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The oldest and largest professional association dedicated exclusively to tutoring.
The NTA Joins Seventy-Five Education Organizations Signing Letter Calling for Greater Teacher Diversity
Sent to Secretary Betsy DeVos and Leaders in Congress
Lakeland, FL – National Tutoring Association, the oldest and largest professional association dedicated exclusively to tutoring, has signed onto a letter, organized by the Association of American Educators Foundation, sent to Secretary of Education Betsy DeVos and leaders in Congress calling for their help in addressing the lack of teacher diversity in our nation’s classrooms. The letter, citing federal data and university studies, reports that 53 percent of public school students are children of color, while only 18 percent of teachers identify as a person of color. Studies reveal this disparity causes overall lower student achievement and outcomes, especially in populations of at-risk students and students of color.
The letter states, “We believe that increasing teacher diversity elevates the teaching profession and improves the lives and outcomes of all students,” and calls on all parties involved to play a role in addressing the problem. The letter volunteers the services of the undersigned organizations to help Congress and the Department of Education to determine how proposed regulations and legislation may increase or decrease teacher diversity.
More than seventy-five education organizations representing teachers, preservice teachers, school counselors, education staff, principals, superintendents, charter school leaders, education reformers, tutors, and teacher educators have signed the letter. The list of signatories includes United Negro College Fund, National Network of State Teachers of the Year, National Alliance for Public Charter Schools, Diverse Charter Schools Coalition, Educators Rising, Branch Alliance for Educator Diversity, The Fellowship for Black Male Educators, National Association for Multicultural Education, National Council for the Social Studies, National Association of Special Education Teachers, Organization of American Historians, International Literacy Association, American Association for Employment in Education, Association of Teacher Educators, American Association of Physics Teachers, Kappa Delta Pi, Thomas B. Fordham Institute, and Educators for Excellence.
The letter states, “We believe that increasing teacher diversity elevates the teaching profession and improves the lives and outcomes of all students,” and calls on all parties involved to play a role in addressing the problem. The letter volunteers the services of the undersigned organizations to help Congress and the Department of Education to determine how proposed regulations and legislation may increase or decrease teacher diversity.
More than seventy-five education organizations representing teachers, preservice teachers, school counselors, education staff, principals, superintendents, charter school leaders, education reformers, tutors, and teacher educators have signed the letter. The list of signatories includes United Negro College Fund, National Network of State Teachers of the Year, National Alliance for Public Charter Schools, Diverse Charter Schools Coalition, Educators Rising, Branch Alliance for Educator Diversity, The Fellowship for Black Male Educators, National Association for Multicultural Education, National Council for the Social Studies, National Association of Special Education Teachers, Organization of American Historians, International Literacy Association, American Association for Employment in Education, Association of Teacher Educators, American Association of Physics Teachers, Kappa Delta Pi, Thomas B. Fordham Institute, and Educators for Excellence.
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Colin Sharkey, Executive Director of AAE Foundation and organizer of the project, stated, “We believe the collective effort of these signatories and other organizations committed to this issue will lead to solutions improving pathways for the next generation of educators and addressing issues of morale, training, and support disproportionately impacting teachers of color but too commonplace for all teachers.”
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More information, including the full letter text, list of signatories, articles and studies cited in the letter, is available at aaeteachers.org/diversity.
Coming Soon – New Webinars!
The NTA board of directors is pleased to announce that we will soon be offering these exciting new webinars. Danny Rubin is an award-winning author and speaker trusted by students and working professionals for his practical advice on writing, networking and interpersonal skills, and Elena Garcia is a certified NTA tutor trainer who still manages to train students despite the tumultuous unrest in Venezuela.
"Creating Great Teams" with Dr. Carmen Wade
"Practical and Creative Ways To Promote Your Tutoring Business" with Stephanie Dunaieff
"Basic Tutor Training in Spanish" with Elena Garcia
"Creating Great Teams" with Dr. Carmen Wade
"Practical and Creative Ways To Promote Your Tutoring Business" with Stephanie Dunaieff
"Basic Tutor Training in Spanish" with Elena Garcia
Venezuela Update
Yesterday we still had no power for 3 days in a row at Just For Kids!!! We had our ESL classes in the playground!! Our schedule reduced to 2 hours of class per day! Taking one day at a time!! Somehow our teachers and students always have fun and keep a big smile on their faces!!! They are our heroes and keep us resisting and moving forward!! Great job!! Thank you Teachers!!!
- Elena Garcia
NTA Certified Tutor Trainer
- Elena Garcia
NTA Certified Tutor Trainer
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Training at Tusculum University
The NTA has trained thousands of tutors across the world. Whether you are an individual seeking to improve or begin your career in tutoring or a member of a collegial Student Success Center, we have several training solutions for you. The photo below is from a remote group training utilizing Webex. Our certified trainers can also train at your location or you can train using our number of recorded webinars. The NTA offers group and military rates, too! Contact our Executive Director for more info.
New Reading Tutor Webinars Now Available
Becoming a Reading Tutor
Facilitator: Dr. Bill Miklosey
$69.95 each
Click here for Reading Tutor certification requirements.
For bundle or group/district pricing, please contact Dr. Lucy Lapekas.
Facilitator: Dr. Bill Miklosey
$69.95 each
Click here for Reading Tutor certification requirements.
For bundle or group/district pricing, please contact Dr. Lucy Lapekas.
The NTA is proud to announce a newly specialized tutoring tract: Reading Tutor. NTA board member Dr. Bill Miklosey facilitates these four new webinars as stand-alone learning opportunities or as a training package culminating in reading tutor certification. For information about obtaining Reading Tutor certification through the NTA, visit the training tab and go to the link for Procedures and Guidelines for Individuals.
In 2010, Bill began work on his dream to start a non-profit agency that teaches the fundamentals of reading and literacy to students from the socioeconomically depressed neighborhoods of nearby East St. Louis, IL. His efforts began in 2010 with enrollment in the Master’s degree program for reading and literacy at Capella University. Bill graduated with a Master’s degree in 2013 and completed work on a Doctorate of Education degree in 2017. In 2013 he applied for S-corps status for a new literacy outreach program: AESOP’s Attic Inc (aesops-attic.org). Through Bill’s efforts, AESOP’s Attic developed the first reading tutor training program focused on training volunteer tutors to teach the fundamentals reading to students from kindergarten through 5th grade which includes instruction in phonemic awareness, phonics, vocabulary, word study, and comprehension. AESOP’s Attic is aligned with the Griffin Centers of the Catholic Urban Program of East St. Louis, IL.
In 2010, Bill began work on his dream to start a non-profit agency that teaches the fundamentals of reading and literacy to students from the socioeconomically depressed neighborhoods of nearby East St. Louis, IL. His efforts began in 2010 with enrollment in the Master’s degree program for reading and literacy at Capella University. Bill graduated with a Master’s degree in 2013 and completed work on a Doctorate of Education degree in 2017. In 2013 he applied for S-corps status for a new literacy outreach program: AESOP’s Attic Inc (aesops-attic.org). Through Bill’s efforts, AESOP’s Attic developed the first reading tutor training program focused on training volunteer tutors to teach the fundamentals reading to students from kindergarten through 5th grade which includes instruction in phonemic awareness, phonics, vocabulary, word study, and comprehension. AESOP’s Attic is aligned with the Griffin Centers of the Catholic Urban Program of East St. Louis, IL.
Becoming a Reading Tutor.
The primary instructional goal of this module is for prospective tutors to become aware of the characteristics of an effective tutor, how to develop mutually engaging tutor/tutee relationships, explain how poor reading skills can affect a child’s emotional well-being, and how tutoring can help address both the literacy and emotional developmental needs of the struggling reader. A careful selection of words, providing useful feedback, and assisting the student in developing the attitude of “yes, I can do this” is addressed. Finally, the process of differentiating instruction and meeting a student’s targeted instructional needs in small groups is discussed.
The primary instructional goal of this module is for prospective tutors to become aware of the characteristics of an effective tutor, how to develop mutually engaging tutor/tutee relationships, explain how poor reading skills can affect a child’s emotional well-being, and how tutoring can help address both the literacy and emotional developmental needs of the struggling reader. A careful selection of words, providing useful feedback, and assisting the student in developing the attitude of “yes, I can do this” is addressed. Finally, the process of differentiating instruction and meeting a student’s targeted instructional needs in small groups is discussed.
Guided Reading.
The guided reading module helps prospective tutors begin to recognize the skills-based profile of the emergent reader. This module identifies the progression of reading skills of a student demonstrating emergent reading skills, to the beginning reader who reads and writes independently in the second grade, and further to the middle school student concerned with effective comprehension. Prospective tutors develop an understanding of the link between guided reading and fluency, vocabulary development, word study, phonics, and comprehension. This module also provides demonstrations of many of the most popular guided reading strategies that focus on fluency, word study, and comprehension.
The guided reading module helps prospective tutors begin to recognize the skills-based profile of the emergent reader. This module identifies the progression of reading skills of a student demonstrating emergent reading skills, to the beginning reader who reads and writes independently in the second grade, and further to the middle school student concerned with effective comprehension. Prospective tutors develop an understanding of the link between guided reading and fluency, vocabulary development, word study, phonics, and comprehension. This module also provides demonstrations of many of the most popular guided reading strategies that focus on fluency, word study, and comprehension.
Matching Books to Readers.
The primary instructional goal of this module is for prospective tutors to develop an understanding of the attributes of text that affect its readability. The ways in which elements of language such as vocabulary, sentence complexity, syntax, and sentence length add to the demands on the struggling reader are discussed. The difference between narrative and expository text and the role background knowledge plays in a child’s comprehension are explained. Prospective tutors receive instruction on the concept of a “leveled book” as an approximation of reading difficulty. Tutors participate in an exercise of leveling books using the Fountas and Pinnell (2006) protocols.
The primary instructional goal of this module is for prospective tutors to develop an understanding of the attributes of text that affect its readability. The ways in which elements of language such as vocabulary, sentence complexity, syntax, and sentence length add to the demands on the struggling reader are discussed. The difference between narrative and expository text and the role background knowledge plays in a child’s comprehension are explained. Prospective tutors receive instruction on the concept of a “leveled book” as an approximation of reading difficulty. Tutors participate in an exercise of leveling books using the Fountas and Pinnell (2006) protocols.
Quality Questioning.
The quality questioning module helps prospective reading tutors engage in discussions that highlight the value of informed tutoring and draw a comparison between tutoring and whole-class, teacher-directed instruction. Tutor-trainees learn how to effectively engage a reluctant reader through the use of quality questioning. Prospective reading tutors develop an understanding of the role critical thinking plays in reading and cognitive development and how to employ the strategy of depth of understanding in a reading lesson. Prospective tutors also participate in demonstrations and various quality questioning exercises and learn to employ a variety of quality questioning strategies while implementing a lesson.
The quality questioning module helps prospective reading tutors engage in discussions that highlight the value of informed tutoring and draw a comparison between tutoring and whole-class, teacher-directed instruction. Tutor-trainees learn how to effectively engage a reluctant reader through the use of quality questioning. Prospective reading tutors develop an understanding of the role critical thinking plays in reading and cognitive development and how to employ the strategy of depth of understanding in a reading lesson. Prospective tutors also participate in demonstrations and various quality questioning exercises and learn to employ a variety of quality questioning strategies while implementing a lesson.
Active Military and First Responders Membership and Webinar Rates
The NTA's board of directors is proud to announce New Active Military and First Responders Rates! All webinars (excluding How to Write in the Business World Like a Total Pro and How to Tell Your Story) are only $25 with an active military ID. Membership is only $15 with an active military ID. All requests must go through the NTA Military Liaison, Brandy Daingerfield. Special Invoices will be issued through the NTA Executive Director.
Train and Certify Through the NTA
The National Tutoring Association is the oldest and largest association dedicated solely to the advancement of tutors. The NTA is the only association in the United States equipped to provide tutor training both face-to-face and through live webinars. We also offer training at our professional development conferences held every two years in Tampa, FL, as well as at regional events. NTA trained and certified tutors take away a certification that is something of their own, a certificate that holds real meaning for them and future employers. The NTA trains and certifies more tutors and trainers than any other association. Experience the difference. Train and certify through the NTA!
Our Mission is to foster the advancement of professional and peer tutoring and academic coaching, support research into best practices and standards for all tutors, support tutor training, advocate for tutor certification, and uphold the NTA Code of Ethics. As such we are not a private tutorial agency and we do not accept students for tutorial study. The NTA is not a sanctioning or arbitration agency.
We welcome you to join our growing membership of peer, paraprofessional, professional, volunteer, and private practice tutors, mentors, trainers, and academic coaches.
NTA Certification is designed to be earned at the individual or program level. Members represent colleges, universities, high schools, middle schools, elementary schools, school districts, literacy programs, community programs, faith-based programs, grant supported programs, and NCLB/SES providers.
We welcome you to join our growing membership of peer, paraprofessional, professional, volunteer, and private practice tutors, mentors, trainers, and academic coaches.
NTA Certification is designed to be earned at the individual or program level. Members represent colleges, universities, high schools, middle schools, elementary schools, school districts, literacy programs, community programs, faith-based programs, grant supported programs, and NCLB/SES providers.
Tutor Strategy of the Week
This icon that you see in the upper righthand corner of our home page is a link to an important NTA resource. We continuously ask our tutors, tutor trainers, academic coaches, and board members to share their most successful strategies in tutoring. Some may be tried and true strategies, and utilized since the days of Socrates. Other strategies may have evolved over time, especially with our ever-changing world of technology and communication. Still, other strategies may just be what one tutor did in order to make that connection with his or her tutee. You don't need to be a member of the NTA to enjoy these strategies; they are there for all tutors to utilize. Our strategy of the week is updated, usually, on Wednesday morning. That's a great time to drop on by the NTA website and check out what's going on, get a fresh tutoring strategy, and perhaps even take a webinar course. A recent strategy of the week - below - was sent in by NTA Board Member Stephanie Dunaiff, who also presents a wonderful webinar on Private Practitioner Certification. We hope you enjoy her strategy. Find more at our Past Tutor Strategies page.
Connections, Connections, Connections: Make sure that you are able to connect the content to the student’s life.
Inform the student of when and why he or she will use the content.
Stephanie Dunaieff
Margot Enterprises
Inform the student of when and why he or she will use the content.
Stephanie Dunaieff
Margot Enterprises
Ordering NTA Training Series Workbooks.
Certified NTA Trainers may order NTA Training Series Workbooks. The workbooks are intended to be consumable, used by one tutor or academic coach. The materials are copyright protected and may not be copied or used by more than one trainee. Workbooks must be prepaid before shipping. Once payment is received, workbooks usually ship within 5 days via USPS 2nd day. All workbook orders will be invoiced via e-mail through PayPal. The NTA no longer accepts purchase orders. NTA Certified Trainers will receive a free training PowerPoint with a minimum purchase of 25 workbooks. To order workbooks, please contact Dr. Lucy Lapekas at ntatutor@aol.com. Please note that only NTA Certified Trainers may purchase NTA Training Series Workbooks.
Available Titles:
Available Titles:
$12.95 (1-10 copies), $10.95 (10-25), $9.95
(26 or more)
$12.95 (1-10 copies), $10.95 (10-25), $9.95 (26 or more)
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$12.95 (1-10 copies), $10.95 (10-25), $9.95 (26 or more)
$14.95 (1-10 copies), $12.95 (10 or more)
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$12.95 (1-10 copies), $10.95 (10-25), $9.95 (26 or more)
$14.95 (1-10 copies), $12.95 (10 or more)
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The National Tutoring Association (NTA) is proud to be a fully compliant 501(c)3, non-for-profit education association. All of our Board Members and Officers volunteer their time to serving the NTA mission and members. The NTA derives no financial benefit from any corporate partnership.