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Tutor Guide to Early Literacy
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Expectations

MOU
Memorandum of Understanding


Washington School Rules

Tutor Evaluation Form
Updated: 04/23/02
tutor guidelines

Clearly stated tutor guidelines and expectations are more likely to result in successful tutors. Many tutors were last in an elementary classroom or around young students when they themselves were elementary students. Understanding the culture of the classroom makes it easier for tutors to become an integral part of the school culture. With that in mind, we provide the following information for tutors.

The documents can be edited to reflect the guidelines and expectations of your program and your specific program setting.
 

expectations for tutors

You are about to begin an exciting and rewarding year as a tutor. We hope your experience will have a memorable and sustaining impact on both you and the students you tutor.

All tutors participating in the Early Literacy Tutoring Program must follow the policies of the school district and the regulations of the assigned school - Expectations for Tutors.

The expectation is that each tutor will accept the responsibilities of the position in a professional manner. Because consistency and dependability play a critical role in the effective delivery of tutoring, dismissal from the program will occur for the following reasons:

  1. Using abusive language

  2. Taking a tutee off school grounds.

  3. Disciplining a tutee harshly and/or inappropriately.

  4. Engaging in inappropriate conduct with the tutee (verbally and/or physically).

  5. Discussing confidential information about a tutee except with the child’s teacher. Concerns are to be brought to the attention of the teacher or program coordinator.

  6. Exceeding three unexcused absences and/or tardiness.

  7. Receiving a negative evaluation after the probation period at the end of the year.

In all circumstances regarding matters at a school site, the principal has the authority to make final decisions.

All tutors must sign a Memorandum of Understanding (MOU) agreeing to adhere to the guidelines of the school district and the Early Literacy Tutoring Program.

Memorandum of Understanding and Agreement

The relationship between tutor and tutee can be a significant and mutually rewarding experience. For the tutee, the relationship focuses on improving literacy skills and overall scholastic achievement. It may also build self-confidence, promote natural strengths and enhance the interpersonal skills of the tutee—important skills for building a successful future. For the tutor, it is an opportunity to contribute in a direct and meaningful way to the development of our youth and experience a positive introduction to a potential career path in the field of education.

The partnership model for tutoring is designed to provide the best possible training and support environment for tutors. However, prior to placement, please complete the following:

  • Obtain a district-issued identification badge. You must also bring the results of a recent TB screening, and you will be fingerprinted.

  • Complete the initial program orientation/training.

  • Sign the Memorandum of Understanding.
     
guidelines for classroom behavior
  • Enter the classroom in a way that does not interrupt the teacher and class at work.

  • Do not touch the child.

  • Do not be alone in a room with the child.

  • No eating in the classroom.

  • Do not give the child food, drinks, candy or any medication.

  • Turn off cell phones, pagers or beepers while you are in the classroom.

  • Report anything the child says that concerns you to the classroom teacher.

  • Communicate with parents only through the classroom teacher.

  • Set realistic expectations with the child—make no promises that you can’t keep.

  • Address any questions/concerns about the program or tutoring to the classroom teacher or program coordinator.

  • Be on time. Be consistent.

  • Dress and act professionally—you are an important role model.

  • Keep focused on your students—no socializing in the classroom.

  • Notify the School Office if you will be absent. Ask for the message to be given to the classroom teacher.

washington school rules

Dress Policy Reminder
Clothing should not distract from education or good behavior.

To emphasize, some examples of inappropriate dress include:

  • Thongs, shoes with cleats or spikes (footwear inappropriate for safety)
  • T-shirts with inappropriate slogans
  • Garments where the torso is exposed, vests without shirts
  • Tube tops/tank tops
  • Short shorts (above the knee, more than 2 to 3 inches
  • Caps, hair curlers
  • Bib and tuck overalls with straps undone

Washington School Behavior Expectations and Guidelines

General Behavior Expectations

  • Obey all the adults in the school.
  • Stay in designated areas.
  • Do not fight.
  • Behave safely and use equipment properly.
  • Be kind, considerate and respectful of others.
  • Clean up your space after eating.
  • Do not litter.
  • Use hall passes at all times.
  • No toys allowed.
  • Use indoor voices. No yelling.
  • Walk, don’t run

Playground Behavior Expectations

  • Follow directions of the supervisors. Do not throw rocks, tanbark, or other objects.
  • No cursing or teasing.
  • Play within sight of the yard supervisors.
  • No food on the yard.
  • No chasing games.
  • Students must freeze at the first bell, then, walk to their lines when the whistle is blown.


 
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