A well-prepared session sets the stage for an engaging and effective learning experience. Tutors should plan ahead, anticipate challenges, and create a structured learning environment.
Tutor may join late or experience frequent tech issues. Tutor may be unfamiliar with content. Session structure is unclear or lacks flow. Tutor joins on time & has some tech issues that may cause minor disruptions. Tutor shows some familiarity with content but may need to reference materials frequently. Session has structure but may feel disjointed at times. Tutor is on time, has tested their tech setup, and tech issues don’t cause disruptions. Tutor demonstrates familiarity and confidence in the content. Session follows a clear structure. Tutor is on time, has tested their tech setup, and has no tech mishaps during the session. Tutor demonstrates mastery in content. Session transitions smoothly, and materials are well-integrated. Some office hours or Q&A sessions may not require formal preparation, as they are led by learner questions rather than a structured lesson.
Effective tutoring goes beyond explanation—it involves learners in the process. Active learning encourages participation, deepens understanding, and helps learners build confidence.
Tutor lectures without using engagement strategies with learners. Tutor doesn’t encourage or facilitate discussion. Most learners are not participating often or may respond with short answers. Session is tutor-led with very limited learner interaction facilitated by the tutor. Tutor includes some engagement strategies. Tutor encourages high level discussion but does not always deepen learner thinking. Some learners participate in the session. Session is mostly tutor-led with some learner interaction facilitated by the tutor. Tutor uses a variety of engagement strategies to involve learners (e.g., I Do, We Do, You Do). Tutor encourages learners to explain their thinking. Most learners are participating in the session. Session is facilitated by the tutor, encouraging learners to collaborate.
Tutor effectively uses & adapts engagement strategies to involve learners. Tutor engages learners to explain their thinking and build on their own and each other’s ideas. All learners are participating in the session. Session is facilitated by the tutor but learners take the lead in discussions and problem-solving. Some test-taking, review-only, or structured presentation sessions may not require active learner participation beyond listening and note-taking.
Great tutors recognize that every learner is different and adjust their approach based on student needs. This includes responding to engagement levels, pacing, and comprehension cues.
Tutor sticks rigidly to a script and shows no evidence of trying to adjust to learners' needs. Tutor generally doesn’t acknowledge disengaged students. Tutor’s pacing may be too fast or too slow for the group. Tutor makes some adjustments based on learner responses but may not consistently check for understanding. Tutor notices when learners disengage but may not fully re-engage them. Tutor adapts pacing but may focus on a single learner or a few learners rather than the group as a whole. Tutor regularly checks for understanding and adjusts explanations accordingly. Tutor encourages disengaged and quieter learners to participate. Tutor’s pacing is well-balanced for the group’s needs. Tutor regularly checks for understanding and seamlessly adjusts explanations based verbal & non-verbal learner cues. Tutor uses creative strategies to re-engage learners who seem lost. Tutor’s pacing is well-balanced for the group and the tutor helps learners self-identify areas they need more practice in. In proctored exams or standardized test simulations, there is little room for adjusting explanations or altering pacing during the session.
A welcoming and inclusive session helps learners feel comfortable participating. Tutors should create an environment where students are encouraged to ask questions, take risks, and engage with one another.
Tutor does not greet learners and there is little to no engagement with learners beyond instruction. Tutor does not use names when addressing others. Tutor shows limited effort to encourage learner participation. Tutor does not encourage learner-to-learner interaction. Tutor greets learners but engagement is surface-level. Tutor inconsistently uses names when addressing others Tutor encourages participation but primarily in a tutor-led format. Tutor shows some effort to facilitate learner-to-learner interaction but it’s limited. Tutor greets learners and shows interest in them beyond the session. Tutor mostly uses names when addressing others. Tutor encourages participation from most learners. Tutor encourages learner-to-learner interaction and frames mistakes as part of learning. Tutor greets learners and shows genuine care for learners by remembering details and personalizing interactions. Tutor consistently uses use names when addressing others. Tutor encourages participation from all learners. Tutor encourages and facilitates learner-to-learner interaction, celebrating mistakes as learning moments. Large-scale webinars, lecture-style sessions, or proctored test environments may not allow for personalized interactions with every learner.
Standard Tutoring Rubric