3.3 Engaging Stakeholders

A successful high-impact tutoring program requires the collaboration of a diverse array of external stakeholders, because educating a child is truly a community effort. Ultimately, people with differing—and at times, conflicting—goals make the decisions about how time, money, and resources are allocated within a school district. Therefore, these stakeholders need to understand the value of the high-impact tutoring program. Section 3.3 provides the essential tools to cultivate ongoing support with school boards and labor unions, educators, community and local government partnerships, and family and caregivers.

BEFORE YOU BEGIN

To build a collaborative program with widespread buy-in, ensure you have completed the following task:

STRATEGIC STAKEHOLDER ENGAGEMENT
Key RecommendationsCorresponding Resources
  • Use asset-based communication to highlight the strengths and opportunities of the program.
Template: Communication Plan for Stakeholder Engagement around a High-Impact Tutoring Program (Word Document Available)
  • Tailor strategies to each stakeholder to foster collaboration to gather feedback.
  • Strategically time outreach to have maximum impact, such as before launches or budget meetings.
  • Maintain consistent communication to share progress, celebrate success, and seek feedback.
Template: Align Understanding with Students’ Academic Progress
SCHOOL BOARDS AND LABOR UNIONS
Key RecommendationsCorresponding Resources
  • Highlight how tutoring aligns with district goals to show strategic value.
Example: Dallas Independent School District Example
  • Share research insights and impact stories on high-impact tutoring to build confidence in the program’s impact.
Example: Chicago Public Schools Partnership Summary
  • Engage union leaders early to build on shared goals, strengthen trust, and highlight opportunities that enhance staff support and well-being.
Reading: Educator Union Leader’s Guide: High-Impact Tutoring Advocacy
  • Advocate for the implementation of a comprehensive local policy and budget that prioritizes school-based, embedded tutoring programs.

One-Pager: High-Impact Tutoring

Slides: What Is High-Impact Tutoring?

  • Systemically ensure educator and paraprofessional voices are in decision-making spaces (i.e., creation, design, staffing, and execution of tutoring programs) and are given priority around potential opportunities.
Template: Invitation to Co-Design the High-Impact Tutoring Program with Teachers and Leaders (Word Document Available)
  • Review union contracts with the legal department to ensure program design meets requirements (e.g., pay, time, and responsibilities).
Checklist: Reviewing Educator Union Contracts
  • Discuss sustainable funding options for long-term success.
Playbook Subsection: 3.2 Funding and Budgeting
EDUCATORS
Key RecommendationsCorresponding Resources
  • Ensure educators are in the design process and decision-making spaces within the program itself.
Templates: Engaging Educators to Design Program Purpose and Vision
  • Engage teachers and school leaders early to build ownership and excitement.
  • Create feedback loops (e.g., weekly surveys) to address challenges and drive improvement.
Templates: Facilitating Communication Between Educators and School Leaders
  • Offer training, resources, and recognition for effective implementation.
Templates: Supporting and Recognizing Teachers and Leaders
  • Promote collaboration between tutors and educators for aligned learning (e.g., kickoff meetings, shared resource folders, weekly planning).
Templates: Fostering Collaboration between Teachers and Tutors
COMMUNITY AND GOVERNMENT PARTNERSHIPS
Key RecommendationsCorresponding Resources
  • Highlight data linking high-impact tutoring to workforce readiness and community priorities.
One-Pager: High-Impact Tutoring Talking Points for Community Partners and Local Government
  • Seek policy endorsements (and funding) from local governments and philanthropies.
  • Partner with local organizations to recruit and train community-based tutors.
  • Share success stories via local media and events and seek feedback from community partners.
Example: Local and National Media
FAMILY AND CAREGIVERS
Key RecommendationsCorresponding Resources
  • Involve families early in the decision-making around program design.

Toolkit: High-Impact Tutoring: Family & Caregiver Toolkit for School Districts

Reading: Empower Families

  • Communicate opportunities, benefits, and details clearly.
Reading: Share Opportunities
  • Provide academic and engagement updates and home support strategies.
Reading: Align to Student Progress
  • Ensure that communication is clear, accessible, and responsive.

Reading: Engagement Examples

Templates: Family & Caregiver Toolkit for School Districts Communications Templates

  • Leverage caregivers’ preferred modes of communication.
  • Use translation services for fliers, letters, updates, and written communication.
  • Offer interpretation for meetings, calls, celebrations, and events.
  • Actively seek feedback from families and caregivers and share who to contact with questions/concerns.
PLANNING FOR LONG TERM
  • Explore sustainable funding approaches to effectively engage school board members in supporting the tutoring program.
  • Regularly review and adjust the stakeholder communication plan.
Tutoring Quality Standards and Self-Assessment Indicators
Take the free, 15-minute, and research-based Local Education Agency (LEA) Self-Assessment. This subsection addresses these tutoring quality standards and Self-Assessment indicators.
Learning Integration
School and Teacher Engagement		The program regularly engages with school leaders and/or teachers regarding instructional alignment and student progress.
4d.1 | Meetings with key school community members prior to your program beginning to ensure the program is aligned with the school’s instruction
4d.2 | Regularly scheduled times for the tutors and tutoring program leaders to meet with teachers and school leaders to share and discuss student progress
4d.3 | Close-out meeting at completion of tutoring program to discuss program's impact and individual student progress
Learning Integration
Caregiver Engagement		The program ensures regular engagement with caregivers and updates on student progress.
4e.1 | System for communicating individual academic and non-academic progress to caregivers (directly or in collaboration with school officials)
4e.2 | System for providing caregivers with information about the tutoring program, goals, and objectives pre-implementation (directly or in collaboration with school officials)
4e.3 | Communication systems that are responsive to the backgrounds, diverse needs, and linguistic needs of the caregivers served