"Growth Beyond Grades"

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Philosophy

At Connected to Learning we strive to make education meaningful.  We believe learning should be authentic and that each learner is unique.  As educators, it is our belief that student success is best supported through individualized programming, not through pre-designed systems and “drill and practice”.  At Connected to Learning, it is our goal to help students find exceptional tutors.

How it Works

At Connected to Learning, we take care of matching students with independent tutors. Tutors who sign up to be matched via Connected to Learning will outline your experience level and provide criteria such the locations, hours, and subjects that you are willing to tutor. We will then take that information and use it to match you to students that meet your criteria.  By eliminating the process of finding students, we allow you to do what you do best: teach. In order to be presentated as a tutor through Connected to Learning, you can expect to undergo a thorough screening process that ensures that we are offering only the best matches for our students.  This will include, but is not limited to, references checks and criminal record checks.  Connected to Learning helps tutors find additional students for their own tutoring practice.

Join Our Database

Connected to Learning is continuously searching to have qualified tutors added to its database.

Are you looking for casual to full-time work?  Are you a university graduate with a Bachelor of Education degree, or are you a professional in your field looking to pass on your love of learning?  If you are an educator, committed to the philosophy of authentic learning, get started today by filling out our tutor application form.

What Does the Research Say?

The following is an excerpt from an expert in reading intervention. The same research holds true in other areas of instruction and is the motivation for what we are striving to provide at Connected to Learning.

Struggling readers need larger amounts of more expert, more personalized, and more intensive reading instruction. In the end, the quality of that instruction is critical, and high-quality instruction for struggling readers cannot simply be boxed up and shipped to a site. High-quality reading instruction, especially for struggling readers, requires the expertise to identify just where the reader has gotten off-track and then to design instruction that moves the reader back onto an accelerated track of development.”

Research and the Three Tier model. (April 2006). Reading Today, 23(5), 20.

IRA President Richard L. Allington is a professor of education at the University of Tennessee.