Peer Tutor Training, Selection, Experience & Evaluation and
National Peer Tutor Certification Standards
The Fitchburg State College Peer Tutor Center has earned the prestigious
College Reading and Learning Association (CRLA)"National
Peer Tutor Certification" status. This provides the Peer Tutor Center
the authorization to award National Peer Tutor Certification to
peer tutors who meet the standards of quality detailed be the CRLA.
The benefits of attaining National Peer Tutor Certification
include:
- A recognized standard of quality and accomplishment that you
can include on your resume that will distinguish you.
- A level of character you demonstrate by your commitment to uphold
the Peer Tutor Center Philosophy and Code of Ethics and promote
your role and responsibilities as a peer tutor.
- Demonstrate your knowledge of the subject you are tutoring and
your ability to facilitate tutees understanding of the subject
and thought process underlying the subject matter.
- Demonstrate your ability to provide individualized instructional
support and integrate study and learning strategies that promote
independent learning.
- Demonstrate your ability to establish a rapport with people
from diverse backgrounds and demonstrate a respect for and an
appreciation of differences.
By implementing the four required peer tutor certification
criteria, (tutor training, selection, experience and evaluation)
the Peer Tutor Center meets the standards of quality to designate
National Peer Tutor Certification to peer tutors. The following
further describes the expectations for all peer tutors.
Tutor Training
All prospective peer tutors are expected to complete
a ten-hour tutor training seminar. The training seminar is divided
into six sections and is conducted on two Saturdays at the beginning
of each semester. If you want to become a peer tutor you should
prioritize this time and register to attend. You will be paid $8.50
per hour for attending the training and you receive a free text
you will be using during the training entitled "The Master Tutor
� A Guidebook for More Effective Tutoring, by Ross B. MacDonald,
Ph.D." Further information on the Peer Tutor Training Seminar can
be found at Tutor Training and
Tutor Guidebook. The sequence of the training is essential.
If you are unable to attend the second Saturday session, alternative
training times can be arranged with Tom Rousseau - Peer Tutor Instructor/Supervisor.
Students wishing to become peer tutors who miss the beginning of
the semester training can also arrange with Tom Rousseau to schedule
a workshop on each section of the training seminar that is offered
throughout the semester. All students must complete the ten-hour
training requirement within two semesters in order to continue their
employment.
Selection
Peer Tutors are selected in accordance with the following procedures.
- Interview with Tom Rousseau - Peer Tutor Center Coordinator
- One written recommendation from a professor of the subject the
student will be tutoring.
PLUS one of the following:
- Grade of 3.5 or 4.0 in the subject you want to tutor.
- Documented experience equivalent to # 3.
Experience
Twenty-five (25) hours of actual tutoring experience with peers
is required in order to become a CRLA Nationally Certified Peer
Tutor. All Tutees are required to sign-in and log the time started
and time ended when they attend a peer tutor session. This Tutee/Tutor
"Attendance Log & Summary of Tutorial Session", the Fitchburg
State College "Bi-weekly Attendance Report", the "Tutor/Tutee Agreement
form are used to document actual tutoring experience.
Evaluation
Peer Tutors are evaluated in accordance with the following procedures.
Tom Rousseau is responsible for supervising and evaluating each
peer tutor. The formal evaluation process includes:
- Tutor Evaluation and Self Assessment Tool (TESAT) after four
and nine weeks of tutoring. Tutors will use the Tutor Evaluation
and self-Assessment Tool (TESAT). Tutors are expected to draft
notes reflecting upon their progress as a tutor and be prepared
to discuss this and the results of the Tutee Feedback form
during their supervision sessions.
- Tutee Feedback Form ("How Are We Doing At The Peer Tutor Center")
after four and nine weeks of tutoring.
- For any peer tutor who conducts small group Tutoring Sessions, Tom
Rousseau will observe one session each semester and meet with
the tutor immediately after the session.
- Peer Tutor Evaluation Report. Tom Rousseau meets with each Peer
Tutor to discuss their self-evaluation and Tutee Feedback
Forms. Tutors receive a written evaluation reflecting the
information discussed in the supervision session. The results
of the evaluation are used to assist you in your development
as a tutor and to focus further training/supervision topics
to build your confidence and skill.
- Tutors are asked to provide an evaluation of their experience
as a tutor each year. Student feedback is valued and is
essential to the decision-making process for determining
needed program adjustments to enhance the quality of our
service.
|
