NewTutorOrientationHandbook

Spring/Summer2016

WorkforceEducation&Lifelong
Learning(WELL)Program

TABLE OF CONTENTS
Staff Directory...

Tutoring at WELL..

About CSPCD...

About WELL.

Job Description...

Tutor Responsibilities.

What Tutors Should

Know About Adult Learners.

PA Dept. of Education
Tutor Competencies.

11

Recording Hours/
Kronos Training.

13

Basic Training,
Professional Development & Tutor Meetings.14

Appendix..
Tutor Progress Report
Sample Time Sheet
Sign In/Out Sheet

15

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DIRECTORY
Tutor Coordinator (Kelly Sines)..215-204-8085
WELL Main Office. 215-204-2560
(for instructors and/or Ms. Lawrence - Mitten Hall, Room 200 East)
Center for Social Policy & Community Dev..215-204-7491
th
(for Ms. Nia Ramseurs Office - Ritter Annex, 4
Floor, Room 477)
Tutor Website templetutorcorps.weebly.com
(Can be used to access forms and Temple Tutor Corps Timesheet, as well as
other useful resources)

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TUTORING AT WELL
Congratulations on your decision to join the staff and students of Temple
Universitys Workforce Education & Lifelong Learning (WELL) program! WELL
operates within the Center for Social Policy and Community Development (CSPCD),
which is located in the College of Public Health (CPH). It is our mission to provide
community members with quality education and support services that focus on work
readiness and high school equivalency exam preparation. Our ultimate goal is to
help students of the program to enter the workforce and/or postsecondary
education.
The purpose of this orientation is to familiarize you with the responsibilities
and expectations of being a WELL tutor. You will be shown the proper way in which
to complete all required paperwork pertaining to both tutoring and student
support. You will also be introduced to some key methods for effectively working
with adult learners. You are about to embark on a dynamic, fulfilling experience
that will serve to enrich not only your professional careers and volunteer
experience, but also your interpersonal skills.
Working with adults in an educational setting is a stark contrast to dealing
with children. The learners served through WELL have busy and complex lives
outside of the program that must be respected. In order to facilitate an optimal
learning environment, WELL staff strive to create a comfortable, professional,
safe, and intellectual atmosphere in which learning can be differentiated to fit
each individual learner. While this is tedious and time consuming, we are fervent
believers in delivering precise, fastidious service to our learners. Nothing less than
sheer determination and persistence are required from our students, so, that is
precisely what we ask of you, the tutor. Over the course of your experience as a
tutor with our program, please be aware of the fact that your actions and
reactions in this line of work affect your learner with this, comes an amazing
opportunity for you to inspire and lead adult learners in the direction of their
goals.
Your presence is greatly appreciated at the WELL Program. You are an
integral part of a great culmination of talent and intellect assembled in order to
further the education of all those with a hunger for knowledge. We hope that your
experiences here help to solidify your passion and drive within the field of
education, and that this opportunity enables you to open an infinite number of
doors to further your careers, volunteer experiences, and future endeavors.
Thank you,
The WELL Staff
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ABOUTCSPCD
TheCenter'sFocus
Foundedin1969,theinitialfocusoftheCenterforSocialPolicyandCommunity
Development(CSPCD)wastoactasthelinkbetweentheUniversityandcommunity.Thisfocus
gaverisetothemovementoftheCenterintosocialpolicy.TheCentercontinuedtokeepits
communityfocusbutbegantotargetprogrammaticcontentandpolicyissues.TheCentersdirection
alsoexpandedtotraining,evaluationandresearch.
TheCentersemphasisonworkforcedevelopmentwhichbeganwiththeinaugurationofNixonhas
continuedthroughoutthelifeoftheCenter.AsasupporttopersonsintheCentersworkforce
developmentprograms,aneighborhoodadulteducationprogramwasdevelopedtoincreasemath
andreadingcompetenciesandtohelpadultsobtaintheirG.E.D.Theseskillswouldhelppeopleto
findemploymentandadvanceintheircurrentemployment.
OneoftheassetsoftheCenterisitscapacitytoberesponsivetotheneedsofthesocialservice
community.TheCenterhascollaboratedwithover200communityorganizationsandawiderange
ofcityagenciesthroughoutitsfortyyearhistory.TheCentersinvolvementhasincludedtechnical
assistanceingrantwriting,programplanning,budgeting,evaluation,etc.
Overtheyears,theCenterhasbecomeaninformalservicelearningcenterformanydifferent
departmentsandschoolswithintheUniversity.Studentshavebeenabletoworkandfulfillfield
practicum.TheCenterhashostedanaverageoffivetotenstudentsperyearintheirsocialwork
practicumexperience.Inaddition,morerecently,manystudentshavefoundworkstudy
opportunitiesthroughtheGetSMART(StudentMentorsAndReadingTutors)programattheCenter
whichhasallowedthemtooffertheirtimetomanycommunitybasedorganizations.Manystudents
havebeeninstrumentalinassistingwiththedevelopmentoftheseyouthfocusedprograms.Over
thecourseoffortyyears,CSPCDhasengagedseveralthousandstudents.

ABOUTWELL
TempleCSPCD/WELL'sadultbasiceducationprogramisfundedbythePennsylvaniaDepartmentof
Education,DivisionofAdultEducation.Theprogramprovidesafullrangeofinstructionalservicesthat
preparePennsylvanianslookingtodevelopthebasicskillsnecessarytoparticipatefullyintheeducationof
theirchildren,findandkeepfamilysustainingemployment,orobtainasecondaryschoolcredential.
ABEservicesofferedthroughWELLprovideinstructioninreading,writing,andmathatgradelevel
equivalentsuptoeighthgrade.
PreGEDservicesareforgradelevelequivalentsfromninthtotenthgrade.
GEDservicesareforgradelevelequivalentsfromtenthgradeandabove.

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JOB DESCRIPTION
**This is a general job description. The nature of each tutors volunteer/work placement varies. This is
intended to be a general guide of activities completed by work study or volunteer tutors.***

Job Identification Information

Job Title:
Tutor/Volunteer/Administrative Support
Department:
WELL, CSPCD, CPH
Reports to:
Kelly Sines (
kelly.sines@temple.edu
)

General Summary of the Position

Tutors are required to adhere to the needs of the learners they are
tutoring. They are also required to perform administrative duties
whenever necessary.

Major Duties and Responsibilities

(Duties not listed in order of importance)
1. Tutor
a. Small group and one-to-one tutoring
b. Assisting instructors in the classroom
2. TABE Testing & Classwork (when appropriate)
a. Marking the tests
b. Recording test scores
c. Marking class work
3. Clerical Duties (when appropriate)
a. Answering the phone
b. Filing & Copying
c. Typing & Data Entry
4. Maintaining Documents
Each tutor should have full knowledge of all forms that are
needed.
Maintain all lesson plans and student samples in a binder to
be kept at WELL
Timesheets are to be handed in completed and on time
(TIMESHEETS ARE DUE EVERY THURSDAY BY 8:30
PM)
. They should be submitted to Mitten Hall, room 200.
Progress Notes are to be completed on a daily basis, per
session

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TUTOR RESPONSIBILITIES

All tutors must have a tutor application, resume, training certificate, and
background checks on file in the WELL office. Please notify the office of
any changes to your application (address, telephone number, emergency
contact, etc.).

Tutors will also have a work schedule on file. If you need to change your
schedule, please see the coordinator. Otherwise, you should adhere strictly
to your assigned schedule.

Make sure to sign in and out on the sign in sheet located at the front desk of
Mitten Hall. If you work at a site other than Mitten Hall, check with the
classroom instructor for the sign in/out sheet. They should be carrying a
copy for you to sign with them.

If you cannot make it to a tutor session, please email the Tutor Coordinator
and the instructor/student(s) you work with. Please give as much advance
notice as possible and try to arrange for a replacement if necessary.

Classroom aides should meet with instructors prior to class time. This will
give you and the instructor time to discuss the lesson planned for the day. It
is your responsibility to be familiar with curriculum materials so that you can
better assist the instructor and serve the students. If you would like to
learn more about curriculum, standards, and available materials, please
contact the Tutor Coordinator.

Tutors are required to participate in tutor meetings and professional

development sessions each semester.

Tutors responsibilities will vary. You may be asked to work one-to-one, in

small groups, or as a classroom aide with students. You may be asked to
correct quizzes or read and comment on student essays. You may also be
asked to assist staff with administrative tasks such as filing, data entry,
reception, etc. You are expected to provide assistance to the program while
you are on the clock.
Please be aware of the duties required of and
acceptable to you and the programs from which you were placed at
WELL
.

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Tutors must document every session with students. Using the online
Progress Notes, briefly describe your work with the student. It is
imperative that you write up a Progress Note for every session you hold/
class you serve as an aide to. This allows for follow-up on progress
throughout your time spent at WELL.
It is important that this is done
immediately after a session as to keep the information fresh and
up-to-date.The form can be found by following this link:
https://docs.google.com/forms/d/1_9iuNSB1Go0zRcWOdBscrmRydRqLbcJZ
aNTlFNDFfls/viewform

We ask that tutors not use the office phones for personal calls.

In the classroom, your immediate supervisor is the instructor. If you should

have any questions or concerns about the class or your responsibilities,
please see the instructor. For other concerns, please see the Tutor
Coordinator.

Please check out the Temple Tutor Corps website where the forms listed
above and many other resources and pieces of information can be found.
The link to this website is:
templetutorcorps.weebly.com

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What Tutors Should Know About Adult Learners

The success of adult literacy programs depends upon how well we understand the
special needs of our learners and how well we, as instructors, tutors, and
administrators, work together to meet those needs. Please take time to read this
to learn more about the population of adults that we serve.

Adult learners are affected by many psychological factors, including low

self-image, limited motivation, past educational experiences, competing
responsibilities, and social and economic circumstances.
Many adult learners are intelligent and capable, with a wide range of life
experiences however, they may be afraid or embarrassed to admit their
inadequacies. They may be insecure and apprehensive about being in school.
They also may be learning disabled.
Many of our adult learners have low reading and/or math skills. Reasons
include poverty, frequent family moving, long-term illness or physical
handicaps, necessity to work instead of attending school, second-class
education, underachievement and/or limited ability, no family support, and
marriage and/or children at an early age.
Adult learners may have been pushed through school and not given the
chance to learn basic skills. For this reason, it is important to be patient and
let them progress at a pace that best suits their learning. If the student
becomes frustrated, help him/her use new approaches.
Many adult learners enter our program because they have not succeeded in
the traditional school system. As a result, they bring with them a sense of
failure. Therefore, be positive and encouraging at all times. Focus on their
strengths and note each increment of progress, no matter how small.
All students learn differently. Once you identify the students learning
style, try to adapt your teaching methods accordingly. Be flexible. Always
work to meet a students immediate needs and interests.
Never say No or Thats wrong. Avoid saying, Do you understand!
Students will usually say Yes, whether they really understand or not.
Alternative responses could be Close, Try again, or Show me/tell me how
you did that.

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Adults learn best when they are using real-life situations and working with
topics which are of immediate use to them. For example, lessons may involve
understanding tax forms, making a budget, filling out a job application, or
obtaining a drivers license.
Studies show that adult learners thrive in small groups. These groups
encourage peer support and increase the amount of individual attention a
student receives.
Many adult learners do not read for pleasure and have negative attitudes
toward reading. Tutors should encourage reading for pleasure by
introducing a variety of reading materials: fiction and poetry, newspapers
and magazines, song lyrics, Bible readings, or whatever sparks the students
interest. Other ways to promote a reading lifestyle are reading aloud to
students encouraging writing as a response to literature allowing
opportunities for students to share with others what they have read and
allowing time for silent reading of student-selected materials in each
session.
There is no magical key for learning, no single answer. We should all support
a holistic view towards teaching and learning which does not focus on a single
method of learning.
Adults, unlike children, need to take charge of their own learning in order to
succeed. Empower students by allowing them to set their own goals, to
progress at their own pace, and to teach themselves as much as possible.
Respect our students time arrive to class or scheduled tutoring sessions on
time and be prepared for the days lesson.
Our students are adults. Treat them as adults and work with them as
partners in learning.

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PennsylvaniaDepartmentofEducation

TutorCompetencies

IndicatorsAdaptedfromTeacherCompetencies

1.Tutordisplaysbeliefs,behaviorsandpracticesthataresupportiveofadultlearners.

Fosterslearnercenteredinstruction.
Demonstratesempathy,patience,andsupport.
Demonstratesculturalawarenessandsensitivity.
Identifiesandsupportslearners'withlearningdifficulties.
Accommodatesadultlearners'multiplelearningstyles.
Understandsdemandsofadultrolesandresponsibilitiesasworkers,parents,
citizens.

2.Tutorconductsinstructioninamannerconducivetolearnerinteraction.

Encourageslearnerstosharetheirknowledgeandskills.
Acknowledgesandutilizestheknowledgethatadultsbringtotutoring.
Encouragesadultlearnerstovoicetheiropinions.
Modelsthesharingofknowledgeandskills.

3.Tutorreinforcespositiveattitudestowardlearners'potentialforsuccess.

Holdshighexpectationsforlearnerachievement.
Challengeslearnerstogobeyondtheirperceptionoftheirownlimitations.
Meetslearnerswheretheyareandfosterstheirpotentialforchangeandgrowth.
Developswithineachlearnerasenseofhis/hertalents,progressandability.
Encouragesadultlearnerstopracticeselfevaluationandstriveforcontinual
improvement.

4.Tutordesignsactivitiesforandencouragesindependentstudyskills.

Encouragesadultlearnerstoshowinitiativeinidentifyingtheireducationalneeds.
Helpslearnerstosetgoalsbasedontheirneedsandfeedbackfromothers.
Encourageslearnerstousedailylifeexperiencesasopportunitiesforlearning.
Helpslearnersidentifybarrierstotheirlearningandformulatepossiblesolutions.
Guideslearnerstodefinetheirgoalsasfamilymembers,workersandcitizens.

5.Tutordemonstratesproficiencyinthesubjectareainwhichtheyprovideinstruction.

Possessesknowledgeofcurrentmaterialsthatareappropriateforadults.
Possessesknowledgeofcurrentmethodsappropriateforadults.
Possessesknowledgeofcontentareaatinstructionallevel.

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Usescurrentmethodologiesandproceduresspecifictothecontentarea.

6.Tutordesignsinstructionalplans.
Utilizesalearningplanforeachinstructionalsession.
Usesbiasfreelanguageandmaterials.
Utilizesanappropriatevarietyofinstructionaltechniques.
Organizesasequentialplanofinstruction.
Designsinstructionthatdevelopshigherorderthinkingskills.
Regularlyevaluateslearningplansandprogresstowardoutcomes.

7.Tutordesignsindividualeducationalplans.
Createsanindividuallearningplanwithadultlearner.
Designsinstructionthatmatchesindividuallearningplan.
Consistentlyoffersconstructiveandsupportivefeedback.
Selectsappropriatemethodsandmaterialstomeetindividuallearningplan.
Encouragesindependentstudyskills.

8.Tutorencouragescriticalthinking.
Motivateslearnerstosolveproblems.
Relateslearningopportunitiestocurrentconcernsandissues.
Modelscriticalthinkingskills.
Usesquestioningtechniquestostimulatecriticalthinking.
Encouragescreativethoughtandexpression.

9.Tutorunderstandsmethodsandtoolsusedforinformalassessment.
Continuallychecksforlearningineachinstructionalsession.
Choosesandadministersinformalassessmentinstruments.
Utilizestheresultsofinformalassessmentinmodifyingtutoring.
Designsandadministersinformalassessmentinstruments.

Formoreinformationcontact:

Name:

Dr.SheilaSherow
InstitutefortheStudyofAdultLiteracy

Address:

Email:
Voice:

ThePennsylvaniaStateUniversity

208RackleyBuilding
UniversityPark,PA16802
sms20@psu.edu
(814)8613954

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Recording Your Hours

:
Kronos TimeKeeping & Progress Reports

Work Study Tutors

Work Study Tutors must keep track of their hours by using Temple Universitys
online timekeeping program, Kronos. Students must login and logout of Kronos upon
arriving for tutoring sessions and when leaving a session. If you work for more
than 5 consecutive hours, you MUST take a break. You will receive Kronos training
upon being hired as a work study tutor. Here are some other things to keep in
mind:
Contact Ms. Nia Ramseur in CSPCDs business office (215-204-7491), not
Temple Universitys Human Resources Department if you have problems with
any of the following:
Logging in or out of Kronos
Time stamp issues
Payment issues
Kronos Timesheets are DUE EVERY THURSDAY BY 8:30 PM. You must also
remember to sign and date them.

ALL Tutors!
Work study student and all other tutors (volunteer, etc.) must also keep track of
their time by accessing the online Tutor Progress Report. This should be
completed IMMEDIATELY after each tutoring session. The following link will lead
directly to the survey, which is also accessible through the Tutor Resources
Website,
templetutorcorps.weebly.com
.
Direct Link to Tutor Progress Report:
https://docs.google.com/forms/d/1_9iuNSB1Go0zRcWOdBscrmRydRqLbcJZaNTlF
NDFfls/viewform
A paper copy of the progress note has been provided in the Appendix section of
this handbook.

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Basic Tutor Training

There are
two options
for completing the
required
Basic Tutor Training 1. Tutors of Literacy in the Commonwealth (TLC) offers an asynchronous
online course which takes about 6 hours to complete. To register, the
tutor coordinator will contact TLC. You will receive an email that links
to the training site and provides you with a username and password.
2. The Mayors Commission on Literacy (MCOL) offers blended and
face-to-face basic tutor training throughout the year. If you are
someone who is interested in literacy and education, this might be the
option for you! To register for a training through MCOL, contact the
tutor coordinator.
You MUST complete the tutor training within two weeks of your hire
date
.

Professional Development
Tutor are required by our state funders to participate in ongoing
professional development. This means that at least once a year, you must
complete at least one training activity that relates to your role as a tutor in
the WELL program. The tutor coordinator will make you aware of
opportunities for professional development that come up during the year.

Tutor Meetings
As a tutor, it is important that you are kept aware of the progress, changes,
initiatives, and challenges facing the WELL program. Please plan to attend
at least 3 tutor meetings throughout the year.

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Appendix
Tutor Progress Report
Sample Time Sheet
Sign In/Out Sheet

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