December 18, :00am – 11:00am

Use of webinar platform, Collaborate Time management Promoting volunteerism in Adult Literacy Sharing Next webinar – January 15, 2012, 10:00am – noon Tips from veteran Tutor Coordinators to new Tutor Coordinators – please come prepared to share and to ask questions!

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Take the first 30 minutes of every day to plan your day.

Take the first 30 minutes of every day to plan your day. Don't start your day until you complete your time plan. The most important time of your day is the time you schedule to schedule time.

Take the first 30 minutes of every day to plan your day. Take five minutes before every call and task to decide what result you want to attain.

Take five minutes before every call and task to decide what result you want to attain. This will help you know what success looks like before you start. … Take five minutes after each call and activity to determine whether your desired result was achieved. If not, what was missing? How do you put what's missing in your next call or activity?

Take the first 30 minutes of every day to plan your day. Take five minutes before every call and task to decide what result you want to attain. Practice not answering the phone just because it's ringing and s just because they show up.

Practice not answering the phone just because it's ringing and s just because they show up. Disconnect instant messaging. Don't instantly give people your attention unless it's absolutely crucial in your business to offer an immediate human response. Instead, schedule a time to answer and return phone calls.

Take the first 30 minutes of every day to plan your day. Take five minutes before every call and task to decide what result you want to attain. Practice not answering the phone just because it's ringing and s just because they show up. Remember that it's impossible to get everything done.

Remember that it's impossible to get everything done. Also remember that odds are good that 20 percent of your thoughts, conversations and activities produce 80 percent of your results.

1. Don’t leave sitting in your in box. blog.penelopetrunk.com/2006/12/10/10-tips-for-time-management-in-a-multitasking-world/

1. Don’t leave sitting in your in box. 2. Admit multitasking is bad. blog.penelopetrunk.com/2006/12/10/10-tips-for-time-management-in-a-multitasking-world/

1. Don’t leave sitting in your in box. 2. Admit multitasking is bad. 3. Do the most important thing first. blog.penelopetrunk.com/2006/12/10/10-tips-for-time-management-in-a-multitasking-world/

1. Don’t leave sitting in your in box. 2. Admit multitasking is bad. 3. Do the most important thing first. 4. Check your on a schedule. blog.penelopetrunk.com/2006/12/10/10-tips-for-time-management-in-a-multitasking-world/

1. Don’t leave sitting in your in box. 2. Admit multitasking is bad. 3. Do the most important thing first. 4. Check your on a schedule. 8. Make it easy to get started. blog.penelopetrunk.com/2006/12/10/10-tips-for-time-management-in-a-multitasking-world/

1. Don’t leave sitting in your in box. 2. Admit multitasking is bad. 3. Do the most important thing first. 4. Check your on a schedule. 8. Make it easy to get started. 9. Organize your to-do list every day. blog.penelopetrunk.com/2006/12/10/10-tips-for-time-management-in-a-multitasking-world/

1. Don’t leave sitting in your in box. 2. Admit multitasking is bad. 3. Do the most important thing first. 4. Check your on a schedule. 8. Make it easy to get started. 9. Organize your to-do list every day. 10. Dare to be slow. blog.penelopetrunk.com/2006/12/10/10-tips-for-time-management-in-a-multitasking-world/

Say no to nonessential tasks.

Say no to nonessential tasks. Delegate.

Say no to nonessential tasks. Delegate. Take the time you need to do a quality job.

Say no to nonessential tasks. Delegate. Take the time you need to do a quality job. Break large, time-consuming tasks into smaller tasks.

Say no to nonessential tasks. Delegate. Take the time you need to do a quality job. Break large, time-consuming tasks into smaller tasks. Practice the 10-minute rule.

Say no to nonessential tasks. Delegate. Take the time you need to do a quality job. Break large, time-consuming tasks into smaller tasks. Practice the 10-minute rule. Evaluate how you're spending your time.

Say no to nonessential tasks. Delegate. Take the time you need to do a quality job. Break large, time-consuming tasks into smaller tasks. Practice the 10-minute rule. Evaluate how you're spending your time. Limit distractions.

Say no to nonessential tasks. Delegate. Take the time you need to do a quality job. Break large, time-consuming tasks into smaller tasks. Practice the 10-minute rule. Evaluate how you're spending your time. Limit distractions. Take a break when needed.

Definition from Adult and Family Literacy Guidelines, /able_administrative_documents_library/ Tutor Coordinator, page 11 Tutor Coordinators provide training and support to volunteer adult education instructors and their learners. The 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 and supporting tutor-student pairs/groups, providing ongoing supervision of tutoring staff and working with the In-House PD Specialist to coordinate tutor professional development.

Tutor Coordinators – provide training to volunteer adult education instructors AND associated learners

Tutor Coordinators – provide training to volunteer adult education instructors AND associated learners – support volunteer adult education instructors AND associated learners

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

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

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

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

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

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

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

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

How do you do it all? What would make your job easier? How can you support each other? How can TLC support you?

1)Say no to nonessential tasks. 2)Delegate. 3)Take the time you need to do a quality job. 4)Break large, time-consuming tasks into smaller tasks. 5)Practice the 10-minute rule. 6)Evaluate how you're spending your time. 7)Limit distractions. 8)Take the first 30 minutes of every day to plan your day. 9)Take five minutes before every call and task to decide what result you want to attain. 10)Practice not answering the phone just because it's ringing and s just because they show up. 11)Remember that it's impossible to get everything done. 12)Don’t leave sitting in your in box. 13)Admit multitasking is bad. 14)Do the most important thing first. 15)Check your on a schedule. 16)Make it easy to get started. 17)Organize your to-do list every day. 18)Dare to be slow.

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

How? Why? What do you do? How can TLC and/or PAACE help?

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?

– Resources for tutor professional development – Tutor retention and motivation – Evaluating the effectiveness of tutor instruction – Individual tutor professional development plans – Monitoring tutor professional development Tutor reporting and tracking of professional development – Tutor recruitment, selection and orientation – Tutor-learner matching process – Tutor networking opportunities – Basic tutor training

Next Tutor Coordinator Webinar: January 15, 10-11am Topics: Tips from veteran Tutor Coordinators to new Tutor Coordinators – please come prepared to share and to ask questions! Plan to share progress on time management strategy.

Definition from Adult and Family Literacy Guidelines, Volunteer Instructor, pages Volunteer Instructors provide one-on-one or small group instruction to students. Though they are not a paid staff member, volunteer instructors are still required to take professional development training and to schedule time for instruction preparation. Volunteer Instructors should work with tutor coordinators to periodically review goals; adjust student placement, if needed; and coordinate with intake specialist and case manager. Volunteer Instructors (tutors) must have a four-year degree or be currently enrolled in a four-year degree program. This includes community college if the student is enrolled in a transfer program that will lead to a four-year degree. If the person has stopped taking courses, they are not considered to be pursuing the degree. Tutors without a four-year degree are permitted if they show continuous tutoring since Program Year , have participated in one in-service activity in each of those years, and have been consistently providing a minimum of three hours of tutoring a week (with breaks of one/two weeks once or twice a year).

Identify the needs of the learner – Formally – Informally Determine the best way to address those needs Incorporate strategies into your instruction Determine effectiveness of the strategies Share the techniques with others Document the process How does this look? – Monthly report example – Journal – Peer tutor meetings – Articles for newsletter – Observe another tutor – Co-tutor

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.”