PEER TUTOR PROGRAM
Final action plan
Please forward these pages by completing them online or forward to:
Bernard Pryor
NSW Department of Education and Training
3A Smalls Road
RYDE NSW 2112
email: bernard.pryor@det.nsw.edu.au
Phone: (02) 9886 7619 Fax: (02) 9886 7694
by 27 February each year
If you are completing this form on the computer, remember to ‘block’ the lines with your
mouse and write over them, please.
School: ________________________________________________________________________
In preparation for implementing the TAFE NSW Accredited Peer Tutor Training and Program, we have considered the
following organisational issues:
We have discussed implementation of the training and program with:
Principal and Senior Executive:
YES
NO
Head Teachers and staff:
YES
NO
Learning Support Team members:
YES
NO
relevant Year Advisers:
YES
NO
teacher-librarian:
YES
NO
person in charge of rolls:
YES
NO
parents, carers and community:
YES
NO
tutors and students:
YES
NO
When:
(a) We plan to implement the mandatory initial four-hour training session in:
Term _______________, week ______________ , day / date _________________________
(b) We plan to begin the TAFE NSW accredited peer tutoring program on:
English – Middle Years
Curriculum K-12
March 2006
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Page 1
Term _______________, week ______________ , day / date _________________________
(c) We plan to continue the training and program until:
Term _______________, week _______________, day / date _________________________
We have created a discrete time-slot when the whole school will participate in reading/study activities and the tutoring
program will operate simultaneously:
YES
NO
If YES, when does this time-slot occur during the school day to enable the program to be implemented at least four days
of the week: (when, time): _______________________ (days):____________________________________________
We have considered when Year meetings, assemblies, etc. occur:
YES
NO
We have organised the roll marking system to be used:
YES
NO
We have organised a seating plan and database:
YES
NO
Who:
We have chosen a school coordinator: Name: _________________________________________________
Position on staff: _______________________________________________
We have chosen an assistant: ____________________________________________
We have chosen a teacher to mark the attendance roll: _________________________________________
We have chosen (give number) tutors from:
Year 9 ______
Year 10 ______
Year 11 ______
Year 12 ______

We have met with tutors and outlined the training and program:
YES
The school Learning Support Team has identified who need additional support.
NO
YES
NO
Other tasks to focus on:

Matching tutor and student pairs.



Meeting with these students and outlined the program.
Introducing tutors and students to one another.
Arrange a box for folders, red folder, numbered folders, pens, pads; copies of: process, progress sheet, seating
plan, database.
What:
We are aware of the resources currently available at school (i.e. authentic literary and factual texts) which support
classroom subject learning:
YES
NO
The Learning Support Team have prioritised KLA support:
English – Middle Years
Curriculum K-12
YES
NO
March 2006
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Page 2
We will initially target support for (subject): ______________________________
We have arranged to purchase additional authentic texts: How? What? ______________________________________
____________________________________________________________________________________________
Follow up:
We have arranged for the implementation meeting with the school coordinator, (and other relevant members of the
Learning Support Team) and TAFE Literacy teacher to the held at:
(venue) on__________________ (date) __________________ (time) __________
TAFE and school agreement for implementation of the course:
Literacy Volunteer Tutoring (Schools)
Theory (9833A) and Fieldwork (69ISB, BB, BC, BD)
This agreement is to be signed off at the implementation meeting before enrolment of tutors and implementation of the
course.
School: ______________________________________TAFE: ___________________________________________
Model of TAFE support: (eg. Moderate) _______________________________
I. The completed Final Action Plan is finalised and attached.
2. A discrete timeslot is arranged for the Fieldwork module (Reading program), so that tutors and students will not be
withdrawn from classes to participate.
Timeslot:
Days (at least four in the week):
3. As a TAFE qualification will be awarded, the TAFE curriculum for this course will be followed. We have discussed the
latest version of the curriculum (Section 6), including: module purpose, learning outcomes, assessment and
delivery.
4. The school coordinator and/or assistant coordinator is qualified as outlined in the module curriculum
documents (see Section 6).
(For maximum, moderate and minimal support models, the school principal verifies these qualifications. For quality
assurance support model, the TAFE Head Teacher of the College section providing support verifies the
qualifications).
5. The maximum number of senior tutors enrolled in each course is twenty. In addition, two non-enrolled reserve tutors
from Year 9 may participate.
senior tutors:
Year 12:
Year 11:
Year 10:
Year 9:
qualified senior tutors: Year 12:
Year 11:
Year 10:
Year 9:
reserve tutors:
Year 9:
6. All tutors are volunteers. All tutors have received detailed information regarding the administrative fee-exempt TAFE
course, the implementation of the two modules in the school, their roles and responsibilities in participating and the
English – Middle Years
Curriculum K-12
March 2006
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Page 3
qualification awarded on successful completion.
7. The TAFE Literacy teacher has arranged enrolment forms and copies of the Student Assessment Guide for
distribution to tutors (see Section 4).
8. We have collaboratively decided how the tutors will be assessed (Section 8) and who will be conducting assessment.
A brief assessment handout has been prepared for distribution to tutors (see model Section 8, page 4).
9. We have collaboratively made arrangements and prepared paper work for record keeping of training (what and when),
assessment and rolls for each module (see Section 8).
10. The school Learning Support Team, in collaboration with subject teachers, will monitor the progress of
students (readers) in their achievement of Stage syllabus outcomes.
11. The focus of the Fieldwork module (reading program) is on tutors supporting junior students reading of classroom
subject texts (see Section 5). Subject material has been organised in collaboration with subject teachers for
modelling and practice during the mandatory initial training session and the implementation of the Fieldwork module
(reading program).
,
12. We have discussed the delivery of the remaining content of the Theory module and the continued monitoring of
tutors which will inform further teaching and learning in order to achieve the module purpose.
13. The TAFE Literacy teacher will provide ongoing consultation and support for the school coordinator.
Briefly describe arrangements:
Signatures:
TAFE Literacy teacher:
Name: ________________________________ Signature: ____________________________Date: ______________
TAFE Head Teacher of college section providing support:
Name: ________________________________ Signature: ____________________________Date: ______________
Regional literacy consultant or district office representative:
Name: ________________________________ Signature: ____________________________Date: ______________
School Principal:
Name: ________________________________ Signature: ____________________________Date: ______________
New South Wales Department of Education and Training
TAFE and school implementation agreement
Literacy Volunteer Tutoring (Schools) T AFE NSW Accredited
Our Implementation meeting was held on ________________________ (date) _______________________.
__________________________
Principal’s signature
_________________
Date
Please forward these pages by completing them online or forward to:
Bernard Pryor
Phone: (02) 9886 7619 Fax: (02) 9886 7654
NSW Department of Education and Training
3A Smalls Road RYDE NSW 2112
email: bernard.pryor@det.nsw.edu.au
English – Middle Years
Curriculum K-12
March 2006
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Page 4