Purpose: This document provides a comprehensive overview of training models and examples from various districts to support the development of practical initial training and ongoing support systems for tutors. These examples highlight different approaches to equipping tutors with the skills and resources they need to succeed, tailored to specific program contexts.
| Program/District | Initial Training | Ongoing Support |
Baltimore City Public Schools (BCPS) District Developed Para-Led Tutoring | Seven hours of training are spread over three days, covering the Fundations Curriculum, role expectations, classroom management, technology, and data tracking. Curriculum training is provided by Wilson Language Training, while district staff lead all other training sessions. | Two central program managers provide monthly coaching. Additionally, monthly full-cohort training sessions lasting 90-120 minutes are informed by trends identified during coaching. |
Baltimore City Public Schools (BCPS) Tutoring with the Lighting Squad | Success for All conducts one day (6 hours) of in-person training, emphasizing methodology, lesson structure, and practical implementation. | Success for All coaches provide regular coaching throughout the school year, including session observations, data reviews, and feedback. A designated school staff member conducts additional coaching observations. |
Oakland Unified School District (OUSD) The Oakland Reach & Collaborative Classroom | The REACH fellowship includes leadership skills, curriculum-specific training, and role preparation. Sessions are conducted twice weekly for six weeks, culminating in a four-day training. Stipends, meals, childcare, and transportation assistance support participation. Additionally, the district integrates this four-day training into a broader training institute for all tutors. | Tutors receive coaching and participate in monthly professional learning communities (PLCs) facilitated by the district and Collaborative Classroom coaches. The frequency and type of support are customized to meet individual needs. |
District of Columbia Public Schools (DCPS) University of Oregon, Center on Teaching and Learning | A 4-6 hour in-person session covers the Whole Number Foundations Level K curriculum. Topics include lesson structure, delivery techniques, opening routines, increasing student responses, managing small-group behavior, and interpreting results. Experienced trainers provide model lessons. | Regular 60-120 minute professional development sessions to preview upcoming content and provide practice opportunities. Each school assigns a trained point of contact to provide coaching feedback to paraprofessionals. Paraprofessionals receive three formal and one informal observation, focusing on fidelity, preparation, engagement, and instructional delivery. Additional resources include optional coaching, office hours with curriculum experts, and feedback from the Building Point of Contact. |