TUTOR PROGRAM CERTIFICATION APPLICATION
BEST PRACTICES

1. Locate resources on your campus and enlist their support: secretarial help, good proofreaders, printers, binders, etc. Preparing the packet is time-consuming.

2. Begin with a Program Overview, a clear and complete narrative, including History, Mission, Objectives, Reporting Lines, Sources of Funding, Services, Program Location and Facilities, Training Guidelines, and General Procedures.
It would be helpful to include how application and reflection, along with information, are integrated into the training program. Provide evidence that the program is actually working, not just a theoretical model

3. Explain how much of the training is face to face and how much is individual (on the computer, via video, etc. done by the student alone). 60% of training at each level must be face-to-face.

4. Proofread carefully to be sure your packet is presented in a professional manner. The application should be neat and well-organized. Use labeled tabs to enable the reviewer to find information quickly.

5. In your tutor training do not copy pages from books that have a copyright. If you use a copyrighted book within your tutor training, separate books should be provided for each tutor participating in the training. Consumable books should only be used once.

6. Identify the name and place of purchase for every video and computer-generate activity used in training.

7. Prove to the evaluators that you have spent the hours indicated, have competently covered the topics, and have utilized a variety of methods in completing the training.

8. Include a chart for each level that includes topics, hours, mode, and person presenting. (completely describe what is being done during each hour of the training).

9. Include copies of every brochure and pamphlet mentioned in the written portion of the application

10. Include training agendas for specific session as well as an overview.

11. Avoid counting field trips, parties, even assessments as part of the minimum required training hours.

12. Include examples of work- completed work schedules indicating hours tutored.

13. Along with sample assessments and surveys, please add results. Results demonstrate that the program is indeed operating.

14. For Level III, avoid redundancy (or demonstrate clearly how the material has been deepened or expanded) with Levels I and II. Include any special projects in Level III.

15. For training provided by other professionals, say what was covered, what methods were utilized, and also include any handouts that were used.

16. Explain what method of instruction was utilized and what evaluation was used to ascertain that the tutors did, indeed, learn it.

17. Toot your own horn. Although evaluators look for “proven” documentation, the standard training materials common to nearly all CRLA-certified programs, they also look for original materials which reflect a particular culture and learning environment. If a certain criteria does not match exactly what you are doing in your program, add it or find the appropriate place to insert your material.

We encourage your comments, email the webmaster, Corrine Johnson.
Last updated October 02, 2007.