heaping
tutors
with
praise
and
congratulatory
certificates.
A
state
university
paid
its
work
study
tutors
the
prevailing
wage
of
the
largest
college
employer
in
the
area—the
United
Parcel
Service
(UPS).
Furthermore,
for
all
the
programs,
the
special
mentoring
relationship
developed
inherently
through
one-‐on-‐one
tutoring
and
the
social
value
of
helping
at-‐risk
students
served
as
intrinsic
rewards.
Expectations,
Curriculum,
and
Training
The
various
programs
differed
considerably
in
their
expectations
of
what
uncertificated
tutors
could
accomplish.
In
most
cases,
the
quantity
and
quality
of
training
was
commensurate
with
the
quantity
and
complexity
of
material
the
tutors
were
supposed
to
convey
in
one
lesson.
A
couple
of
others
seemed
to
be
expecting
too
much
for
the
quantity
of
training
given
their
tutors.
For
example
some
of
the
word
study
lessons
were
overly
complicated
and
expected
tutors
to
catch
nuances
in
student
usage.
Both
community
action
agencies
conducted
their
own
training
in
appropriate
behavior
for
public
service
work
and
monitored
said
behavior.
Then
both
agencies
relied
on
the
sub-‐contracting
school
or
agency
to
train
the
students
how
to
perform
their
tutoring
duties
for
the
various
in-‐school
or
after-‐school
tutoring
programs
that
focused
on
reading,
math,
and/or
homework.
Nevertheless,
the
directors
of
both
community
action
agencies
weren’t
laissez-‐faire
with
their
charges
once
their
in-‐house
training
was
completed;
both
monitored
their
charges’
off-‐site
behavior
as
well
as
their
training,
supervision,
and
job
description
to
ensure
that
not
only
were
their
charges
upholding
the
standards
of
their
sponsoring
agency,
but
that
their
charges
were
getting
the
leadership-‐building
experiences
they
had
signed
on
to
receive.
For
example,
one
program
director
pulled
his
members
from
a
job
site
and
reassigned
them
to
a
different
subcontractor
after
he
discovered
that
a
school
principal
was
diverting
tutors
to
help
with
bus
and
lunch
duty.
The
other
director
pulled
tutors
from
a
sub-‐contracting
agency
when
he
saw
that
the
on-‐site
director
couldn’t
maintain
the
discipline
of
the
tutees.
One
of
the
community
college
America
Reads
programs
relied
upon
honor
society
inductees
to
volunteer
to
tutor
area
elementary
school
students.
The
tutors
were
given
only
three
hours
of