Select tutoring providers that tailor professional development to tutor experience levels and invest in student-tutor relationship building¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This recommendation concerns provider selection criteria: districts should favor tutoring providers whose professional development is matched to their tutors' level of experience and who deliberately invest in building relationships between students and tutors. The brief states districts should "Identify tutoring providers that tailor professional development to their tutors' level of experience and invest in student–tutor relationship building." It treats tutor support quality and relational factors as differentiators among candidate providers.

Design Implications¶

Context¶

Requirements¶

• Districts must gather information about providers' professional development models and relationship-building practices during program exploration

Constraints¶

Target Learners¶

• middle years math students in school districts

Target Learning Goals¶

• math knowledge, perceptions, and beliefs

Related Strategies¶

• Consider both in-person and virtual tutoring options when selecting a math tutoring program
• Use evaluation evidence on implementation quality, attendance, and relationships to guide tutoring program selection and improvement
• Provide tutors 20 hours of pre-service training plus ongoing weekly coaching and professional development
• Sustained professional development model combining training days, site visits, observations, and ongoing coaching

Examples¶

-

Key Sources¶

• Conroy, K., Place, K., Chojnacki, G., & Gothro, A. (2023). Selecting and Supporting Math Tutoring Programs: Recommendations for School Districts. Mathematica. https://www.mathematica.org/publications/selecting-and-supporting-math-tutoring-programs-recommendations-for-school-districts