rev. 2008
International Tutor Program Certification
Re-certification Application Packet
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 for tutor and mentor
training. Additionally, it is our legal and ethical responsibility to purchase (or have students purchase)
copyrighted materials. Programs found to be in violation of copyright law will lose their certification.
Re-Certification Application Cover Sheet
1. CONTACT PERSON: Barbie Edgar
PROGRAM NAME: Student Learning Center
INSTITUTION: Palm Beach State College *please note name change from Palm Beach Community College
ADDRESS: 4200 Congress Ave.
ADDRESS: MS # 60
CITY, STATE ZIP: Lake Worth, FL 33461
PHONE 561-868-3938
FAX: 561-868-3878
EMAIL: Edgarb@palmbeachstatecollege.edu
CRLA member: _X_Yes __No
Type of Institution: _ _2 year _X_4 year
2. RE-CERTIFICATION LEVEL(S) REQUESTED
_X _ REGULAR LEVEL 1
_X _ ADVANCED LEVEL 2
3. APPLICATION FEE: (Effective July 1, 2005)
Any 1 Level = $150; Level 1 & 2 or Level 2 & 3 = $250; All 3 Levels = $350
Make a copy of this page, attach a check payable to--CRLA/Tutor Program Certification-and mail to:
ITPC Certification
c/o Rick Sheets
12422 West Aurora Dr.
Sun City West, AZ 85375-1924
The federal I.D. # is 95-3177158. We cannot accept Purchase Orders
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List of Documents:
Please list the titles of the documentation files you are attaching to your application to verify that you meet
certification requirements: (usual documentation could include syllabus, program description, time logs,
brochures, tutor training guides, web pages, handouts.) Be aware of copyright concerns in the
documentation you provide.
Note: This is usually the last step in the process.
All files are compressed in to : “5 yr recert L1, 2” ZIP file.
Applications.job.desc. from website.docx
New employee Checklist.xlsx
SLC Staff Handbook Checklist.pdf
4MAT agenda.docx
4matquizquestions.doc
LostArtOfVisualization2.pptx
The Lost Art of Visualization—outline.doc
Visualization agenda.docx
Test Repair agenda.docx
Test Repair Handout.doc
Test Repair Outline.doc
Test-Repair.ppt
Manual.Training.Questionnaire.doc
TDM.Questionaire2.docx, 3.docx, I.docx
TutorDevmanual.pdf
REACTION PAPER directions.docx
Beyond Our Boundaries of Culture.pptx
Cultural.awar.quiz.P2.pdf
Cultural.awar.quiz.P3.pdf
Cultural.awar.quiz.pdf
Cultural.diversity agenda.docx
Strat quest and prob handout.doc
Strat quest and prob agends.doc
The Use of Probing Questions.pptx
Learning Disabilities . in brief.doc
Daily Sch. Ex. BR.pdf
Daily Sch. Ex. Computer Lab.LW.pdf
Daily Sch. Ex. PBG.pdf
Daily Sch. Ex. Read Lab. LW.pdf
Tutor Assignment Sheet schedule.pdf
Tutor time log. Pdf
Memo.Perf.Apoprais.docx
TutorEval.docx
OVERVIEW OF THE TUTOR PROGRAM TO BE CERTIFIED
Please provide a two-page overview summarizing how your tutor training program fulfills the requirements
of the level or levels of certification you are seeking. The purpose of this overview is to provide the
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Reviewers with the background information necessary to understand your program. This overview should
include:
1) Program history
2) Program objectives
3) Reporting lines
4) Sources of funding
5) Services and students served
6) Program location and facility
7) Training guidelines (administration; selection, hours, tracking, evaluation, etc.)
8) How you generally conduct your training. (group size, meeting frequency/length, type of presentation)
PROGRAM OVERVIEW
Program History
The Center for Personalized Instruction (CPI) began at the Lake Worth campus of Palm Beach Junior College
(now Palm Beach State College) in the late 1960’s as a basic “lab” environment where students could come in
and work on programmed material in a managed place, and where an instructor was available to answer
questions should they arise. Initially, most of the programmed learning was done in a classroom. When a new
library building was constructed, we were able to move the CPI into the previous library facility which gave us
room to expand, and store materials. The tutoring staff consisted of many of our college instructors.
In 1996 the CPI was moved to a newly constructed Technology Building, where the Math Lab, Reading Lab
and the Computer Lab would find their new homes. This change was quite exciting because the Lab personnel
were able to design their space to fit the programs being pursued. In 2003, it was determined that since the
program objective was expanding that a name change was needed. That same year, the “Center for Personalized
Instruction” became “The Student Learning Center” (SLC). A new Education Complex was then constructed
which included state of the art labs for Math and the new Vocational Preparatory Instruction (VPI). This freed
up the former Math Lab space so the English/Writing Lab could merge locations with the Reading Lab.
Program Objectives
The SLC provides academic support to all students through our Computer Lab, English/Writing Lab, Math Lab,
Reading Lab and Vocational Preparatory (VPI) Lab and Supplemental Instruction. Tutoring is also available for
Biology, Chemistry, Anatomy/Physiology, and Economics located in the Computer Lab. Our mission reads: “In
keeping with the mission of Palm Beach State College, the Student Learning Center (SLC), which is committed
to a partnership with faculty, staff and administrators in addressing the learning needs, the academic
performance, and the retention of students, exists to support students as they become independent learners.”
Reporting lines
Susan Bierster, Associate Dean of Academic Affairs;

Carol Bond, Manager Student Learning Center;
o FT Learning Specialists Student Learning Center
o PT Learning Specialists; Office Assistants; Tutors
Sources of funding
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Educational funding is provided by the budgeting process of Palm Beach State College at the request of Provost
Dr. Maria Vallejo at the Lake Worth campus and Provost/Academic Dean Robert W. Judson, and is based on
the needs of the students. Various Grant programs have also contributed to funding the SLC.
Services and students served
There are 46,157 students enrolled with and average age of 29. Our student’s ethnicity is 58% White, 23%
Black, and 16% Hispanic with 154 countries represented. These students visited the SLC a total of 94,703 times
in 2006. All PBCC students have access to the free services offered through the SLC. These services include,
 Convenient hours: Mon. – Thurs.; 8:00 a.m. – 8:00 p.m., Fri.; 8:00 – 4:00 p.m., Sat.; 10:00 a.m. – 2:00 p.m.
 Face-to-face tutoring: Walk-in and by appointment
 Online tutoring: Live chat; Mon. – Thurs. 8:00 – 10:00 p.m., post questions 24/7
 CD Lectures and Computer software that supplement many PBCC courses
 Strategy Seminars to enhance the learning experience and strengthen academic skills of students through
workshops such as; Math Anxiety, Learning Styles, Alternative Thinking, Test Preparation and Test Taking
Strategies and Time Management.
 Review materials for standardized tests such as the College Placement Test (CPT), College-Level Academic
Skills Test (CLAST), Pre-Nursing Entrance Test (ProCalc), Test of Adult Basic Education (TABE)
Program location and facility
The SLC labs are located on campus at convenient locations central to student activity. Students are able to
study and receive tutoring in a variety of ways. The set-up of our labs offer seating in individual desks, small
group tables, computers desks, large group meeting rooms, individual DVD/Video stations and tutor
appointment desks. All PBCC students have access to the free services offered through the SLC.
Training guidelines
Our training program is currently CRLA certified at Levels I, II and III. Generally, new employees are hired
prior to the Fall, Spring and Summer terms. The hiring procedures of the SLC ensure that these new hires
receive initial training prior to working directly with students. The training coordinator of each lab assures
accurate and on-going documentation of the training hours completed and needed for each employee. New hires
are required to meet Level I certification within the first term of employment. Training surveys are taken and
feedback is considered when developing future training opportunities.
For the administrative component of training, selection of tutors is based on the following criteria:
 Candidates must have earned a grade of an A or B in the courses in which they will tutor
 Two academic references
 Application and transcripts on file
 Interview board selection criteria met
 At least one term commitment
Training for individual employees is tracked through sign-in sheets, reflection/homework assignments and timesheet verification. Feedback evaluations are often given after training is complete and is useful for future
training opportunities.
How training is conducted
For the Fall term, we hold the Fall Training Day. This is a mandatory day-long training day filled with CRLA
certified training opportunities. At the end of the day, staff will receive six hours of training towards their tenPage
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hour requirement for Level I. For the Spring term, we offer the Introduction to Tutoring course. This is a tenweek, 20-hour training course which focuses on the needs of the Developmental College Student. This training
is offered for all employees and is mandatory for new hires of the Spring term. At the conclusion of this course,
participants receive certification at Level II. There are two Staff Development Days each calendar year; each
October and each March. The previously mentioned training opportunities consist of small and large group,
face-to-face, interactive training sessions. Many of these workshops require a written reflection assignment
where the employees express the manner in which they expect to apply the training and any personal experience
they have had. The SLC is proud to offer CRLA training opportunities and employ CRLA certified tutors.
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LEVEL 1: TOPICS, MATERIALS, AND DOCUMENTATION SUMMARY CHART
(Applicable ONLY for Level 1) (To add rows to table, tab last field)
Topic
1. Definition of
Tutoring, and
Tutor
Responsibilities
When
Covered
Materials Used/ Documentation
small and large group
discussion, group role
play activities
Tutor Development Manual
(http://www.pbcc.edu/documents/SL
C/TutorDevManual.pdf ),
questionnaire & quiz
1.0 hr.
Direct instruction,
small and large group
discussion, group role
play activities
Tutor Development Manual
(http://www.pbcc.edu/documents/SL
C/TutorDevManual.pdf ),
questionnaire & quiz
2.0 hrs.
Direct instruction,
small and large group
discussion, group role
play activities
Tutor Development Manual
(http://www.pbcc.edu/documents/SL
C/TutorDevManual.pdf ),
questionnaire & quiz
1.0 hr.
Direct instruction,
small group
discussion, interactive
participation
Workshop Agenda, Handout, Outline,
Power Point Presentation, SelfAssessment
5. 4MAT – The
Learning Process
of Adult Learners
Fall & Spring
Training day
prior to
beginning of
term
Fall & Spring
Staff
Development
Day
(October,
March each
year)
4.0 hrs.
Power Point
Presentation , direct
instruction, large and
small group
discussion, group
visual projects,
reflection
6. Workplace
Harassment
Upon initial
hire date
1.0 hr.
Online through
Human Resource
website
7. The Lost Art
of Visualization:
The Brain and
Learning
Theories
Fall & Spring
Staff
Development
Day
(October,
March each
year)
1.0 hr.
Direct instruction,
small group
discussion, interactive
participation
Training Agenda, handouts, quiz
(more information found at
http://www.aboutlearning.com/ )
Book: “The 4MAT System: Teaching
to Learning Styles with Right/Left
Mode Techniques” by Bernice
McCarthy, 1987, Barrington, IL:
EXCEL, Inc.
Computer with internet connection
and follow-up quiz; found at
http://training.newmedialearning.com
/psh/pbcc/guest/index.htm SLC
requires a written reflection paper for
CRLA training credit
Workshop Agenda, Power Point
Presentation, Workshop outline
2. Tutoring Do’s
& Don’ts, and
Basic Tutoring
Guidelines
3. How to Begin
and End a
Successful
Tutoring Session,
and
Communication
Skills
4. Study Skills:
Test Repair
Total Time
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During
required
“New Tutor
Orientation”
prior to
tutoring
During
required
“New Tutor
Orientation”
prior to
tutoring
During
required
“New Tutor
Orientation”
prior to
tutoring
Amount
Methods
of time
Direct instruction,
1.0 hr.
11 hrs.
LEVEL 2: TOPICS, MATERIALS, AND DOCUMENTATION SUMMARY CHART
(Applicable ONLY for Level 2) (To add rows to table, tab last field)
Topic
When
Covered
1. Level I Review
*Specific topics
chosen based on
tutor need
Fall/Spring
Training day
prior to
beginning of
term
Fall/Spring
Staff
Development
Day
(October,
March each
year)
Spring
Training Day
in January
each year
Throughout
term, based
on specific
lab need
Professional
Development
Training Day
in March of
each year
2.0 hr.
2. Tutoring
Students with
Disabilities
3. Cultural
Awareness and
Diversity
4. Content
Specific Training
(Tutoring in
specific
skill/subject
areas)
5. Use of Probing
Questions
Total Time
Amount
of time
Methods
Materials Used/ Documentation
2.0 hrs.
Direct instruction,
large and small group
discussion
Review topic handouts, Tutor
Development Manual
(http://www.pbcc.edu/documents/SL
C/TutorDevManual.pdf ), quiz
2.0 hrs.
Direct instruction,
discussing in large and
small groups
General discussion and questions for
small groups
Handout: Learning Disabilities – In
Brief
2.0 hrs.
Direct instruction,
group activity,
interactive Power
Point Presentation
Independent study,
mentor-led, tutorshadowing,
assignments & tests
Power Point Presentation, handouts,
workshop quiz (3 parts), Institutional
Research & Effectiveness website
(http://www.pbcc.edu/x12223.xml )
Textbooks for content, tests, online
resources, reflection essay
Direct instruction,
group activity,
interactive Power
Point Presentation,
mock tutor sessions
w/peer critique
Agenda, Power Point Presentation,
handouts, group discussion questions
2.0 hrs.
10.00
VERIFICATION OF TUTOR TRAINING PROGRAM
Please complete a "Verification of Tutor Program(s)" for each program you want to be certified. For example, if
you wish to have a “Mathematics Center Program” certified at Levels 1 & 2, please complete the verification for
Levels 1 & 2. If you also have a “Writing Center Program” with a different training program that you wish to
have certified at Level 1, you must submit a totally separate application, with its own separate fee, and
complete its own separate verification form.
Please refer "CRLA'S REQUIREMENTS FOR CERTIFICATION OF TUTOR PROGRAMS" for a
complete list of all LEVEL 1, 2, and 3 requirements for a program to be certified.
The "necessary documentation" required for each criteria consists of patterns of evidence of the what,
how, and when of the training program. It should include enough samples and documentation to
enable CRLA Reviewers to verify the excellence of your program(s). Examples of documentation
include:
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1) course syllabi, workshop overview, or program description
2) titles and ISBN numbers of copyrighted books, videos, DVDs, surveys, and other training
materials used
3) URLs of web pages or websites
4) flyers/posters/memo samples
5) worksheet samples
6) handout samples
The better the documentation you provide, the easier it will be for the reviewers to certify your
program(s); however, brevity is appreciated so condensed but complete documentation is requested.
Any complete files you feel should be attached, should be listed in the section above called List of
Documents.
A. AMOUNT/DURATION OF TUTOR TRAINING
1) List the number of hours involved in your tutor training, 2) whether you have met or
exceeded the minimum, and 3) the Documentation you have attached as a file to confirm
your compliance (an example might be: Tutor Training Syllabus, pages 2-4). List only for the
levels for which you are applying:
Number of Hours for Level 1: _11_ (10 hours total are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded _X__
Documentation:
Workshop Agendas, hand-outs, Power Point Presentations, quizzes, and website
links.
Attachments include:
4MAT agenda.docx
4matquizquestions.doc
LostArtOfVisualization2.pptx
The Lost Art of Visualization—outline.doc
Visualization agenda.docx
Test Repair agenda.docx
Test Repair Handout.doc
Test Repair Outline.doc
Test-Repair.ppt
Manual.Training.Questionnaire.doc
TDM.Questionaire2.docx, 3.docx, I.docx
TutorDevmanual.pdf
Number of Hours for Level 2: _10_ (10 hours total are the minimum required)
The requirements of Level 1 are: Met _X_ or Exceeded ___
Documentation:
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Workshop Agendas, hand-outs, Power Point Presentations, quizzes, and website
links.
Attachments include:
REACTION PAPER directions.docx
Beyond Our Boundaries of Culture.pptx
Cultural.awar.quiz.P2.pdf
Cultural.awar.quiz.P3.pdf
Cultural.awar.quiz.pdf
Cultural.diversity agenda.docx
Strat quest and prob handout.doc
Strat quest and prob agends.doc
The Use of Probing Questions.pptx
Learning Disabilities . in brief.doc
B. MODES OF TUTOR TRAINING
1) List the training modes involved in your tutor training, 2) whether you have met or exceeded
the minimum, and 3) the Documentation you have attached as a file to confirm your
compliance (an example might be your Tutor Training Syllabus, pages 4-6). List only for the
levels for which you are applying:
Level 1:
(classroom/workshop plus any two others are the minimum required)
The requirements of Level 1 are: Met _X_ or Exceeded ___
Documentation: See attachments for files and/or documents
Classroom/workshop, videos w/reaction paper, interactive, peer feedback, group
activities
Level 2:
(classroom/workshop plus any two others are the minimum required)
The requirements of Level 2 are: Met _X_ or Exceeded ___
Documentation: See attachments for files and/or documents
Classroom/workshop, interactive, peer feedback, streaming media (as needed), group
activities and written reaction papers from trainees
C. AREAS/TOPICS TO BE COVERED IN TUTOR TRAINING
List which topics you cover in your tutor training, whether you have met or exceeded the
minimum, and the Documentation you have attached as a file to confirm your compliance (an
example might be your Tutor Training Syllabus, pages 7-8) List only for the levels for which
you are applying: List which topics you cover in your training for Level 1:
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Definition of Tutoring and Tutor Responsibilities
Basic tutoring guidelines / Tutoring do's / Tutoring don'ts
Techniques for Successfully Beginning and Ending a Tutor Session
4-MAT; The Learning Process of Adult Students
Communication Skills
Study skills: Test Repair
Workplace Harassment
The Lost Art of Visualization: The Brain and Learning Theories
The requirements of Level 1 are: Met _X or Exceeded ___
(at least 8 specific topics of the list of 15 are required)
Documentation:
See attachments for files and documents
List which topics you cover in your training for Level 2:
Level One Review
Tutoring Students with Disabilities
Cultural Awareness and Diversity
Content Specific Training (Tutoring in specific skill/subject areas)
Use of Probing Questions
The requirements of Level 2 are: Met _X_ or Exceeded ___
(a review of Level 1 and 4 additional topics )
Documentation:
See attachments for files and documents
D. REQUIRED TUTORING EXPERIENCE
1) Describe how you keep track of your tutors’ actual tutoring experience, 2) whether you have
met or exceeded the minimum, and 3) the Documentation you have attached as a file to
confirm your compliance (an example might be your Tutor Time logs) List only for the levels for
which you are applying:
Level 1:
(25 hours of tutoring experience is the minimum) Level 1: Met _X_ or Exceeded ___
Documentation:
Tutor time logs, tutor assignment sheet schedule
Level 2:
(a total of 50 hours of tutoring experience is the minimum) Level 2: Met _X_ or Exceeded ___
Documentation:
Tutor time logs, tutor assignment sheet schedule
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E. TUTOR SELECTION CRITERIA
Describe how your tutors are selected (must meet at least two of the criteria). List only for the
levels for which you are applying:
Level 1:
_Online application
_______________________________________
_Interview and New Employee checklist_____________________________
_Grade of “A” or “B” in content_____________________________________
Level 1: Met _X_ or Exceeded ___
Documentation:
Human Resources online application completion
Interview questions
Tutor Transcripts (not attached)
New Employee checklist, Staff Handbook checklist
Level 2: _X_ Met at Level 1 or ___ Listed Below
Documentation (not needed if met in Level 1) :
F. TUTOR EVALUTION CRITERIA
How are your tutors evaluated? Check all that apply. List only for the levels for which you are
applying:
Level 1:
_X_an evaluation is in place
_X_it occurs on a regular basis
_X_results are made known to tutors
___ Other ________________________________________
Level 1: Met _X_ or Exceeded ___
Documentation:
Evaluation form
Memo to tutors for evaluation appointment
Level 2: _X__ Met at Level 1 or
___an evaluation is in place
___it occurs on a regular basis
___results are made known to tutors
___ Other ________________________________________
Documentation (not needed if met in Level 1) :
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By submitting this application, you as program contact/liaison with CRLA’s International Tutor Certification
Program agree to continue to follow the guidelines you have submitted in this application.
Once your program is re-certified, CRLA will provide you with a certificate certifying your program for up to five
years and will provide you with a CRLA ITPC certificate template you may use and adapt to include your
institution’s information/logos/signatures/colors.
Six months before the end of your renewal period, you will be expected to apply for re-certification. Each
re-certification granted for this program will be for up to five years. Re-certification is patterned after the initial
certification application requirements and documentation, so be sure to archive your initial documents to use
as a reference to update with current program information for your re-certifications.
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