Every tutor needs to do more than just follow a curriculum; they must be trained to build strong relationships, create safe and supportive environments, manage distractions, implement effective interventions, analyze data, and leverage deep content knowledge. Comprehensive pre-service training lays a vital foundation, but ongoing coaching that continuously sharpens and revitalizes tutors' skills will not only enhance their quality and retention, but also significantly accelerate student growth. Section 5.5 features recommendations and resources for tutor onboarding, pre-service training, ongoing coaching, and continuous program improvement to maintain robust tutor infrastructures.
 | BEFORE YOU BEGIN |
To establish effective support for tutors, ensure you have completed the following tasks:
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| ONBOARDING | |
| Key Recommendations | Corresponding Resources |
| Reading: Setting Expectations with Tutors |
| Higher Education Institution Playbook: Tutor: Screening and Expectations |
| Reading: Tutor Background Check Guidance: Ensuring Student Safety |
| PRE-SERVICE TRAINING | |
| Key Recommendations | Corresponding Resources |
| Database: Tutor Training Library Highlighted training specific to diverse learning needs: |
| Checklist: Designing and Planning Pre-Service Training Template: Planning for Pre-Service Training (Word Document Available) Example: Metro Nashville Public Schools Tutor Pre-Service Training Modules |
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| Reading: LEA Self-Assessment (See Page 14) |
| ONGOING PROFESSIONAL DEVELOPMENT AND COACHING | |
| Key Recommendations | Corresponding Resources |
| Example: Pre-Service and Ongoing Support Training from School Districts |
| Example: Baltimore City Public Schools: Implementation Walk-Through |
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| Toolkit: Early Literacy Tutor Continuous Learning Resource Bank Template: Tutor Goal Setting and Progress Tracking (Word Document Available) |
| Reading: Tutor Coaching Feedback Guidance Checklist: Tutor Performance (PDF Available) |
| Reading: Educator Attention: How computational tools can systematically identify the distribution of a key resource for students |
| STAKEHOLDER FEEDBACK AND CONTINUOUS PROGRAM IMPROVEMENT | |
| Key Recommendations | Corresponding Resources |
| Toolkit: Accelerate's DATAS Toolkit |
| Example: Data Collection Tools Template: Tutoring Survey Instruments |
| Reading: Recommended Student Data Metrics for High-Impact Tutoring Programs |
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| Toolkit: Fostering Collaboration With Educators Template: Tutor Training Improvement Analysis (Word Document Available) |
 | PLANNING FOR LONG TERM |
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| 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. | |
| Tutor Tutor Preservice Training | The program provides high-quality onboarding and training, tailored to program context. |
| 1b.1 | Accessible reference materials summarizing position expectations 1b.2 | Onboarding sessions for tutors that cover role expectations, program design, and general guidance 1b.3 | Initial professional development focused on tutoring program implementation including training on effective facilitation, implementing data practices, and building positive relationships 1b.4 | Initial training on implementing DEI practices including understanding the the experiences and backgrounds of the population of students served 1b.5 | Initial training on implementing specific instructional practices that support ELLs and students with IEPs 1b.6 | Pre-service training in social and emotional learning 1b.7 | Surveys or other opportunities for tutors to provide feedback on supports and training | |
| Tutor Tutor Coaching and Feedback | The program provides ongoing support to tutors such as through coaching on the effective use of research-informed practices that foster academic success and overall student well-being. |
| 1c.1 | Assigned staff member (or coach) for each tutor to provide support on the effective use of research informed practices that foster academic success 1c.2 | Assigned staff member (or coach) for each tutor to provide support on the effective use of research informed practices that foster overall student well-being 1c.3 | Established routine for ongoing observation of tutors 1c.4 | Set times to debrief observations and provide feedback to tutors 1c.5 | Support for staff who support or coach tutors, including resources and training to deliver quality feedback 1c.6 | Ongoing training and follow-up on implementing DEI practices 1c.7 | Ongoing training and follow-up on implementing specific instructional practices that support multilingual learners (MLL) and students with IEPs 1c.8 | Ongoing training to support overall student well-being 1c.9 | Surveys or other opportunities for tutors to provide feedback on coaching supports | |
| Instruction Student-Tutor Relationship | The program has an intentional strategy and supporting systems to build strong, positive relationships between students and tutors. |
| 3c.1 | Training and coaching for tutors on strategies to build positive student-tutor relationships during in-person or virtual sessions that are grounded in equity 3c.2 | Training and coaching for tutors on asset-based approaches to interacting with students (e.g., tutors reinforce a growth mindset when students struggle) 3c.3 | System for monitoring and responding to ongoing student-tutor relationship dynamics | |
| Instruction Instructional Practices | Tutors use research-based instructional practices aimed at fostering academic success and overall student well-being. |
| 3e.1 | A set of clearly articulated instructional practices used by tutors and aligned with the program design 3e.4 | A system of supports and interventions for meeting language needs of multilingual learners (MLL) 3e.5 | A system of supports and interventions for meeting the needs of students with IEPs | |
| Safety Safety Protocols | The program has health, physical safety, and emergency management protocols in place to provide an environment conducive to learning and fosters awareness and understanding of the protocols. Note: This standard, as all others, is applicable for both in-person and virtual tutoring programs. |
| 5a.1 | Health protocols that meet all federal, state, and local legal guidance 5a.3 | Guidance for tutors on mandatory reporting laws in your state. Training for tutors on mandatory reporting laws in your state 5a.4 | Protocols to protect student physical safety 5a.5 | Protocols to protect students from bullying/cyberbullying 5a.6 | Protocols for emergency management 5a.7 | Resources for tutors and staff to foster awareness and understanding of social, emotional, and mental health 5a.8 | Systems to ensure all safety protocols are implemented with fidelity 5a.9 | Practices to assess and systematically address disparities in disciplinary measures | |