteers have their master's degrees -- in English or Education.
Many feel, as Robin has detailed, ill-prepared for successful meaningful
work with their assigned ESOL tutee matches. Many report enjoying their
time with their matched student, but not feeling effective.
Last year, one volunteer offered to coordinate a casual get-together -- at
her home -- as a pot-luck styled come when you can, stay for two or more
hours if you can, exchange ideas, challenges, positive moments, quandaries,
resources, what has worked; what hasn't worked, etc. She sent invitations
to many ESOL teachers in the area -- and to every volunteer tutor she could
connect with.
I attended that meeting -- it was packed! over 20 of us spent the
afternoon in this exchange.
Nearly every comment made by Robin and others here in this exchange was
expressed by one person or another during those few hours. Many were
relieved to learn that there indeed were possible avenues, free and not -
where they might obtain further training. Many simply wanted to know "the
one best book to buy to help them improve their tutoring." Online training
resources were shared. All agreed it would be great if more were provided
by way of exchanges like this one -- coupled with "real" training...
---
Second anecdote --
I've served as Volunteer Coordinator for an Adult Learning Center, and as
tutor-trainer for Literacy Volunteers -- and I've planned for and scheduled
many a meeting to offer further tutor-trainings -- nearly all were sparsely
attended -- obviously an inefficient approach...there are of course several
reasons why this may have been so... Those who did attend appreciated it,
so it was not wasted time, just inefficient use of time. ALL wished there
were more opportunities to exchange ideas and experiences with other
tutors...
Last spring, I scheduled an "open house" to showcase resources, meet other
tutors, receive a thank you acknowledgment, meet the program director, and
chat with each other -- it, too was well attended... well-received.
--
What might we learn from these stories? What further questions do they
prompt (if any)?
I agree with most of Robin's points here -- confronting the realities --
pros and cons -- is a much-needed step toward a probable shared goal.
There are things many organizations do well. Researching, reviewing best
practices for ideas is a start. ADDIE your tutoring programs, and encourage
someone else who is not integrally involved in your tutor progam to ADDIE
with you! Then DIAT (Do It Again Thoughtfully).
[ADDIE = Analyze, Design, Develop, Implement, Evaluate] Then talk to others
and share what you've learned / surmised.
I know this listserv has sparked many a "hmmm......." moment in my brain!
Small steps are at least steps..
Status quo (in many situations) should not be "patted on the back" and
describeda s "success." [This is a disservice to all in my opinion]
Thanks to Robin and all who have posted on this thread.
Subject: [ProfessionalDevelopment 1937] Re: better training for volunteer tutors
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Sat Feb 9 20:44:02 EST 2008
Having initially come from academics foreign language teaching to ESOL/Reading tutoring, then tutor trainer, trainer trainer, train the trainers trainer, I do feel qualified to respond about this. In my own case, I could just transfer my own academic training to this new field, and deeply appreciate the pedagogical reflections and techniques that one rarely gets in academic programs that are not education or teacher training. As for the tutors and trainers I've worked with, it's run the gamut from the highly talented to those who chose their students with great care so they'd be successful, to those who treated our students with a great deal of cultural bias, to those who resisted changes to the training where I tried to incorporate adult ed/ESOL"best practices" on the grounds that we should be grateful that they volunteer their time and should not expect any more than that--hence the stereotypes.
Unfortunately, I left LVA before it became ProLiteracy
and our affiliate became accredited (no, the events were not connected :-) so I don't know how tutor training is playing out now that tutors need to be re-certified and/or keep up with some kind of in-service to stay certified. Having also seen both academic and adult ed ESOL professionals in action, I'd say they run the same gamut on a different scale. I've entered many new fields by learning/doing/self education, and then academic research and development when needed. Not a bad way to stay flexible; not a great way to stay on top of CEUs....
Cheers to all gifted teachers, volunteer and professional!!!! I don't always put myself in the gifted category, believe me. It's always a struggle to find the best strategy, pedagogy, balance, each and every day.
Bonnie Odiorne
Subject: [ProfessionalDevelopment 1938] Re: incentive for tutors
From: JoAnn (Jodi) Crandall crandall at umbc.edu
Date: Sun Feb 10 19:26:18 EST 2008
Robin,
I look forward to hearing what your tutors say.
I know that part-time teachers often feel that they should get paid to
participate in professional development opportunities and that there
should be some recognition after completing a certain amount of training.
Since part-time teachers usually receive few benefits or contracts, it's
not surprising that they might expect some kind of support and
recognition.
Jodi
Subect: [ProfessionalDevelopment 1939] Re: better training for volunteer tutors
From: Barbara Sabaj bjteach at ameritech.net
Date: Sun Feb 10 20:44:50 EST 2008
I have worked in a program for over 18 years that uses tutors. We have
tutors who tutor at a site with other tutors and students, and there is a
professional educator at the site who writes the lesson plans based on the
needs of the student. All new tutors and any returning tutor who want to
attend are given a ½ of training prior to each 2.5 hour tutoring session.
This training is above and beyond the tutors initial training and
conferences. The site supervisor, the professional educator, creates the
lessons and helps the tutor implement the lesson. If the site supervisor
sees that the lesson is not working or the student needs additional work,
he/she provides the necessary materials. We have wonderful tutors who have
brought our language learners from a 2+ level to be ready to get a job or
move to a GED program, etc. Without our tutors, we would not be able to
help the 700 students a year we have. While there may be some tutors who
are not as effective, the site supervisor can you usually help mitigate the
situation and everyone is learning and happy.
I love our tutors and feel that they all help in some way or another, even
if it is to just give the student someone to talk to about their problems
and goals.
Barbara Sabaj
bjteach at ameritech.net
Subject: [ProfessionalDevelopment 1948] Re: Volunteer tutorshttp://webmail.aol.com/34032/aol/en-us/Mail/DisplayMessage.aspx#
From: Jodi Crandall crandall at umbc.edu
Date: Mon Feb 11 20:07:40 EST 2008
Joanne,
This is a pretty dramatic demonstration of commitment to students.
I would be interested in a general overview of the Practicum, how
long it was held, the major topics, where you held it, etc.
Jodi Crandall
Subject: [ProfessionalDevelopment 1950] Re: Volunteer tutorshttp://webmail.aol.com/34032/aol/en-us/Mail/DisplayMessage.aspx#
From: jhalaesl at aol.com jhalaesl at aol.com
Date: Mon Feb 11 22:03:51 EST 2008
Jodi:
The Practicum takes place in any ESL/ESOL class I am teaching (sometimes also at Workplace sites, and currently at a Theological seminary where we provide English for Theological Studies programs). Many of our classes are held in local schools, churches and libraries. The Practicum trainees shadow me, interact with the learners, participate in post-class discussion and planning, and eventually try their hand at teaching.
We have tried various schedules --in attempts to accommodate trainees. The most effective was an intensive course - 60 hours of student-contact hours + 20 hours of post-class discussion and planning, all in a 4 week period. Unfortunately this is not feasible for most individuals entering the world of community-based adult ESL/ESOL instruction or volunteer tutoring. So we have also run 6 and 8 week (30-40 hours, 2x weekly). I individualized a course this past Dec/Jan for a trainee who could attend only bi-weekly. Too much time between sessions.
Included in the Practicum:
Some readings and discussion of Adult Learning/Adult Education (Freire, Vella, et al)
Cross-cultural information and observation
Techniques for Targeted Listening, Dialog and Pronunciation, Reading, and Writing for Everyday Purposes ( and related grammar), materials evaluation and design, and assessment. Also discussion of continuing ed and professional development opportunities, and building a network of Adult Ed colleagues (a challenge since most of us teach in isolation)
Very much a roll-up-your-sleeves course (hence the course name).
Some trainees have been hired into our programs directly from the training. ( A good way for me to observe a potential instructor with learners)
Some took a second Practicum in an ESL/ESOL class of a different level.
Some decided ESL was not for them.
Some took their new learning back to other programs for staff training and/or use in their own classrooms.
The questions raised and discussions that followed have always been valuable for me--perhaps even more so than for the trainees. Even more important--the multiplied benefits to the ESL learners who interacted with a small group of English speakers.
Note: never more than 3 Practicum trainees in a course.
I have also used the model when presenting at Adult Ed conferences--a small group ESL learners in tow.
Some have asked me to create videos and to take the Practicum on the road.
I just have not figured out the logistics of making those things happen.
Joanne
Jointure for Community Adult Education, Inc.
Somerset County, NJ
Subject: [ProfessionalDevelopment 1960] Re: Volunteer tutorshttp://webmail.aol.com/34032/aol/en-us/Mail/DisplayMessage.aspx#
From: JoAnn (Jodi) Crandall crandall at umbc.edu
Date: Wed Feb 13 08:38:42 EST 2008
Joanne,
This sounds like a great model for an internship experience for adult ESL,
combined with theory and training in basic techniques.
Your way of accommodating different schedules is also very interesting.
I wonder how many others have tried this approach -- combining working in
an ESL class with training new volunteers or future instructors? In some
ways, it is the model used in preK-12 teacher education, but I'm not
familiar with any programs in which the mentor teacher is also the person
who teaches theory and methodology. I sounds like a lot of work on your
part.
By the way, how do you fund this extra work?
Jodi
Subject: [ProfessionalDevelopment 1995] Tutors becoming aware of specific ESOL needs
From: Molly Elkins melkins at dclibraries.org
Date: Wed Feb 27 13:52:55 EST 2008
I am very interested in this discussion. I coordinate the Adult Literacy
program at our library, which is powered entirely by volunteers. Many have
experience working with adult learners or ESL, but many also do not.
In our training, we do discuss the importance of meeting the specific
learning needs and goals of the learner, however, if the learner is unable
to articulate, how will an inexperienced tutor be helpful?
I don't want to just throw my hands up and do away with the program, or
require that all volunteers have experience. How can I train or prepare my
tutors to meet the needs of their learners?
Thank you,
Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
100 S. Wilcox Street
Castle Rock CO 80104
Map
<http://www.mapquest.com/maps/map.adp?country=US&addtohistory=&formtype=addr
ess&searchtype=address&cat=&address=100%20S%20Wilcox%20St&city=Castle%20Rock
&state=CO&zipcode=80104%2d1911&search=Get%2bMap>
Phone: (303)791-READ
Fax: (303) 688-7655
Email: melkins at dclibraries.org
Web: www.DouglasCountyLibraries.org <http://www.douglascountylibraries.org/>
Subject: [ProfessionalDevelopment 1996] Re: Tutors becoming aware of specificESOL needs
From: Ann Beck ABeck at LVCCReads.org
Date: Wed Feb 27 16:08:17 EST 2008
Dear Molly,
We have printed a list of survival skills (I can't quite remember the
source, but I think it's LVA's old ESLOA test book) that everyone needs in
the country. We advise our tutors to ensure that each is in place for the
first several weeks of tutoring, then communication seems to start opening
up. If you would like me to send you the list I'd be happy to do so.
Ann Beck
Subject: [ProfessionalDevelopment 2002] Re: Tutors becoming aware of specific ESOL needs
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Sat Mar 1 16:21:23 EST 2008
Molly-- you have stated the problem neatly in your second paragraph--How WILL an inexperienced tutor begin to help a learner with almost no English skills?
But my question to you is why you feel you CAN'T require all volunteers who work with low level ESL learners to have experience?? As I noted in a much earlier post, it is backwards to have the tutoring program be for the pleasure and benefit ofr tutors. Tutoring response should be driven by learner needs-- short and simple.
Robin Lovrien Schwarz
Subject: [ProfessionalDevelopment 2005] Re: Tutors becoming aware of specific ESOL needs
From: Molly Elkins melkins at dclibraries.org
Date: Mon Mar 3 13:17:00 EST 2008
I completely agree that tutoring should be driven by learner needs. I do
hammer that home with my tutors in training, because I believe that the
learners will get little out of a program that isn't meeting their needs,
and adult learners will be likely to simply leave.
And I have to say that I am blessed in my program with MANY tutors who are
experienced at working with adults, and teaching reading and/or ESL.
Frequently I am astounded at the experience my tutors bring to our program.
But I also have many tutors that are inexperienced. Some are hoping to gain
experience, and others are admittedly looking for the pleasure of feeling
like they helped someone else.
Here's my actual dilemma. I have a waiting list of many people who would
like service through our program. Some have been waiting since November, and
I have new people applying to our program weekly.
What I'm trying to do is offer professional development to my tutors
anywhere I can. I provide them with a training manual that has a wealth of
information and ready-to-use ideas. I am setting up round table discussions
where tutors can share with one another. I inform them of opportunities in
the community for professional development. Many of them attend because they
are thirsty for knowledge of how to help their learners.
What my tutors ultimately need is the ability to gage learner needs even
when a learner can't articulate what that need is. This ability is something
that will mainly come with experience, probably not training or testing.
Thank you,
Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
100 S. Wilcox Street
Castle Rock CO 80104
Subject: [ProfessionalDevelopment 2006] Re: Tutors becoming aware of specific ESOL needs
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Mon Mar 3 23:31:36 EST 2008
Molly-- you are fortunate to have tutors who have some experience/training. When tutors do not have such experience here are a couple of ideas:
I think one approach to think about is that for nearly all who
volunteer, the situation should not be characterized as tutoring--but
rather as conversation partners-- with that label, there are no
expectations about teaching anything --and the learners might well
profit from just that interaction. We used to have conversation
partners for our students at my university in DC-- like most
tutors, they were stay-at-home moms or retired teachers or business
people who were interested either in learning another language or about
another culture--and they talked about anything under the sun with
learners for one or more hours a week-- the two arranged their own
schedule. If learners were lucky, the partner could explain some
vocabulary or cultural things or discuss a reading assigned for
class---but there were no expectations in terms of actually teaching or
learning. Quite of lot of our learners profited enormously from the
opportunity to practice English and ask questions about vocabulary or
cultural stuff.
Students coming for help would be disabused of the notion that they were going to be "Taught" English--but could profit from time with someone willing to talk to/with them.
The second level could be tutors who DO know something about teaching a
language/English--either from experience or from formal training--and
they would be provided ways to expand their skills on their own and be
given a probationary tutoring situation --with supervision -- and the
supervisor checking with the student (not in the presence of the tutor)
about how needs are being met. Supervision would include direct
training in eliciting the student's English needs and structuring
tutoring to address those needs. Tutors could increase their learning
through videos, the internet, reading, and observing willing ESL
teachers.
Beyond that, tutors would only work with either low level ESL learners,
learners with low or no literacy, or with English-speaking remedial
reading students if they have evidence of expertise to do that kind of
tutoring.
I worked for many years in a program for struggling adult learners (not
ESL) in DC and we guarded our students zealously from incompetent or
insufficiently trained tutors. We did this because we knew that the
damage done is never undone and often is the coup de grace for those
who have already struggled many years. ESOL students should be similarly protected.
As for those with very limited oral proficiency, the need is rather clearer--they have to be able to understand and respond to basic social questions and requests for information. Beyond that, whatever their work is or wherever they will use English will dictate what the tutoring should address. This can be learned with the help of an interpreter. It is important, I feel, to remember that most learners at that level are putting themselves in the hands of teachers/tutors with the complete expectation that the teacher/tutor will know what they need to learn to be able to understand and speak English. At this level, they are not going to respond to the idea of being asked for what they need to learn with any real understanding. Rather, the tutor/teacher needs to get to know the learner WELL very soon and begin to ferret out where English is needed functionally and proceed with the basics. When I pressed one tutor about what her learner needed, she finally admitted that the learner worked in a daycare center and said she could not understand what the parents asked her when they came to drop off or pick up their children. Nor could she tell them what they needed to know. When I suggested that that need would fill the tutoring curriculum for months to come, the tutor resolved to go visit the center so she would have a clearer idea of just what the learner needed to understand and say. She also finally understood that the fact that the learner wrote everything down during tutoring did not mean the learner knew how to say or recognize those things in the actual situation at work--and THAT was the other focus of lessons-- actual USE of and mastery of what was critically needed at the workplace. To me this doesn't seem like rocket science-- so when tutors cannot make those decisions, I have to wonder what their "training" actually addressed.
What I just hate to see is what that tutor had been doing: shuffling through materials and books searching for something to fill the time of tutoring and no idea at all if the learner actually needed or wanted to practice what was found. This indicates a complete misunderstanding of why the learner is there and what can be accomplished in most tutoring.
Robin
Subject: [ProfessionalDevelopment 2007] Re: Tutors becoming aware of specific ESOL needs
From: Ann Beck ABeck at LVCCReads.org
Date: Tue Mar 4 16:47:40 EST 2008
I haven't seen any much of a tutor training program. We have a mandatory 12
hour pre-service training for all potential tutors, experienced or not. That
way we get to know them well enough to match them appropriately. We also
offer lots of support with a library, website, monthly workshops (1 a year
is also mandatory). Our tutors do come to us with their concerns and usually
it all works out.
Ann Beck
LV Coconino County
Flagstaff, AZ
Subject: [ProfessionalDevelopment 2008] Re: Volunteer Tutor Training
From: Molly Elkins melkins at dclibraries.org
Date: Tue Mar 4 19:12:09 EST 2008
It is really wonderful to hear (and see) what other literacy organizations
offer their volunteer tutors in terms of training and development. Since I
am just a little program, hardly starting up, it is really great to see
models of what else is out there so that I do not have to reinvent the
wheel.
I would love for other programs to share what they do in terms of tutor
training and support, requirements, etc.
I'm curious, Ann, what is your website, can I check it out?
Robin, I did look at your website for the New Mexico Literacy Coalition-
it's really great, and I am impressed with your training schedule!
Thank you,
Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
100 S. Wilcox Street
Castle Rock CO 80104
Subject: [ProfessionalDevelopment 2009] Re: Volunteer Tutor Training
From: Sandman-Hurley, Kelli KSandmanHurley at sandiego.gov
Date: Tue Mar 4 19:23:32 EST 2008
Hello all:
As a tutor trainer for many years and a coordinator or a library literacy program I have seen/done great trainings and had mixed results of how this training actually translates into practice once matched with a learner. There are two really great articles by Alisa Belzer that might be of interest to you. One is in the Journal of Adolescent and Adult Literacy and the other in the Journal of Literacy Research. You might get some great insight from them; I know I did. Although, it wasn't what I really wanted to hear, it has prompted me to add case studies and videos of real learners into our training to try to help tutors become more familiar with different situation they might find themselves in. I have found that real practice and real situations is the only way to even remotely begin to properly train a volunteer.
Enjoy,
Kelli Sandman-Hurley
Ltieracy Coordinator
READ/San Diego
Doctoral Candidate
San Diego State University
Subject: [ProfessionalDevelopment 2012] Re: Tutors becoming aware of specific ESOL needs
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Tue Mar 4 21:50:51 EST 2008
What a great idea, Ann--a model any program could easily follow-- provided the person coordinating the program and working with new tutors knows what to look for and how to guide people to good tutoring matches. Robin
Subject: [ProfessionalDevelopment 2013] Re: Volunteer Tutor Training
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Tue Mar 4 21:55:49 EST 2008
Molly-- good this list is providing ideas to folks like you-- better to start off on a good foot than have to back up and fix things.
I don't live or train in NM so I am not sure WHOSE training schedule you are looking at, but yes, mine is pretty busy! Robin
Subject: [ProfessionalDevelopment 2014] Re: Volunteer Tutor Training
From: robinschwarz1 at aol.com robinschwarz1 at aol.com
Date: Tue Mar 4 22:16:41 EST 2008
Kelli-- I love Alisa's work-- what a terrific foundation for training to use videos and case studies. That, combined with Ann's orientation/pre-tutoring period, would address so many of the issues I have fussed about.
How lucky for all that these great ideas are surfacing for program coordinators and trainers to take advantage of. Robin Lovrien Schwarz
Subject: [ProfessionalDevelopment 2016] Re: Volunteer Tutor Training
From: Jane Greiner jgreiner at proliteracy.org
Date: Thu Mar 6 10:16:02 EST 2008
I'm wondering if any of you have successful strategies for getting tutors to attend ongoing training as they tutor. I know some programs require tutors to attend. Does that work well?
What other strategies encourage them to continue to learn and grow in their tutoring role?
Has anyone tried email discussions with their tutors?
Thanks,
Jane
Jane Greiner
Professional Development Coordinator
ProLiteracy America
www.proliteracy.org
jgreiner at proliteracy.org
315.422.9121 ext. 283
Learn more about ProLiteracy America's Professional Development at http://www.newreaderspress.com/default_prolit.aspx
Subject: [ProfessionalDevelopment 2017] Re: Volunteer Tutor Training
From: Sandman-Hurley, Kelli KSandmanHurley at sandiego.gov
Date: Thu Mar 6 12:28:50 EST 2008
Hi Jane:
We did try a listserv for tutors and it did not go well, but we have contemplated trying it again. We are also in the process of putting together a monthly meeting where tutors can come with their questions for the staff. We are hoping that having this meeting in the evening, during the week (with food), that they will come.
We also host an annual Tutor Conference that is very well attended, not only by our tutors, but tutors from all over California.
Kelli
Subject: [ProfessionalDevelopment 2018] Re: Volunteer Tutor Training
From: Literacy Volunteers of Oswego County lvoswego at verizon.net
Date: Thu Mar 6 12:50:12 EST 2008
We hold two "in-services" per year and attendance at one is mandatory.
Though we have not really "enforced" that yet..
We'd also be interested in any ways to get better attendance!!
Jane Murphy, Executive Director
Literacy Volunteers of Oswego County, Inc.
34 East Bridge St., Suite 301
Oswego, NY 13126
(315) 342-8839
www.lvoswego.org
The mission of Literacy Volunteers of Oswego County is to provide adult
students the English communication and literacy skills they need to reach
their full potential as individuals, parents, workers and citizens.
LVOC is a fully accredited affiliate of ProLiteracy America.
Subject: [ProfessionalDevelopment 2020] Re: [Professional Development 2017] Re: Volunteer Tutor Training
From: Lipson, Jim jlipson at pima.edu
Date: Thu Mar 6 13:13:32 EST 2008
Wow...what a great discussion on tutoring! Molly, are you willing to
share your training manual? Here in Tucson (Pima Community College
Adult Education) we have developed a manual/handbook for teachers. The
idea is that we want teachers, as "supervising instructors" to see that
they need to invest some time and energy with their volunteers if they
really want them to be successful.
Regarding professional development...we invite tutors to any PD event or
activity that we offer for teachers-the idea being that the tutor is
also an educator and not just a tutor. Periodically I have also invited
volunteers for a half day in-service for them to discuss what works and
what is not working for them within the program and how they can be
better supported. I may also break them into interest topic groups to
share strategies and best practices. Periodically we also ask them to
fill out self evaluations. The advantage of this is that they will
often share things in writing they will not share in a phone, e-mail or
personal visit. Sometimes this can be brutally enlightening!
Jim Lipson
Volunteer Coordinator
Pima Community College Adult Education
520.884.8628
From: krossman at localnet.com at localnet.com
Sent: Thursday, March 06, 2008 1:11 PM
To: professionaldevelopment at nifl.gov
Subject: Re: [ProfessionalDevelopment 2016] Re: Volunteer Tutor Training
In Pennsylvania we have some programs which are participating in an
Intensified Tutoring Services Initiative and one of the requirements is
that tutors must participate in two hours of professional development
(PD) each month. Programs are having varying results. Obviously, most
problems have occurred when tutors who were tutoring prior to this
requirement were asked to start participating in the professional
development. As new tutors are coming in and the PD is a clear
requirement it is usually not an issue.
Programs are being very creative in how they are offering the PD - from
independent study to on-line courses. Face-to-face trainings are offered
and some agencies have discussed starting tutor networks.
Tutors of Literacy in the Commonwealth has started a tutor listserve,
but participation has been less than minimal. Some of the programs have
reported that communication with their tutors via e-mail is very
effective though.
Kim Rossman
Training Coordinator
Tutors of Literacy in the Commonwealth
925 West College Ave
State College, PA 16801
www.tlcliteracy.org
Subject: [ProfessionalDevelopment 2022] Re: [Professional Development 2017] Re: Volunteer Tutor Training
From: Nancy R Faux/AC/VCU nfaux at vcu.edu
Date: Thu Mar 6 14:10:19 EST 2008
Although the following mini-courses offered by Verizon Online University
do not constitute a volunteer tutor training program, they may be helpful
to your volunteers. (p.s. maybe someone at Verizon could fix the link.)
Verizon Literacy University adds three courses
Did you know that in 2002, more than 1 mil. people immigrated to the
U.S.A., and over 500,000 others became citizens? Verizon Literacy
University has added three new courses to assist volunteers working in
literacy programs providing services to these new immigrants.
? Volunteering in English Language Learner Literacy Classes introduces
several English Language Learners and describes the special roles
volunteers play in meeting the needs of these learners.
? Culture and English Language Learners examines the different dimensions
of culture and how cultural values influence learning.
? Citizenship: What Volunteers Need to Know provides information on what
literacy students in citizenship programs are likely to encounter during
the citizenship process.
VLU is available at no charge to anyone. Most of the courses can be
completed in 30-45 minutes and cover a variety of literacy-related topics.
Visit www.vluonline.org.
Nancy
Nancy R. Faux
ESOL Specialist
Virginia Adult Learning Resource Center
Virginia Commonwealth University
3600 W. Broad Street, Suite 669
Richmond, VA 23230-4930
nfaux at vcu.edu
http://www.valrc.org
1-800-237-0178
Subject: [ProfessionalDevelopment 2023] Re: FW: from Kim, Volunteer Tutor Training
From: Sandman-Hurley, Kelli KSandmanHurley at sandiego.gov
Date: Thu Mar 6 14:22:03 EST 2008
I would love to hear more about the on-line inservices? How do they do that? What tool do they use?
Kelli
Subject: [ProfessionalDevelopment 2024] Re: [Professional Development 2017] Re: Volunteer Tutor Training
From: Nadia and Kevin Colby thecolbys at prodigy.net
Date: Thu Mar 6 14:48:41 EST 2008
I took some of the Verizon courses and found them
interesting. They do fill gaps for those who are
trained in other fields but are also literacy
volunteers. They also help new teachers as the
materials are well written and courses can be
customized to personal needs. I think I enrolled in
three courses (about 2 years ago) and devoted
different parts of the day to each one of them. I
got the information at the Literacy Assistance Center
in New York City but unfortunately I don't have the
link anymore. I tried the one provided in the
previous message and it is no longer valid.
The best part of these courses, considering the
limited funding that a lot of programs have, is that
they are absolutely free. This is a great on line
resource for tutors.
Nadia Quiroz-Colby
Houston, TX
Subject: [ProfessionalDevelopment 2025] Re: [Professional Development 2017]Re: Volunteer Tutor Training
From: Janet Fulton jfulton at famlit.org
Date: Thu Mar 6 15:11:28 EST 2008
You can now find the VLC courses on www.thinkfinity.org.
Go to the Literacy Network button then go to the Learn or Volunteer
button.
They have just redone their website and the courses are pretty easy to
find.
Enjoy, Janet
Janet M. Fulton
Senior ESL Design Specialist/Project Manager
National Center for Family Literacy
325 W. Main Street, Suite 300
Louisville, Kentucky 40202-4237
502.584.1133 Extension 170
502.584.0172 Fax
jfulton at famlit.org
Subject: [ProfessionalDevelopment 2027] Re: LV Coconino County website
From: Ann Beck ABeck at LVCCReads.org
Date: Thu Mar 6 15:49:20 EST 2008
Molly,
Literacy Volunteers of Coconino County's website is www.LVCCreads.org We
have a Facilitator's Guide that covers every minute of our 12 hour
pre-service training. It is not packaged all in one file yet, but I might be
persuaded to share it if someone really wants it. (In a couple of weeks, I'm
swamped until after the 15th.)
Ann
Subject: [ProfessionalDevelopment 2029] Re: FW: from Kim, Volunteer Tutor Training
From: krossman at localnet.com krossman at localnet.com
Date: Thu Mar 6 20:24:44 EST 2008
Most of the on-line tools that are used are the trainings already
mentioned on Thinkfinity's site. Some of our professional development
agencies also do some on-line trainings which are very helpful.
I also wanted to note that I saw articles written by Alisa Belzer
listed on the ALE Wiki. Alisa and I have been working with a workgroup
to create a "Just in Time" tutor training process which we are
beginning to pilot. The main idea is for new tutors to attend a three
hour orientation, get matched with a learner, tutor for 10 - 12 hours,
get audiotaped, and receive specific feedback on the audiotaped
session. Obviously, that greatly simplifies things, but you get the
main idea. Many of PA's literacy agencies are excited about piloting
this process and we hope to have encouraging research in a few months.
Kim
Subject: [ProfessionalDevelopment 2030] Re: [ProfessionalDevelopment 2029: Volunteer Tutor Training
From: jeffrey A fantine fantine at ohio.edu
Date: Thu Mar 6 22:06:24 EST 2008
In case you haven't seen this, I wanted to share a news article we recently submitted to describe how our Center uses Thinkfinity to support our Tutor Training efforts around the southeastern Ohio region: <http://literacynetwork.verizon.org/Success-Stories.62.0.html?&tx_ttnews%5Btt_news%5D=82&cHash=733b00ccaf>
If you have questions, let me know...
Enjoy!
-J
Subject: [ProfessionalDevelopment 2031] FW: from Brenda, LV Coconino County website
From: Taylor, Jackie jataylor at utk.edu
Date: Fri Mar 7 10:36:55 EST 2008
We are investigating different ways of recruiting/retaining tutors.
(Although at our spring workshops (3 currently running) attendance has
been close to 30 prospective tutors at each of our offerings!) Your
packaging of the training on line is interesting. Are tutors still
required to go to the 12 hour workshop? Does the fact that it is
on-line make them less engaged in the TTW? I would like to share your
12 hour training model - no rush. We switched to a 15 hour model about
one year ago and find it prepares tutors just as well as our 24 hour
model used previously. Our tutor trainings are also combined, with both
Basic Literacy and ESOL techniques covered.
We try to offer a tutor roundtable monthly, where tutors get together
and brainstorm, sharing resources they have found. We also try to
schedule an "In-service Training" monthly on varying subjects -
pronunciation, reading comprehension strategies, etc. These sessions
have the "regulars" who attend, but I need some suggestions for drumming
up attendance on these sessions. They count toward tutor
recertification, but that does not seem to help motivate tutors to
attend. Sessions are offered at various times (days, evenings and
weekends) and various locations throughout Nassau County (our region).
We further support tutors with outreach calls from volunteers in our
office. Outreach calls each tutor, about every 6 - 8 weeks to get
feedback on their tutoring and any issues they may be having. We really
try to get them to realize the office is here for their support.
Volunteers are what keep us in business!
Brenda Alui
Director of Program
& Volunteer Services
Literacy
NASSAU
250 Fulton Avenue
Hempstead, NY 11550
Phone: (516) 486-2789
Fax: (516) 486-0064
e-mail: BAlui at literacynassau.org
