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Foreword
Introduction
Making the
Distinctions
Benefits
The Northwest
Sampler
Implementing
Training Tutors
Potential Pitfalls
Everyday Stuff
Conclusions and
Regional Contacts
References
About This Issue
Previous Issues
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Implementing a Program: What Does It Take?
No school or organization implements a tutoring program the same way. However, there does seem to be consensus about items that need to be tended to, and considerations that need to be made. Following is a listing of suggested steps to take in organizing a tutoring program. (The degree to which these steps are followed will depend upon the size and scope of the program.)
- Consider what your objectives are:
- What is your target age group?
- What subject area(s) will you focus on?
- Is academic improvement your main goal, or will you also
focus on self-esteem and student attitudes (Miller et al.,
1993; Gaustad, 1992)?
- Designate someone to coordinate the tutoring program. This person may be an employee of the school who volunteers, or it may be someone hired specifically for this position. It is important to remember that this will be a demanding, even exhausting job at times, but its rewards will far outweigh any demands (Cotton, 1989; Lancy & Nattiv, 1992).
- Get the support of school staff and administration; without this, the program will likely never get off the ground (Lancy & Nattiv, 1992; Martino, 1993).
- Assess what human, physical, time, and financial resources are available, and make decisions accordingly (Gaustad, 1992).
- Outline program goals, policies, and procedures in a letter to parents. Have them sign a permission slip if their child has been selected to participate in the program in any capacity. It might also be a good idea to have an informational meeting for parents or community members. The bottom line is to openly communicate with the public (Lancy & Nattiv, 1992; Martino, 1993; Gaustad, 1992; Topping, 1988).
- Establish a plan for evaluating the successfulness of the program. Ideas for evaluation include (Miller et al., 1993; Gaustad, 1992; Topping, 1988):
- Comparisons with a control group
- Academic assessment
- Measurement of social gains
- Carefully identify tutors and tutees (Gaustad, 1992; Ellery, 1995). Again, base these decisions on the original goals of the program. All students can play the part of tutor or tutee. (Ellery, 1995; Rekrut, 1994). Some suggestions for identification of each are:
Tutors
- Recruit tutors by advertising or with informational meetings for those interested. Ask teachers and other students to nominate those individuals who have promising tutor skills (Morris, 1990).
- Persuade potential tutors by identifying possible incentives, either intrinsic (the knowledge that they will make a difference in someone else's life) or extrinsic (school credit for participating as a tutor).
- Tutors should be competent in the subject(s) they tutor (Ellery, 1995; Morris, 1990; Martino, 1993; Gaustad, 1992).
- Look for qualities that include: willingness, patience, dedication, assertiveness, and the ability to lead and instruct. Academic success alone does not make a tutor successful (Cotton, 1989; Gaustad, 1992).
Tutees
- Select students who have demonstrated need in the specified subject, and who may have difficulty learning in a whole group setting. However, avoid students with severe behavior or attendance problems while establishing the program (Martino, 1993).
- Choose tutees that are able to accept, respect, and not be threatened by instruction delivered from a peer or an "uncertified" adult.
- Train tutors (this step will be covered in detail in a following section) (Kalkowski, 1995; Rekrut, 1994; Miller et al., 1993; Lancy & Nattiv, 1992; Cotton, 1989; Martino, 1993; Gaustad, 1992; Topping, 1988).
- Pair tutors and tutees. Some studies suggest that same-sex partners are preferable, but this is not a must (Rekrut, 1994). Above all, try to pair partners whose personalities complement one another and who seem to work well together. Allow for changes if it appears that the partners are not getting along (Gaustad, 1992).
- Make provisions for substitute tutors in the event of absences or tutors who withdraw from the program (Topping, 1988).
- Provide ongoing support for tutors and staff involved (Gaustad, 1992).
- Generally, schedule tutoring to take place three times a week, for 15-30 minutes each session, at eight to 10 week intervals (Gaustad, 1992; Topping, 1988).
- Evaluate the success of the program (Miller et al., 1993; Gaustad, 1992; Topping, 1988).
- Above all, start small and expand the program gradually. Concentrate on creating an environment where tutors feel free to ask questions and voice their concerns, and where tutees feel comfortable and successful (Cotton, 1989; Martino, 1993; Gaustad, 1992; Topping, 1988).
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