- Identify stakeholder groups based on tutoring program design. Common stakeholders groups are students, families, and school teachers and administrators.
- Clearly communicate the program’s model, purpose, and evidence to demonstrate alignment with students’, families’, teachers’, and schools’ needs.
- Set joint goals with all relevant stakeholders (students, families, and schools) and establish a system for regular updates on progress.
- Make students, families, and schools aware of any terms or conditions for participation and actively seek affirmative agreements.
- Establish communication systems between stakeholders and tutors to ensure equitable collaboration and alignment with classroom curricula.
- Collect and act on feedback from administrators, teachers, parents and students to continuously improve effectiveness. Share actions taken with relevant stakeholders.
- If Setting is In-School:
- create program schedules that ensure 1) students are not removed from core instruction and 2) program staff can join teacher team meetings
- designate classroom space for program
- If Take-Up is Voluntary: identify strategies for recruiting students who would benefit from tutoring and actively provide information on its purpose and eligibility
(Click on the links below or visit the pages on the lefthand navigation for more information.)
Tutoring Program-School Communication: Kickoff Meeting Agenda Teacher-Tutor Communication: Kickoff Meeting Agenda Teacher-Tutor Communication: Continual Updates Tutor/Program-Family Communication: Crafting an Introductory Statement for Families Tutor/Program-Family Communication Continual Updates Tutor-Student Goal Setting Conferences
Programs should identify stakeholders and establish why, when and how the tutoring program/tutors will communicate with each stakeholder.
- It is critical for tutoring programs to identify stakeholders for regular communication. While a program will likely liaise with families, school administrators, and teachers, the design of each program will determine the stakeholders with whom it communicates .
- The tutoring program will need to establish who will be in charge of communications with each stakeholder. For example, in some programs, tutors may communicate directly to families, while in other programs, the majority of family communication may be conducted by teachers. It is important to establish a communication plan upfront and share it with each stakeholder.
- Common tutor/tutoring program communication often includes:
- Tutoring Program/Tutor communicates with school administration to ensure student attendance and share regular updates on student progress
- Tutoring Program/Tutor engages with teachers and school leadership so that tutors develop an understanding of student needs
- Tutor engages with teachers so that the tutor can share student progress and seek input from the teacher regarding what to focus on during tutoring sessions
- Tutoring Program engages with school leadership and relevant teachers so that the program can build an understanding of the curriculum used at the school and how to complement this curriculum during sessions
- Tutor/Teacher engages with families so that families understand the expectations of the tutoring program and from whom they can expect communication
Frequent, predictable, clear, dynamic communication with all stakeholders (i.e. students, families, teachers, and school administrators) is key regardless of model design.
- Frequent, predictable, clear, and dynamic communication increases trust. Consider the following when planning stakeholder communication:
- The frequency of communication should be directly correlated to the frequency of tutoring. For example, if tutoring happens five times a week, weekly communication is likely appropriate. However, if tutoring is once a week, monthly communication may be appropriate. Soliciting feedback from stakeholders on the frequency of communication will ensure that you can adjust the amount of communication based on stakeholder input.
- Communication should be both regular and predictable. For example, a program that tutors students five days a week might do an end-of-the-week “wrap up” by either calling home or sending a progress report from that week. Establishing predictability helps to create routine for those responsible for the communication, and also ensures that stakeholders know exactly when they should expect updates.
- Communication should be clear, dynamic, and free of jargon. Communicate with families when possible in their home language.
- Clear systems of communication should be established for all parties. For example, in a letter home, you will want to share ways that a family can respond to the letter, detailing all methods for contacting the tutor or teacher.
- Communication with all stakeholders ensures that everyone supporting the student is working together effectively and efficiently towards the same, jointly-set goal.
- Regardless of whether your tutoring program’s main point of contact is families, school administrators, or students, all tutoring programs are more effective when other aspects of a student’s life (i.e. home and school) positively reinforce what the student does during tutoring — and when tutoring reinforces what the student learns at school and home.
Tutoring should be as integrated as possible into students’ school and family lives in order to ensure curriculum alignment and cohesive student support.
- When the tutoring content aligns with the school’s curriculum, students can more easily connect tutoring topics to what they already know, resulting in higher retention of new ideas.
- When family, school, and tutoring are integrated into one cohesive support system for students, students can more easily make connections between their efforts in tutoring and success in class or at home completing independent assignments, helping them build a growth mindset.
- Determining how best to integrate tutoring into students’ lives will be dependent on the model design of each program. For example, if the program is located in a school, tutors may take advantage of opportunities such as connecting with students during lunch, or in-between classes. However, if the program is located outside of school, the program may find it worthwhile to encourage tutors to attend community events where they will be able to interact with families. Programs should consider what seems most appropriate based on the program design.
Strong, asset-based, culturally-responsive family and school relationships provide cyclical reinforcement for your tutoring program.
- Just as students have different needs, families and schools will also have different needs. Programs should build an understanding of the unique needs of each stakeholder and tailor their methods of engagement based on these needs. The better you know families, the easier it will be to engage them responsively. For example, knowing what times are best to call home based on family work schedules can ensure that you communicate with families at a time that works best for them.
- Students are more likely to engage when tutors establish a positive relationship that builds on students’ strengths, acknowledges their needs, and celebrates who they are.
- Tutors can work towards developing positive relationships with students by connecting with and learning from stakeholders who already know the students well. For example, tutors may want to learn from teachers about what typically motivates students in class, and what topics tend to interest them most. Tutors can learn from families about the child’s previous experience with school.
Strong stakeholder communication has a three-part structure:
- Kick-off Conversations. Start things off on the right foot. The tutoring organization should coordinate initial conversations among stakeholders. These conversations should allow for teachers, administrators, and families to learn about the program’s goals and logistics, ask questions, and set a vision for their own involvement in the program.
- Continual Updates. Keep all stakeholders on the same page. To keep that initial vision alive, share student progress updates at predictable intervals, but also reach out proactively as needed when students are not on track or agreements from the kick-off are not met.
- Punctuated Reflection. Set aside time to reflect on progress. Tutors should routinely pause throughout the program to formally discuss students’ summative progress with all stakeholders (including students), listen to feedback, and adjust action plans as needed.