- How is the L2L program structured?
- When is L2L offered at schools, and how much time does the program take, from start to finish?
- How many tutors and peers participate in each L2L school program?
- Who can be an L2L tutor
- Are L2L tutors older than their peers?
- Are L2L tutors paid?
- Can I get academic credit for being an L2L tutor?
- Can I get community service hours for being an L2L tutor?
- Who can be tutored through L2L?
- Is there a cost for students to receive tutoring with L2L?
- What subjects are supported by L2L tutoring?
- Who can be an L2L Trainer?
- Who can be an L2L School Coordinator?
- What are the benefits of participating?
- How can my school get involved?
- Where does your funding come from?
- How do you measure success in your program?
The L2L program model is simple and flexible, which makes it easily adaptable to suit the particular needs of any given school. The following 4 core elements are common to every school:
- 2-3 tutor training sessions with an L2L trainer, approximately one-hour in length
- 15 one-on-one peer-tutoring sessions, approximately one-hour in length
- Group review and debrief meetings between L2L tutors and trainers after intervals of 5, 10, and 15 tutoring sessions
- Final celebration and certificate distribution ceremony
For further information on our program model, please visit our Program Model web page.
L2L programming can start at various points during the school year. The latest recommended start date for an L2L program is January for elementary schools, and February for semestered secondary schools. With 2-3 training sessions for tutors, at least 15 peer-tutoring sessions, 2 mid-program review meetings, a final review meeting, and celebration, each L2L program takes at least a couple months from start to finish. Here are two different examples of how a school might schedule programming:
- School One:
- 3 training sessions are scheduled once per week for 3 weeks, starting after the Thanksgiving long weekend;
- 15 tutoring sessions are scheduled over the course of 20 weeks from November to March.
- School Two:
- 3 training sessions are scheduled 3 times in 1 week during the second week of February;
- 15 tutoring sessions are scheduled twice per week over the course of 8 weeks from February to April.
The most important thing to consider when planning and scheduling an L2L school program is what will work in the specific context of a school. Some schools will want to support a particular grade with tutoring leading up to a provincial test; some schools may want to offer the program to students who want to boost their grades before applying for college or university; and some schools will want to engage with L2L on an ongoing basis all year to provide general support for all students.
Each L2L program is tailored to suit the particular needs of our schools, so the scope of the program is determined by the School Coordinator, in collaboration with their designated L2L Trainer. On average, elementary schools usually have 10-15 tutors involved in L2L programming, while secondary schools usually have 20-25 tutors involved. Each of these tutors usually supports 1-2 peers.
If you are at a school with an L2L program, speak with your School Coordinator about how to get involved. L2L tutors should be academically strong, but do not need to be at the top of their class. The most important qualities of a good tutor are not subject matter knowledge or academic strength, but rather empathy, communication, a positive attitude, and a desire to help others. Learn more about the roles and responsibilities of an L2L Tutor. If your school does not offer L2L, but you think it should, contact us at email@example.com
Tutors are usually a couple grades ahead of their peers, but there are also many cases in which L2L programs are set up with tutors and peers in the same grade.
Tutors in the L2L program are not paid. They do however receive a certificate after the completion of their training and 15 peer-tutoring sessions. Please also see “What are the benefits of participating?” below.
Some secondary schools who offer the course “Leadership and Peer Support” (GPP30) as a grade 11 open course embed L2L in this credit. It is the School Coordinator’s responsibility to decide whether it is feasible to offer L2L programming in this way.
Many L2L tutors have used their peer tutoring hours with L2L towards their community service graduation requirements. If you are a participating L2L Tutor and want to learn more about this option, speak with your L2L School Coordinator.
There are a variety of ways a school can identify candidates for tutoring. Students can sign up, and in this case, anyone who wants extra help can be tutored, or a school can identify a particular grade or a group a students to whom tutoring is offered. These decisions are made by the School Coordinator, in collaboration with their designated L2L Trainer. If your school does not offer L2L, but you think it should, contact us at firstname.lastname@example.org
There is no cost for students to receive peer-tutoring with L2L. One of the driving purposes of our program is to offer academic support to students who would not otherwise receive it to due to a lack of financial means.
The subjects of tutoring sessions differ from school to school. Often, there is a variety of subjects covered within one L2L program, and often students ask for support with more than one subject. This focus is determined by the School Coordinator, the L2L Tutors, and the peers.
All L2L trainers must have an Ontario College of Teachers Certificate, or its equivalent, and must receive a clear criminal record check. L2L trainers have a passion for learning and for helping others, are creative problem solvers, and believe that all students can succeed under the right conditions with appropriate support. Relevant experience includes teaching in a classroom, leadership development training, positions in school leadership, knowledge of multiple intelligences and learning styles. Currently, L2L Trainers are veteran teachers and administrators who have retired from their formal posts, but are passionate about making a difference and want to give back to their school communities. With the L2L program expanding in new directions, we are exploring other demographics of teachers, including newly certified teachers to supplement and diversify our pool of trainers. Learn more about the roles and responsibilities of an L2L Trainer. If you are interested in becoming an L2L Trainer, contact us at email@example.com
L2L School Coordinators are often administrators or guidance counselors, but this role is open to anyone on staff at a school who is interested in helping students who are at-risk academically to improve and to reach their potential. L2L School Coordinators have a passion for learning and for helping others, are creative problem solvers, and believe that all students can succeed under the right conditions with appropriate support. Learn more about the roles and responsibilities of an L2L School Coordinator. If you are interested in becoming an L2L Trainer, contact us at firstname.lastname@example.org
Tutors can benefit from participating in L2L in the following ways:
- Developing communication and leadership skills
- Some secondary schools offer L2L as part of a for-credit course, so some students can obtain academic credit for participating
- Many schools accept tutoring hours as community service hours
- Helping another student and making a difference in their lives
- Obtaining valuable work experience to add to their resume
- Receiving a certificate that recognizes their achievement
Peers being tutored can benefit from L2L in the following ways:
- Having free-of-charge, one-on-one academic support in areas requiring improvement
- Developing a relationship with a supportive peer
- Seeing an improvement on test scores and grades
- Developing the confidence required to succeed in and out of school
To learn more about the benefits of participating, please visit our Program Model web page.
L2L is an Ontario-registered charitable organization, and our funding comes from a variety of sources, with the majority coming from generous donors and grants from foundations. For information on our current supporters, please visit Our Friends. To support our work by making a one-time or monthly donation, click here.
Measuring the success of our program, and identifying ways to enhance our impact is very important to us. We utilize surveys and journal writing as tools for collecting data about tutors and peers, and we have an open feedback loop with teachers and administrators at each of our schools. The Toronto District School Board also offers valuable research support by publishing reports on the efficacy of our program.