Become an Augustine Tutor
Should I be a tutor? What’s involved?
Understand the Commitment
Tutors should be prepared to give at least 3-4 hours per week to Augustine Project activities, between lesson planning, travel time, and actual tutoring time. It will be important for tutors to be proactive in terms of communicating with the student’s school to coordinate tutoring times, share observations about the student’s needs, and ensure they are providing consistent tutoring to the student. Tutors agree to provide the student with at least 60 free lessons within 9-18 months after they are matched. Tutoring should generally take place 2-3 times per week.
Orientation meetings will be held in the spring of 2013, on May 14th 5:30pm -7:30pm and on May 20th 9:00am- 11:00am at the LCBC office Prospective tutors must attend one orientation prior to signing up for training. Orientations will allow us to share the history of the Augustine Project, the scope of the tutor training and support, as well as the details about the volunteer commitment required. You will have the opportunity to hear from prior and current volunteers, as well as ask questions. Individuals who are interested in learning more about becoming an Augustine tutor should email firstname.lastname@example.org or call (828) 254-3442 x 204 to reserve a space in an upcoming orientation.
Individuals who have completed orientation must submit an Application for Augustine Tutor Training as well as information for a background check. While our training costs are over $600 per trainee, we ask that you pay only $200 to minimally cover the cost of your books and materials, which you keep. Limited scholarship funds are available. The 70 hours of training will be held 8:am-5:pm Monday through Thursday 7/ 29, 7/30, 7/31, 8/1 and 8/5, 8/6, 8/7, 8/8- 2013. Full details will be discussed at the orientation meetings. Class size is limited to 18 individuals.
Topics Covered in Classroom Training
- definition and characteristics of dyslexia
- understanding poverty & reading problems
- principles of multisensory language education
- assessment instruments and procedures
- introduction to the Wilson Reading System materials
- lesson plan format & procedures
- phonemic awareness games & activities
- alphabetic principle (phonics)
- 6 syllable types
- spelling rules & generalizations
- strategies for improving fluency
- strategies & activities for teaching vocabulary
- strategies & activities for improving comprehension
- handwriting instruction
- teaching written expression
- phonics games & activities
- working within the schools
- advocating for a student’s needs
- sexual ethics training
Training culminates in a celebratory party with practicum students and Augustine Project supporters.
Note: Up to 6 CEU credits are available for those needing NC teacher renewal credit.
Meet Your Student
The Literacy Council will help facilitate your match with a low-income child reading, writing, or spelling below grade level. We may match you with a student from our waiting list, or contact a school and request that they select an appropriate student for you. If you are a teacher or work at an afterschool program, etc. you may already have identified a child in need of tutoring. If this is the case, you are welcome to work with the student you have in mind, provided he/she is behind grade level and would qualify for free or reduced lunches through the school system.
Prepare & Deliver at Least 60 Lessons
Tutoring usually takes place twice a week – some tutors see their students more frequently – at the child’s school during the school day if the teachers and administration are amenable. Alternate tutoring sites may include afterschool programs or community centers. Lessons last about 50 minutes.
Tutors may borrow phonetically controlled books and other materials from the Literacy Council library and are encouraged to call the project director or their practicum supervisor for advice. A “lunch bunch” meeting where tutors and trainers can share lesson planning ideas is scheduled every-other month, and tutors are welcome to attend Literacy Council in-services. The project director and/or a practicum supervisor observes each trainee in the course of his or her tutoring to ensure fidelity to the program and also provide support and suggestions.
Post-test Your Student & Return Results to the Literacy Council
Tutors administer pre and post testing for their students in phonological awareness, word attack skills, fluency, comprehension and spelling. Results must be documented and returned to the program director at the Literacy Council. You’ll receive a certificate of completion and thanks for your 60 hours of service. After this point, many tutors choose to continue their service by tutoring thier student through another school year or taking on a new student.