teaching readingBe a Tutor at the CTL Clinic!

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Advanced undergraduate and graduate students from the College of Education at the University of Oregon are encouraged to apply to tutor a struggling learner at the CTL Clinic. Tutors will gain valuable experience planning and delivering research-based reading or math instruction to struggling learners, monitoring their academic progress, and writing weekly progress reports and a summary report to parents. The clinic is a great site to complete field experience hours. Tutors can expect to spend 4 hours per week to earn 1 credit at the clinic. Of those four hours, tutors will work face-to-face with an assigned individual or group of students for two 50-minute sessions a week. The remaining time will be dedicated to lesson preparation, data summary for parents, and ongoing feedback/training sessions with an assigned supervisor. U of O students who wish to work more hours at the clinic (e.g. 6-7 hours a week for 2 credits) can be assigned to tutor for two hours 2 days per week or one hour 4 days per week. Tutors may apply for a single term or tutor for multiple terms.

Tutor Training:

Tutors will receive all training from CTL Clinic staff. Training consists of an initial training during the first two weeks of each academic term and one-hour ongoing training sessions for the remaining weeks of the term. Each tutor will be supervised by a clinic staff member. The assigned supervisor will work closely with the tutor, observing instruction and providing feedback and practice sessions.

Tutor Expectations:

  1. Tutor an assigned group of students for 50-minute sessions twice per week (or four times per week if preferred) during the course of a 10-week University of Oregon term.
  2. Participate in one or more initial training sessions led by CTL Clinic staff prior to tutoring students. This session will be held the first or second week of each academic term.
  3. Plan lessons for the tutoring sessions. Submit a lesson map for each week of tutoring to assigned clinic supervisor for review.
  4. Arrive at least 15 minutes prior to tutoring session to gather materials and prepare for the student’s arrival. This time should be allotted in addition to lesson preparation time.
  5. Monitor student progress by administering in-program assessments. Review out-of-program progress monitoring data. Use data to support adjustments to instruction.
  6. Allow regular observations of tutoring sessions by supervisors and/or parents. At times, sessions may be videotaped for future viewing. Tutors will debrief with the supervisor after observations.
  7. Complete regular Parent Reports to update parents on student progress and provide specific suggestions for home activities to reinforce skills taught in the tutoring sessions. Touch base with parents in person before and/or after sessions.
  8. Meet with clinic staff and other tutors for weekly 1-hour training/group supervision sessions.
  9. Update records in a group data binder following each session, including logging attendance for students in the group, documenting lesson progress, and recording results from any in-program assessments administered.
  10. At the end of the term, write a brief summary report (2-3 pages) documenting assigned group’s entry-level skills, intervention provided, and progress made.
  11. Wear a College of Education ID Badge obtained through the COE at all times while in the clinic. Students who have not been admitted to the College of Education are required to complete a background check and wear a Reading Clinic ID Badge.