Teaching · For Tutors

Watch one session closely, then change one thing.

Rate ten parts of a tutoring session on four levels, from a clear goal to a check at the end, and write down what you saw. The summary shows the profile, the strengths and a concrete thing to try for the two lowest parts.

Start an observationWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Tutoring business kit, $69 for 64 items.

The observation

One record per tutor and session. Use a tutor code. The example is made up.

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What you get

Teaching · For Tutors$12 · included with Classroom and Whole-school licenses

What you finish with
For each session, a ten-part profile, strengths, two things to work on with a next step each, and the evidence behind the ratings.
Who it is for
Tutors watching their own recorded sessions, fellow tutors observing each other, and lead tutors in small tutoring businesses.
Format
Browser form used while watching. Several saved observations per tutor, to compare over a term; printed with the summary or as a blank rubric; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Tutoring business kit ($69) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The For Tutors space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
rate what you saw, with evidence
Drawn for this page. Watching a session, live or on video, against a clear rubric shows exactly what to try next.

How to use it

  1. Start a record with a tutor code and the session date.
  2. Note who is observing, the subject and minutes watched.
  3. Rate each of the ten parts on the four levels.
  4. Add evidence, especially for low ratings.
  5. Agree one thing to try next session, and observe again later.

Start an observation

What the rubric is for

What the rubric looks for

The ten parts follow what research on tutoring and explicit instruction finds matters: a clear goal, building on what the student knows, modeling, guided then independent practice, the student doing the thinking, quick specific feedback and a check of learning before the session ends.

Evidence, not impressions

A rating with a note of what was said or done can be discussed and acted on. One observation is a single sample; patterns across several are what count.

Watching yourself

Recording a session, with the family’s permission, and rating it yourself is one of the quickest ways to see habits such as talking more than the student.

Sources

  1. Rosenshine, B. (2012). Principles of instruction: research-based strategies that all teachers should know. American Educator, 36(1), 12 to 19 and 39.
  2. Nickow, A., Oreopoulos, P., and Quan, V. (2020). The impressive effects of tutoring on PreK-12 learning: a systematic review and meta-analysis of the experimental evidence. NBER Working Paper 27476.
  3. Lepper, M. R., and Woolverton, M. (2002). The wisdom of practice: lessons learned from the study of highly effective tutors. In J. Aronson (Ed.), Improving Academic Achievement. Academic Press.
  4. Hattie, J., and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81 to 112.

The example is made up. Record sessions only with the family’s permission. Support: team@caveatacademic.com.