Chemistry Sample Timelog - Seattle Central College

READING • LEARNING ASSISTANCE • DEVELOPMENTAL EDUCATION • TUTORING • MENTORING

ITPC Tutor Training Program Certification Application Packet for:

“1

st

Stage: New / Rejoin ITPC Program Certification ” (1 year)

Welcome . Read through t his 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

$250 $350 any individual level (submitted separately on a single appl) (i.e.: L1 only, L2 only, L3 only) 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.)

$ CRLAITPC’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

Page

1

1 st 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,PrgrmNameLevels,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: “2 nd 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: “3 rd 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 “3 rd Stage: Re-Certification ” Application Packet (5 years). NOTE : Both the

“1 st Stage: New ” and the “3 rd Stage: Re-C ertification” 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.

Page

2


Rev. 3/6/2010

*Program’s Details:

1

st

Stage: New / Rejoin ITPC Program Application Packet

1. Training Program and Institution Details for Certification:

Institution Name: Seattle Central Community College

Program Name: The Learning Support Network

Program’s Webpage URL Address Link: seattlecentral.edu/learningsupportnetwork

Program’s Complete Mailing Address: 1701 Broadway

City, State/Provence, Zip/Postal Code: Seattle, WA 98122

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) _ Dr. _ Mr. x Ms. : Maryann Firpo

2) _ Dr. _x Mr. _ Ms. : Jamal Ahmed

3) _ Dr. _ Mr. _ Ms. :

Email Address(s): Maryann.Firpo@seattlecolleges.edu

Jamal.Ahmed@seattlecolleges.edu

Voice Phone # : 206-934-6995

206-934-0972

Fax Phone # : 206-934-3837

206-934-5520

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 x 2 yr Fr-Sph _ 3-4 yr Jr-Sr _ 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)

_ Level 2 / Advanced Certified Tutor (1 year certification)

_ 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.]

Page

3


Rev. 3/6/2010

Country,StateAbbrev,InstName,Campus,City,PrgrmNameLevels,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

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

Seattle Central

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).

Overview Components of the Tutor Training Program Applying for Certification

Program history

Seattle Central Community College has provided tutoring support for students for decades in the

College-wide tutoring center. In the past, College-wide tutoring has offered free one-on-one and group tutoring each quarter in a variety of academic transfer and workforce training subjects. The Science and Mathematics division has offered drop-in tutoring in all science, engineering and mathematic subjects for more than 15 years. These two Learning Centers functioned separately with separate funding and separate policies.

In the fall of 2009, College-Wide tutoring and Science and Mathematics (SAM) learning center joined forces to form Seattle Central Community College’s Learning Support Network (LSN). This network

Page

4


Rev. 3/6/2010

includes college-wide tutoring (now called BE Learning Center), Student Academic Assistance, E-tutoring,

College Success, College Bridge, and the SAM Learning Center as a network of student services.

In the current configuration, the BE Learning Center offers one-on-one and group tutoring to all

Seattle Central students. We provide help with Writing, Math, Humanities, Business, Accounting, Economics,

French, Spanish, Japanese, and Computer Science among many others. The BE Learning Center also offers program embedded tutoring service for specialized programs such Apparel design, ESL & ITP and Culinary

Arts. The center mostly works through appointments but walk-ins are also accepted.

The LSN provides 24-7 online tutoring for students ’ convenience. This service is offered through a consortium of North West colleges and Universities: Etutoring.org

The SAM Learning Center is a combination of multiple departments within the Division of Science and Mathematics. The main room is located on the first floor of the SAM building which houses tutors for math, physics, chemistry and the Math Path (described below). There are science satellite centers located in

Chemistry and Biology laboratory rooms where students have opportunities for hands-on learning and access to laboratory material. The SAM Learning Center provides an “Open Lab” computer lab that gives students access to math software outside of class.

The Math Path is facilitated study sessions for pre-college (sometimes called developmental) math students. The Math Path study sessions are facilitated by both math faculty and a handpicked cache of experienced student tutors. To find out more about The Math Path watch the following video http://vimeo.com/6712458

Program objectives

The Learning Support Network provides high quality academic support to Seattle Central’s diverse student population in order to: improve comprehension, increase competence, instill confidence and promote success.

Reporting lines

The BE and SAM Learning Centers each have an on-site coordinator who report to the Dean of

Student Life and Engagement and the Dean of Science and Mathematics respectively. The deans report to the

Vice President of Instruction and Student Services. Together the two coordinators and Deans for the LSN work as a steering committee to formulate policies, training and outreach.

Sources of funding

The LSN is funded by student Services and Activities fees.

Services and students served and Program location and facility

All Seattle Central students and students preparing to enter Seattle Central who need help to prepare to take the math placement (COMPASS) test are eligible for the services provided by the LSN.

The BE Learning Center offers one-on-one and group tutoring through appointments and drop-in services to all Seattle Central students. We provide help with Writing, Math, Humanities, Business, Accounting,

Economics, French, Spanish, Japanese, and Computer Science among many others. The BE Learning Center also offers program embedded tutoring service for specialized programs such Apparel design, ESL & ITP and

Culinary Arts.

Hours: Mon-Thur: 9am-7pm, Friday: 9am-5pm, Saturday: 9am-3pm

The SAM Learning Center, located in the Science and Math building, offers drop-in assistance in math, chemistry, physics, computer science, engineering, and statistics. Several computers are available for students needing assistance with online assignments. The SAM Learning Center is staffed with student tutors who are frequently assisted by science and math faculty.

Page

5


Rev. 3/6/2010

The Math Path, located in the Science and Math building offers drop-in study sessions for students enrolled in Math081, Math084, Math085, Math091, Math092, or Math098. The Math Path study sessions are facilitated by math faculty and a staff of student tutors. These study sessions provide not only math content support, but also assist students in organizing their own study habits to become successful independent learners.

The Biology Learning Center:

The Biology Learning Center, located on the third floor of the SAM building in the biology labs, is a drop-in center that allows students to use the models, microscopes and course specific materials that assist students in studying and learning biology. The Biology Learning Center is staffed with faculty and student tutors.

The Chemistry Learning Center:

The Chemistry Learning Center, located on the fourth floor of the SAM building in the chemistry labs, is a dropin center that allows students access to the equipment and course specific materials that assist students in studying and learning chemistry.

Hours, Monday - Thursday: 9am-6pm, Friday: 9am-5pm

Math Path : Mon-Fri: 1pm-5pm

Training guidelines (administration; selection, hours, tracking, evaluation, etc.)

Tutor training is done for all tutors, regardless of whether they are paid, volunteer or tutoring for credit.

The training sessions are done on-line, in person, and through presentations and discussion groups.

Participation is recorded for all sessions. Evaluation of tutor training is done through participant feedback and input from steering committee members and tutors who have previously completed training.

How you generally conduct your training (group size, meeting frequency/length, type of presentations).

The majority of our LSN tutors are also Seattle Central students. Our tutor training program is designed to support the participant as both a tutor and a student. Training is primarily conducted in the fall, but opportunities for continued training are offered in both winter and spring. There are five in-person sessions. The first session runs two hours, with subsequent sessions running an hour to an hour to one and a half hours. The sessions are held on Fridays in the late afternoons at approximately two week intervals, and all learning centers close early on training days to allow all tutors to attend. Typically 30-

40 tutors attend the in-person sessions with attendance recorded on a sign in sheet and through

Accutrack. The format for the sessions varies, and includes discussions, clicker quizzes, and group presentations and activities. In addition to the in-person sessions, tutors complete a scavenger hunt and three online readings and reflective journaling through WAMAP, an online course assessment and management platform. The journal reflections are read and evaluated by the learning center coordinator.

Page

6


Rev. 3/6/2010

________________________________________________________________________________________

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

Training

Session I

(10/7/11)

Amount of time

30 min

Methods

Discussion

Materials Used/ Documentation

1. Tutor Training

Syllabus

2. Getting a WAMAP Account

Introduction to

Tutor Training

Introduction to

WAMAP

Learning Center

Policies

Basic Tutoring

Guidelines

LSN Contract

Support

Services

Scavenger Hunt

Training

Session I

Training

Session I

45 min

45 min

Discussion/Clicker

Quiz

Discussion

Group Assignment

1. LSN Policies

2. Powerpoint

1. The expectations, duties and responsibilities of a tutor

(LSN Policies, pp. 2-4)

2. LSN contract

(LSN Policies, p. 6)

3. Scavenger Hunt

Training

Session II

(10/21/11)

1.5 hour Group presentations 1. Support Services Reports

SCCC’s

Academic

Support

Services

Mindset: The

New

Psychology of

Success

SCCC’s

Academic

Support

Services

Math and

Online training

Online training

Training

1 hr

30 min

1 hour

Reading and journal reflection

Online Quiz

Discussion

1.

“The Effort Effect” by Marina

Krakovsky

1.

WAMAP Quiz

1. SCCC Math Tutoring

Page

7


Rev. 3/6/2010

Science

Tutoring

Tips/Strategies

Guidelines for

Writing Tutors

Conflict

Resolution

Session III

(11/4/11)

Training

Session IV

(11/18/11)

Memory

Self-Regulated

Learning

Evaluation and

Reflection

Total Hours

Online

Training

Online

Training

Training

Session V

(12/2/11)

10.5

Guidelines

2. Math and Science Tutoring Tips

Jamal: Did Jackie George bring any materials?

1.5 hour

1 hr

1 hr

1 hr

Guest speaker

Activity/discussion



Discussion/Clicker activity

1. Thomas-Kilmann Conflict Mode

Instrument

2. Scoring the TKi

3. The Five Conflict-Handling

Modes

1. “What Will Improve a Student’s

Memory” by Daniel T. Willingham

1 . “How Students Can Improve by

Studying Themselves” by David

Glenn

1. Written comments

2. Powerpoint presentation

Page

8

Topic

7.2 LEVEL II: TOPICS, MATERIALS, AND DOCUMENTATION

(SUMMARY CHART)

Methods When

Covered

Amount of time

Materials Used/ Documentation


Rev. 3/6/2010

7.3 LEVEL III: TOPICS, MATERIALS, AND DOCUMENTATION

(SUMMARY CHART)

Topic When

Covered

Amount of time

Methods Materials Used/ Documentation

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 r equirement 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,

Page

9


Rev. 3/6/2010

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-A.1

1. Tutor Training Syllabus

2. Getting a WAMAP Account

3. LSN Policies pp. 1-2 (prompt for Clicker quiz)

4. Training Session I Powerpoint

5. LSN Policies pp.2-6 (prompt for discussion)

6. Scavenger Hunt Assignment (group project)

7. Support Services Reports (Scavenger Hunt group presentations)

8. “The Effort Effect” (online reading and journal reflection)

9. SCCC Math Tutoring Guidelines (prompt for discussion)

10. Math and Science Tutoring Tips (prompt for discussion)

11. Thomas-Kilmann Conflict Mode Instrument (Guest Speaker)

12. Scoring the TKI

13. The Five Conflict Handling Modes (Group Activity/prompt for discussion)

14. “What Will Improve A Student’s Memory?” (online reading and journal reflection)

15.

“How Students Can Improve by Studying Themselves” (online reading and journal reflection)

9-B.1

16. Tutor Training Evaluation Written Comments (activity and discussion)

17. Training Session V Powerpoint (tutor feedback activity)

18. Training In-Person Session Attendance

Modes for topics are listed in the Level 1 summary chart and include tutor trainer supervised, interactive, in-person real time, a scavenger hunt and online readings and journal reflections.

9-C.1

All documents for 9-C.1 are listed in the Level 1 summary chart and included in the document bibliography.

9-D.1

1. SAM100/Math Path Accutrack sample tutor time log

2. Chemisty Accutrack sample tutor time log

3. Biology Accturack sample tutor time log

4. BE Learning Center Accutrack sample tutor time log

9-E.1

LSN Common Application see p.4 for interview questions

Page

10


Rev. 3/6/2010

9-F.1

Tutor Feedback Form

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

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.


“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.

Page

11


Rev. 3/6/2010

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.


“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: _10.5_

[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 1 st set of Tutor Training Sessions is done in: _X_ Quarters __ Semesters __ Other (specify):

4. The method(s) we use to track/document our training sessions is: ____ Accutrack and attendace rosters________________________

5. Our tutor training is done as a: __ Course _X_ Non-Course __ Other (specify):

6. Documentation : these clearly titled documents/files (with page numbers specified) will verify: a. how ou r program has “Met” at least the minimum requirements,

The Level 1 summary chart documents the time allotted for each training topic, and the total training time of 10.5 hours exceeds the minimum requirement. b. how our program documents that we have met this requirement, and,

Accutrack attendance reports, training session sign-in logs, and WAMAP online assessments record the total training time c. that these documents/files are included within the “8. Document Bibliography” of this appl.

See document bibliography

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]


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.

Page

12


Rev. 3/6/2010

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.]



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 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.

Six hours of our tutor training is trainer supervised, interactive, and in-person real time training.

Page

13


Rev. 3/6/2010

2. Describe the training forms used for training Level 1 tutors. (Varied formats are recommended.)

Tutor-trainer supervised, interactive (clickers), live/real time

3. Describe the main delivery medium(s) used for any remaining training time for Level 1 tutor training.

Academic Support Services Scavenger Hunt, Online readings/journal reflections

4. The requirements of Level 1 are: __ Met or _X 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,

The minimum requirements for training hours are exceeded and all three required training components are included. b. how our program documents that we have met this requirement, and,

Training modes are described in the Level 1 summary chart. Real time activities include a scavenger hunt and follow up group presentations, discussions, and clicker activities. c. that these documents/files are included within the “8. Document Bibliography” of this appl.

See document bibliography

9-B.2: Level 2 (L2):

Pre-requisite: Tutor MUST complete L1 Certification Requirements prior to beginning L2 training.


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.




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.


Page

14


Rev. 3/6/2010

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.




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

_X Definition of Tutoring and Tutor Responsibilities

X Basic Tutoring Guidelines, and/or, Tutoring Do's, and/or, Tutoring Don'ts

X_ Techniques for Successfully Beginning and Ending a Tutor Session

X Adult Learners, and/or, Learning Theory, and/or, Learning Styles

X Assertiveness, and/or, Handling Difficult Students

X Role Modeling

_ Setting Goals, and/or, Planning

X Communication Skills

_ Active Listening and Paraphrasing

X Referral Skills

X Study Skills

_ Critical Thinking Skills

X_ Compliance with the Ethics and Philosophy of the Tutor Program, and/or, Sexual Harassment, and/or, Plagiarism

_ Modeling Problem Solving

X Other (please specify):

_Memory___________________________________________________

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 _X 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,

Eleven topics are included in training, exceeding the minimum requirement. b. how our program documents that we have met this requirement, and,

The level 1 summary chart documents training topics c. that these documents/files are included within the “8. Document Bibliography” of this appl.

All training documents are included in the document bibliography.

Page

15


Rev. 3/6/2010

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:

_ * 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.


[Example: Structuring the Learning Experience: see the “Tutor Training Syllabus, pp.8-9”]

Page

16


Rev. 3/6/2010

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 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:

Tutor hours are recorded using Accutrack, and Accutrack is used only to record actual tutoring hours.

2. The requirement of 25 hours of actual tutoring experience for Level 1 is: _x_ Met or __

Exceeded

3. These are examples of our tutor tracking documentation:

See Accutrack sample tutor time logs.

4.


Accutrack sample tutor time logs are included in the document bibliography.

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].


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


4.

Documentation : these clearly titled documents/files (with page numbers specified) will verify: a. how this minimum is at lea st “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.

Page

17


Rev. 3/6/2010

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].


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


4.


9-E. Required Tutor Selection Criteria for Each Certification Level Applied For on This Application.

Required : Tutor Selection MUST use at least one c hoice 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:

Tutors are self referred or referred by an instructor in the field in which they desire to tutor.

Once an application has been submitted, interviews of Type 1 or Type 2 are conducted.

2. The Step 2 knowledge verification means we use for L1 tutor selection, and how we use them, are:

Academic transcripts are used to verify course grades.

3. The requirements of Level 1 tutor selection are: _x_ 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,

Applications, interviews, and course transcripts are used to meet the tutor selections requirements. 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 application packet is included in the document bibliography. Interview questions appear on p.4.

Page

18


Rev. 3/6/2010


[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1.]



3. The requirements of Level 2 tutor selection are: __ Met or __ Exceeded




[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1, &/or in Level 2.]



3. The requirements of Level 3 tutor selection are: __ Met or __ Exceeded



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,

Page

19


Rev. 3/6/2010

c. that these documents/files are included within the “8. Document Bibliography” of this appl.


“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:

_x_ a formal, &/or, __ an informal evaluation procedure is in place

_x_ a formal, &/or, __ an informal evaluation occurs on a regular basis

_x_ results of their evaluation process are made known to tutors

__ other (please specify): _____________________________________________________

2. The evaluation requirements for Level 1 tutors are: _x_ 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,

Tutor feedback forms are collected year round. Feedback results are shared with tutors . 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.

Tutor Feedback forms are included in the document bibliography.

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


2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded


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


2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded


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.

Page

20


Rev. 3/6/2010

THE END ! Thank you for applying. Rick Sheets, ITPC Coordinator

Page

21


Rev. 3/6/2010

Chemistry Sample Timelog - Seattle Central College

ITPC Tutor Training Program Certification Application Packet for:

“1

Stage: New / Rejoin ITPC Program Certification ” (1 year)

*Program’s Details:

1

Stage: New / Rejoin ITPC Program Application Packet

4.

9. (Parts A-F) Questions on Certification Requirements for Each Level

Related documents

Products

Support

Chemistry Sample Timelog - Seattle Central College

ITPC Tutor Training Program Certification Application Packet for:

“1

Stage: New / Rejoin ITPC Program Certification ” (1 year)

*Program’s Details:

1

Stage: New / Rejoin ITPC Program Application Packet

4.

9. (Parts A-F) Questions on Certification Requirements for Each Level

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib