READING • LEARNING ASSISTANCE • DEVELOPMENTAL EDUCATION • TUTORING • MENTORING
ITPC Tutor Training Program Certification Application Packet for:
“1st Stage: New / Rejoin ITPC Program Certification” (1 year)
Welcome. Read through this entire “Application Packet” BEFORE you start to complete the application(s)
for the tutor training program(s) at your campus that you want certified by CRLA-ITPC.
Each of this application’s nine (9) sections itemizes the specific “Certification Requirements” for each level,
for your convenience (also found on our web page: http://www.crla.net/itpc/certification_requirements.htm).
Please provide a brief explanation of how your program complies with the requirement for that level, and
include your supporting documents/files verifying the program’s compliance with each requirement indicated.
Application Training Criteria:
[Every application submitted requires complete explanations, verifying documentation, and appropriate fees.]
 Each program that has identical tutor training procedures for each center at your campus
may apply on the same application packet, listing the tutor training program(s) requesting certification.
 Each program that has its own, unique training procedure for each center at your campus
requires a totally separate and complete application packet.
Possible scenarios include: Your campus has two tutor training programs you want certified,
the “Math Center”, and the “Writing Center.” Both centers train tutors at Levels 1 & 2.
Scenario 1: Both centers conduct identical tutor training procedure at your campus.
Therefore, you complete a single application packet listing both centers under the “Program Name”.
Scenario 2: Each center conducts its own, unique tutor training for that center.
Therefore, you complete a separate, complete application packet, with fees, for each program.
$ Non-refundable Fee for application(s) for the SAME PROGRAM, submitted together (effective 7/1/09) :
(Fees can be combined if you’re now also submitting another appl. to add a new level(s) to your current certification.)
If submitting an online application is a problem, contact Rick Sheets at: rick.sheets@crla.net .
http://www.crla.net/itpc/application_process.htm
(Always verify current fees on our website.)
Online *Paper Application(s) for the same program, submitted at the same time, for various levels:
$150
$250
any individual level (submitted separately on a single appl) (i.e.: L1 only, L2 only, L3 only)
$250
$350
any two levels (submitted together on single appl or on separate appls) (i.e.: L1 & 2)
$350
$450
any three levels (submitted together on single appl or separate appls) (i.e.: L1, 2, & 3)
[*Paper Appl. Note: You must submit 3 paper copies of your complete application packet.
The added $100 fee is to offset the increased mailing/handling/scanning costs.)
$ CRLA-ITPC’s Two Payment Options A & B :
(CRLA’s Federal ID # is 95-3177158).
A) Discover, MasterCard, or Visa charge cards are currently being accepted by CRLA.
Call Rick Sheets at 623-240-0572 to use a charge card.
B) Check (Institutional or Personal) – made payable to: “CRLA / Tutor Program Certification”.
If mailing your payment:
1. Print a copy of p.3 “*Program’s Details” (questions #1-5) for each application being submitted
2. Staple your payment to the “*Program’s Details” printed copy.
3. Mail the Coversheet(s) & your attached payment to:
CRLA-ITPC, c/o Rick Sheets, ITPC Coordinator
12422 West Aurora Drive, Sun City West, AZ USA 85375-1924
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
Communications Options: From You to ITPC: Please use these options as indicated to prevent problems.
 Online: ITPC uses three different email addresses. Each for a specific purpose indicated below.
[Note: Name your email “Subject:” field using this format. Providing “*Program Details” expedites replies.]
Country,StateAbbrev,InstName,Campus,City,PrgrmName-Levels,N(new)/RR(renew)/RC(recert),part 1 (pt1,pt2,…)
Sample: USA, ZZ, Sample U., Zville Campus, Zville, Learning Assistance Center – L123, N, pt 1
 Submit Application Packets to ONLY: itpc@crla.net [format “Subject:” field as requested above.]
 General Questions ONLY to: itpc.questions@crla.net [address CANNOT receive applications ]
 Answers to Specific Program Inquiries from the ITPC Coordinator to: rick.sheets@crla.net .
 U.S. Mail: CRLA-ITPC, c/o Rick Sheets, ITPC Coordinator, 12422 W. Aurora Dr, Sun City West, AZ 85385
[Note: 3 paper appl copies required, + added $100 fee.]
 Voice: 623.240.0572, usually available 10 am – 4 pm. (AZ is always on Mt. Standard Time).
[Uses: pay appl. fees with credit card or respond to questions from Rick Sheets, ITPC Coordinator.]
Communications From ITPC to You:
The ITPC Coordinator receives 40-50 email inquiries a day, in addition to applications.
 Email queries are researched and answered by the ITPC Coordinator, aided by his assistant.
Please allow 3-4 weeks for a reply to your itpc.questions@crla.net email inquiries.
 Applications are assigned to reviewers in the order they are received.
Your colleagues review them as volunteers, in addition to their college or university duties.
Please allow 6 months for your application to complete the “New” program application review process.
Application Status Emails We Send to You: (generally using email templates)
 notice that your application was received or that your application / documentation is missing;
 notice that your fee payment was received or that your payment is missing;
 invoices for payments made via a charge card or personal check or if an invoice is requested; and
 notice that your paid application packet has been assigned to a reviewer(s).
Notification of Certification: Once your program is certified, ITPC will email you these items:
 an official notification letter stating your program details, certified levels, and the dates valid; and
 an ITPC Certificate, emailed as a .pdf attachment, listing your institution name, campus location,
program name, levels certified, & the certification start & end dates for this certification period; and
 links to CRLA-ITPC Tutor Award Certificate template(s) for your program’s certified levels,
which you may use, and adapt to include your institution’s information/logos/signatures/colors.
Suggestion for Your Own Annual Reports: Including this program application information in your own
annual institutional reports can be a triple benefit to you and your program:
1) certification helps to bolster confidence in your program among your colleagues and your students;
2) it illustrates that your program is vital component in student learning, and can stimulate funding; and,
3) it preserves the data you have meticulously gathered here, which can greatly facilitate documenting
your future re-application packets when you need to re-apply for continued certification.
[NOTE: Archiving your appl. & documentation creates a valuable resource for future re-applications.]
Future Applications You Will Need to Submit After This ITPC Certification is Approved:
 Re-apply early. Next application needed: “2nd Stage: Reflection & Renewal” Application Packet (3 yrs).
Submit application packet at least 3 months prior to the ending date of this initial 1 year certification.
 Applications used from then on: “3rd Stage: Re-Certification” Application Packet (5 years) every 5 years.
Submit application packet at least 6 months prior to your certification’s ending date.
 Every 5 yrs, submit another “3rd Stage: Re-Certification” Application Packet (5 years). NOTE: Both the
“1st Stage: New” and the “3rd Stage: Re-Certification” application packets follow the same basic
pattern, each seeking essentially the same requirements and documentation used in this initial appl.
Application Timelines: 3yr Reflection & Renewal = 3 months ahead; 5yr Recertification = 6 months ahead.
Thank you for your interest in CRLA’s ITPC Program. We look forward to working with you & your team.
Respectfully. Rick Sheets, Ed.D. (ITPC Coordinator) and the ITPC Team.
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
*Program’s Details:
1st Stage: New / Rejoin ITPC Program Application Packet
1. Training Program and Institution Details for Certification:
Institution Name: Florida Atlantic University
Program Name: Supplemental Instruction
Program’s Webpage URL Address Link: www.fau.edu/si
Program’s Complete Mailing Address: Florida Atlantic University, Center for Learning And Student
Success (CLASS), Supplemental Instruction
City, State/Provence, Zip/Postal Code: Boca Raton, Florida, 33431
Name(s) of the Primary & Other Contact Person(s) & their Position Title(s):
Application Agreement: As the primary “Contact” for the program submitting this application, you and
your program agree to continue to follow the guidelines that you have submitted in this application packet.
(Please list only permanent employee(s) to facilitate future email communication - no grad. assistants, temps, etc.)
1)
2)
3)
_ Dr. _ Mr. X Ms. : Angelica Nevin
X Dr. _ Mr. _ Ms. : Jennifer Bebergal
_ Dr. _ Mr. _ Ms. :
Email Address(s): anevin@fau.edu, bebergal@fau.edu
Voice Phone #: 561-297-0906
Fax Phone #: 561-297-2151
2. Optional questions used only for statistics & demographic research by other CRLA members:
Primary Contact is a CRLA Member: __ Yes X No
(Personal or Institutional CRLA membership is not required for participation in the ITPC program)
Type of Institution: _ 1 yr _ 2 yr Fr-Sph _ 3-4 yr Jr-Sr X 4 yr Fr-Sr _ Bus _ Other
Funding Source: X Public
_ Private
_ Business
_ Other (specify): ___________________
3. Certification Level(s) requested using this application: (Mark an “X” for each level requested.)
(Fees can be combined if you are also applying now to add this level(s) to your current certification)
X Level 1 / Certified Tutor (1 year certification)
X Level 2 / Advanced Certified Tutor (1 year certification)
X Level 3 / Master Certified Tutor (1 year certification)
4. Non-refundable Fee for application(s) for the SAME PROGRAM, submitted together (effective 7/1/09):
(Fees can be combined if you’re now also submitting another appl. to add a new level(s) to your current certification.)
If submitting an online application is a problem, contact Rick Sheets at: rick.sheets@crla.net .
Fee schedule for online and paper applications is also listed on the “Instructions” pages of this application.
http://www.crla.net/itpc/application_process.htm
(Always verify current fees on our website.)
5. Email Application Packet file to ONLY : itpc@crla.net (only email address that can receive large files)
[Note: Name your email “Subject:” field using this format. These “*Program Details” expedite processing.]
Country,StateAbbrev,InstName,Campus,City,PrgrmName-Levels,N(new)/RR(renew)/RC(recert),part 1 (pt1,pt2,…)
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
Sample: USA, ZZ, Sample U., Zville Campus, Zville, Learning Assistance Center – L123, N, pt 1
6. Overview Components of the Tutor Training Program Applying for Certification
Within a few pages, provide a brief program overview summarizing how your tutor training program fulfills
the requirements for each of the level(s) checked on this application. The purpose of this overview is to
provide the ITPC Reviewers with the background information necessary to understand your program.
This overview should provide the following information:
a) Program history;
b) Program objectives;
c) Reporting lines;
d) Sources of funding;
e) Services and students served;
f) Program location and facility;
g) Training guidelines (administration; selection, hours, tracking, evaluation, etc.); and,
h) How you generally conduct your training
(group size, meeting frequency/length, type of presentations).
Page heading for your brief program overview:
________________________________________________________________________________________
6. “BRIEF PROGRAM OVERVIEW” FOR THE LEVELS REQUESTED ON THIS APPLICATION
________________________________________________________________________________________
7. Summary Chart(s) of Tutor Training Topics, Materials, & Documents / Files used for Each Level on
This Application. The chart(s) gives the reviewers a brief “snap-shot” of your program, before you
present your more detailed explanations and documentation of your program. Use the table headings
listed in the sample charts below to create a chart of topics, materials, and documents used in your tutor
training program for each level requested on this application.
7.1 LEVEL I: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Amount
of time
Methods
Materials Used/ Documentation
Definition of
Tutoring and
Responsibilities
Pre-Term
Training
45 min.
Individual Reading and
Reflection, Group
Discussion
UMKC Leader Guide
Basic Guidelines
Do’s & Don’ts
Pre-Term
Training
1.5 hours
UMKC Leader Guide
Pre-Term
Training
1.25 hours
Individual Reading and
Reflection, Group
Discussion
Individual Reading and
Reflection, Group
Discussion
Techniques:
Beginning &
ending session
Adult Learners
Assertiveness/Han
dling Difficult
Situations
Page
4
Blackboard
Module
2-3 hours
1 hr.
Individual Reading and
Reflection, Group
Discussion
Group Discussion
UMKC Leader Guide
Andragogy and Self-Directed Learning:
Pillars of Adult Learning Theory
Sharan B. Merriam
UMKC Leader Guide
Pre-term and
in-service
1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
Role Modeling
All Trainings
(Pre-term, inservice and
Blackboard
modules)
1.5 hrs.
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
Setting
Goals/Planning
1 hr.
Communication
Skills
Pre-term
training
Homework, inservice
Pre-term and
in-service
Personal reflection,
group discussion and
individual meetings with
supervisor(s)
Ice-breakers, group
discussions
Active Listening
and Paraphrasing
Blackboard
Module
2 hrs.
Referral Skills
Pre-term
30 min.
Study Skills
All Trainings
(Pre-term, inservice and
Blackboard
modules)
2 hrs.
Critical Thinking
Skills
Blackboard
Module
2 hrs.
Ethics,
Philosophy,
Harassment and
Plagiarism
All Trainings
(Pre-term, inservice and
Blackboard
modules)
2 hrs.
1 hr.
It is our program’s goal to tie appropriate
role-modeling into every discussion,
reading and interaction. As SI leaders, our
group is expected to be a model peer in
all respects. Personal examples are used
whenever possible.
Parameters are set on the agenda of our
pre-term training. Goals are tied to past
participation trends for individuals
(attached).
Document: Ice-breakers
Individual Reading,
Reflection, Group
Discussion
Supervisor led
discussion
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
Active Listening
Rogers, C. and Farson, R.E.
Individual Reading,
Reflection, Group
Discussion
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
Collaborative Learning Enhances Critical
Thinking
Gokhale, A.A.
University Honor Code
Document: University Resource List
UMKC Leader Guide, Top 25 ways to
weave in study skills
7.2 LEVEL II: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Probing Questions
Pre-Term and
in-service
Cultural Awareness
and Diversity
Identifying and
using resources
Specific
Skill/Subject Areas
Page
5
Amount
of time
Methods
Materials Used/ Documentation
1.5 hr.
Group Discussion, Roleplaying
Pre-term, inservice,
Blackboard
2.5hrs.
Pre-term
30 min.
Pre-term, inservice,
professor
office hours
3 hrs.
Supervisor led
discussion, guest
speaker, reflection, roleplaying, Blackboard
Module Documentation
Supervisor led
discussion
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors and
UMKC Leader Guide
“Whose line is it anyway?” activity
Leading by example
Expertise of guest speaker from Office
for Students with Disabilities
Leader discussion of diversity
Discussion of diverse populations at FAU
Document: University Resource List
Past session plans, current and past
textbooks, weekly scheduled meetings
with professor(s), weekly attendance at
lecture
1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
professors
Assessing or
Changing Study
Habits
Pre-term and
In-service and
Blackboard
Modules
2-3.5 hrs.
Supervisor led
discussion, reflection,
role-playing
Staying Motivated
Blackboard,
Individual
meetings for
follow-up
2 hrs.
Reflection, Group
Discussion and
individual meetings with
supervisors
UMKC Leader Guide
Encouraging Student Success: The
Instructional Challenges, Response
Strategies, and Study Skills of
Contemporary Undergraduates
Kuo, J., Hagie, C. & Miller, M.T.
Quotes from past members, motivational
primer from supervisor, group sharing of
coping and time management strategies
from fellow leaders.
7.3 LEVEL III: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Amount
of time
Methods
Materials Used/ Documentation
Target Population
Dealings
Pre-term and
In-service
2 hrs.
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors and
professors
UMKC Leader Guide
Weekly scheduled meetings with
professor(s)
Discussion with leader team at monthly
meetings
Role of Learning
Centers in Higher
Ed.
Blackboard
Module
2 hrs.
Individual Reading,
Reflection, Group
Discussion
Structuring the
Learning
Experience
Pre-term and
In-service
1.5 hrs.
Pre-term training is
structured in the SI
model fashion with
opening, closing and
content techniques.
Educational Outcomes of Tutoring: A
meta-analysis of Findings. Cohen, P.A.,
Kulik, J.A., Kulik, C.C.
The Effectiveness of Peer Tutoring in
Further and Higher Education: A
Typology and Review
of the Literature. Topping, K.J.
UMKC Leader Guide
scheduled meetings with supervisor(s)
Training/Supervisi
ng other tutors
2.5 hrs.
Discussion, reflection,
role-playing
UMKC Leader Guide
Group
Management Skills
Individual
meetings with
supervisor
Pre-term and
In-service
1.5 hrs
UMKC Leader Guide
Theory and
Practice
Blackboard
Module
2 hrs.
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors and
professors
Individual Reading,
Reflection, Group
Discussion
Page
6
Four Twentieth Century Theories of
Education. Kneller, G.F.
1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
8. Document Bibliography: Your documents/files verify how your program meets certification requirements.
[NOTE: Creating this “Document Bibliography” is usually done as the last step in the application process.]
The “Documentation” you provide show that your program has “Met” at least the minimum requirements
for each level of certification requested, & should include all of the following components:
1) a brief statement of how your program accomplishes that criteria requirement;
2) a brief description of how your program tracks/documents how the minimum requirement is ”Met”;
3) enough examples/samples to enable CRLA Reviewers to verify the excellence of your program;
4) a clear, descriptive title for each of your attached documents/files, with page number(s) specified; &,
5) the complete listing of each document/file referenced in this application. (APA format not required.)
Naming Examples (APA format not required.): “Level 1: Learning Styles Presentation.ppt, #2-8 ”,
or, “End of Semester Tutor Evaluation by Supervisor.doc, pp. 1-3”.
This enables the reviewers to identify the purpose & reason for each attached document.
Brevity is appreciated. Using condensed, but complete documentation expedites a program’s certification.
Some examples of usual documentation items include:
a. course syllabi,
b. workshop overview, or program description,
c. time logs, d) tutor training guides,
d. titles & ISBN numbers of copyrighted books, videos, DVDs, surveys, or, other training materials,
e. working address links for Web pages or Websites,
f. brochures/flyers/posters/memo samples,
g. worksheet samples, or,
h. handout samples.
Be aware of copyright concerns in your documentation.
COPYRIGHT REMINDER: “Compliance with federal copyright law is expected of all CRLA ITPC
programs. It is our legal and ethical responsibility to give authorship credit for all materials we use
in the classroom, and use for tutor and mentor training. Additionally, it is our legal and ethical
responsibility to purchase, or have students purchase, any copyrighted materials used in training.
Programs found to be in violation of copyright law will lose their CRLA-ITPC certification.”
Page heading for your document bibliography:
________________________________________________________________________________________
8. “DOCUMENT BIBLIOGRAPHY” FOR THE LEVELS REQUESTED ON THIS APPLICATION
________________________________________________________________________________________
9. VERIFICATION OF YOUR TUTOR TRAINING PROGRAM
In sections 9 A-F on this application, you will see an outlined listing of each set of requirements needed for
a program’s certification at that level. (Web Link: http://www.crla.net/itpc/certification_requirements.htm)
Within parts A-F, you are generally asked to provide the following program information with documentation:
1) a brief statement regarding how your program accomplishes the criteria requirements for that level,
2) if your program has either “Met” or “Exceeded” the minimum requirements for that level,
3) a brief description of how you track/document how the requirements are being completed,
4) enough samples to enable CRLA Reviewers to verify the excellence of your program, and
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
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5) the necessary “Documentation" needed to briefly and clearly demonstrate patterns of evidence
of the who, what, when, where, and how of your tutor training program.
Within your “Documentation:” for each level, and set of requirements, include the following:
a) samples and examples,
b) a brief statement of how that document verifies your compliance,
c) complete, working Web file links that illustrate your program’s compliance,
d) condensed, but complete documents/files, with descriptive titles & page numbers specified
for each referenced requirement.
Naming Examples: “Level 1: Learning Styles Presentation.ppt, #2-8 ”, or,
“End of Semester Tutor Evaluation by Supervisor.doc, pp. 1-3”.]
e) inclusion of each document/file listed within this application within # “8. Document Bibliography”.
Remember to attach each document/file referenced to the application packet email. Following all these
steps enables the reviewers to quickly identify the purpose & connection of each attached document/file.
Naming Examples: “Level 1: Learning Styles Presentation.ppt, #2-8 ”, or,
“End of Semester Tutor Evaluation by Supervisor.doc, pp. 1-3”.]
9. (Parts A-F) Questions on Certification Requirements for Each Level
Within parts A-F that follow, please provide complete answers for each of the questions listed, and be sure to
list the documentation to confirm your compliance with the requirements that level, and to attach those files:
9-A. Amount and Duration of Tutor Training for Each Level Applied for on This Application:
1. List the number of hours involved in your tutor training. [a minimum of 10 hrs is required at each level]
2. Indicate if you have “Met” or “Exceeded” the minimum of the required 10 training hours per Level.
3. What time periods are used for your tutor training? (quarters, semesters, year-long, etc. ), and
4. What tracking methods are used for your tutor training to document training attendance?
5. What structure is used for your tutor training at each level? (taught as a course, or, as a non-course)
6. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is “Met” by your program, usually via samples of training materials, logs; and,
b. how you document that your program has met this requirement; and,
c. that the attached documents/files are included in the “8. Document Bibliography” of this appl.
Naming Examples: “Level 1: Learning Styles Presentation.ppt, #2-8 ”, or,
“End of Semester Tutor Evaluation by Supervisor.doc, pp. 1-3”.]
“Tutor Training Syllabus”, pages 2-4 ]
9-A.1: Level 1 (L1)
1. Number of hours for Level 1: 36 [Minimum required: 10 hrs total.]
(a minimum of 10 cumulative hours of tutor training).
2. The requirements of Level 1 are: __ Met or X Exceeded
3. The 1st set of Tutor Training Sessions is done in: __ Quarters X Semesters __ Other (specify):
4. The method(s) we use to track/document our training sessions is: ____________________________
5. Our tutor training is done as a: __ Course
__ Non-Course
__ Other (specify):
6. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how our program has “Met” at least the minimum requirements,
(suggested examples can include: sample tracking reports, tutoring-logs, etc.), and,
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-A.2: Level 2 (L2)
1. Number of hours for Level 2: __ [Minimum required: 10 hrs total beyond the 10 hrs minimum for L1]
(a minimum of 20 cumulative hours of tutor training).
2. The requirements of Level 2 are: __ Met or __ Exceeded
3. The 2nd set of Tutor Training Sessions is done in: __ Quarters __ Semesters __ Other (specify):
4. The method(s) we use to track/document our training sessions is: ____________________________
5. Our tutor training is done as a: __ Course
__ Non-Course
__ Other (specify):
6. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how our program has “Met” at least the minimum requirements,
(suggested examples can include: sample tracking reports, tutoring-logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-A.3: Level 3 (L3)
1. Number of Hours for Level 3: __ [Min. required: 10 hrs total beyond 10 hrs L1 min. & 10 hrs L2 min.]
(a minimum of 30 cumulative hours of tutor training).
2. The requirements of Level 3 are: __ Met or __ Exceeded
3. The 3rd set of Tutor Training Sessions is done in: __ Quarters __ Semesters __ Other (specify):
4. The method(s) we use to track/document our training sessions is: ____________________________
5. Out tutor training is done as a: __ Course
__ Non-Course
__ Other (specify):
6. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how our program has “Met” at least the minimum requirements,
(suggested examples can include: sample tracking reports, tutoring-logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-B. Mode of Tutor Training for Each Level Applied for on This Application [within min. # of hrs listed]
1. Describe the training modes used in your tutor training for each Level applied for on this application.
Modes Required: Your training MUST use all 3 of these required training components:
a. Tutor-trainer supervised, and
b. Interactive, and
c. Live / Real-time training.
2. Describe the training forms used in your tutor training for each Level applied for on this application.
One or more of these forms can be used (using a variety of formats is strongly recommended):
 workshop instruction / seminar session
 face-to-face discussions, or, online discussions
 Multi-User Virtual Environment (MUVE, like Second Life)
3. Additional / remaining training time can use these modes as the main delivery medium:
a. Videotapes/DVD’s/websites
b. Conferences with tutor trainer/supervisor
c. Web-quests, Podcasts, Webcasts, Wikis, Blogs
d. Texts, handouts, scavenger hunts
e. Special tutor projects
f. Other (please specify): __________________________________
4. Indicate if you have “Met” or “Exceeded” the minimum number of training hours indicated
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
for each level, using all 3 required training components
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is “Met” (usually through samples of training materials, logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
[Bibl. Example: “Tutor Training Syllabus”, pages 6-8 ]
9-B.1: Level 1 (L1):
Pre-requisite: No prior CRLA tutor training or certification is required to begin L1 Tutor Training.
1. Describe the training modes used for training Level 1 tutors.
L1 Requirements: a min. of 6 hours of training, and MUST use all 3 of these training components:
a) Tutor-trainer supervised, b) Interactive, and c) Live / Real-time training.
2. Describe the training forms used for training Level 1 tutors. (Varied formats are recommended.)
3. Describe the main delivery medium(s) used for any remaining training time for Level 1 tutor training.
4. The requirements of Level 1 are: __ Met or __ Exceeded
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-B.2: Level 2 (L2):
Pre-requisite: Tutor MUST complete L1 Certification Requirements prior to beginning L2 training.
1. Describe the training modes used for training Level 2 tutors.
L1 Requirements: a min. of 4 hours of training, and MUST use all 3 of these training components:
a) Tutor-trainer supervised, b) Interactive, and c) Live / Real-time training.
2. Describe the training forms used for training Level 2 tutors. (Varied formats are recommended.)
3. Describe the main delivery medium(s) used for any remaining training time for Level 2 tutor training.
4. The requirements of Level 2 are: __ Met or __ Exceeded
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-B.3: Level 3 (L3):
Pre-requisite: Tutor MUST complete L1 & L2 Certification Requirements prior to beginning L3 training.
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1. Describe the training modes used for training Level 3 tutors.
L1 Requirements: a min. of 2 hours of training, and MUST use all 3 of these training components:
a) Tutor-trainer supervised, b) Interactive, and c) Live / Real-time training.
2. Describe the training forms used for training Level 3 tutors. (Varied formats are recommended.)
3. Describe the main delivery medium(s) used for any remaining training time for Level 3 tutor training.
4. The requirements of Level 3 are: __ Met or __ Exceeded
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-C. Areas/Topics to be Covered in Tutor Training for Each Level Applied for on This Application:
Answer questions 1-3 for each level you have requested. Each level lists the minimum topics that
are required for completion of that level. The exact amount of time devoted to each topic may vary.
9-C.1: Level 1 (L1): a min. of eight (8) of the following 15 listed topics must be covered in Level 1 training.
1. Mark an “X” by the eight (8), or more, topics you cover in your Level 1 Tutor Training, and
_ Definition of Tutoring and Tutor Responsibilities
_ Basic Tutoring Guidelines, and/or, Tutoring Do's, and/or, Tutoring Don'ts
_ Techniques for Successfully Beginning and Ending a Tutor Session
_ Adult Learners, and/or, Learning Theory, and/or, Learning Styles
_ Assertiveness, and/or, Handling Difficult Students
_ Role Modeling
_ Setting Goals, and/or, Planning
_ Communication Skills
_ Active Listening and Paraphrasing
_ Referral Skills
_ Study Skills
_ Critical Thinking Skills
_ Compliance with the Ethics and Philosophy of the Tutor Program,
and/or, Sexual Harassment, and/or, Plagiarism
_ Modeling Problem Solving
_ Other (please specify): ____________________________________________________
2. Indicate if you have met or exceeded the minimum of 8 of these specific topics listed above.
The Level 1 requirements are: __ Met or __ Exceeded
3. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
[Example: Active Listening and Paraphrasing: see the “Tutor Training Syllabus, pp. 4-5”]
9-C.2: Level 2 (L2): In addition to reviewing the topics covered in Level 1 Training, a minimum of an
additional four (4) or more of the following 8 listed topics must be covered in Level 2 training.
1. Complete the “*Required Review of Level 1 topics covered during Level l training”, and, also
mark an “X” by the additional four (4), or more, topics you cover in your Level 2 Tutor Training:
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_ *Required Review* of Level 1 topics covered during Level 1 training (*required topic)
_ Use of Probing Questions
_ Brain Dominance Learning
_ Cultural Awareness and Inter-cultural Communications, and/or, Diversity
_ Identifying and Using Resources
_ Tutoring in Specific Skills, and/or, Tutoring in Specific Subject Areas
_ Assessing or Changing Study Behaviors
_ Other (please specify): _____________________________________________________
_ Other (please specify): ____________________________________________________
2. Indicate if you have met or exceeded these minimum of 5 topics (L1 review + 4 others) listed above.
The Level 2 requirements are: __ Met or __ Exceeded
3. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
[Example: Use of Probing Questions: see the “Tutor Training Syllabus, pp. 6-7”]
9-C.3: Level 3 (L3): In addition to reviewing the topics covered in Levels 1& 2 Training, a minimum of an
additional four (4) or more of the following 8 listed topics must be covered in Level 3 training:
1. Complete the “*Required Review of Level 1 & Level 2 topics covered”, and, also
mark an “X” by the additional four (4), or more, topics you cover in your Level 3 Tutor Training:
_ *Required Review of Level 1 & Level 2 topics covered in Level 1 & 2 training (*required topic)
_ Self-regulating Learning, and/or, Brain Learning, and/or, Memory
_ How to Tutor, and/or, How to Deal with Target Populations
_ The Role of Learning Centers in Higher Education
_ Structuring the Learning Experience
_ Training and Supervising Other Tutors (Supervisory Skills)
_ Group Management Skills (Group Interaction and Group Dynamics)
_ Other (please specify): ____________________________________________________
2. Indicate if you have met or exceeded these min. of 5 topics (L1 & 2 review + 4 others) listed above.
The Level 3 requirements are: __ Met or __ Exceeded
3. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
[Example: Structuring the Learning Experience: see the “Tutor Training Syllabus, pp.8-9”]
9-D. Required Tutoring Experience in Tutor Training for Each Level Applied for on This Application:
Each Level requires a minimum of 25 hours of actual tutoring time. [25(L1) + 25(L2) + 25(L3) = 75 total hrs.]
1. Explain how you track your tutors’ actual tutoring experience. [Method(s) used to track the exact hours
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a tutor spends actually tutoring, not counting “no shows” or other non-tutoring work performed].
(examples may be tracking via: Accutrack, Tutortrac, Tutor Time Logs, etc.)
2. Indicate if you have “Met” or “Exceeded” the minimum of 25 hours of actual tutoring time per level.
3. List each clearly titled attached document sample (with page numbers specified) to confirm compliance.
[Example: a tracking method such a “Tutor Time Logs, pp.6-10”, if student information is included.]
4. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
[Examples: “Tutor Time log for John Public tutoring student Mary Doe, p.10”, or “Tutor-Track printout.]
9-D.1: Level 1 (L1): Required: a minimum of 25 initial hours of actual tutoring experience for Level 1.
1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:
2. The requirement of 25 hours of actual tutoring experience for Level 1 is: __ Met or
3. These are examples of our tutor tracking documentation:
__ Exceeded
4. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-D.2: Level 2 (L2): Required: a minimum of 25 additional hours of actual tutoring experience, after the
completion of the Level 1 requirements [25 hrs (L1) + 25 hrs (L2) = 50 cumulative hours].
1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:
2. The requirement of 25 added hours of actual tutoring experience for Level 2, after attaining Level 1
for a min. total of 50 cumulative hrs of actual tutoring experience is: __ Met or __ Exceeded
3. These are examples of our tutor tracking documentation:
4. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-D.3: Level 3 (L3): Required: a minimum of another 25 added hours of actual tutoring experience, after the
completion of the L1 & L2 requirements [25 hrs (L1) + 25 hrs (L2) + 25 hrs (L3) = 75 cumulative hrs].
1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:
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2. The requirement of 25 added hours of actual tutoring experience for Level 3, after attaining Level 2,
for a min. total of 75 cumulative hrs of actual tutoring experience is: __ Met or __ Exceeded
3. These are examples of our tutor tracking documentation:
4. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-E. Required Tutor Selection Criteria for Each Certification Level Applied For on This Application.
Required: Tutor Selection MUST use at least one choice from “Step 1” and, one choice from “Step 2”.
1. Explain which interview option(s) from Step 1 that you use for tutor selection.
Step 1: Indicate the “Interview Type” (1, &/or 2) you use of these 2 required interview options:
Interview Type 1: Interview plus written approval of a content/skill instructor, and/or
Interview Type 2: Interview plus endorsement of tutor trainer/supervisor
2. Explain which knowledge verification means from Step 2 that you use for tutor selection.
Step 2: Indicate the means of verifying content knowledge you use for tutor selection:
Course Grade:
Grade of “A” or “B” in subject content being tutored
Life Experience: Documented work/life experience equivalent to grade of “A” or “B”
in the subject content material tutored.
3. Indicate if your program has “Met“ or “Exceeded” the required minimums of tutor selection criteria.
4. Provide clearly titled document samples (with page numbers specified) to confirm compliance.
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-E.1: Level 1 (L1): Describe below how your program completes the tutor selection criteria requirements:
1. The Step 1 interview option(s) we use for L1 tutor selection, and how we use them, are:
2. The Step 2 knowledge verification means we use for L1 tutor selection, and how we use them, are:
3. The requirements of Level 1 tutor selection are: __ Met or __ Exceeded
4. Here are clearly titled document samples (with page numbers specified) to confirm compliance.
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-E.2: Level 2 (L2): Describe below how your program completes the tutor selection criteria requirements:
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1.]
1. The Step 1 interview option(s) we use for L2 tutor selection, and how we use them, are:
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2. The Step 2 knowledge verification means we use for L2 tutor selection, and how we use them, are:
3. The requirements of Level 2 tutor selection are: __ Met or __ Exceeded
4. Here are clearly titled document samples (with page numbers specified) to confirm compliance.
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-E.3: Level 3 (L3): Describe below how your program completes the tutor selection criteria requirements:
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1, &/or in Level 2.]
1. The Step 1 interview option(s) we use for L3 tutor selection, and how we use them, are:
2. The Step 2 knowledge verification means we use for L3 tutor selection, and how we use them, are:
3. The requirements of Level 3 tutor selection are: __ Met or __ Exceeded
4. Here are clearly titled document samples (with page numbers specified) to confirm compliance.
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-F. Tutor Evaluation in Tutor Training for Each Level Requested on This Application:
1. Indicate which of these required method(s) are used, and how, to evaluate your tutors at that level.
 a formal / informal evaluation process is in place
 a formal / informal evaluation occurs on a regular basis
 the results of the evaluation process are made known to the tutors
2. Indicate if you have “Met” or “Exceeded” the minimum criteria requirements for that level.
3. Provide clearly identified samples, with page numbers specified, of these tutor evaluations.
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
Naming Examples: “Level 1: Learning Styles Presentation.ppt, #2-8 ”, or,
“End of Semester Tutor Evaluation by Supervisor.doc, pp. 1-3”.]
“Tutor Training Syllabus”, pages 2-4 ]
9-F.1: Level 1 (L1):
1. Mark an “X” for all options that you use to evaluate your tutors for this level:
__ a formal, &/or, __ an informal evaluation procedure is in place
__ a formal, &/or, __ an informal evaluation occurs on a regular basis
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__ results of their evaluation process are made known to tutors
__ other (please specify): _____________________________________________________
2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded
3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations:
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-F.2: Level 2 (L2):
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1.]
1. Mark an “X” for all options that you use to evaluate your tutors for this level:
__ a formal, &/or, __ an informal evaluation procedure is in place
__ a formal, &/or, __ an informal evaluation occurs on a regular basis
__ results of their evaluation process are made known to tutors
__ other (please specify): _____________________________________________________
2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded
3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations:
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-F.3: Level 3 (L3):
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1, &/or in Level 2.]
1. Mark an “X” for all options that you use to evaluate your tutors for this level:
__ a formal, &/or, __ an informal evaluation procedure is in place
__ a formal, &/or, __ an informal evaluation occurs on a regular basis
__ results of their evaluation process are made known to tutors
__ other (please specify): _____________________________________________________
2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded
3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations:
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
THE END ! Thank you for applying. Rick Sheets, ITPC Coordinator
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