Out of School Hours Learning

7. Selecting tutors

Image of a teenage boy smiling

Commentary

Out of School Hours Learning (OSHL) puts the emphasis on learning rather than teaching. Learning is, however, rarely an individual or self-sufficient activity. It is usually social, shared and supported by other people. Learners need people who can provide support in a range of ways - by encouraging, by recognising effort and achievement, by knowing where to find resources, by questioning to bring out meaning, by helping to diagnose difficulties and by showing how to do it.

The selection of the right people to be tutors is therefore critical. Tutors need to have a range of skills and knowledge but equally important are their attitudes and beliefs. They should have a genuine liking and concern for young people, an openness and approachability, a belief in the uniqueness and potential of everyone and a willingness to learn from colleagues and young people.

While the involvement of teachers is crucial, youth workers, other young people, technicians, employers and volunteers from the community, including parents, can bring complementary skills and experience. The simple rule is: be clear about what you are trying to achieve and be equally clear about the qualities of tutors who are most likely to further that goal.

Questions to ask:

  • What can school-based staff offer? What other groups, individuals or bodies might be able to contribute as tutors or mentors?
  • What are the contributions of non-teaching staff, volunteers and young people themselves?
  • What kind of support do young people need?
  • What incentives and rewards are there for people to become involved as OSHL tutors?
  • Is there:
    • a procedure for health and safety?
    • a procedure for child protection checks?
    • an equal opportunities policy?
    • an application process?
    • a set of selection criteria (related to purpose)?
    • an appointment procedure?
  • How do tutors evaluate their own performance?
  • What range of tutors do young people find most helpful? Why?

Evidence to show

Examples of documentary evidence

  • lists of tutors with relevant experience and expertise
  • questionnaires, surveys or needs analysis
  • feedback from young people
  • evaluations by stakeholders
  • sets of criteria for selection of tutors
  • letters inviting tutors to apply, specifying experience or expertise needed
  • policies or procedures for matching students with tutors.

Testing the evidence

Examples of requests a visitor might make

  • Describe for me the process you use for selecting tutors.
  • Tell me why tutors get involved.
  • What credibility do OSHL tutors have with teachers and young people in the school(s)? How do you know?
  • What makes a good OSHL tutor? How does this complement good classroom teaching?
  • Could you give an example of how you matched a tutor to the identified needs of young people?
  • Have you considered allowing young people to choose tutors? Why? Why not?
  • What action would be taken in the case of an unsatisfactory tutor?
  • How successful have mentors, assistants, volunteers, peer tutors and young people been in extending the tutor role?
  • What radical alternatives for tutor selection might you consider in the future?

Emerging practice

In an emerging centre, clear guidelines have developed and procedures are put in place which are as transparent as possible. Account has been taken of child protection and equal opportunities policies. Consideration has been given to the range of agencies and individuals who might do the job well and a system of incentives and rewards has been worked out which is seen as fair and equitable, as well as cost-effective.

Key indicator

Clarity of criteria for selection of tutors.

Established practice

Established centres have identified a group of tutors who are most appropriate for the task and who carry it out effectively. They discuss ways of evaluating their own performance and have clear criteria in mind when advising on, or appointing, new tutors. They welcome the challenge to widen their scope of thinking about the tutoring role and the sources of appropriate tutoring, for example in the local or business community.

Key indicator

Widening perspectives on the tutoring role.

Case study

Selecting tutors - Established

Advanced practice

Advanced centres have expanded their repertoire and their criteria for tutor selection. Flowing from effective monitoring and their continually improving links with other organisations, they are continually identifying new forms of tutoring and training for tutors. School and university students are included in tutoring, mentoring and volunteering and ways are found of recognising, rewarding or accrediting their contribution.

Key indicator

A diversity of roles for a diversity of purposes.