Recommended Division of Functions across HEI Departments

Recommended Division of Functions Across HEI Departments

Aligned to TQIS Quality Standards 

Interviews of HEI tutoring programs found that tutoring programs are typically led out of one of two departments within a higher education institution: the school or department of education, or the volunteer or community support office. This resource highlights potential roles across departments within an HEI. If your HEI does not have both of these functions on campus, consider determining the functions the HEI can sustain and the functions the school and/or district can sustain.  In certain cases, there may be opportunities to extend the partnership to a neighboring HEI as well. 

Schools or Departments of Education Volunteer or Community Support Offices
Instructional Functions Resources Operational Functions Resources

Tutor Recruitment and Selection: Identify skill and mindset selection criteria

Tutor Onboarding: Lead instructional training & mindset exploration

Tutor Coaching and Feedback: Coach tutors on instructional planning and delivery

Data Use: Coach tutors on use of formative assessment and student progress measures to inform instruction

Tutor Consistency: Provide clear expectations for tutors to attend their scheduled sessions 

Student-Tutor Relationship: Provide instructional strategies to support tutors in building relationships with K-12 students

Instructional Practices: Provide training and coaching on use of instructional practices aligned with existing practices in the local K-12 school or district

Routines and Structures: Provide training and coaching on use of instructional practices aligned with existing practices in the local K-12 school or district

Leader Role Clarity: Engage with all stakeholders across departments to norm on which roles each member of the team is responsible for implementing 

Safety: Have protocols in place to keep students (and their data) safe

Annotation of CR-SE Facilitator Guide for HEI tutoring providers

Ten-Session CRSE Facilitator Guide created by the NCY Culturally Responsive Education Working Group

Sample Tutor Pre-service Training Schedule and Course Syllabus

Professional Learning Toolkit for Early Literacy Tutors

Tutor - Instructional Strategies

James Madison University Sample Syllabus: Practicum in Assessment and Reading


 

Tutor Recruitment and Selection: Determine how to hire tutors through existing university processes and funding sources (ie, work study)

Tutor Onboarding: Lead operational training (ie, payroll process) and understanding of local community context

Tutor Coaching and Feedback: Administer surveys for 2-way feedback between tutors and their K-12 site placement coordinators 

Data Use: Collect and monitor data on program effectiveness and improvement efforts

Student-Tutor Relationship - Provide engagement opportunities outside of tutoring sessions (ie, on-campus events for tutees)

Dosage: Ensure schedules and budget align to recommended dosage of tutoring 

Ratio: Ensure ratio of tutor: student does not exceed 1:4

Leader Role Clarity: Engage with all stakeholders across departments to norm on which roles each member of the team is responsible for implementing 

Recruitment Ideas for HEIs 

Setting Expectations with Tutors

2x2 Feedback Form

List of On Campus Event Ideas


 

K-12 Institution

Determine which students will receive tutoring services

Provide rosters for initial student grouping based on outcome data in the content area for tutoring

Partner with instructional staff from the HEI to provide instructional materials or review materials provided by the HEI program to improve alignment with in-school curriculum

Consider working with teachers and instructional leaders to collaborate on the delivery of training and onboarding for tutors to ensure contextual alignment with local teaching practices

Additional guidance for program implementation for K-12 districts is available in Section 4 of the District Playbook