1. January 21, 2014 10:00am – 11:00am Tutor Retention and Motivation

2. Review of use of webinar platform Updates Tutor Retention and Motivation Sharing Next webinar – February 18, 2013, 10:00 – 11:00 am Tutor Recruitment and Selection

5. Tutor conference, March 16, 2014 – 65 registered – Please continue to promote with tutors – Tutor coordinators can now register Registration link paacesite.orgpaacesite.org > Upcoming Events and Conferences > Read More

8. “I believe that a large contributor to our tutor retention has been our community building activities, from a tutor email list to coffee and snacks at the class space to our twice yearly celebrations for all students and tutors in the program. The end of year celebration includes small but appreciated tutor thank you gifts, but more importantly it includes recognitions of student gains for every adult learner and this most of all gives the tutors a sense that what they have done is noticed and valued.”

9. Have a “Senior Advisor” tutor

10. Send thank you notes (weekly) – Say ”Thank you” and tell the tutors that their time and work is appreciated

11. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards – handwritten 'anniversary' card, commemorating their service with our agency. – I've had tutors tell me my messy handwriting is more appreciated than the very professional certificates we also send out for anniversaries!

12. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks

13. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks FEED them

14. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks FEED them Have formal recognition ~ 2/yr

15. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks FEED them Have formal recognition ~ 2/yr Informal tutor get-togethers

16. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks FEED them Have formal recognition ~ 2/yr Informal tutor get-togethers Tutor “reunions”

17. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks FEED them Have formal recognition ~ 2/yr Informal tutor get-togethers Tutor “reunions” – Have staff person to organize/manage this! (That’s the only job (s)he has!)

18. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks FEED them Have formal recognition ~ 2/yr Informal tutor get-togethers Tutor “reunions” Give reminder calls for events, professional development, etc. – Personalize my involvement with my tutors as much as possible ~ RELATIONSHIP!

19. Have a “Senior Advisor” tutor Send thank you notes (weekly) Birthday, holiday cards Offer trainings every 2 weeks FEED them Have formal recognition ~ 2/yr Informal tutor get-togethers Tutor “reunions” Give reminder calls for events, professional development, etc. Give shirts w/program logo

20. Retention Many appreciate the variety of tasks that we ask them to complete: – Working individually with a student. – Administrative work organizing our materials and books. – Working with our case managers to help a student fill out job applications or finding resources, like assistance with housing, clothing, food, or furniture. – Doing research for other resources for class such as good websites to practice computer skills. – Checklist of availability/interests.

21. Retention Many appreciate the variety of tasks that we ask them to complete: – Working individually with a student. – Administrative work organizing our materials and books. – Working with our case managers to help a student fill out job applications or finding resources, like assistance with housing, clothing, food, or furniture. – Doing research for other resources for class such as good websites to practice computer skills. – Checklist of availability/interests. Tutor coordinator is available to answer questions and sometimes be a mediator between teacher and tutor – Be available with suggestions of techniques that can be tried when working with learners

22. Retention Many appreciate the variety of tasks that we ask them to complete: – Working individually with a student. – Administrative work organizing our materials and books. – Working with our case managers to help a student fill out job applications or finding resources, like assistance with housing, clothing, food, or furniture. – Doing research for other resources for class such as good websites to practice computer skills. – Checklist of availability/interests. Tutor coordinator is available to answer questions and sometimes be a mediator between teacher and tutor – Be available with suggestions of techniques that can be tried when working with learners Retention seems to be best when the reward suits the recipient’s personality and need for recognition. – For instance, most volunteer tutors are satisfied with recognition in the quarterly newsletter or at the Celebration Event (via certificate). – Some are just embarrassed at any such attention and are satisfied with a phone call or email from their coordinator.

23. Provide resources and support

24. Show and celebrate successes – w/assessments

25. Provide resources and support Show and celebrate successes – w/assessments Learner input – meet their needs

26. Provide resources and support Show and celebrate successes – w/assessments Learner input – meet their needs Revisit goals

27. Provide resources and support Show and celebrate successes – w/assessments Learner input – meet their needs Revisit goals Celebrate success

28. Treat each volunteer professionally and with respect.

29. Provide training, workshops, in-services.

30. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities.

31. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system.

32. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions.

33. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions. Provide networking time.

34. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions. Provide networking time. Provide access to the appropriate materials they might need.

35. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions. Provide networking time. Provide access to the appropriate materials they might need Meet with volunteers on a regular basis.

36. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions. Provide networking time. Provide access to the appropriate materials they might need. Meet with volunteers on a regular basis. Have an end of the year recognition activity.

37. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions. Provide networking time. Provide access to the appropriate materials they might need Meet with volunteers on a regular basis. Have an end of the year recognition activity. Include volunteers in holiday activities.

38. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions. Provide networking time. Provide access to the appropriate materials they might need. Meet with volunteers on a regular basis. Have an end of the year recognition activity. Include volunteers in holiday activities. Nurture all volunteers and recognize their achievements.

39. Treat each volunteer professionally and with respect. Provide training, workshops, in-services. Be specific about responsibilities. Explain their support system. Listen to volunteers’ questions. Provide networking time. Provide access to the appropriate materials they might need. Meet with volunteers on a regular basis. Have an end of the year recognition activity. Include volunteers in holiday activities. Nurture all volunteers and recognize their achievements. Never miss a chance to offer praise or thanks.

40. Charity Village https://charityvillage.com/Content.aspx?topic=how_to_get_the_best_from_your_volunteer_work_force

41. Assign someone, either staff or volunteer, whose sole responsibility is making certain volunteers are properly and quickly thanked when the activity is over, or on a regular basis (less frequently than once per quarter).

42. Make volunteers believe that your campaign is their campaign.

43. Assign someone, either staff or volunteer, whose sole responsibility is making certain volunteers are properly and quickly thanked when the activity is over, or on a regular basis (less frequently than once per quarter). Make volunteers believe that your campaign is their campaign. Avoid comparing volunteers or teams with each other. Compare the results of volunteer effort against targets, not other volunteers.

44. Assign someone, either staff or volunteer, whose sole responsibility is making certain volunteers are properly and quickly thanked when the activity is over, or on a regular basis (less frequently than once per quarter). Make volunteers believe that your campaign is their campaign. Avoid comparing volunteers or teams with each other. Compare the results of volunteer effort against targets, not other volunteers. Be available, or see that someone is available, to give immediate attention to volunteer queries.

45. Assign someone, either staff or volunteer, whose sole responsibility is making certain volunteers are properly and quickly thanked when the activity is over, or on a regular basis (less frequently than once per quarter). Make volunteers believe that your campaign is their campaign. Avoid comparing volunteers or teams with each other. Compare the results of volunteer effort against targets, not other volunteers. Be available, or see that someone is available, to give immediate attention to volunteer queries. Assign volunteers to work in areas in which they will look good.

46. Assign someone, either staff or volunteer, whose sole responsibility is making certain volunteers are properly and quickly thanked when the activity is over, or on a regular basis (less frequently than once per quarter). Make volunteers believe that your campaign is their campaign. Avoid comparing volunteers or teams with each other. Compare the results of volunteer effort against targets, not other volunteers. Be available, or see that someone is available, to give immediate attention to volunteer queries. Assign volunteers to work in areas in which they will look good. Organize volunteer events carefully. Be prepared prior to the arrival of the volunteers.

47. Assign someone, either staff or volunteer, whose sole responsibility is making certain volunteers are properly and quickly thanked when the activity is over, or on a regular basis (less frequently than once per quarter). Make volunteers believe that your campaign is their campaign. Avoid comparing volunteers or teams with each other. Compare the results of volunteer effort against targets, not other volunteers. Be available, or see that someone is available, to give immediate attention to volunteer queries. Assign volunteers to work in areas in which they will look good. Organize volunteer events carefully. Be prepared prior to the arrival of the volunteers. All brainstorming and planning should be finished, and you should be ready to assign specific tasks. A well-organized program is more likely to attract repeat support.

49. Build relationships with tutors and with community.

50. Let volunteers know requirements right away- and ask “Can you do this?”

51. Build relationships with tutors and with community. Let volunteers know requirements right away- and ask “Can you do this?” Say thank you again and again and again, and in different ways.

52. Build relationships with tutors and with community. Let volunteers know requirements right away- and ask “Can you do this?” Say thank you again and again and again, and in different ways. Have a tutor coordinator (TC) with knowledge and experience that will market the program as a rewarding experience.

53. Build relationships with tutors and with community. Let volunteers know requirements right away- and ask “Can you do this?” Say thank you again and again and again, and in different ways. Have a tutor coordinator (TC) with knowledge and experience that will market the program as a rewarding experience. Make the expectations realistic and clear and inclusive.

54. Build relationships with tutors and with community. Let volunteers know requirements right away- and ask “Can you do this?” Say thank you again and again and again, and in different ways. Have a tutor coordinator (TC) with knowledge and experience that will market the program as a rewarding experience. Make the expectations realistic and clear and inclusive. Know how to make good matches.

55. Build relationships with tutors and with community. Let volunteers know requirements right away- and ask “Can you do this?” Say thank you again and again and again, and in different ways. Have a tutor coordinator (TC) with knowledge and experience that will market the program as a rewarding experience. Make the expectations realistic and clear and inclusive. Know how to make good matches. Know what resources are available.

56. Build relationships with tutors and with community. Let volunteers know requirements right away- and ask “Can you do this?” Say thank you again and again and again, and in different ways. Have a tutor coordinator (TC) with knowledge and experience that will market the program as a rewarding experience. Make the expectations realistic and clear and inclusive. Know how to make good matches. Know what resources are available. Make all policies clear.

57. It is all about …

60. Each webinar will allow some time for Tutor Coordinators to share a success or challenge of the month. – What are your successes? – What are your challenges? What support can TLC provide you?

61. – February ~ Tutor recruitment and selection – March ~ Tutor management – April ~ Basic tutor training – May ~ Professional development for tutor coordinators – June ~ TBD – List of tutor coordinator webinars can be found at TLC’s website, tlcliteracy.org or more specifically, at this link.tlcliteracy.orglink Please share your requests with me, kim@tlcliteracy.org.kim@tlcliteracy.org

63. Tutor Coordinators The following slides are for your reference and will be left in the monthly power points shared by Tutors of Literacy. Please let me, kim@tlcliteracy.org, know if there is something you would like to see added here.kim@tlcliteracy.org

64. Level 5: Student Outcomes Assessing student learning Level 4: Participants’ use of new knowledge and skills Assessing degree and quality of implementation Level 3: Organization support and change Assessing organizational advocacy, support, accommodation, facilitation, recognition Level 2: Participants Learning Assessing new knowledge and skills Level 1: Participants Reaction Assessing initial satisfaction with experience For professional developers: 1) ensure teachers/tutors enjoy the experience 2) ensure teachers/tutors learn something 3) ensure supports for change/implementation are in place 4) ensure opportunities and awareness of how to use new knowledge and skills 5) see what the impact is on students Johnson, K.A. & Linden A. PD Evaluation for Minnesota

65. Tutor Coordinators – provide training to volunteer adult education instructors AND associated learners – support volunteer adult education instructors AND associated learners Duties include, but are not limited to, – implementing effective processes for tutor screening – making referrals to the case manager – participating in orientation – conducting training sessions – assigning tutor-student pairs/groups – supporting tutor-student pairs/groups – providing ongoing supervision of tutoring staff – working with the In-House PD Specialist to coordinate tutor professional development

66. Statement for Initial Tutor Professional Development Plan “As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together.”