1. No category

rev. 2008
International Tutor Program Certification
New Program Application Packet
__Application Cover Sheet
__List of Documents
__ Program Overview
__ Summary Chart
__ Verification of Tutor Training Program
Application Cover Sheet
1. CONTACT PERSON: Marilu D. Couch
ADDRESS: 201 East Greene Street NE
ADDRESS:
CITY, STATE ZIP: Milledgeville, GA 31061
PHONE 478 445 2723
FAX: 478 445 8268
Email: [email protected]
INSTITUTION TO BE CERTIFIED: Georgia Military College
Type of Institution: _X_2 year __4 year
CRLA member: X__Yes __No
PROGRAM NAME (LIST BELOW AS IT WILL BE PRINTED ON CERTIFICATE):
The Learning Center - Milledgeville Campus
INSTITUTION NAME (LIST BELOW AS IT WLL BE PRINTED ON CERTIFICATE):
Georgia Military College
2. CERTIFICATION LEVELS REQUESTED
_ X_ REGULAR LEVEL 1
_X _ ADVANCED LEVEL 2
_X _ MASTER LEVEL 3
3. APPLICATION FEE: (Effective July 1, 2005, application fees will be as follows:
1 level $100; 2 levels: $150; 3 levels: $200)
_X_Please submit a check payable to “CRLA/Tutor Program Certification”.
The federal I.D.# is 95-3177158. Note: PO’S are not acceptable at this time.
Make a copy of this first page and attach the check and mail both to:
DuganData
P.O. Box 15685
Lenexa, KS 66285
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List of Documents:
Please list the files you will be attaching to document that you meet certification requirements: (usual
documentation could include syllabus, program description, time logs, brochures, tutor training guides,
web pages, handouts) This is usually the last step in the process.
All documentation is located at: http://couchclan.org - select The Learning Center, Tutor Resources,
CRLA Documentation
OVERVIEW COMPONENTS OF THE TUTOR PROGRAM TO BE CERTIFIED
Please provide an overview, one to two pages, explaining how your tutor training program fulfills the
requirements of the level or levels checked. The purpose of this overview is to provide the committee
members with the appropriate background information necessary to certify your program. This overview
should provide the following information:
1) Program history
2) Program objectives
3) Reporting lines
4) Sources of funding
5) Services and students served
6) Program location and facility
7) Training guidelines (administration; selection, hours, tracking, evaluation, etc.)
8) How you generally conduct your training. (group size, meeting frequency/length, type of presentation)
PROGRAM OVERVIEW
Program History
The GMC Tutoring Center opened in August, 1998 and was located on the second floor of Whitfield Hall (which has
been replaced with the New Academic Building). For two years a director and 5-8 tutors with educational experience
in developmental math, English, and reading were available to help students complete course work, revise papers,
and prepare for exams. Twenty-five desk top computers and a laser printer sat on tables hugging the perimeter of the
large room where students could use the Internet or type papers. Additional tables were placed in the center of the
room for one on one work with tutors. Assistance was also provided for students enrolled in computer classes. Around
campus, posters and flyers advertized the hours and when the center was open. Faculty sent copies of assignments so
tutors would have details on work that was required of their students. Teachers referred students to the center when
they wanted students to get additional help.
In 2000 when the renovation of the Old Capitol Building was completed, the center moved into a new facility on the
second floor. Tutoring continued with most students dropping in from 5-9 p.m. to get assistance. Tutors were added
in history, biology, accounting when needed. In 2005 additional tutoring hours during the day were provided. In 2008
the center was moved to the atrium between Zell Miller Hall and the New Academic Building in a glass enclosed room
and currently provides tutoring services from 8 a.m. until 9 p.m. Monday -Thursday, and 8 a.m. - 5 p.m. on Friday in all
subject areas. “The Learning Center” employs 11 tutors and 3 lab assistants. Tutoring is also provided in the Ruark
Athletic Building for athletes and in Baugh Barracks for resident cadets. At the beginning of each quarter information
is sent to all faculty and students through GMC email about the tutoring schedule for the quarter and flyers are posted
around the campus.
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Program Objectives
The objective of the GMC Learning Center is to serve as a center for learning assistance, providing a support structure
that allows students to gain self-confidence and independence in their academic work. The ultimate purpose of
tutoring is to create independent learners.
Reporting Lines
Organizational Chart for
"The Learning Center"
GMC - Milledgeville - Tutoring Program
Dr. Mike Holmes
Vice President, Academic Affairs and Faculties
Dr. Ray Olivier,
Director, Academic Services
Judy Ely
Assistant Director, Academic Services
Marilu Couch
Coordinator
Placement Testing, Advising, Tutoring
Tutors
Sources of Funding
Funding is provided by the budgeting process of Georgia Military College upon the recommendation of Dr. Olivier of
the needs of tutoring and the approval of the Academic Dean and President of Georgia Military College. In school
year 2007-08 the Milledgeville campus had $44, 500 for part-time tutors’ salaries.
Services and students served
All students enrolled at GMC are eligible for free tutoring. We also provide eleven computers for Internet and
computer application work.
Program Location and facility
“The Learning Center” is presently located in the atrium of Zell Miller Hall and the New Academic Building in an
enclosed glass facility. The Redrock Tutor Trac program is used to log student visits.
Training Guidelines
Training:
Marilu D. Couch - MED in Business Education, 27 years experience in the classroom, member of the Georgia Tutoring
Association, and National Academic Advising Association
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Selection:
A or B in courses that student will tutor
2 recommendations from teachers
Complete GMC personnel packet (includes background check)
Current transcript
Attend Tutoring Meetings
Commit for 1 Quarter or more
Understand: maximum of 19 hours per week (no benefits)
Hours:
11 hours of training required for Level 1 and 2; 10 hours for Level 3
25 hours of tutoring per level
Tracking:
Sign in sheet at workshops
receiving of assignments
notebook for each tutor of appointments, time sheets
Evaluation:
Critiquing of assignments by trainer
Self-evaluation by tutor
Conducting A Training Session
Group Size - 10-15
Meeting Frequency: Once per quarter for minimum of 1 hour
Type of presentation: Discussion, online presentation, and guest speaker
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LEVEL 1 TOPICS, MATERIALS, AND DOCUMENTATION
All Handouts/Assignments can also be reviewed at:
http://www.couchclan.org - select GMC Learning Center, Tutor Resources, CRLA Documentation and/or
Tutor Training,
TOPIC
WHEN
COVERED
AMOUNT
OF TIME
METHODS
Objective 1
Define Tutoring
Training Session 1
1.5 hours
Outside
Assignments
1 hour
Reading, Video,
questions
Training Session 2
1.5 hours
Level 1 Training Presentation
SEE Session 2
Outside
Assignments
1 hour
Classroom
discussion
Preparing for A
Tutoring Session
Reflections of
Tutoring Session
Reading, Video,
questions
Training Session 3
1 hour
Class Discussion
Guest Speaker
Level 1 Training Presentation
Outside
Assignments
1 hour
1 hour
Study Skills
Training Session 4
Outside
Assignments
Objective 8
Training Session 5
1 hour
Outside
Assignments
1.5 hour
Classroom
discussion
/ group activity
Purpose of tutoring
Objective 2-5
Basic Tutoring
Guidelines
Tutoring Sessions
Do’s for Tutors
Don’ts for Tutors
Objective 6
Ethics for Tutors FERPA
Objective 7
Communication
Skills
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5
Reading
Assignment
1 hour
Guest Speaker
How do you
study?
Classroom
Discussion
Video w/questions
Reading/w
questions
Project:
Interviewing
faculty
MATERIALS
USED/DOCUMENTATION
Level 1 Training Presentation
#1- Define Tutoring
#2 - Rate Yourself
SEE - Session 1
NC State Productive Tutoring
Techniques
Module 1 - The Tutor’s Role
Online Questions - from Video What is Tutoring - Reading
Questions from Online Reading
NC State Productive Tutoring
Techniques
Module 7- Helping the Student
Become an independent Learner
Online Questions - from Video
Booklet - “How to Develop Your
Decision-Making Skills”; Chaning
L. Bete Co. 2000 Edition.
SEE: Session 3
Level 1 Training Presentation
Booklet” How to Beat Test
Anxiety”; Chaning L. Bete Co.,
2000 Edition; Booklet:” How to
Get Good Grades in College”
Woodburn Press; Linda O’Brien
2008 Edition - SEE: Session 4
Level 1 Training Presentation
NC State Productive Tutoring
Techniques
Module 5- Verbalization
Online Questions SEE: Session 5
LEVEL II: TOPICS, MATERIALS, AND DOCUMENTATION
LEVEL 2 TOPICS, MATERIALS, AND DOCUMENTATION
All Handouts/Assignments can also be reviewed at:
http://www.couchclan.org - select GMC Learning Center, Tutor Resources CRLA Documentation/ Tutor Training
WHEN COVERED
AMOUNT
METHODS
MATERIALS USED/DOCUMENTATION
OF TIME
TOPIC
Session 1
1 hour
Classroom discussion
/ group activity
Session 2
1 hour
Classroom discussion
Outside
Assignments
Session 3
1 hour
Video
1 hour
Classroom discussion
Topic: Learning
Styles
Outside
Assignments
1 hour
Tutoring in Special
Skill/Subject Areas
Session 4
2 hour
Classroom
discussion/group
activity
Record Keeping
/Documentation
Session 5
1 hour
Classroom Discussion
Setting Goals and
Planning
Session 6
1 hour
Classroom Discussion
Session 7
1 hour
Classroom Discussion
Outside
Assignments
1 hour
Video/Questions
Review of Level 1
Topics
Use Of Probing
Questions
Characteristics of
Adult Learners/
Learning Styles
Web sites
Active Listening and
paraphrasing
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Level 2 Training Presentation
Review of Level 1 Topics - group activity
see: Level 2 Session 1
Level 2 Training Presentation
see: Level 2 Session 2
NC State Productive Tutoring Techniques
Module 6 - Questioning Skills
Online Questions
Level 2 Training Presentation
Learning Styles - Online
Janecka, Gail - Counselor & Instructor, Strategic
Learning, The Victoria College, TX
see: Level 2 Session 3
Reading about Learning Styles/Taking a Learning
Style Inventory DVC Learning Style Survey at:
http://www.metamath.com/lsweb/dvclearn.htm
Level 2 Training Presentation
Handout: What Subjects Should I Tutor?
Group: Tutoring in Special Skill/Subject areas
see: Level 2 Session 4
Level 2 Training Presentation
Record Keeping and Documentation
see: Level 2 Session 5
Level 2 Training Presentation
S.M.A.R.T Goals
Goal Setting and Evaluation
see: Level 2 Session 6
Level 2 Training Presentation
see: Level 2 Session 7
NC State Productive Tutoring Techniques
Module 3 - Listening Skills
Online Questions
LEVEL III: TOPICS, MATERIALS, AND DOCUMENTATION
LEVEL 3 TOPICS, MATERIALS, AND DOCUMENTATION
All Handouts/Assignments can also be reviewed at:
www.couchclan.org - select GMC Learning Center, Tutor Resources Tutor Training
TOPIC
WHEN COVERED
AMOUNT
OF TIME
METHODS
MATERIALS USED/DOCUMENTATION
Review of Level 1
and 2 topics
Session 1
Training Session 1
2 hours
Classroom
discussion
Class: Group Activity - Review of Level 1
and 2 Topics
Outside Assignment
1 hour
Video/questions
(links will be added later)
#2 - The Tutor's Guide - The First Session - GPN
Educational Media (c) 1987 Regents, University of
California
# 1 - The Tutor's Guide - Introduction to Tutoring
- GPN Educational Media (c) 1987 Regents,
University of California
Training Session 2
1 hour
Classroom
discussion
Structuring the Learning Experience
Training Session 3
1 hour
Classroom
discussion
Class: Group Management
Outside Assignment
1 hour
Video/questions
Outside Assignments (Link will be added later)
#7 - The Tutor's Guide - Managing Group Tutorials
- GPN Educational Media (c) 1987 Regents,
University of California
Training Session 4
2 hours
Classroom
discussion
Class: Assertiveness Training
Outside Assignment
1 hour
activity
Outside: Assertiveness Training Activity
Training Session 5
1 hour
Classroom
discussion
Structuring the
Learning Experience
Session 2
Group Management
Skills
Session 3
Assertiveness
Training
Session 4
Modeling Problem
Solving
Session 5
Modeling Problem Solving
Logic Problems
VERIFICATION OF TUTOR TRAINING PROGRAM
Please complete a "Verification of Tutor Program(s)" for each program you want to be certified. For example, if
you wish to have Program A certified at Levels 1 & 2, then you would complete the verification for Levels 1 & 2
for Program A's application. If you also have a Program B that you wish to have certified at Level 1, then you
would complete a totally separate application and fees for Program B, Level 1 that would also include a
separate verification form.
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Please refer to the document titled "CRLA'S REQUIREMENTS FOR CERTIFICATION OF TUTOR
PROGRAMS" for a complete listing of all the LEVEL 1, 2, AND 3 requirements for each program to
be certified.
The "necessary documentation" called for under each criteria consists of patterns of evidence of the
what, how, and when of the training program. It could/should include any or all of the following that
can help the CRLA Tutor Certification Committee verify your program(s):
1) course syllabi, workshop overview, or program description
2) titles and ISBN numbers of copyrighted books, videos, DVDs, surveys, and other training
materials used
3) URLs of web pages or websites
4) flyers/posters/memo samples
5) worksheet samples
6) handout samples
The better documentation you provide the easier it will be for the committee to certify your
program(s); however, brevity is appreciated so condensed but complete documentation is requested.
Any complete files you feel should be attached, should be listed in the section above called List of
Documents.
A. AMOUNT/DURATION OF TUTOR TRAINING
1) List the number of hours involved in your tutor training, 2) whether you have met or
exceeded the minimum, and 3) the Documentation you have attached as a file to confirm
your compliance (an example might be: Tutor Training Syllabus, pages 2-4):
Number of Hours for Level 1: __11_ (10 hours total are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded ___x
Documentation:
Number of Hours for Level 2: __11_ (10 hours total are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded _x__
Documentation:
Number of Hours for Level 3: __10_ (10 hours total are the minimum required)
The requirements of Level 1 are: Met _x_ or Exceeded ___
Documentation:
B. MODES OF TUTOR TRAINING
1) List the training modes involved in your tutor training, 2) whether you have met or exceeded
the minimum, and 3) the Documentation you have attached as a file to confirm your
compliance (an example might be your Tutor Training Syllabus, pages 4-6):
Level 1: Classroom Discussion, Video Series, Guest Speaker, Online Reading Assignments,
Interviewing, Online Website Review
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(classroom/workshop plus any two others are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded __x_
Documentation: Level 1 Lesson Plan
Level 2:
(classroom/workshop plus any two others are the minimum required)
The requirements of Level 2 are: Met __ or Exceeded __X_
Documentation: Level 2 Lesson Plan
Level 3:
(classroom/workshop plus any two others are the minimum required)
The requirements of Level 1 are: Met __X or Exceeded ___
Documentation: Level 3 Lesson Plan
C. AREAS/TOPICS TO BE COVERED IN TUTOR TRAINING
List which topics you cover in your tutor training, whether you have met or exceeded the
minimum, and the Documentation you have attached as a file to confirm your compliance (an
example might be your Tutor Training Syllabus, pages 7-8):
List which topics you cover in your training for Level 1:
Definition of tutoring and tutor responsibilities
Basic tutoring guidelines
Techniques for successfully beginning and ending a tutor session
Some basic Tutoring Do’s
Some basic Tutoring Don’ts
Communication Skills
Study Skills
Compliance with the Ethics and Philosophy of the Tutor Program
The requirements of Level 1 are: Met _ or Exceeded _X__
(at least 8 specific topics of the list of 15 are required)
Documentation: All documents are stored at: The Learning Center
List which topics you cover in your training for Level 2:
Review of Level 1 Topics
Use of Probing Questions
Characteristics of Adult Learners/Learning Styles
Tutoring in Special Skill/Subject Areas
Record Keeping and Documentation
Setting Goals and Planning
Active Listening and Paraphrasing
The requirements of Level 2 are: Met ___ or Exceeded _x__
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(a review of Level 1 and 4 additional topics )
Documentation: The Learning Center
List which topics you cover in your training for Level 3:
Review of Level 1 and 2 topics
Structuring the Learning Experience
Group Management Skills
Assertiveness Training
Modeling Problem Solving
The requirements of Level 3 are: Met _x__ or Exceeded ___
(a review of Levels 1 and 2, and four additional topics )
Documentation: The Learning Center
D. REQUIRED TUTORING EXPERIENCE
1) Explain how you keep track of your tutors’ actual tutoring experience, 2) whether you have
met or exceeded the minimum, and 3) the Documentation you have attached as a file to
confirm your compliance (an example might be your Tutor Time logs):
Time sheet, Tutor Log sheet
Level 1:
(25 hours of tutoring experience is the minimum) Level 1: Met _x_ or Exceeded ___
Documentation:
Time sheet, Tutor Log sheet
Level 2:
(a total of 50 hours of tutoring experience is the minimum) Level 2: Met _x__ or Exceeded ___
Documentation:
Time sheet, Tutor Log sheet
Level 3:
(a total of 75 hours of tutoring experience is the minimum) Level 3: Met __x_ or Exceeded ___
Documentation: Time sheet, Tutor Log sheet
E. TUTOR SELECTION CRITERIA
1) Explain how your tutors are selected (must meet at least two of the criteria).
Level 1: The Learning Center
A or B in courses that student will tutor
Up-to-Date transcript
Interview with Tutoring Coordinator
2 recommendations from teachers
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Complete GMC personnel packet (includes background check)
Agree to attend Tutoring Meetings
Commit for 1 Quarter (see contract)
Level 1: Met __ or Exceeded __x_
Documentation: The Learning Center
Level 2: _x__ Met at Level 1 or ___ Listed Below
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Level 2: Met _x_ or Exceeded ___
Documentation (not needed if met in Level 1) : The Learning Center
Level 3: x__ Met at Level 1, _x__ Met at Level 2, or ___ Listed Below
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Level 3: Met __x or Exceeded ___
Documentation (not needed if met in Level 1 or Level 2) : The Learning Center
F. TUTOR EVALUTION CRITERIA
1) How are your tutors evaluated? Check all that apply.
Level 1:
_x__an evaluation is in place
_x__it occurs on a regular basis
_x__results are made known to tutors
_x__ Other __comments from Tutor Trac Software Program
Level 1: Met _x_ or Exceeded ___
Documentation:
Self Evaluation - each quarter
Evaluation by Tutor Coordinator - first quarter and then yearly
Peer Evaluation - once a year
Tutor Survey- each quarter
Tutee Survey - tutors asked a group of students to take this survey each quarter
Comment page 1
Comment page 2
Level 2: __x_ Met at Level 1 or
___an evaluation is in place
___it occurs on a regular basis
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___results are made known to tutors
___ Other ________________________________________
Level 2: Met _x_ or Exceeded ___
Documentation (not needed if met in Level 1) :
Level 3: __x_ Met at Level 1 or
___an evaluation is in place
___it occurs on a regular basis
___results are made known to tutors
___ Other ________________________________________
Level 3: Met _X_ or Exceeded ___
Documentation (not needed if met in Level 1 or Level 2) :
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