2017

TUTOR EMPLOYEE HANDBOOK

SADDLEBACK COLLEGE LEARNING RESOURCE CENTER

Promoting Student Success

http://www.saddleback.edu/tutoring

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TABLE OF CONTENTS

Introduction . . . . . . . . . . . 1 Tutorial Services and Hours . . . . . . . . . 2 Description of Tutoring Services . . . . . . . . 3 Terms of Employment, Payroll periods . . . . . . . 4 Workday & EIS, Time Off, Pay Stubs . . . . . . . 5 Tutoring Center Rules . . . . . . . . . 6 Basic Tutoring Procedures . . . . . . . . . 7 In-Person Tutoring Best Practices . . . . . . . . 8 Online Tutoring Best Practices . . . . . . . . 9 Embedded Tutoring Best Practices . . . . . . 10-11 Professional Development . . . . . . . . . 12

INTRODUCTION

Welcome to the Learning Resource Center. As a tutor, you provide a valuable service to the College by creating a productive and responsive learning environment for our students. As a mentor, you are in a unique position to help students develop study skills and self-confidence. For many of our Saddleback College students, the tutoring program is an opportunity for academic and personal growth. Without your assistance, these students would be less likely to obtain passing grades and stay in school.

VISION

The vision of tutoring at the LRC is to empower students to become more independent thinkers, writers, readers, and learners. The purpose of the tutoring session is to improve the learner’s repertoire of skills and knowledge by offering strategies and tips, modeling effective skills and habits, and providing resources and support.

Welcome to our program and your position as a tutor and mentor!

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THE EMPLOYEE HANDBOOK

The purpose of this Employee Handbook is to provide you with a general orientation of our tutoring program and policies. You are responsible for reading and understanding the information provided in this handbook. Please bring any questions or concerns to the director of LRC Tutoring.

TUTORIAL SERVICES

The Tutoring Center is located on the second floor of the Learning Resource Center building in LRC 212. The Skills Lab Computer Center (LRC 258) is on the same floor, alongside the Language Lab stations. Tutorial services and computer lab access are offered during these hours:

FALL/SPRING HOURS Monday - Thursday 8:00 a.m. to 8:00 p.m.

Friday 8:00 a.m. to 2:00 p.m.

Free tutoring is available to all students registered for supervised tutoring (Tutoring 300). Tutorial services include: 1) Individual appointments 2) Walk-in tutoring 3) Study groups 4) SI/BSI/Embedded tutoring 5) PASS Program 6) Online Tutoring – ConexED 7) LRC Computer Lab 8) Skills Lab Computer Center All in-person tutoring takes place in the Learning Resource Center (LRC 212), with the exception of BSI Math which is located in annex across from the Skills Lab Computer Center. Online tutoring is conducted through the LRC Computer Lab (LRC 217).

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DESCRIPTION OF TUTORIAL SERVICES

1) Appointments Students can schedule thirty minute appointments to work with a tutor in the areas of English, ESL, Humanities, Social Science, Foreign Language, and other select subjects. One hour appointments are available for students enrolled in a foreign language class, veterans, and students with disabilities registered with DSPS. Appointments can be made at the front desk of LRC 212 or through WCOnline at: saddleback.mywconline.com 2) Walk-in Students can receive assistance on a walk-in basis in all areas of Math and most Science. Walk-in sessions in other subjects are based on tutor availability. 3) Study Groups Students from the same class/instructor can request to work with a tutor for a maximum of two hours per session. This request is made through a form at the front desk, and approved by staff. Appointments must be made at least 48 hours in advance, so that tutors can be properly scheduled to work with these groups.

Study Groups Policy a) All study groups must have at least 4 students. b) Study groups are formed by completing the official Study Group/Exam Review

Session Form and submitting it to the front desk (LRC 212). c) Students are responsible for bringing their own supplies (pencils, paper).

4) SI/BSI/Embedded tutors SI, BSI, and embedded tutors work with a faculty instructor in a specific course each semester to provide supplemental instruction and student support. 5) PASS Program PASS Program tutors work with student athletes on a walk-in basis in various subjects. 6) Online Tutoring – ConexED Online tutoring appointments are available in select subjects. Tutors “meet” their students online through ConexED-Cranium Cafe. The Paper Review is a separate service that allows students to upload a paper and receive written comments. More information: http://www.saddleback.edu/tutoring/online-tutoring 7) LRC Computer Lab The LRC Computer Lab (LRC 217) is reserved for online tutoring sessions and Accounting tutors. Students may not enter without being accompanied by a tutor. 8) Skills Lab Computer Center The Skills Lab Computer Center (LRC 258) is located in the open area on the second floor, across from the LRC and next to the Language Lab computers. Students seeking computer access should be directed to the Skills Lab Computer Center, not the LRC Computer Lab.

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TERMS OF EMPLOYMENT

Employment Status All tutors are hourly, as needed. This means that they are hired on an as needed basis without guaranteed rights of employment. Hours of Work Under the Tutorial Services provisions, no tutor may work or be paid for more than:

a. 8 hours per day b. 19 hours per week c. 5 days per week

You are required to work during your regularly scheduled hours. Tutors who miss their scheduled time are not allowed to “make up” the time on another day. If a tutor is sick or has a medical emergency, the tutor is responsible for notifying the front desk staff by contacting 949-582-4519. Please arrive on time for your tutoring sessions, and do not leave the tutoring center without notifying the front desk staff. Excessive absences, tardiness, or falsely documenting your work hours may lead to suspension and/or termination.

Log In/Out Process (***Process will change with Workday) Before and after each scheduled paid work shift, you will be required to log in and out on the Paid Tutor Log Sheet at the front desk of LRC 212. If you accidentally forget to log in or out, immediately contact the director or one of the Tutorial Specialists to initial your time in/out. You will not be paid for any unauthorized time.

Payroll As a tutor, you are paid in accordance to the district policy. Time cards are considered legal documents. Tutors are not eligible to accumulate overtime or work holidays.

Fall Reporting Periods Time cards Due Pay Date 08/15/17− 09/14/17 09/14/17 10/10/17 09/15/17−10/14/17 10/14/17 11/10/17 10/15/17−11/14/17 11/14/17 12/10/17 11/15/17−12/14/17 12/14/17 01/10/17

Spring Reporting Periods Time cards Due Pay Date

01/15/17− 02/14/17 02/14/17 03/10/17 02/15/17−03/14/17 03/14/17 04/10/17 03/15/17−04/14/17 04/14/17 05/10/17 04/15/17−05/14/17 05/14/17 06/10/17 05/14/17- 06/14/17 06/14/17 07/10/17

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WORKDAY & EIS

Workday Login: staff username (ex: hpotter) Password: the last 4 digits of your SSN + two zeroes (ex: 123400) Workday can be accessed in the following ways:

a. https://wd5.myworkday.com/socccd/login.flex b. From your staff MySite > My Work > Employee Services > Workday c. From http://www.socccd.edu/ > Workday Login

Using Workday Timesheets 1. ***TBD Find your employee ID # 1. Select “Personal Information”

(business card icon) 2. Under View menu, select “About Me” 3. See under “Job Details” 4. Find 6 digit employee ID #

Request Time Off 1. Select “Time Off” (luggage icon) 2. Under Request menu, select “Time Off” 3. Select day on the calendar 4. At bottom of page, select “1 Day –

Request Time Off” (green box) 5. Type, choose “California Sick” 6. Daily Quantity, enter hours to use 7. Reason, choose option 8. Comment, optional 9. “Submit”

Employee Information System – EIS Register for account: Employee ID: 9600 + 6 digit employee ID # (ex: 9600123456) Login, password, and security images are up to you https://employee.ocde.us Online Pay Stubs and W-2 information 1. Login 2. Navigate to appropriate tab

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TUTORING CENTER RULES Breaks You are allowed a 15 minute paid break during a four hour shift and a 30 minute unpaid lunch/dinner break after five hours of continuous work. Notify the front desk staff and the Tutorial Specialist on duty when you take your breaks. The 30 minute unpaid break must be noted on your timesheet. Break Room Rules There is a tutor break room (LRC 225) with a refrigerator, microwave, and water dispenser. Break room rules are as follows: 1. Only tutors are allowed in the break room. No guests, students, or study groups. 2. Please keep the area clean, including the microwave, table, and water dispenser. This is

your job, not the job of a staff member. 3. Food containers must be removed by Friday afternoon, or they will be discarded. Using the LRC as a Student As a student, you cannot receive tutoring during your work hours. Register for supervised tutoring (Tutoring 300) and follow the same guidelines required for all students. Personal Phone Calls/Texting Tutors are prohibited from making personal phone calls or texting during their work shift. All cell phones should be silenced. Selling of Services Under no circumstances should a tutor solicit business or the selling of services while in the LRC Tutoring Center. Such activities can and will lead to suspension and/or termination.

Communication Tools Name Tag: Every tutor must wear a name tag while tutoring on the floor. Email: As an employee of Saddleback College, you receive a staff email. Check your

saddleback.edu email regularly or make sure the front desk has your preferred email. Mailbox Cubby: Every tutor has a mailbox cubby in the break room. White Board: Important announcements will be posted on the board in the break room. Confidentiality Due to the nature of your work, you may be exposed to confidential information. Disclosing educational information and records and is a violation of FERPA. Never volunteer telephone numbers, addresses, personnel information, grades, etc. regarding any of your students, coworkers, or management. Any requests for confidential information should be forwarded to the director or the Tutorial Specialists. Parking All tutors are eligible to purchase a parking permit through MySite.

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FACULTY INVOLVEMENT AND RESPONSIBILITY

Campus-wide involvement of faculty members is key to the success of our tutorial services. Their involvement includes recommending tutors and students to the program, providing resource materials, assisting in tutor training, and evaluating and revising program procedures. During regular business hours, the LRC has Faculty Tutorial Specialists in the Center to support tutors and to assist with the learning needs of our students.

OPEN COMMUNICATION

It is our sincere belief that open communication is essential to well-being. We encourage you to bring concerns to the director, the Tutorial Specialists, or any other staff member. The College realizes there issues that cannot be resolved between an employee and management. You are encouraged to contact Marina Aminy, Dean of Online Education and Learning Resources, or District Human Resources without fear of retaliation.

BASIC TUTORING PROCEDURES

In order to receive free tutoring through the Tutoring Center, a student must: be registered through MySite for Supervised Tutoring (TU300), a zero unit “class” request help only for classes in which they are currently enrolled log in and out for each session on the computers at the front desk

For English/Humanities Appointments The tutor is seated at a table with their name card displayed. LRC staff will help direct scheduled students to your table. The LRC has a “hands-off” policy for writing tutoring, meaning that the tutors should not be making edits or re-writes for the student. A Client Report Form should be completed for all appointments. For Math/Science Drop-ins Students check in to the Tutoring Center, take a seat at the appropriate table, and wait to be assisted. If your tutoring area is busy, try not to spend too much time with one student. Be sure to walk around your tutoring area and ask students if they need any help. As new students come, acknowledge their presence and make them feel welcome. For Online Tutoring – ConexED/Cranium Cafe Online tutors must work from the LRC Computer Lab or a Microsoft Surface. Check your staff email for appointments. Class Credit – “yellow cards” The Client Report Form replaces the need for yellow cards.

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IN-PERSON TUTORING BEST PRACTICES

Socratic Tutoring Incorporate Socratic, inquiry-based methods into the tutoring session. The LRC has a “hands-off” policy, which means that tutors may not write or make comments directly on a student’s paper. Instead of explaining or re-teaching the material, ask directed questions to test a student’s understanding and guide them toward a solution. Tutoring Session Guidelines

1. Greet the student and introduce yourself 2. Check the appointment form and/or ask the student what they’re working on 3. Start with what the student knows 4. Have conversation about expectations

a. What can be accomplished in this session b. Roles of tutor and student c. Clarify LRC rules if necessary

5. Identify areas of confusion 6. Provide assistance using Socratic inquiry 7. Let student lead the discussion 8. Check for understanding 9. Help connect to similar problems, generate new ideas, see bigger picture 10. Complete Client Report Form

Empathy The key to being understood is to first seek to understand. It is best to assume good intent on the student’s behalf and remember the ways in which they might be different from you. Students who come to the center might be:

Unfamiliar with American norms An English language learner Lacking certain study skills or habits Dealing with issues related to disabilities or mental health Struggling with personal or financial issues

Difficult Situations Difficult situations might arise in the center. It is important that tutors feel comfortable and safe. If there is a situation you feel unable to control, contact the director or a Faculty Tutorial Specialist immediately. Remember!

Encourage note-taking. You’re not expected to know everything. The person doing the talking is the person doing the learning!

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ONLINE TUTORING BEST PRACTICES

ConexED & Cranium Cafe Overview ConexED is an online platform that allows students to schedule appointments, upload documents, send messages, and “meet” tutors online. These “meetings” take place in Cranium Cafe (similar to Skype). Online Tutoring Appointments When a student makes an appointment for Cranium Cafe, both the student and the selected tutor will receive a notification email. All tutor emails will be sent to your Saddleback staff account. You don’t need to read or respond to the notification email. A reminder email will be sent 5 minutes before the meeting. Use the link in that email to enter the online meeting, or join from within the ConexED site. Treat online appointments like regular tutoring sessions, using Socratic inquiry methods. Refer to guidelines for in-person tutoring best practices. ConexED uses its own intake form and after session form. Tech and Troubleshooting

Use Chrome. If your default browser is different, you’ll need to copy and paste the meeting links into Chrome.

Tutors will need headphones with mics and must enable their webcam. After enabling these features in Chrome, you must close and re-open the window.

Use the chat feature to help troubleshoot if the student’s sound isn’t working. Online Paper Review Online Paper Review allows students to upload an essay through Cranium Cafe and receive written feedback from tutors. This is not a tutoring appointment. Instead, students "reserve" time for their paper to be reviewed. There is a single “Paper Review” ConexED account that students submit to. Online English tutors are scheduled to cover that account at various times throughout the week. Reviewed papers are emailed back to the student using the Paper Review gmail account. Paper Review Guidelines

1. Log into ConexED using the Paper Review ConexED account 2. Student Check-in; look over intake form 3. Download and open paper 4. Read through, adding bubble comments only

a. Do not type or delete anything within the paper itself b. Add a longer comment at the end summarizing good and weak aspects

5. Log into Gmail using the Paper Review gmail account 6. Email reviewed paper back to student 7. Complete ConexED Staff Review Form (w/ Notes and Reason Codes) 8. Student Check-out

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EMBEDDED TUTORING BEST PRACTICES

Embedded Tutoring Overview In collaboration with the LRC Tutoring Center and various academic departments, there are now opportunities for faculty members to host embedded tutors in their courses. The instructor makes a request by submitting the Embedded Tutor Request form to the Director of Learning Assistance. Requests are approved based on funding. The tutor, selected by the professor, attends up to three hours of course meetings per week and may provide tutoring in the Center for up to another seven hours. The tutor’s schedule is worked out between the instructor, tutor, and the Center. Instructors encourage their students to sign up for tutoring in the first week of school by enrolling in TU 300. Benefits to Students

The tutor works with students to help them better understand and meet their instructor’s expectations and assignments.

The tutor is an intermediary for students, voicing concerns and ideas to the instructor based on student feedback.

As the face of tutoring for an entire course, the tutor serves as an ambassador for the center, helping to register students for tutoring and sharing opportunities for additional support and workshops.

Guidelines for Instructors

Do ask embedded tutors to work with individuals or small groups on targeted activities, including going over an assignment, reviewing a key lesson or skill, and preparing for exams.

Do ask embedded tutors to help your students understand lessons and give feedback when students are struggling with a particular skill or assignment.

Do not utilize embedded tutors as "teaching assistants.” TAs have different roles in classes and are paid differently. Therefore, do not ask them to prep lessons, teach, or assign grades.

Do not ask embedded tutors to pick up items, run errands, or photocopy materials. (Faculty are encouraged to use their discretion.)

Guidelines for Embedded Tutors Do follow the same “hands-off” rules as tutors in the LRC. Help students

understand materials, but don't do the work for them. Do optimize classroom learning by working with individuals and small groups,

including going over an assignment, reviewing a key lesson or skill, and preparing for exams.

Do take on an advocacy and intermediary role with students. Your presence in the classroom enables students to better understand their instructor and the lessons.

Do remember your role as an ambassador for the Tutoring Center. Students feel more comfortable going to the Tutoring Center when there are familiar faces.

Do not grade assignments, prepare lessons, take on any teaching responsibilities, run errands or make copies. You are an embedded tutor, not a teaching assistant.

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Helpful Tips and Reminders The tutor should sit in the periphery of the classroom (at the side or at the back) so

that they can leave early if needed, walk around to help students, etc. Include the tutor’s in-class and LRC schedule in the syllabus and course website. Instructors and tutors should establish a mode of contact. Tutors should give notice

when they need to miss lecture or are unavailable on certain dates. Instructors should have a plan for how to incorporate the embedded tutor into their

class meetings. Tutors and instructors should work together and make adjustments throughout the semester to best take advantage of the tutor’s skills.

Remember that tutors are there to make students feel more comfortable with tutoring and with the idea of visiting the LRC for help!

If you have any questions or concerns, please contact the Tutoring Center director.

For every pay period, the embedded tutor completes this tracking sheet with their in-classroom hours. Instructors must verify the hours and sign.

For every pay period, the embedded tutor tracks how many students visit during LRC hours.

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TIPS FOR ALL TUTORS

POSITIVE FEEDBACK. Focus on what the student is doing right. Help students recognize

their strong points and work on weak areas. Be honest, but also be encouraging!

CHECK CLASS NOTES. Many students have difficulty in school because they do not take comprehensive notes. Work with the student on study skills techniques like effective note-taking, reading the syllabus, and how to stay organized.

ENCOURAGE CONVERSATION. Conversation builds self-confidence and enhances

learning. The tutor should only be talking about 25% of the time.

TEACH INDEPENDENCE. Help the student become an independent learner. Don’t teach them how to do one kind of problem. Give students the general skills to tackle difficult problems and break down assignments into manageable pieces. A tutor’s goal is, in a way, to make themselves unnecessary.

RECOGNIZE DIFFERENT LEARNING STYLES. What makes sense for you will not

necessarily work for others. Auditory, visual, and kinesthetic learners all have different strengths and require different approaches.

BE PROFESSIONAL. Tutors are paid employees and therefore represent the LRC. You are expected to know and follow the rules of the LRC and Saddleback College. Do not engage in behavior that would be inappropriate in other jobs.

PROFESSIONAL DEVELOPMENT AND EVALUATION

All tutors are required to participate in an orientation program prior to working with students as well as professional development throughout the year. Professional Development Professional development covers subject-specific tutoring strategies, mentorship and skills for success, and information about the student population. Tutors are required to attend all mandatory trainings and at least two specialized professional development sessions per semester. The schedule and sign-up list for professional development meetings are available on the Tutor Resources & PD webpage. Evaluation Tutors are evaluated on a regular basis throughout the semester. These evaluations may be based upon both formal and informal observations by the Tutorial Specialists and support staff, comments from the faculty members and students, and a program evaluation administered once a semester. Tutors will continuously receive input on their performance and guidance when necessary.