Tutor Student(s) Spotlight: Paul, Jaylan, and Jaila!

This month, our second Tutor Student(s) Spotlight features Paul from MCPHS and Jaylan and Jaila, two 6th grade students from the Tobin School Program! These three have made so much progress with multiplying and dividing this semester that we decided to ask them about their experiences so far: 

Paul (Tutor)

What have you learned from your students in tutorial?

Jaylan and Jaila have taught me different ways to do multiplication, ways I have never tried before.

What do you like most about tutorial?

I like learning about my students – from little hobbies they do to what they want to do in the future.

Have your students ever done anything creative or really funny? What was it?

Jaila once drew a graphic of her name on a whiteboard, it was really good! Jaylan showed me he can write his name in script.

What else would you like people to know about your students?

Jaila is a great writer, she is able to learn early quickly once she has something down. Jaylan is also a hard worker, and he has made great progress since the beginning.

I wouldn’t have been able to do so much this semester if Jaylan and Jaila weren’t such great students/people.

Jaylan and Jaila (Students)

What did you think when you first met your tutor? How did you feel? 

Jaylan: I was surprised and happy that I had a tutor.

Jaila: The first thing I thought about my tutor is, “I know he is going to be a good tutor.”

What is one thing you like about your tutor?

Jaylan: He is always positive and understandable.

Jaila: What I like about my tutor is [that] he is patient with us. And, he gives me a lot of help with what I need to learn.

Tell me at least one thing your tutor has taught you.

Jaylan: How to turn 3/6 to a decimal. He also [taught] me how to divide better.

Jaila: He has taught me how to do long division. He taught me a way I never knew how to do, and he also taught me division because I used to not know how to do it.

Would you recommend tutorial to any of your friends? 

Jaylan: Yes – all because he is such a good tutor.

Jaila: Yes, because the tutors here are really good with tutoring.

 

Tutor Student Spotlight: Shem and Frantzsen!

This month, our first Tutor Student Spotlight features Shem from Northeastern University and Frantzen from the MGH Youth Scholars Program! These two have learned so much from one another this semester that we decided to chat with them about their experiences so far: 

Shem (Tutor)

What have you learned from your student in tutorial?

Working with Frantzsen has taught me about the importance of communication, attentiveness, and dedication from both myself as a tutor and my student as a Scholar. Throughout various sessions, each one of these core concepts has demonstrated its impact in fostering an effective tutoring environment. Communication is a two-way street that took time to develop, but now allows us to share any thought processes and confusions that we might encounter during a particular exercise. I’ve also seen how attentiveness and dedication from both me and Frantzsen can lead to higher productivity and a greater motivation to dissect the material together.

What do you like most about tutorial?

One of my favorite things about tutoring is that it is a refreshing place away from the hustle and stress that university can sometimes bring. Being able to directly observe both short-term and long-term improvements in Frantzsen’s mathematical, analytical, and observational skills with reviews, lessons, and exams reminds me of the time and effort (both in the past and now) that I take to grasp a concept. When I see the lightbulb turn on in his head after explaining a problem to him a certain way, it is amazing to see a reaction of satisfaction and understanding – something that I can definitely sympathize with.

Has your student ever done anything creative or really funny? What was it?

There was a problem in the Show What You Know (SWYK) exams which was really simple (from Frantzsen’s perspective), so he quickly answered it and got it it wrong. It was a subtraction problem (something like 321-83) or similar to that. When I notified that he got it wrong after I finished grading his exam, he was in shock since he saw how easy it was compared to the other questions he got correct. I gave him another chance to correct it, but he couldn’t find what was wrong so I directed his eyes to the minus sign and he laughed. For some reason, he saw a plus sign both when doing the problem and when correcting it and was stupefied that he managed to get such a simple problem wrong.

What else would you like people to know about your student?

Frantzsen is not only dedicated and motivated at each session, but he holds amazing potential for learning with his desire to always learn. In our first tutorial session, I had Frantzsen complete a “Growth Mindset” quiz to test if he had a fixed or growth mindset and he essentially answered every question with a growth mindset point of view – that knowledge isn’t fixed but rather dynamic. Although sometimes quiet, he doesn’t shy away whenever approached with a new concept or a challenge. He is always willing to work on whatever exercise I decide for the day and he really has shown tremendous improvement that I think will only grow even more in the future.

Franzsen (Student)

What did you think when you first met your tutor? How did you feel? 

When I first met my tutor, I thought he was awesome and we got to know each other quickly.

What is one thing you like about your tutor?

One thing I like about my tutor is how we can relate on many things like forms of entertainment.

Tell me at least one thing your tutor has taught you.

One thing I remember my tutor teaching me is a shortcut when multiplying large numbers…the way he [showed me] is by first putting the bigger number and [then] start multiplying the bigger number by each place value of the smaller one.

Would you recommend tutorial to any of your friends? 

Yes I would because, even if you get everything the tutor went over, the tutor can help with whatever work you’re struggling with at school. Also, this program is a great use of time to get better at any [academically] related thing you want to improve on.

Staff Introductions: Our Associates

This week, Tutors for All would like you to meet our associates! Some of the youngest members of our team, these three work in different aspects to help us run efficiently and expand our impact. Get to know them:

Tell us a bit about yourself.

Corey: I am a Special Projects Associate with the organization. From day to day the job is usually full of surprises, mainly because the tasks I do vary regularly. I’m originally from Vermont, so living in Boston has been quite an experience! Right now I am in my second year at Northeastern University, studying Civil Engineering. My time as an intern with my high school’s athletic director really shaped my view on how important intricacies are to making things work both internally and externally. I draw parallels between that experience and the work I am doing now.

Lena: My name is Lena Umar and I am currently the Curriculum Associate for Tutors for All. I was born in Pakistan and migrated to the United States at the age of two and have been here ever since! I initially started with T4A as a tutor in the summer of 2016 at Codman Academy teaching math. Along with being the CA for this wonderful organization, I am attending Simmons College pursuing my BA in Public Health. I am in my final year and will be graduating in the spring! In addition, I am working as a clinical research intern at Joslin Diabetes researching a new drug to be put on the market. In my free time, I love to cook and bake pastries, read, watch movies and go hiking.

Jessica: My name is Jessica Chan I’m the Marketing Associate for T4A. I manage and post our social media accounts, create our marketing/newsletter emails, manage/produce website content, and help out with any communications tasks. I’m happy to say that this is my second year working with T4A as Marketing Associate! I’m a local from Foxboro, MA and am currently in my second year at Northeastern University studying Finance with a minor in journalism. I also work as a video production assistant for the Northeastern Athletics Department, with the ultimate goal of learning more about sideline reporting. My interests include listening to and creating music, watching sports, traveling, and volunteering!

What drew you to Tutors for All?

Corey: I wasn’t very familiar with Tutors for All before working here, but in doing research into the organization I found myself intrigued by the astounding results that have come because of the tutoring done at each program. After seeing that, I knew Tutors for All was a place I would be glad to work at.

Lena: Prior to joining Tutors for All, I was a tutor at the high school I attended. For a long time, I have loved teaching and mentoring students and when I saw the position open at T4A I knew I had to join!

Jessica: When searching for a work-study job my freshman year of college, I knew I wanted to do something that made an impact. Luckily, I came across T4A’s listing on my school’s student employment site and immediately jumped on it! I was so impressed by the organizations mission and results, and I had an interest in teaching/education and marketing/communications, so T4A was the perfect match.

What is the most rewarding part about working for T4A? What have you learned so far?

Corey: It’s very rewarding knowing that the work I am doing either leads to the programs being run more seamlessly, or alleviates the burden for other employees. I’ve learned a lot about how an organization has to be strong at its core in order for it to function on a wider scale, and Tutors for All is a shining example of that.

Lena: Watching a student grow overtime has been the most rewarding experience for me. To see them gain confidence in areas of improvement was such a joy to watch. In my time at T4A I have learned that patience is key when working with students. Not everyone learns at the same pace so it’s important to find a balance when working with multiple students!

Jessica: For me, there are actually two most rewarding parts of working for T4A. The first is being able to interact directly with our followers, partners, and friends. The community we have supporting us is amazing, and it’s been a wonderful experience to be on the front line of communication with such an active, tight-knit group. Secondly, being able to work with students and see their progress allows me to see the direct impact of our efforts – it’s fascinating! I’ve learned tons this year about nonprofit marketing.

What are you most looking forward to in your work with T4A in 2017-2018?

Corey: I am looking forward to becoming more involved and familiar with the planning and preparation that goes into running a tutoring program, and developing my skills with the technology that is used on a daily basis. Beyond that, learning more about the history of the organization is something I am looking forward to.

Lena: I look forward to building new relationships with my students and enhancing their growth and development. I also look forward to being their mentor and provide much guidance to them as I can as an educator.

Jessica: In the short term, I’m looking forward to getting the word out about our End of Year Appeal. The numbers we saw from Giving Tuesday alone were really encouraging, so I’m super excited to see what happens the rest of the year. Long term, I’m looking forward to getting back into tutoring and becoming more skilled at communications and marketing in the nonprofit sector!

What has been your most memorable T4A experience so far?

Corey: I recall being asked to carry the desserts to my first staff meeting, and being allowed first selection among all the employees of what I wanted. That was a very generous gesture by the staff who for the most part I did not know at that point.

Lena: My most memorable moment was when a student of mine wanted to solve questions with me on the board even after they finished their assigned packet. I felt so proud because this was a student who never wanted to attend tutorial and put in the work. However, overtime they showed how capable they were of learning the challenging material and wanted to further their knowledge in areas they struggled with. It was rewarding to see how much this student had grown over time.

Jessica: My most memorable T4A experience so far happened recently, when I checked on our donations for Giving Tuesday. I’d been pushing out messages via email and social media, but I didn’t know what to expect. After seeing that our donations had increased nearly 5x in such a short amount of time (basically overnight!), I felt so grateful for not only the outpouring of support we received, but also for the T4A team that worked so hard to get the appeal up and running.

What are your personal goals for the future?

Corey: My goals are to continue to pursue my education, and improve upon become a more well-rounded student. Working here has been a great way for me to learn skills that can be taken with me to use in in my own education.

Lena: In the future, I want to do help disadvantaged communities (both domestic and international) get better access to health care!

Jessica: Ultimately, my goals are to find stability through graduation and work, but also to make are that I leave time to be creative and serve those who may not have had the same opportunities I’ve had. Basically, I’m constantly working toward balance!

Is there anything else you’d like to include?

Corey: The staff has been very friendly and welcoming, not to mention helpful in answering any questions I have had. Great group of people!

Meet Our Coordinators: Kyle, Rachel, and Aaron!

This semester at Tutors for All has been busy as usual, but luckily we’ve had the support of outstanding new coordinators! All former tutors, these three have returned to T4A to help us continue our mission in new capacities. They recently had the chance to share a little bit about themselves and discuss what they’ve taken away so far:

From left: Kyle Bejnerowicz, Rachel Hemstock, Aaron Hume

Tell us about yourself.

Kyle: I am an opera singer! I have been a musician ever since I can remember. I have a bachelor of music in vocal performance from New England Conservatory, here in Boston. I have been lucky enough to travel to Europe several times to perform in operas in counties like Germany and Austria. Tutors For All grew my interest in education so much that I am now a master in education student at Northeastern; this is something I would have never guessed I would be interested in only a few years ago. As I study at Northeastern, I am a full-time student at New England Conservatory as a master of music candidate! BUSY!!!

Rachel: I am working as the Development Coordinator. In August, I completed my B.S. degree in Business Administration and Economics from Northeastern University. I am currently pursuing my M.S. in Finance from Northeastern. I’ve previously served with T4A as tutor and program coordinator. My professional experience includes working as a business analyst, financial analyst, and most recently in consulting. During my time as an undergrad, I was the Vice President of Philanthropy for my student organization where I developed all of our fundraising and service programming events.

Aaron: I am the Data and Technology Coordinator with Tutors for All, which means I administrate the website, I collect and analyze tutor/student statistics, and keep our technology running smoothly for the rest of our staff. I grew up just over the river in Cambridge, and after moving to New York for college – getting my B.A. in Math and Psychology at Columbia – I came back to my hometown to stay.

What drew you to Tutors for All?

Kyle: I was a huge math geek in high school. I remember I went to math-summer camp and took Algebra II the summer between sophomore and junior year. I eventually made the choice to go to a music conservatory; this meant I wouldn’t take another math class or science class ever again in my college studies. Tutors For All was a great chance for me to use my math-brain and to give share my enthusiasm about this kind of work with the students!

Rachel: When I first started with Tutors for All, I noticed the directimpact that our work was making. Iloved working with students to help them realize their full potential and knew that coming back to the organization in a different capacity would allow me to help the organization excel in a different way. Tutors for All is an organization that makes a big impact in lives of our own City’s youth, and I’m excited to be a part of that impact.

Aaron: I’ve worked with Tutors for All over the summer term in college, and I loved the experience of making such close connections with my students. More recently, I was looking for a bridge to gain experience in statistics before going on to grad school, and the opportunity to come back to T4A fell into my lap. I realized what a great chance this was with a wonderful organization, so I didn’t think twice.

What is the most rewarding part about working for T4A? What have you learned so far?

Kyle: The most rewarding part is watching the students grow more mature and become better behaved and motivated. Students always ask about college and traveling. I love seeing the students aspire to be something and aspire to go somewhere. All the students can do whatever they set their minds to; it is most rewarding when I see them want something and then achieve it.

Rachel: The most rewarding part about working with T4A is the ability to make a direct impact on the organization. So far, I’ve learned that there is so much more to learn about development!

Aaron: Tutoring with T4A, the most rewarding thing was working with a student on something they have given up on understanding, and finally reaching a moment of excitement when they realize they can do it. Now working in the data arena, the reward is in finding small tweaks to how we collect and use our data that should make the work we do stronger in the long term.

What are you most looking forward to in your work with T4A in 2017?

Kyle: My master of education degree has a concentration in higher education administration. I am looking forward to continue to learn more, from Mark and all the other T4A staff, how running an educational business like this one works. I am becoming more and more organized each day and each project I undertake.

Rachel: I’m most excited to host our fundraising events in the Spring. It will give me a chance to meet and connect with everyone who’s been a part of helping T4A be successful in making a difference in our student’s lives!

Aaron: I’m looking forward to further developing my website management skill. With such a small team at T4A, there may not be anyone to fill in my lack of experience with web design, so I’m excited to figure out firsthand how to keep things running smoothly on the back end!

What has been your most memorable T4A experience so far?

Kyle: One time at Codman Academy, we were short tutors for a tutorial session. I had to tutor 6 students by myself. I felt like I had ran a marathon after. My whole body was sore and my brain was fried. It amazed me how a great teacher will go out there 180 times a year and expertly conduct a new lesson plan each day.

Rachel: Recently, I attended a talk on the current state of STEM education. As the panelists spoke about the inequality faced by Boston’s students, I immediately felt so proud and humbled to be a part of an organization that has not only recognized this injustice for years, but has also been working effortlessly to give all of our kids equal opportunity and bridge the achievement gap.

Aaron: Most memorable for me has been running interviews with new prospective tutors, and seeing the same excitement to make a difference for young people that I felt in the same position. I’ve gotten to share my story and hear theirs, and feel like a part of a much larger cycle of both teaching and learning collaboratively.

What are your personal goals for the future?

Kyle: As a musician, my overall-main goal for the future is to be in the higher-administration of a music school. I wish to continue to perform music, continue to write music and study it; while working with other musical-educators to foster a strong musical community at a school like my current home, NEC.

Rachel: On the far horizon, my personal goal is to eventually go back to school and study public policy, so that I can find ways to be a part of long lasting change in our communities.

Aaron: My goals are to go to a graduate school for mathematics or statistics in the area, and then apply a greater statistical skillset to working for nonprofits in the future.

Any other thoughts?

Kyle: Tutors For All is a great family, and has helped me find what my true interests are! For such a small organization, we leave a HUGE impact!

Aaron: I’m just excited to be a member of the team and to work with my colleagues in supporting the academic and professional growth of students and tutors alike.

Fall Preview: Codman Academy

Fall tutorial is well under way, and this week we’d like to share with you a bit about one of our programs: Codman Academy.

We are so looking forward to the results of this program that we want to take you on the journey with us! Read about how this program exemplifies some of our elements of effective tutorial and check back at the end of the semester for an update.

Program History

Codman and Tutors for all have been partnered since 2008 (almost 10 years!), primarily running tutorial for 9th and 10th graders in preparation for the 10th grade MCAS exam.

We have also offered math tutorial to the 5th and 6th grade in years past. Before Fall 2017, Codman tutorial at the high school used to take place on Saturdays (10th grade in the morning, 9th grade in the afternoon).

This Semester

Unlike in the past, T4A runs weekday and in-school programming at Codman this semester, supporting 41 students total in the 9th and 10th grade through two separate sessions! Here are some concrete ways you can see our elements of effective tutorial being put into place: 

High Quality Oversight

  •  Our Lead Tutor for Monday/Wednesday is Axel Garcia, an MIT graduate student who also helps to coordinate our administrative duties over the course of the week. 
  •  Christina Schempf, a New England Conservatory graduate student, is our Lead Tutor for Tuesday/Thursday.

Professionalization of Tutors 

  • Tutorial itself runs for an hour, with the remaining time devoted to lesson planning/reflection, individual development, and tutor assistance in Codman classrooms.
  • All tutors have undergone extensive training and are expected to continually perfect their practice. We are invested in developing tutors as thoughtful and skilled educators who feel confident in their ability to deliver content, and we strive to offer them professional support as well as opportunities to give feedback.

1:1 or 1:2 Ratios

  • We have 17 tutors serving at Codman, most of whom tutor twice a week, keeping the tutor-student ratio low!

Balanced Collaboration and Autonomy 

  • Our Curriculum Associate, Lena Umar, is currently updating the 10th Grade MCAS curriculum this emester. These new packets focus primarily on updating the passages and problems to match the MCAS framework, as well as giving the lesson a structure that allows students to gradually progress from instruction to independent work.
  • The humanities curriculum is being created/updated by Sahar Hakim, Codman’s Program Manager. Half the lesson is devoted to Independent Reading and responses, and the other half of the lesson is Direct Instruction. This allows students to take what they’ve learned at school and bring it to tutorial (and vice versa), creating a cohesive experience between partners and T4A’s programs. 

Regular Assessment and Progress Monitoring

  • Diagnostic testing for math and ELA just wrapped up, and there’s plenty of room to grow on all fronts. We expect to see lots of progress from these fantastic students at the end of the semester on their final assessments!

Thoughts from the Coordinator

“I think there are two or three things I’m most looking forward to at Codman. Like every year, I look forward to forging relationships with the students so that tutorial becomes a productive and welcoming space for them. I also look forward to working directly with Codman teachers and other staff to ensure effective use of class and tutorial time, which I only did minimally as a Program Coordinator. I hope whatever influence I have is only positive!” – Sahar Hakim

 

Introducing Our New Program Managers, Carra and Sahar!

As the school year gets into full swing, we at Tutors for All would like you to meet two new members of our team: Carra Fraker and Sahar Hakim! They’ve been doing terrific work this past month to help students and tutors start strong.

We recently had the chance to chat with Carra and Sahar about their backgrounds and experiences so far with T4A.

Tell us a bit about yourself.
William Tangorra PhotographyCarra: I’m the newest Program Manager at T4A, and I’m working for the Boston Green Academy program. I’ll also be focusing on some curriculum development and grantwriting. Before working for T4A, I was an ELA teacher at a large public suburban high school, and I loved it, but I decided that it was time for a career change that would expand my impact. I have a B.A. and an M.Ed from Boston College.

Sahar: I’m the Program Manager at Codman Academy as wellSahar Hakim headshot
as the Marketing Manager at T4A. I’ve been in Boston my whole life—I received a B.A. in English from Simmons College, and after an editorial internship at Beacon Press, I applied for and received an M.A. in Publishing and Writing from Emerson College. All throughout my school career, I have been a tutor in some way, shape or form (though usually as a language tutor), and spent a few years as a private tutor in Arabic and Qur’an studies for young children.

What drew you to Tutors for All?

Carra: I believe education is the greatest tool for social justice, and I felt drawn to T4A’s mission and its roots. There are plenty of organizations that are doing their part in addressing the achievement gap, but it seems to me that Tutors for All is one of the most student-centered. I also love having the opportunity to work with students at the K-12 level and at the college and graduate school level.

Sahar: I discovered Tutors for All during my sophomore year at Simmons, and tutored at the Prospect Hill Academy and MGH Programs during the summer of 2011. I really enjoyed the ways in which I could work on my own and reflect as part of a team. Later, when I joined as a Program Coordinator, I realized that so much of what I stand for involves working between “at the forefront” and “behind the scenes,” along with establishing and strengthening relationships outside of an academic mindset. So I try to implement that at every program where I work.

What is the most rewarding part about working for T4A? What have you learned so far?

Carra: I’ve done nothing but learn so far! It’s such a pleasure to be with like-minded and hard-working colleagues who are eager to help me learn and grow into this new position. I think the most rewarding thing will be watching students become more confident in their abilities while simultaneously watching tutors, who are of course also students, gain a new skill set and grow in their professionalism. T4A really serves both groups.

Sahar: The most rewarding part is definitely relationship-building with students. It’s a process and a balance that’s renewed every year, but I’ve learned that even stopping a student to say hello and ask how they’re doing is more effective than immediately asking for a hall pass. The more you engage positively with a student, the more you’re likely to have an impact on them, and vice versa. Sometimes, students may come up to me and show me something they’ve learned, or ask to bring home an assessment they’re proud of, and encouraging them in that way is always rewarding to me.

What are you most looking forward to in your work with T4A in 2017-2018?

Carra: I’m looking forward to learning more about grantwriting–that is a new area for me!

Sahar: Currently, I’m looking forward to the prospect of Codman being a weekday program. In my experience as a Coordinator, Codman was exclusively a Saturday program, but I think being on campus Monday through Thursday gives me and the tutors a better opportunity to integrate ourselves into the school’s environment and community, and to meet more closely with students and teachers! I’m also looking forward to having a heavier hand in the way of marketing and social media; it lets me apply a lot of what I learned in the way of publishing in ways I never thought I’d be able to.

What has been your most memorable T4A experience so far?

Carra: On my very first day, our Special Projects Associate Kyle rollerbladed into the office to deliver baked goods. I thought to myself, “I think I’m going to be very happy here…”

Sahar: There was a time last fall when I was visiting Codman to do some inventory for the upcoming program, and as I was leaving, I happened to run into one of our students from last year. His reaction, and how happy he was to see me still working as part of the Codman community, really sticks out to me.

What are your personal goals for the future?

Carra: I’m eager to grow into new leadership roles. One of the reasons I left the classroom (which was a very difficult choice, by the way) was because I felt I was ready for new challenges, but I also felt that getting my administrative license and becoming a principal wasn’t the right path for me. I think T4A is a unique organization with a great deal of potential, and I’m so happy to be a part of its future.

Sahar: I think my current goal is to continue to establish myself as a member of the school communities where I work. In the meantime, I’ve always wanted to write a book, or be published in some way. I have ideas—it’s just a matter of getting them down on paper.

Meet Our New Staff: Ben and Irina!

This new year at Tutors for All has brought some terrific new staff, including our newest Program Managers, Ben Cottingham and Irina Uk!  We recently had the opportunity to chat with Ben and Irina about their backgrounds, what brought them to T4A, and what they have taken away from their work so far.

1. Tell us a bit about yourself. 

4208283611782924926?account_id=2Ben: I am a Program Manager for Boston Green Academy and Boston International Newcomers Academy. Before coming across Tutors for All, I was a Curriculum Writer for the Oklahoma State Department of Education and served as a Corps Member for Teach for America in Oklahoma City. I graduated from the University of North Carolina, Chapel Hill, near my hometown of Hendersonville, NC. When I have free time, I enjoy activities such as traveling, mountain biking, snowboarding, and playing soccer.

Irina: I am the Program Manager at the Tobin School. Prior to working at Tutors for All, I taught high school mathematics and led a Precalculus course team in a Chicago charter school. I received my Ed.M. from the Harvard Graduate School of Education in Technology, Innovation and Education in 2013. After graduating, I explored my interest in leveraging technology to improve education by Irina Uk Feature Photodesigning learning technologies for companies such as HarvardX, CAST, IDC Herziliya’s Media Innovation Lab, Scholastic and Knewton. Now, I enjoy working in both education leadership and access roles, as well as designing code education programs. Besides managing a program at Tutors for All, I lead a Coding Club for kids through the Lesley STEAM Lab. In my free time, I enjoy creating digital art, and practicing martial arts and yoga.

2. What drew you to Tutors for All?

Ben: In my experience as an educator, I saw the transformative power tutorials and remediation had on student achievement. However, many educators are already overburdened with their multitude of other responsibilities and cannot successfully work one-on-one with students. Tutors for All ensures that high need students receive the additional attention they need to be successful, enabling teachers to focus on developing quality whole class instruction.

Irina: I liked the mission of Tutors for All. I wanted to help others inspire kids to love learning and to provide them with the tools they would not otherwise have access to.

3. What is the most rewarding part about working for T4A? What have you learned so far?

Ben: The most rewarding part is certainly watching the students grow and succeed. The growth of tutors as young professionals is remarkable as well. Their enthusiasm to become a part of the broader education movement is refreshing and renews our drive to continue the work we do at Tutors for All.

Irina: I love sharing ideas with other Program Managers- we learn from each other. I also love seeing tutors when they recognise what a large difference they have made in someone’s life.

4. What are you most looking forward to in your work with T4A in 2017?

Ben: I’m extremely excited to begin work as Program Manager at Codman Academy. The school has a reputation for providing exemplary educational opportunities and is currently our longest running program and I’m eager to begin working with their fantastic students and staff.

Irina: I am looking forward to growing the Tobin program. I know my team has the potential to effect more change.

5. What has been your most memorable T4A experience so far?

Ben: At Boston International Newcomers Academy, many students are recent arrivals to the US and we were fortunate to have an alum from last year volunteer with us as a tutor. Seeing the impact she has coming back to help other students has been very impactful to students, teachers, and our program. Hopefully, she will inspire others to take up the same service in future years.

Irina: My most memorable experience was when a student who was apathetic to the program at the beginning said, “My tutor makes me smile.” And another said, “I low-key like tutors.” I thought to myself, what a huge difference we are making.

6. What are your goals for the future?

Ben: My immediate future plans involve attending one of several graduate programs in education leadership beginning in fall 2017. Ultimately, I would like to develop policy for the federal department of education or hold public office.

Irina: I want to continue to improve the ongoing PD program for the tutors, and also grow the Tobin program.

7. Did you make any new years resolutions? How are they going?

Ben: I want to improve my Spanish skills to where I can easily carry a conversation with native speakers. It’s going well so far, I’ve practiced for an hour each day with either a language learning software or a friend.

Irina: Several years ago, I made a resolution not to make resolutions. I have weekly goals that I try to meet. I think change happens in small increments. I try to focus on each day and make it as good as it could be.

Kudos to Our Fall 2016 Students and Tutors!

Last month, Tutors for All wrapped up six noteworthy programs (including a new partnership with Boston International Newcomers Academy)! This past semester in particular, there was an emphasis on student-driven learning and creating a synergistic environment between scholars and tutors. We’d like to share a bit about four of the programs, as well as some of the results!

MGHMassachusetts General Hospital’s Center for Community Health Improvement

The Masachusetts General Hospital Center for Community Health Improvement (MGH CCHI) and Tutors for All continued their partnership this Fall by offering academic support to 18 total scholars in 10th-12th grade. With the support of 15 coaches (tutors) from local colleges and universities, the Youth Scholars Program ran for 10 weeks and catered to all students, especially those who met a certain criteria based on assessments, GPA, and core class grades.

Each scholar received 120 minutes of academic support every session, and a collegiate academic environment was created, encouraging a scholar-driven learning approach. Overall, the vast majority of scholars indicated overwhelming satisfaction with their coaches, rating them a 4 or 5/5.

Students who received tutoring in reading gained an average of 1.2 years of skill over the ten week program; students who received math tutoring  gained an average of 1.93 years!

Many of the students expressed great appreciation for the support they received from their tutors over the course of the semester. One student in particular said, “Thanks for pushing me to believe that I can improve even when the world is moving faster than I can read.” 

 

Boston Green Academy BGA FALL 2016

T4A began its partnership with the Boston Green Academy in the fall of 2015, and this past semester transitioned to an in-school, pull out model to increase student attendance. Tutorial sessions took place during the school day, one group on Tuesday and the other on Thursday.

Twenty-one students enrolled in the program with the support of nine local tutors from Bostonian colleges and universities. Coaches were given a sequence of skills to cover with their students throughout the semester based on the four primary domains of the 10th grade MCAS Math exam.

About 90% of the students did as well as or better on the end assessment than they did on the first assessment, and about 60% of the total students showed significant improvements on the tests given to them at both the beginning and end of each tutorial session!

TOBINTobin K-8 School Program

Tutors for All began its partnership with the Tobin School in 2010 and has been working with students exclusively on math since 2012. This fall, 14 total students enrolled in the program which ran twice weekly for 80 minutes per session.

The framework for the program came from the JUMP math curriculum developed in Toronto, CA by John Mighton. Through this, students were allowed to work at their own pace, particularly when working one-on-one to learn basic numeracy concepts. As a result of the tutorial sessions, students who took several “Show What You Know” assessments at the end of each meeting showed a 26 percent improvement overall.

A consistent student recognition policy was put into place in which students tracked their own growth on charts and were given positive points by tutors. Additionally, awards were distributed to each participating student on the last day of the program

On the final survey, almost every student marked tutors in all categories as above or exceedingly above average. One participant discovered a passion for challenges, saying, “My favorite part is when I get a hard question. That is my favorite part.” 

Tutors also felt the impact of tutorial sessions, learning from their students in the process. At the end of the semester, one tutor discussed, “I think the biggest impact was explaining why it’s important to work hard and go to college.”

Boston International Newcomers Academy BINCA FALL 2016

This past semester, Tutors for All and the Boston International Newcomers Academy unveiled our first collaborative program ever! This program emphasized working with students within Boston International High School’s segment of the academy, providing in-classroom assistance to teachers with large classes

On several occasions, tutors with advanced skills in high-need languages were able to provide assistance in Newcomers Academy classes. In total, five T4A tutors offered support to a total of nine instructors in 20 different classes.

A massive thank you to all of our Fall 2016 tutors, and congratulations to their students!

Spring Report: SquashBusters

If you’ve been following Tutors for All for the past ten years, you’ve noticed that students participating in our partnership programs tend to gain about a year in math and literacy. This past spring semester one of our most recent programs, SquashBusters, concluded for the summer and we are thrilled to share with you our program results!

SquashBusters and T4A began their partnership the fall of 2015 by offering 8th graders academic support in math and literacy. Before initiating any tutorials, T4A conducts a set of preliminary exams that helps establish foundation for our students growth in math and literacy, which could then be measured later on with a final assessment. The GRADE tests students in reading comprehension and vocabulary, while the GMADE tests students in three areas; Concepts and Communications, Operations and Computation, and Processes and Applications. Students in the 8th grade are expected to have scores at 8.0 or above.

After reviewing the set of preliminary exams, the average score on the GMADE test was 6.73, with five out of 24 students scoring above grade level. The GRADE test results reflected a much higher proficiency rating, with 15 out of 25 students scoring at or above grade level and the average score being 9.59.

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Students were given the choice to pick the subject they wanted to study, regardless of their preliminary score. In just the first semester, there was an average .50 increase in test scores for students studying Math and an average 1.50 increase in test scores for students studying reading compared to their preliminary exam.

The second semester displayed an even more impressive growth. Students who took the GMADE test had an average increase of 1.05 and students who took the GRADE test had an average increase of 2.05 in their test scores.

The chart below displays the average test scores from students who continued in a particular subject throughout the year. As pictured below, the average growth overall for both exams increased making T4A extremely happy to see our mission come to life by bridging the gap one student at a time!

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In order to provide the most accurate data, we excluded
students who changed subjects during the spring semester
and also students who scored the maximum in each test.

Stay posted to see results from our other spring programs!

Victory is Ours!

It was 4:00pm, the sun was as resilient as ever, and Kickball for All was entering its Semi-Final Championship game. After a few rounds of elimination, only the Final Four would continue: Saved by the Ball, Team Big Green, Young Kickers (combination of Young Bloods + Just for Kicks) and #dabnation. As the teams gathered around and talked over strategies, the big question still remained, who would win it all?

Semi-Final Round 1: #dabnation v Young Kickers
13403841_1121390657926059_7406228577378445679_oThe score was tied and the end of the second round was approaching. The audience was on their feet, who would kick the winning point? Only one team would make it to the championship game and it all came down to a tie breaker rock, paper, scissors battle. Jordy Baez from #dabnation and Chris(not the correct name) from the Young Kickers approached each other at home base, both with a look of determination. Rock. Paper. Scissors. #Dabnations strategic move to play scissors took them to the championship game making this one of the most memorable wins in Kickball for All history!

Semi-Finals Roun2: Team Big Green v Saved by the Ball
It was the ultimate Tutors for All face-off. Stephanie Park vs Joseph Alvarez; could Tutors for All remain the same after this game? It was a close match. Both teams were determined to win. In the last stretch, Saved by the Ball kicks the winning ball, which sent them running into the Championship game.

Championship: #dabnation v Saved by the Ball13320736_1118129774918814_4614197738143973451_o
The moment we have all been waiting for: the Kickball for All Championship game. This was the moment every team had been training for. (Insert highlight of championship game here). Richard Wilson, captain of #dabnation, coached his team into victory. From the sidelines, he motivated them to keep pushing and their hard work paid off! Mark Destler was even made an honorary member of their team as he acted out their signature move, the dab. A picture is truly worth a thousand words.

13392187_1118129778252147_795189637847722141_oShout out to all the teams who came out to support such an amazing cause. We are all winners, we were able to surpass our goal of $15,000, raising enough money to provide more than 1,500 hours of tutoring to Boston Students. A thousands thanks to everyone, we hope to see you all again again next year at K4A 2017!