Setting standards for tutors in literacy programs

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Abstract

A significant number of national and community service programs designed by local communities assist children in learning how to read. These programs are profoundly influenced by the quality of their members and volunteers. Qualification standards that guide the recruiting process will help target tutors with the essential skills needed to help students learn, and to maintain the integrity of programs. This effective practice examines how programs may assess critical skill areas. It is excerpted from the Tutoring Toolkit for AmeriCorps Program Applicants (2003) developed by LEARNS, in conjunction with the Corporation for National and Community Service. See the toolkit for more information.

Issue

Assessing the critical skill areas tutors need in reading and literacy programs, based on standards that build better programs, is crucial for success.

Action

As a program recruits, selects and places tutors, the following critical skill areas and how they will be assessed should be considered:

Literacy Skills that Support Tutoring Activities

To assess competency in literacy skills, consider using the following:

Demonstration of reading and writing skills through a brief writing sample, reading aloud, or other literacy assessment.
Demonstration of competencies developed during training.
Demonstration of second language proficiency or fluency.
Familiarity with libraries, children's literature, and any background in reading instruction or education courses.
Knowledge and demonstrated skills in appropriate subject areas, especially for homework help areas.

Education

Individual programs can choose to set specific education requirements for tutors, such as post-secondary education or coursework in education or reading. In these cases, look for:

Documentation of successful completion of a course or degree program.
Letters of reference
Certificates and diplomas

Although literacy skills and education are the most important criteria for identifying tutors, consider other skills and factors that could influence tutors' effectiveness and retention rates.

Experience with Children

Through written application and interviews, programs can:

Ask for details about work or life experience related to children.
Explore applicants' knowledge of child development and attitudes about behavior management (Sample questions might be: "What are the best things about working with children?" or "What are the hardest things about working with children?")

Personal Goals and Motivation

Through interviews or the application process, programs may also:

Ask for statements about why the assignment is a good fit.
Learn about personal values and motivation that may support or deter the selection of individual applicants.
Extend knowledge of an applicant's fit for the work, dependability, and personality by asking for and checking references.

Attitudes Towards Education and Schools

Rely on tough interview questions to uncover attitudes or experiences that could make tutoring difficult or inappropriate for some individuals.

For sample interview questions for tutors, review LEARNS' Growing a Volunteer Tutor Program.

Context

A significant percentage of programs funded by the Corporation for National and Community Service provide tutoring and other support to assist children in learning to read. The No Child Left Behind Act, enacted by Congress in 2001, sets new scientifically-based standards for programs.

Tutor training should take place both before and during service and give tutors the skills and knowledge to support students' learning of the specific components of reading addressed in the April 2000 report of the National Reading Panel (NRP).

This comprehensive report reviews over 100,000 studies on reading and explains the methodology and scientific research used by the panel in its effort to assess the best ways to teach children to read.

Citation

Elbaum, B., Vaughn, S. Hughes, M.T., & Moody, S.M. (2000). How effective are one-to-one tutoring programs in reading for elementary school students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605-619.

Outcome

Tutoring is an intervention that supplements regular classroom instruction. The gains tutees make are most likely a result of the work of program directors, teachers and parents, as well as other interventions and supports.Research has shown that college students and trained, reliable volunteers are able to provide significant help to struggling readers. (Elbaum, Vaughn, Hughes, Moody, 2000)