Abstract

Qualification standards that guide the recruiting process will help target tutors with the essential skills needed to assist students in learning and in maintaining the integrity of programs. This effective practice outlines strategies for assessing criteria of tutors. It was shared by Nicky Martin of LEARNS on the AmeriCorps e-mail discussion list (ACList) in December 2004.

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Issue

Prospective tutors are a vast pool with varying qualifications. How do programs match need with expertise?

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Action

According to Nicky Martin, LEARNS Program Advisor, use the following effective practices to assess qualifications of prospective tutors:

Select assessments for tutor qualifications with the outcomes of your specific program in mind, as they will differ according to the desired results. For example, qualifications for tutors reading aloud to preschool children will differ from those for tutors supporting middle school students with math homework or computer skills.

Select multiple ways to assess qualifications; this will provide better information than a single instrument or test.

Identify the main skill sets tutors need and express them clearly in position descriptions; appropriate individuals will then be more likely to apply.

Also consider eliminating requirements that your training program can develop over time. It would be unfortunate to establish "knowing how to use the cueing system" as a pre-qualification for early reading tutors if you will build this skill in an early training session.

A solid, multi-faceted approach to the assessment of tutor qualifications might include some (but not always all) of the following:

• Minimum education levels (assessed through transcripts or contact with schools)
• Demonstrations of appropriate skills in the interview setting (speaking English clearly, selecting a book, reading aloud, explaining a math problem, navigating a computer program, providing a writing sample)
• Scenario interview questions presenting common dilemmas in your program (assessing problem-solving skills and attitudes towards children specific to your setting)
• Specific skill mastery tests or exams (writing assessments, literacy, math, science and/or computer tests)

To select skill exams or tests, seek input from professionals in your local area. State Departments of Education, Adult Basic Education, or GED programs can provide names and sources of tests commonly used for basic subjects and/or skills at the required level. In some cases, simple demonstrations of a skill might suffice. For example, limited English tutors (who speak the native language of tutees) might not be proficient enough to pass a high school English test; nevertheless, they read primary books beautifully and can provide solid support in beginning reading to English language learners, with the added bonus of communicating with children in their native language and culture.

 

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Context

The No Child Left Behind Act sets clear guidelines for academic qualifications for individuals assisting in instruction in Title I funded schools or classrooms. The law allows teachers' aides to support instruction if they have met certain academic requirements: they must have at least an associate degree or two years of college, or meet a rigorous standard of quality as demonstrated through a formal state or local assessment.

Although these requirements do not apply to AmeriCorps members or volunteers, districts should make every effort to ensure that AmeriCorps volunteers who provide instructional support in a Title I program have the skills necessary to assist effectively in instructing reading, writing, and mathematics or in reading readiness, writing readiness, and mathematics readiness, as appropriate. Volunteers should have the necessary information and training to carry out the activities they are performing, as appropriate.

LEARNS is a partnership of the Northwest Regional Educational Laboratory and the Bank Street College of Education, providing training and technical assistance to Corporation for National and Community Service, 21st CCLC, (21st Century Community Learning Centers) and Federal Work Study projects focused on tutoring, mentoring, literacy, and out-of-school time.

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Outcome

While there are no definitive answers about "the right qualifications" or the "right test" that will be appropriate to all models of tutoring programs in national service, a systematic approach to identifying and assessing qualifications will strengthen your program and lead to improved outcomes.

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Posted On

December 20, 2004

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For More Information

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Resources

The LEARNS partners have access to excellent resources and expertise in a broad array of school curriculum and tests. If you seek advice about ways to establish multi-faceted assessment of tutor qualifications for your specific program, contact LEARNS for assistance.

Related Practices

• Setting standards for tutors in literacy programs
• Developing curricula and tutoring strategies to meet grant guidelines

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Topic Areas

• Tutoring
• Evaluation
• Recruitment
• Staff
• Education
• LEARNS

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