About ITTPC

ITTPC certifies tutor training programs in postsecondary educational institutions. Once certified, the tutor training programs each have the authority to certify their tutors who have met the approved ITTPC tutor training program requirements.

The purpose of the ITTPC program is twofold. First, it provides recognition and positive reinforcement for tutors' successful work from an international organization, CRLA. Second, CRLA's tutor certification process sets an internationally accepted standard of skills and training for tutors. ITTPC does not certify tutors or tutor trainers, but instead certifies tutor training programs which can, in turn, certify their tutors.

In 1986, following a national conference, a team was formed to propose and create a formal tutor training program standard for programs in the US and Canada. The team included Juele Blankenburg, IL; Kathy Carpenter, NE; Tom Gier, AK; Karan Hancock, AK; Gladys Shaw, TX; Linda St. Clair, UT.

In March 1989, CRLA's tutor training certification became a reality, initially as the ITCP (International Tutor Certification Program). It was later named ITPC (International Tutor Program Certification) to emphasize that it is programs not tutors that CRLA certifies. CRLA authorizes programs to certify their tutors who have met their approved ITTPC requirements. One more name change a few years later to ITTPC (International Tutor Training Program Certification) to emphasize it is the tutor training program CRLA is certifying.

Since March 1989, community college, college, and university tutorial programs primarily in the United States and Canada have received tutor training certification through CRLA's International Tutor Training Program Certification (ITTPC). Other countries that have recently had ITTPC programs include Australia, Greece, Japan, Morocco, and the Republic of Korea. Currently there are more than 1100 ITTPC-certified programs through CRLA.

Standards, Outcomes, and Possible Assessments for ITTPC  Certification

Schotka, R., Bennet-Bealer, N., Sheets, R., Stedje-Larsen, L., & Van Loon, P. (2014). Standards, outcomes, and possible assessments for ITTPC certification.

Below is an introduction to the linked document: Standards, Outcomes, and Possible Assessments for ITTPC Level I Certification

Introduction

Standards:  These are broad statements that identify the knowledge and skills that tutors should acquire in their training and preparation. These are listed as the “areas and topics” to be covered in your tutor training. Specifically they appear in Section 2B and the Summary charts.

Consider the following points:

1.Your training must include a minimum of eight topics for a minimum of ten hours of instruction at Level 1, eight topics for an additional ten hours at Level 2, including a review of Level 1, and six topics for an additional ten hours of instruction at Level 3, including a review of Levels 1 and 2.

2.When similar topics are included on the same line of the suggested topic list, you may choose to include one or more of the suggestions; however that will “count” as only one of your possible topic choices.

3.Be aware of how you are utilizing the minimum 10 hours of training. While the logistics of your program and your institution are important, the bulk of your training time should focus on the skill-specific content as suggested by the ITTPC.

4.Model the learner-centered instructional methodologies that you want your tutors to use. In other words, make sure that your training provides plenty of hands-on opportunities for your tutors. Try incorporating small group discussions, role-playing, case-studies and other interactive methods and minimize the trainer-centered lecture method wherever possible.

5.You may choose to include any number of “other” topics in your training. However only one can count towards the minimum number of topics.

Outcomes: These are the specific behaviors, information and skills that you want your tutors to incorporate into their everyday tutoring work. Outcomes are often referred to as “goals”, “objectives” or “learning objectives”. Outcomes are the intended result of your tutor training.

Consider the following points:

1.Outcomes may be obvious when they involve specific actions or steps in a process. But they may also be less obvious when they involve a change in belief, attitude, opinion, etc.

2.In order to be effective you must be able to observe and measure the outcomes over both the short and long term.

3.By making your intended outcomes very clear during tutor training, you will increase the likelihood that your tutors will learn and demonstrate the skills you are teaching. Too often trainers omit this important step in the training process.

4.Be sure your intended outcomes are specific. For example indicating that you want tutors to demonstrate effective tutoring skills is very vague and open to interpretation. However, stating that you want the tutor to greet each student at the start of the session, write down the specific goal for the appointment as articulated by the student and reserve two to three minutes at the end of the session for the tutee to state what s/he and the tutor accomplished, is far more specific and therefore more likely to be accomplished.

Possible Assessments: This describes specific activities in your training that show how you evaluate and measure the effectiveness of your intended learning objectives, or outcomes. Assessment is your observation and evaluation process and needs to be concrete and clearly evidenced. The most effective assessment strategies include both formative and summative evaluations, which, when used together, can help you determine whether your training results in a specific set of attitudes, behaviors and skill-sets for both short and long term tutor effectiveness.

Consider the following points:

1.How do you communicate specific learning activities and desired outcomes to your tutors?

2.How do you teach the specific skills and topics?

3.What materials and methods do you use to teach?

4.How do you determine that the tutor has learned and can apply the skills & topics and to what level of competency/mastery is considered appropriate to the learning task?

5.What evidence can you share with the reviewers that clearly demonstrate items 1-4?


Download Standards Outcomes Assessments for Level 1 Certification Download Standards Outcomes Assessments for Levels 2 and 3 Certification

CRLA's ITTPC has been endorsed by the Council of Learning Assistance and Developmental Education Associations (CLADEA), National Association for Developmental Education (NADE), and the Commission XVI of the American College Personnel Association. In addition, other national organizations/programs who endorse CRLA's ITTPC program include:

  • ATCLA: Association of Colleges for Tutoring and Learning Assistance
  • ATP: Association for the Tutoring Profession
  • NCLCA: National College Learning Center Association
  • NCDE: National Center for Developmental Education 

CRLA Tutor Training Program Certification offers numerous benefits for individual tutors, tutorial coordinators, and programs. The following is a partial list of the opportunities/benefits that are possible with CRLA Tutor Training Program Certification:

  • Develop a superior tutoring program from scratch by utilizing certification guidelines, CRLA's Tutor Training Handbook or the newer Handbook for Training Peer Tutors and Mentors, and the experience of other professionals attending CRLA Conferences.
  • Utilize allotted time for development of an individual certification plan to carefully rethink an existing tutorial program, an opportunity for a fresh perspective.
  • Using CRLA guidelines, organize separate training sessions into a coherent curriculum and possibly a credit course.
  • Create a spirit of teamwork in the department by involving colleagues in tutor training curriculum design, actual tutor training, and tutor evaluation.
  • Generate interest in the community about the program by giving a press release to local and campus newspapers about a CRLA Certified Program and include CRLA CERTIFIED TUTORS on all program advertisements.
  • Secure greater student and faculty confidence and respect for tutorial staff and program.
  • Attract attention and interest among other tutorial services on campus that may stimulate interaction for the betterment of both programs such as working together on training.
  • Attract highly motivated tutors with CRLA Certification credentials and extensive training.
  • Tie wage rates to CRLA Certification levels in order to provide incentive for additional training and experience, as well as help with retention of tutors.
  • Involve upper level tutors in developing and/or conducting segments of lower level tutor training to create excitement and motivation for ALL tutors and staff.
  • Honor certified tutors by hosting a ceremony/party in their honor and invite all tutors, selected faculty and staff.
  • Emphasize the transferability of CRLA Tutor Certification to other certifying colleges and universities. In other words, a Level I Certificate earned at one institution would be recognized at another.
  • Encourage tutors to add CRLA Tutor Certification to their resumes and to talk about their training and experience in job interviews.
  • Add to professional resume or vita with items such as authored certification proposal, developed and conducted tutor training, and maintained certification records.

CRLA supports ATP's Code of Ethics (http://www.myatp.org/code-of-ethics), as cited below:

1. Best Interest: Tutors will be committed to acting in the best interest of tutees as specified by the employing organization or institute.

2. Responsibility: Tutors will take responsibility for their own behavior and work to resolve conflicts that may arise between themselves and a client.

3. Integrity: Tutors will practice and promote accuracy, honesty, and truthfulness.

4. Fairness: Tutors will exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices.

5. Commitment: Tutors will fulfill commitments made to learners.

6. Respect for Others Rights and Dignity: Tutors will respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality and self-determination. 

7. Excellence: Tutors will strive to maintain excellence by continuing to improve their tutoring skills and engage in applicable professional development activities.

8. Respect for Individual Differences: Tutors will respect cultural, individual, and role differences, including those based on age, sex, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language and socioeconomic status. 

9. Professionalism: Tutors will not engage in inappropriate relations with tutees.

10. Confidentiality: Tutors will maintain the highest privacy standards in terms of protecting personal information relative to those whom they tutor.

Tutor Training Bibliography

Agee, K. S., & Hodges, R (2012). Handbook for training peer tutors and mentors. Mason, OH. Cengage Learning.

Bailey, G. K. (2010). Tutoring strategies: A case study comparing learning center tutors and academic department tutors. Doctoral Dissertation, University of North Carolina Greensboro. ProQuest (UMI No. 3403672).

Dawson, Mary Jean Lasell. (1990) A study of peer tutor training programs and a peer tutor training program for Drake University. Doctoral Dissertation, Drake University.

Hays, Elaine. (2006) The genres of tutor training: Searching for reflective practice. Doctoral Dissertation, University of Rhode Island.

Lipsky, Sally A. A Training Guide for College Tutors and Peer Educators. Boston: Pearson, 2011.

MacDonald, Ross B., and Ross B. MacDonald. Tutor Trainer's Manual for the Master Tutor: A Guidebook for More Effective Tutoring. Williamsville, NY: Cambridge Stratford Study Skills Institute, 2000.

Newton, F. B., Ender, S. C. (2010). Students helping students: A guide for peer educators on college campuses. San Francisco, CA: Jossey-Bass.

Riffort, Stéphanie. (2007) Tutor training: Facilitation of transition through technology. Doctoral Dissertation, University of Dublin.

Sheets, R.A. (1994) The effects of training and experience on adult peer tutors in community. Doctoral dissertation, Arizona State University.

Toms, Marcia L. Put the Pencil Down: Essentials of Tutoring. Raleigh, NC: North Carolina State UP, 2010.

International Tutor Appreciation Week

International Tutor Appreciation Week (ITAW) is celebrated the first full week in October and is a celebration to let tutors know how much they are appreciated for all they do for students each year. Appreciation Week also gives students, faculty, staff, and campus administration the opportunity to thank tutors.

Suggestions for ITAW:

  • Make posters announcing ITAW
  • Provide free snacks on a table alongside pens and blank thank you cards allowing students to write notes to tutors they wish to thank
  • Invite faculty to thank the students tutoring for their departments
  • Promote ITAW through the center or department social media
  • Write personalized thank you notes from the supervisor to each tutor
  • Ask the university president or dean to write a special note of thanks to tutors

ITTPC Certification Requirements

A. AMOUNT/DURATION OF TUTOR TRAINING:

     Minimum of 10 hours of training as one or both of the following options

  1. A quarter or semester or annual tutor training course
  2.  A quarter or semester or annual tutor training (non-course work)

 

B. TRAINING FORMATS

1.  Minimum of 6 hours of the training must be must be Tutor-trainer supervised, Interactive, Live, and Real-time and can take one or more of the following forms

             a.    Workshop instruction or seminar session

  1. Face-to-face or online discussions
  2. Multi-User Virtual Environment (MUVE, like Second Life)

 

2. The training time remaining can also use the following

  1. Videotapes, DVDs, and/or websites
  2. Conferences with tutor trainer or supervisor
  3. Webquests, podcasts, webcasts, wikis, blogs
  4. Texts, handouts, scavenger hunts
  5. Special tutor projects
  6. Other

 

C. AREAS/TOPICS TO BE COVERED IN TUTOR TRAINING

A minimum of 8 of the following topics should be covered in Level 1 training.

  1. Definition of tutoring and tutor responsibilities
  2. Basic tutoring guidelines (do's and don'ts)
  3. Techniques for successfully beginning and ending a tutor session
  4. Adult learners, learning theory, and/or learning styles
  5. Assertiveness and/or handling difficult students
  6. Role modeling
  7. Setting goals and/or planning
  8. Communication skills
  9. Active listening and paraphrasing
  10. Referral skills
  11. Study skills
  12. Critical thinking skills
  13. Compliance with the ethics and philosophy of the tutor program, sexual harassment, and/or plagiarism
  14. Modeling problem solving
  15. Other (please specify)

 

D. REQUIRED TUTORING EXPERIENCE: 25 hours of actual tutoring

 

E. TUTOR SELECTION CRITERIA

  1. Interview plus written approval of a content and/or skill instructor AND/OR Interview plus endorsement of tutor trainer and/or supervisor PLUS at least one of the following:
  2. Grade of "A" or "B" in subject content being tutored
  3. Documented experience equivalent to grade of "A" or "B" in subject content being tutored

 

F. TUTOR EVALUATION CRITERIA

  1. A formal and/or informal evaluation process is in place
  2. Formal and/or informal evaluation occurs on a regular basis
  3. The results of the evaluation process are made known to the tutors 

NOTE: TUTOR MUST HAVE COMPLETED LEVEL 1 CERTIFICATION REQUIREMENTS.

A. AMOUNT/DURATION OF TUTOR TRAINING:

Minimum of ten hours of tutor training as one or both of the following options

  1. A quarter or semester or annual tutor training course
  2. A quarter or semester or annual tutor training (non-course work)

 

B. TRAINING FORMATS

1. Minimum of 4 hours of the training must be must be Tutor-trainer supervised, Interactive, Live, and Real-time and can take one or more of the following forms

  1. Workshop instruction and/or seminar session
  2. Face-to-face or online discussions
  3. Multi-User Virtual Environment (MUVE, like Second Life)

 

2. The training time remaining can also use the following

  1. Videotapes, DVDs, and/or websites
  2. Conferences with tutor trainer and/or supervisor
  3. Webquests, podcasts, webcasts, wikis, and/or blogs
  4. Texts, handouts, scavenger hunts
  5. Special tutor projects
  6. Other


C. AREAS/TOPICS TO BE COVERED IN TUTOR TRAINING

In addition to reviewing the topics covered in Level ,1 a minimum of 4 of the following topics should be covered in Level 2 training. The exact amount of time devoted to each topic may vary.

  1. Review of Level 1 topics
  2. Use of probing questions
  3. Brain Dominance Learning
  4. Cultural awareness, inter-cultural communications, diversity, and/or special needs students
  5. Identifying and using resources
  6. Tutoring in specific skill and/or subject areas
  7. Assessing or changing study behaviors
  8. Other (please specify) or substitution of one topic from Level 1 (not used before) or from Level 3 (include justification/need for substitution)*

D. REQUIRED TUTORING EXPERIENCE: 25 additional hours of actual tutoring after completion of all Level 1 requirements (a minimum of 50 cumulative hours of actual tutoring)

 

E. TUTOR SELECTION CRITERIA Met at Level 1

 

F. TUTOR EVALUATION CRITERIA Met at Level 1

 

* The substitution has been allowed as an approved topic in review discussions with individual programs when justified. Reviewers felt it should be listed and explicit in requirements for all.

NOTE: TUTOR MUST HAVE COMPLETED LEVEL 1 AND 2 CERTIFICATION REQUIREMENTS.

A. AMOUNT/DURATION OF TUTOR TRAINING:

Minimum of 10 hours of tutor training as one or both of the following options:

  1. A quarter or semester or annual tutor training course
  2. A quarter or semester or annual tutor training (non-course work)

 

B. TRAINING FORMATS

1. Minimum of 2 hours of the training must be must be Tutor-trainer supervised, Interactive, Live, and Real-time and can take one or more of the following forms

  1. Workshop instruction and/or seminar session
  2. Face-to-face or online discussions
  3. Multi-User Virtual Environment (MUVE, like Second Life)

 

2. The training time remaining can also use the following

  1. Videotapes, DVDs, and/or websites
  2. Conferences with tutor trainer and/or supervisor
  3. Webquests, podcasts, webcasts, wikis, and/or blogs
  4. Texts, handouts, and/or scavenger hunts
  5. Special tutor projects
  6. Other

 

C. AREAS/TOPICS TO BE COVERED IN TUTOR TRAINING

 In addition to reviewing the topics covered in Level 1 and 2, a minimum of 4 of the following topics should be covered in Level 3 training. The exact amount of time devoted to each topic may vary.

  1. Review of Level 1 and Level 2 topics
  2. Self-regulated learning, brain learning, and/or memory
  3. How to tutor/deal with target populations
  4. The role of learning centers in higher education
  5. Structuring the learning experience
  6. Training and supervising other tutors (supervisory skills)
  7. Group management skills (group interaction and group dynamics)
  8. Other (please specify) or substitution of one topic from Level 1 or Level 2 (not used before--include justification/need for substitution)*

D. REQUIRED TUTORING EXPERIENCE: 25 additional hours of actual tutoring after completion of all Level 1 and Level 2 requirements (a minimum of 75 cumulative hours of actual tutoring)

 

E. TUTOR SELECTION CRITERIA Met at Level 1

 

F. TUTOR EVALUATION CRITERIA Met at Level 1

 

* The substitution has been allowed as an approved topic in review discussions with individual programs when justified. Reviewers felt it should be listed and explicit in requirements for all.

Note: Changes to this page were made to clarify the ITTPC requirements, not to change the requirements. 9/17/2011 RAS

Application

ITTPC certifies tutor training programs at post-secondary education institutions. ITTPC does not certify individual tutors nor tutor trainers. Once certified, the tutor training program is authorized to certify tutors as they meet the requirements. There are no additional fees required other than the application fees. An application fee is required for each application submitted.

Download General Tips and Information PDF

Stage 1 Application: New or Rejoin

 

  • The Stage 1 Application is for New and Rejoin Programs. Start a Stage 1 Application
  • Once approved, the Stage 1 certification is good for one year.
  • New programs are applying for new levels of certification. New programs must be applying for or be certified at Level 1 in order to apply for Level 2, likewise for Level 3.
  • Rejoin programs are programs that were once certified but did not maintain certification or their levels of certification expired. Rejoin programs must be applying for are are certified at Level 1 to apply for Level 2, likewise for Level 3.
  • To access a saved application please click ITTPC Stage 1 Login

 

Stage 2 Application: Reflection and Renewal

 

  • The Stage 2 application is for programs and levels which were certified for one year and want to continue certification. Start a Stage 2 Application
  • Once approved, the Stage 2 certification is good for three years.
  • To access a saved application please click ITTPC Stage 2 Login

 

Stage 3 Application: Re-Certification

 

  • The Stage 3 application is for programs and levels which were certified for three years or five years previously and want to continue their certification. Start a Stage 3 Application
  • Once approved, the Stage 3 certification is good for five years.
  • To access a saved application please click ITTPC Stage 3 Login

 

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An Adobe Acrobat file General_Tips_and_Information_2015 74.59 KB 2016-04-18 13:21:46
An Adobe Acrobat file ITTPC_Standards_Outcomes_Assessments_Level_1 645.82 KB 2014-12-15 08:54:00
An Adobe Acrobat file ITTPC_Standards_Outcomes_Assessments_Levels_2_and_3 562.99 KB 2015-11-24 15:17:14
A file of unknown type Thumbs 40 KB 2016-04-28 14:18:02

ITTPC Fee and Payment Options

 

Both the application materials and fees must be submitted before your application is ready to be reviewed. It does not matter which is submitted first. For concerns or questions please contact Shannon Lorenz at info@crla.net or 414-908-4961, Ext. 106.

Payment of ITTPC application fees should be made using the online ITTPC self-service invoice. CRLA does not accept PO’s. Your business office may require a copy of our W-9 to list CRLA as a vendor. If so, print and submit the W-9 form.

Download the CRLA W-9 Form

Application Fees

Application fee schedule (applies to new, reflection/renewal, and re-certification applications):

  • One level at a time: $150
  • Two levels at a time: $250
  • Three levels at a time: $350

New fee for multiple campus/multiple program:

One level at a time: $150 primary + $50/additional campus or program

Two levels at a time: $250 primary + $100/additional campus or program

Three levels at a time: $350 primary + $150/additional campus or program

NOTE about the multiple campus/multiple program option:

In the past, each campus and program was required to be certified separately. Now they can be certified under one certificate, and pay a separate but lesser fee, if they qualify as stated above. All of the campuses and/or programs on the one certification must meet the same approved criteria for all four components (tutor selection, tutor training, tutoring experience, and tutor evaluation).


The Online ITTPC Self-Serve Invoice

 

For better clarification on multiple programs or campuses under one certificate, contact Page Keller at kellerp@cofc.edu.

ITTPC Coordinators

Roberta Schotka, ITTPC Coordinator

Wellesley College, MA

r.schotka@crla.net

 

Linda Stedje-Larsen, ITTPC Assistant Coordinator (Review Troubleshooter)

Wingate University, NC

stedje@wingate.edu

 

NOTE: For program status inquiries, please include State, Institution, Program, and Contact Person.

 

ITTPC Reviewers

http://tinyurl.com/lm238yy

ITTPC Frequently Asked Questions

There are over 1000 programs currently certified. View a full listing here: http://tinyurl.com/mccj6q5

ITTPC certifies tutor training programs and authorizes tutor training programs to certify that individual tutors once they complete all applicable certification requirements.

 

Follow the submission instructions under the Application tab. Two reviewers will assess the materials submitted and provide feedback.

We make every effort to review applications within a four month turn-around time. Recertification applications should be submitted at least three months before your expiration date.

We accept applications at any time of the year.

ITTPC accepts payment by credit cards and school or personal checks. CRLA is not able to accept Purchase Orders. CRLA's Federal ID# is #95-3177158. Click the button for a downloadable W-9 form.

Download the CRLA W-9 Form

No, you are not required to be a CRLA member to certify your program, but you are invited to join to benefit from the support and professional development opportunities of the CRLA organization.

ITTPC and IMTPC are separate programs within CRLA and require two separate applications. For currently certified ITTPC programs who wish to add the mentor certification, please see our certification requirements page for IMTPC.

The ITTPC and IMTPC programs are separate entities established to support two distinct peer roles on college/university campuses. Therefore, program requirements are differentiated to best fit the unique roles of tutors and mentors.

Read through the certification application to determine what constitutes a strong program, speak with directors of other certified programs in your area, and/or look at the example certification application materials. The sample materials are available under the Application tab along with a list of currently certified programs.

Yes, CRLA provides certification training and guidelines at its annual conference and some local/regional conferences.

Because the role of an SI leader as stated by the International Center for Supplemental Instruction at the University of Missouri at Kansas City (UMKC) is not one of a peer tutor, SI programs may not apply for ITTPC Certification. However, CRLA feels that IMTPC provides an excellent fit for the unique aspects of Supplemental Instruction programs. Information on IMTPC is available under the Certifications menu.

Original certification is valid for one year. Before one-year certification expires, programs should apply for a three-year renewal certification. Beyond that renewal, programs should re-certify every five years.

No, a program is only authorized to certify tutors during the dates listed on its program certificate.

Once a program is certified, renewed, or re-certified, coordinators will receive an email that includes the program certificate as an attachment (PDF), as well as the link(s) to the PowerPoint template for the tutor certificate(s). Because program certificates contain the current CRLA President’s signature, each program should bookmark the link(s) in order to download updated tutor certificate(s) each December after the new CRLA president has been installed.

Yes! Compliance with federal copyright law is expected of all CRLA members and ITTPC programs. It is our legal and ethical responsibility to give authorship credit for all materials used in the classroom and for tutor and mentor training. Additionally, it is our legal and ethical responsibility to purchase, or have students purchase, copyrighted materials such as those contained in the Handbook for Training Peer Tutors and Mentors. ITTPC programs found to be in violation of copyright law can lose their certification.

Each program certifies its tutors as they meet criteria set by CRLA guidelines which suggest that training programs take no more than a quarter or semester to complete each level. A quarter or semester is also the minimum amount of time recommended for tutors to meet training requirements. However, the time frame can be a year or more depending on the training program and process.

Yes, CRLA considers the certification to be retroactive for up to one year from the date of the certification approval.

Level 1 certification requires 10 or more hours of training. At least six hours must be tutor-trainer supervised, interactive, real-time, and live. The remaining four hours can be self-paced. Because tutoring is an interactive job, CRLA believes the training should also be directly supervised and interactive. This standard is also applicable to Levels 2 and 3.

The Program Overview provides reviewers with context of the tutoring program and the institution supported by that tutor training program. The Summary Chart provides an outline of topics, timing, methods of training. Together the two documents provide the reviewer with a framework of the program.

No, a new level of certification requires a new, separate application. You can apply for a new level at any time and can send in the new application at the same time as re-certification materials are submitted so that cost is reduced by paying for 2 levels at once.

ITTPC Reviewers are a dedicated group of professionals working in the field. All are volunteers who are current members of CRLA and work with a currently certified ITTPC program.

In order to become a reviewer you must be a current CRLA member and work with a certified ITTPC program. Please contact the ITTPC coordinator for more information.

Contact Information

Roberta Schotka

r.schotka@crla.net

Because CRLA certifies programs rather than individual tutors, a tutor needs to complete training and work in a program at a post-secondary institution with a CRLA-approved ITTPC program to receive a certificate.

Tutors should contact the program and institution who provided the certification.

No, your program certificate is for your program to display as an authorized ITTPC program and notes the authorization dates for your program. It should not be modified or changed. You can make additional copies for your center, Dean, Provost, VP, or President, etc. When certified, a program receives a tutor template certificate that can be modified to create tutor certificates.

If you cannot find your certificate template, send an email to info@crla.net requesting a new link and template. Please include the name of your college or university in your request.

A tutor’s ITTPC certificate does not need to be renewed. It is a one-time certificate stating the tutor has completed the required training.

It is up to the training supervisor to make this determination. Even though the tutor is considered ITTPC-certified through his/her old program, the new program trainer must determine if s/he has completed all required topics or if s/he should complete additional training to meet the new program's requirements. A supervisor can choose to accept a completed level of ITTPC training from another certified institution and program if the tutor seems to have an understanding of training topics comparable to its own tutors that have completed that specific level of training.

 

2015 ITTPC Outstanding Tutor Award

2015 Outstanding Tutor Award Recipient Christopher Bell

Christopher Bell is a 25 year old recent graduate of Kent State University.
With a major in nursing he recently accepted a position in the MICU at the world renowned Cleveland Clinic.  During his time at Kent State he tutored all of the core science classes with a passion to help others succeed. In his free time Christopher enjoys remaining active with volunteer work, traveling, and exploring the great outdoors.

Download Winning Essay

2016 ITTPC Outstanding Tutor Award Information

The Outstanding Tutor Award was established in 1995 by CRLA’s International Tutor Training Program Certification (ITTPC) committee. This award is given annually to one peer tutor from any one of our 1100+ certified tutor training programs. It honors the work of undergraduate student tutors who contribute much to the academic success of their peers and motivate and inspire others through their dedication and passion for their work.

Nomination Instructions:

The nominated tutor must be an undergraduate student who is currently employed by an ITTPC-certified program, and who is certified at least level 1 at that institution by May 15th, 2016. The program should send documentation of the program’s ITTPC certification, as well as the tutor’s most-recent certificate to ITTPC-Tutor-Award@crla.net.

Please Note: Institutions can only submit one nomination per tutoring program.

The nominee must provide a current official transcript (scanned) demonstrating a minimum 3.0 GPA, a letter of recommendation from an instructor/professor who is not directly affiliated with the tutoring program, a letter of recommendation from the nominee’s tutorial program supervisor, and an original essay of at least 500 words (not to exceed 750 words) addressing the following topic:

What training topic(s) has been most influential to your tutoring, and how has it helped you help your students be successful?

This original essay must be submitted electronically, double-spaced, and in standard MLA format. Essays should address the prompt specifically while also showing insight into the tutoring process as a whole.


Application Process:

All completed applications must be received no later than 11:59 PM on May 13 of the nomination year. Partial or incomplete applications will not be considered. Applicants will be notified by email of receipt of their application packets.

Application form must be completed and submitted with all required documentation. Please submit all documents (including the transcript) via email. Hard copies or flash drives will not be accepted.

Completed applications must include the following:

  • Completed nomination form
  • Most recent transcript -- scanned
  • Evidence of nominee’s highest Level of CRLA certification
  • Evidence of tutoring program’s highest Level of CRLA certification
  • Copies of the tutor’s performance evaluation(s)
  • The tutor’s job description
  • Nominee’s completed essay
  • Tutorial program supervisor’s written recommendation
  • Faculty member’s written recommendation (see requirements above)

To apply:


Award Selection:

All applications will be reviewed and the recipient will be chosen by a selected panel made up of members from the College Reading and Learning Association ITTPC committee. Applicants will be notified by email of the results. Application materials cannot be returned.

The award recipient will be notified of their selection and invited to attend the College Reading and Learning Association’s annual conference in November 2016. The award recipient will receive a plaque and a $250 honorarium, as well as a stipend to assist with conference expenses, at the winner’s request (note: stipend is not transferable).


For Additional Information:

ITTPC Associate Coordinator

Shawn O’Neil, Assistant Director

Tutoring & Academic Skills Programs

University of North Carolina at Greensboro

336-334-4415 (w)

smoneil@uncg.edu

Corporate Partners

TutorLingo

TutorLingo is a series of on-demand videos and valuable resources focused on supporting the tutor training process. Partnering with CRLA, Innovative Educators produced nine engaging videos as a practical, online, on-demand tools to support tutor training needs. Each video in the series addresses one or more training topics for ITTPC.

Topics Include:

    • A Toolbox for the Novice Tutor
    • Developing Critical Thinking Skills
    • How to Tutor Writing
    • Learning Theory
    • The Nature of helping Relationships
    • The Role of the Tutor
    • Tutee Study Skills: Note-Taking, Reading, & Testing Strategies
    • Tutoring Students from Diverse Backgrounds
    • Understanding Self-Regulatory Behaviors

Learn more by visiting Innovative Educators.

Visit the TutorLingo Website

Tutor Matching Service

Tutor Matching Service (TMS) is a free supplemental resource utilized by learning centers across the country to help provide tutoring (online or in-person) for the small courses where no free campus tutoring exists.

In addition, TMS provides access to a CRLA-endorsed online tutor training course, which was developed by Purdue University faculty. Tutors from Florida to Malaysia have enrolled in this one-of-a-kind online course that covers many of the CRLA Level 1 topics. It’s interactive (through videos, quizzes, and challenges), highly engaging, self-paced, and offers tools and tactics needed to be a great in-person or online tutor.

Course Duration: 4-6 hours, self-paced. Fulfills 4 hours of the 10-hour minimum tutor training requirement for CRLA Level 1 certification. Course Fee: $20.00 per tutor ($15.00 per tutor when purchased by an institution).


Course Author: Purdue University

Learn more by visiting the Tutor Matching Service website and clicking on "Tutor Training."

Visit the Tutor Matching Service Website