Procedures must be established for selecting and matching tutors and tutees. Examples of tutee selection criteria include test scores, Chapter 1 eligibility, and teacher judgment. Tutors may be screened for desired attitudes or levels of academic competence. The Valued Youth Program, which recruits students who meet state at-risk criteria, accepts those with records of minor disciplinary problems but draws the line at criminal behavior. Tutors may be given basic training to accompany carefully structured materials, as in the Companion Reading Program, or extensive training that enables them to make more independent decisions.
Extensive training is desirable when tutor progress is the main objective.
Tutors need ongoing supervision and support. Younger tutors will require more structure and closer supervision. In periodic group meetings, older tutors gain psychological support by talking out frustrations and sharing success stories. Tutors can learn from each other's experiences as well as from staff suggestions for handling problems. Support by teachers and administrators is essential for a tutoring program to succeed in the long run.