Abstract

To be successful, tutors need to develop a positive relationship with the classroom teacher, understand classroom management techniques, and get to know the children they'll be tutoring. All tutors with the University of Utah's America Reads program begin the school year with a one to two week in-class observation period. The tutors serve as general classroom aides for one to two weeks (depending on the school's schedule) and sit in on sessions with the Reading Recovery Specialist. This practice builds better understanding of the children and starts a good relationship with teachers. Submitted by Toni Sage, America Reads Program Director at the University of Utah and Dean DeSantis, LEARNS.

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Issue

Federal Work Study (FWS) America Reads tutors frequently have little or no experience working in schools. To make matters more complex, the beginning of the school year is often a busy time for teachers, who have many other demands.

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Action

All tutors begin the school year with a one to two week in-class observation period. During this time, the tutors serve as general classroom aides for one to two weeks (depending on the school's schedule) as well as sit in on sessions with the Reading Recovery Specialist. At the beginning of the year, many schools are administering tests to determine academic levels. The tutors are able to assist with classroom duties, freeing up teachers to focus on test administration and greatly minimizing the time needed for this task.

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Context

The University of Utah's America Reads program currently has 37 FWS tutors serving in three Salt Lake City, Utah, elementary schools. The program is housed on campus at the Lowell Bennion Community Service Center. The program is also part of a local consortium of America Reads initiatives working to promote literacy in the Salt Lake Valley. Other partners include Salt Lake Community College, Westminster College, Salt Lake City School District, Granite School District, VISTA and AmeriCorps - Salt Lake County Reads and Promotes Service, Bridges and Foster Grandparents.

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Outcome

This initial observation period has been a very positive practice for both tutors and school partners. The tutors are beginning their work with a greater understanding of the children as well as techniques for interacting with them. They also report feeling more comfortable in approaching teachers and the reading specialist with questions throughout the school year. Communication between teachers and tutors is critical in tutoring programs and the observation period seems to be improving this. School staff have been appreciative of this practice for the reasons cited above as well as the fact that it provides additional assistance in the classroom at a busy time of year.

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Source Documents

Related Practices

• Providing ongoing tutor training and support
• Ensuring systematic training for America Reads tutors
• Helping tutors empathize with new readers

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