- To help adults develop and use reading, writing, and math skills to meet self-identified goals
Qualifications
- Mature demeanor (plus be over 20 years old or enrolled in college), respectful, empathetic, sense of humor
- Strong reading and writing skills and/or math skills
- Willing to explore ideas - make and question observations; open to learning - seek ways to assist learners based on these observations, engage learners in testing hypotheses to figure out what works best
- Dependable, truthful, prompt, organized, realistic expectations
- Flexible, friendly, patient, optimistic, sensitive, creative
- Ability to make observations, question these observations, seek ways to assist learners based on these observations, engage learners in testing hypotheses to figure out what works best
- Willingness to follow instructions, yet use initiative
- Maintain confidentiality about learners' lives and the work you are doing with them
- Successfully complete 6-hour Tutor/Volunteer Orientation, 14-hour Tutor/Volunteer Training Workshop ($35), & NRS training module. Submit appropriate documentation and demonstrate understanding of the content of each course.
- Attend in at least one state-sponsored workshop annually and other online trainings, as available. Submit appropriate documentation, highlighting information learned.
- Participate in 2-hour Tutor Talks (in-service trainings) four-five times annually.
- Volunteer for at least 2-3.5 hours per week for a minimum of twelve months (college students for a minimum of 2 hours per week for one semester) Specific days and times are based on each volunteer's availability. Note: Volunteers are welcome to take vacations, etc., throughout the year.
- Consult with our staff about any questions or concerns.
- Work with one or more adult learners face-to-face online or in the center's classroom space. Work with group curriculum or design lessons specific to individual or group of learners.
- Help learners accomplish their intellectual, academic, and career goals. Facilitate learners' exploration, experimentation, and articulation of the content and strategic behaviors they are building. Figure out best ways to encourage and support their progress.
- Record work done with individual learners in their work logs at the end of these sessions. Share content, methods, and results of instruction with staff following each lesson.
- Maintain a learning environment that is free of physical, sexual, and/or verbal abuse, with no touching. Respect learners' dignities. Accept learners without judgment. Keep information about learners in strict confidence. Not exploit anyone for profit or personal gain or use persuasion or coercion to influence anyone to adopt a personal, political, or religious belief.
Responsibilities -- Library Setting (This option is currently not available.)
- Work one-to-one with a specific individual -- twice weekly for a minimum of 90 minutes each time in a public place, such as a library. for a minimum of 12 months. (Separate sessions by at least one day. During periods of time when not available, leave learner with appropriate practice activities.)
- Design each 90-minute session in advance. Sessions should stay focused on learner’s intellectual, academic, and career goals, needs, and interests. Use appropriate real-world materials. Illustrate the how and why as well as the transfer of knowledge from you to the learner. Facilitate learner's exploration, experimentation, and articulation of the content and strategic behaviors they are building. Include home practice activities to be done between tutoring sessions.
- Submit information weekly -- lesson plans, hours (travel, preparation, and tutoring), and progress (e.g., title & pages of book read, description of tasks learner can now do independently). Share anecdotes which illustrate changes, successes, and concerns. Meet with staff monthly to evaluate and celebrate goal attainment.
- Maintain a learning environment that is free of physical, sexual, and/or verbal abuse, with no touching. Respect learners' dignities. Accept learners without judgment. Keep information about learners in strict confidence. Not exploit anyone for profit or personal gain or use persuasion or coercion to influence anyone to adopt a personal, political, or religious belief.
- An altered perception of the world
- Increase creative and problem-solving skills
- An enhanced understanding of the problems of illiteracy
- Greater understanding and appreciation of different values and lifestyles
- Gain strategies and methods for helping adults make sense of our print-oriented world
- Joy of watching adults grow, change, and become skilled and passionate learners
- Request recommendation letter for employment, higher education, etc., after volunteering consistently for two or more years
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Phone: 801/265-9081 Web: www.LiteracyActionCenter.org
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We serve English-speaking adults
in Salt Lake County and Davis County, Utah.
No person shall be denied services because of race, religion, color, sex, disability, age, or national origin.