ITTPC certifies tutor training programs in postsecondary educational institutions. Once granted CRLA certification, the tutor training programs each have the authority to recognize their tutors as having met the approved ITTPC tutor training program requirements.

The purpose of the ITTPC program is twofold. First, it provides recognition and positive reinforcement for tutors' successful work from an international organization, CRLA. Second, CRLA's tutor training program certification process sets an internationally accepted standard of skills and training for tutors. ITTPC does not certify tutors or tutor trainers, but instead certifies tutor training programs which can, in turn, recognize their tutors who have met all of the requirements of their tutor training program.

In 1986, following a national conference, a team was formed to propose and create a formal tutor training program standard for programs in the US and Canada. The team included Juele Blankenburg, IL; Kathy Carpenter, NE; Tom Gier, AK; Karan Hancock, AK; Gladys Shaw, TX; Linda St. Clair, UT.

In March 1989, CRLA's tutor training certification became a reality, initially as the ITCP (International Tutor Certification Program). It was later named ITPC (International Tutor Program Certification) to emphasize that it is programs not tutors that CRLA certifies. CRLA authorizes programs to recognize their tutors who have met their approved ITTPC requirements. One more name change a few years later to ITTPC (International Tutor Training Program Certification) to emphasize it is the tutor training program CRLA is certifying.

Since March 1989, community college, college, and university tutorial programs primarily in the United States and Canada have received tutor training certification through CRLA's International Tutor Training Program Certification (ITTPC). Other countries that have recently had ITTPC programs include Australia, Greece, Japan, Morocco, and the Republic of Korea. Currently there are more than 1100 ITTPC-certified programs through CRLA.

Standards, Outcomes, and Possible Assessments for ITTPC  Certification

Schotka, R., Bennet-Bealer, N., Sheets, R., Stedje-Larsen, L., & Van Loon, P. (2014). Standards, outcomes, and possible assessments for ITTPC certification.

Below is an introduction to the linked document: Standards, Outcomes, and Possible Assessments for ITTPC Level I Certification


Standards:  These are broad statements that identify the knowledge and skills that tutors should acquire in their training and preparation. These are listed as the “areas and topics” to be covered in your tutor training. Specifically they appear in Section 2B and the Summary charts.

Consider the following points:

1.Your training must include a minimum of eight topics for a minimum of ten hours of instruction at Level 1, eight topics for an additional ten hours at Level 2, including a review of Level 1, and six topics for an additional ten hours of instruction at Level 3, including a review of Levels 1 and 2.

2.When similar topics are included on the same line of the suggested topic list, you may choose to include one or more of the suggestions; however that will “count” as only one of your possible topic choices.

3.Be aware of how you are utilizing the minimum 10 hours of training. While the logistics of your program and your institution are important, the bulk of your training time should focus on the skill-specific content as suggested by the ITTPC.

4.Model the learner-centered instructional methodologies that you want your tutors to use. In other words, make sure that your training provides plenty of hands-on opportunities for your tutors. Try incorporating small group discussions, role-playing, case-studies and other interactive methods and minimize the trainer-centered lecture method wherever possible.

5.You may choose to include any number of “other” topics in your training. However only one can count towards the minimum number of topics.

Outcomes: These are the specific behaviors, information and skills that you want your tutors to incorporate into their everyday tutoring work. Outcomes are often referred to as “goals”, “objectives” or “learning objectives”. Outcomes are the intended result of your tutor training.

Consider the following points:

1.Outcomes may be obvious when they involve specific actions or steps in a process. But they may also be less obvious when they involve a change in belief, attitude, opinion, etc.

2.In order to be effective you must be able to observe and measure the outcomes over both the short and long term.

3.By making your intended outcomes very clear during tutor training, you will increase the likelihood that your tutors will learn and demonstrate the skills you are teaching. Too often trainers omit this important step in the training process.

4.Be sure your intended outcomes are specific. For example indicating that you want tutors to demonstrate effective tutoring skills is very vague and open to interpretation. However, stating that you want the tutor to greet each student at the start of the session, write down the specific goal for the appointment as articulated by the student and reserve two to three minutes at the end of the session for the tutee to state what s/he and the tutor accomplished, is far more specific and therefore more likely to be accomplished.

Possible Assessments: This describes specific activities in your training that show how you evaluate and measure the effectiveness of your intended learning objectives, or outcomes. Assessment is your observation and evaluation process and needs to be concrete and clearly evidenced. The most effective assessment strategies include both formative and summative evaluations, which, when used together, can help you determine whether your training results in a specific set of attitudes, behaviors and skill-sets for both short and long term tutor effectiveness.

Consider the following points:

1.How do you communicate specific learning activities and desired outcomes to your tutors?

2.How do you teach the specific skills and topics?

3.What materials and methods do you use to teach?

4.How do you determine that the tutor has learned and can apply the skills & topics and to what level of competency/mastery is considered appropriate to the learning task?

5.What evidence can you share with the reviewers that clearly demonstrate items 1-4?

Download Standards Outcomes Assessments for Level 1 Certification Download Standards Outcomes Assessments for Levels 2 and 3 Certification

CRLA's ITTPC has been endorsed by the Council of Learning Assistance and Developmental Education Associations (CLADEA), National Association for Developmental Education (NADE), and the Commission XVI of the American College Personnel Association. In addition, other national organizations/programs who endorse CRLA's ITTPC program include:

  • ATCLA: Association of Colleges for Tutoring and Learning Assistance
  • ATP: Association for the Tutoring Profession
  • NCLCA: National College Learning Center Association
  • NCDE: National Center for Developmental Education 

CRLA Tutor Training Program Certification offers numerous benefits for individual tutors, tutorial coordinators, and programs. The following is a partial list of the opportunities/benefits that are possible with CRLA Tutor Training Program Certification:

  • Develop a superior tutoring program from scratch by utilizing certification guidelines, CRLA's Tutor Training Handbook or the newer Handbook for Training Peer Tutors and Mentors, and the experience of other professionals attending CRLA Conferences.
  • Utilize allotted time for development of an individual certification plan to carefully rethink an existing tutorial program, an opportunity for a fresh perspective.
  • Using CRLA guidelines, organize separate training sessions into a coherent curriculum and possibly a credit course.
  • Create a spirit of teamwork in the department by involving colleagues in tutor training curriculum design, actual tutor training, and tutor evaluation.
  • Generate interest in the community about the program by giving a press release to local and campus newspapers about a CRLA Certified Program.
  • Secure greater student and faculty confidence and respect for tutorial staff and program.
  • Attract attention and interest among other tutorial services on campus that may stimulate interaction for the betterment of both programs such as working together on training.
  • Attract highly motivated tutors with CRLA Certification credentials and extensive training.
  • Tie wage rates to CRLA Certification levels in order to provide incentive for additional training and experience, as well as help with retention of tutors.
  • Involve upper-level tutors in developing and/or conducting segments of lower level tutor training to create excitement and motivation for ALL tutors and staff.
  • Honor tutors who have completed all requirements of your CRLA-certified tutor training program.
  • Emphasize the transferability of CRLA Tutor Certification to other certifying colleges and universities. In other words, a tutor trained at Level I at one institution would be recognized at another.
  • Encourage tutors to add completion of their institution's CRLA ITTPC Tutor Training Program certification to their resumes and to talk about their training and experience in job interviews.
  • Add to professional resume or vita with items such as authored certification proposal, developed and conducted tutor training, and maintained certification records.

CRLA supports ATP's Code of Ethics (http://www.myatp.org/code-of-ethics), as cited below:

1. Best Interest: Tutors will be committed to acting in the best interest of tutees as specified by the employing organization or institute.

2. Responsibility: Tutors will take responsibility for their own behavior and work to resolve conflicts that may arise between themselves and a client.

3. Integrity: Tutors will practice and promote accuracy, honesty, and truthfulness.

4. Fairness: Tutors will exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices.

5. Commitment: Tutors will fulfill commitments made to learners.

6. Respect for Others Rights and Dignity: Tutors will respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality and self-determination. 

7. Excellence: Tutors will strive to maintain excellence by continuing to improve their tutoring skills and engage in applicable professional development activities.

8. Respect for Individual Differences: Tutors will respect cultural, individual, and role differences, including those based on age, sex, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language and socioeconomic status. 

9. Professionalism: Tutors will not engage in inappropriate relations with tutees.

10. Confidentiality: Tutors will maintain the highest privacy standards in terms of protecting personal information relative to those whom they tutor.

Tutor Training Bibliography

Agee, K. S., & Hodges, R (2012). Handbook for training peer tutors and mentors. Mason, OH. Cengage Learning.

Bailey, G. K. (2010). Tutoring strategies: A case study comparing learning center tutors and academic department tutors. Doctoral Dissertation, University of North Carolina Greensboro. ProQuest (UMI No. 3403672).

Dawson, Mary Jean Lasell. (1990) A study of peer tutor training programs and a peer tutor training program for Drake University. Doctoral Dissertation, Drake University.

Hays, Elaine. (2006) The genres of tutor training: Searching for reflective practice. Doctoral Dissertation, University of Rhode Island.

Lipsky, Sally A. A Training Guide for College Tutors and Peer Educators. Boston: Pearson, 2011.

MacDonald, Ross B., and Ross B. MacDonald. Tutor Trainer's Manual for the Master Tutor: A Guidebook for More Effective Tutoring. Williamsville, NY: Cambridge Stratford Study Skills Institute, 2000.

Newton, F. B., Ender, S. C. (2010). Students helping students: A guide for peer educators on college campuses. San Francisco, CA: Jossey-Bass.

Riffort, Stéphanie. (2007) Tutor training: Facilitation of transition through technology. Doctoral Dissertation, University of Dublin.

Sheets, R.A. (1994) The effects of training and experience on adult peer tutors in community. Doctoral dissertation, Arizona State University.

Toms, Marcia L. Put the Pencil Down: Essentials of Tutoring. Raleigh, NC: North Carolina State UP, 2010.

International Tutor Appreciation Week

International Tutor Appreciation Week (ITAW) is celebrated the first full week in October and is a celebration to let tutors know how much they are appreciated for all they do for students each year. Appreciation Week also gives students, faculty, staff, and campus administration the opportunity to thank tutors.

Suggestions for ITAW:

  • Make posters announcing ITAW
  • Provide free snacks on a table alongside pens and blank thank you cards allowing students to write notes to tutors they wish to thank
  • Invite faculty to thank the students tutoring for their departments
  • Promote ITAW through the center or department social media
  • Write personalized thank you notes from the supervisor to each tutor
  • Ask the university president or dean to write a special note of thanks to tutors

ITTPC Certification Requirements


CRLA’s International Tutor Training Program Certification is proud to serve as a benchmark and standard for excellent tutor training programs around the globe. With over 1,200 certified programs, and a long history of recognizing learning assistance programs who improve the quality of tutoring as a profession, we welcome any program who meets our criteria to apply for certification and recognition.


ITTPC offers three levels of certification—
  • Level 1 is for programs who are training their tutors in the basics of being a tutor.
  • Level 2 is contingent on the program maintaining Level 1 training certification, and focuses on metacognitive and psychosocial requirements for tutoring.
  • Level 3 is contingent on the program maintaining Level 1 and 2 training certifications, and focuses on a more holistic view of learning center management and student development theories.
Programs may be certified at just Level 1, or may seek certification at more than 1 level at a time. However, the levels are sequential—additional levels are predicated on having met the requirements of the previous level(s).



There are four main requirements that tutor training programs must demonstrate:
  1. Sound hiring practices, to ensure you have hired content-knowledgeable peers.
  2. Planned training experience, which includes a minimum of 10 hours and uses a minimum number of our recommended training topics.
  3. Tutoring experience directly with students for a minimum of 25 hours.
  4. Regular evaluation by a knowledgeable and experienced evaluator.


The following will be an overview of each area on the application.



Programs who want to have the best impact on student learning and retention need to make sure that their peer tutors come in with a clear understanding of the course content they wish to tutor in. The job of the tutor training program should be to train and develop the tutor AS A TUTOR, not just as a content specialist or general employee.

To that end, there are three branches of this requirement that a program must demonstrate: hiring standards, recommendations, and the interview process.


The program must describe how they recruit and choose their tutors, and they must show that they are verifying a grade of A or B in the content area to be tutored.

Equivalent Experience

The ITTPC does allow programs to accept “equivalent experience” in addition to a documented grade of A or B, however; the program must explain what criteria they use to determine that the tutor has the required content knowledge. The program must demonstrate that it has clearly set up the standards by which they will be able to judge whether an applicant has the relevant experience equivalent to an A or B grade in the course.


Programs seeking certification also have to require a recommendation on the behalf of their tutor candidates, from either a faculty member, department head, or university supervisor.

The goal of the recommendation is to gather information on whether the tutor-candidate has the temperament to tutor effectively. Recommendations can be gathered through a form, a letter, an online submission process, or by a telephone call, but should be documented in some way that can be tracked.

Ultimately, it is up to the tutoring program to decide what level of recommendation is appropriate, and from whom they will be accepted. However, you must explain your process and why it works for you.

Interview Process

Any program seeking certification needs to interview their tutor candidates. There are several options that a program can use to satisfy this requirement:

  1. Individual applicant interviews with the tutor supervisor and/or tutor trainer
  2. Group applicant interviews with the tutor supervisor and/or tutor trainer
  3. Individual or group applicant interviews with the tutor supervisor and a panel of current/former tutors observing
  4. Individual or group applicant interviews with the tutor supervisor and a faculty member from the content area.

During the interview, the applicant should have the essential functions of the job explained clearly, in addition whatever other questions are appropriate to your process and program.

Required Certification Application Documentation

To demonstrate that the program has complied with the requirements for hiring practices, program should be prepared to describe how they meet the standards listed above in narrative form, as well as show samples of the following:

  • 1 recommendation form or log
  • 1 completed interview notes sheet or form
  • The tutor’s job description, listing the essential functions

As will be true of all the samples the program will submit, these should be completed samples. Names, ID numbers and identifying information may be blacked-out or removed, but the ITTPC review team will be looking for actual samples in use.


Training is the largest and most complicated requirement for tutor training program certification. There are requirements for the number of hours of training, the modes and methods of training, the topics covered during training, and for tracking the completion of training by tutors. The general requirements for training are as follows:

  1. Tutors must attend at least 10 documented hours of tutor training per level, which may be offered as a series of meetings, a set of workshops, a 2-day retreat, or a for-credit or not-for-credit course (or any combination of these options).
  2. A number of hours must must be synchronous Tutor-Trainer Led, Interactive, and synchronous (TIS)—the number of hours required varies per level. See below for details about each level.
    1. Tutor-trainer-led, interactive, and synchronous training can include: workshops, seminars, courses, online real-time discussions, real-time virtual environments or web-conferencing calls.
    2. The remaining time may also be TIS, or can involve videotapes, DVDs, conferences, webquests, podcasts, scavenger hunts, special tutor projects, or blogs/wikis.
    3. Each level must cover a certain number of CRLA-recommended topics (for at least 30 minutes per topic). The number of topics and recommendations vary by level. See below for more details about each level.
    4. For levels beyond level 1, there must be a review of the previous training topics which is substantively different from the original training (tutors may not simply re-attend training sessions as a review).

Tutor Training programs must document their tutors’ training attendance, including the amount of time spent on each topic, and any time spent on independent or non-synchronous work toward the minimum 10 hours.

Tutoring Experience

In addition to hiring criteria, and a well-designed training system, ITTPC requires tutor training programs’ tutors to gain experience tutoring students as part of their development. At each level of training, the tutor must earn a minimum of 25 hours of experience tutoring directly.

The program is required to track the number of hours each tutor spends with students at each level of certification. Programs who run a “open-lab style” tutoring programs where multiple tutors cycle around a room may use the 80% rule to track experience hours, but tutors in these settings must accrue 50 hours per level, instead of 25.

Tutoring experience hours should NOT include front desk coverage, Supplemental Instruction sessions, or time spent planning to work with students. Timesheets alone are not a sufficient tracking documentation.

Tutor Evaluation Criteria

At each level of training, the tutor training program must evaluate its tutors’ progress in becoming a better tutor. CRLA ITTPC requires:

  1. A formal or informal evaluation process must be in place.
  2. The process should occur on a regular basis.
  3. The evaluation should be specific to each tutor.
  4. The results of the evaluation should be known to the tutor.

Preferably tutor evaluation mirrors the goals of the tutor training program, and is based at least partly on observation by a more-knowledgeable other.

Required Additional Documentation

Copyright: Programs are required to document what materials they use in training that they did not create themselves, and explain how they maintain copyright compliance for these items. Copyright items include textbooks, articles, videos, photographs, handouts, and any other similar media. Explanations can include fair-use, creative commons designations, or permissions from the content creator or copyright holder.

Bibliography: Programs are required to submit an annotated bibliography that shows all the reference materials they use to support the curricular choices regarding training. This may include items the program distributes to tutors, as well as materials the trainers use to develop their knowledge of training. The bibliography should list each item, and explain how the item is used.

Sample Topics: Programs will be asked to submit all the materials that would be required to facilitate sample training topics. Level 1 requires two sample trainings, and level 2 and 3 requires 1 sample each. These sample trainings should be ITTPC-recommended topics.


Let's dig into the requirements at each level:

For Level 1:


• Tutor has met all the hiring and selection criteria.

• Hours of training offered at this level: at least 10

• Hours of TIS required of this training program: 6

• Number of ITTPC-recommended topics required at this level: 8

• Minimum additional tutoring hours required: 25 or 50 (as described in tutoring experience section above)


ITTPC-recommended Topics at Level 1:

  1. Definition of tutoring and tutor responsibilities
  2. Basic tutoring guidelines (do's and don'ts)
  3. Techniques for successfully beginning and ending a tutor session
  4. Adult learners, learning theory, and/or learning styles
  5. Assertiveness and/or handling difficult students
  6. Role modeling
  7. Setting goals and/or planning
  8. Communication skills
  9. Active listening and paraphrasing
  10. Referral skills
  11. Study skills
  12. Critical thinking skills
  13. Compliance with the ethics and philosophy of the tutor program, sexual harassment, and/or plagiarism
  14. Modeling problem solving
  15. Other (please specify)


For guidance about the standards and outcomes for each of the following topics, as well as suggested assessment techniques, please see Level 1 Standards Outcomes and Assessments.


For Level 2:

• Program tracks that tutor has met all the requirements for Level 1.

• Hours of training offered at this level: at least 10

• Hours of TIS required of this training program: 4

• Number of ITTPC-recommended topics required at this level: 5

• Minimum additional tutoring hours required: 25 or 50 (as described in tutoring experience section above)


ITTPC-recommended topics at Level 2

  1. Review of Level 1 topics (Required for all programs at this level)
  2. Use of probing questions
  3. Brain Dominance Learning
  4. Cultural awareness, inter-cultural communications, diversity, and/or special needs students
  5. Identifying and using resources
  6. Tutoring in specific skill and/or subject areas
  7. Assessing or changing study behaviors
  8. Other (please specify) or substitution of one topic from Level 1 (not used before) or from Level 3 (include justification/need for substitution)*


For guidance about the standards and outcomes for each of the following topics, as well as suggested assessment techniques, please see Levels 2 and 3 Standards Outcomes and Assessments.


For Level 3:

• Program tracks that tutor has met all the requirements for Level 1 and Level 2.

• Hours of training that must be offered at this level: at least 10

• Hours of TIS required of this training program: 2

• Number of ITTPC-recommended topics required: 5

• Minimum additional tutoring hours required: 25 or 50 (as described in tutoring experience section above)

ITTPC-recommneded Topics at Level 3

  1. Review of Level 1 and Level 2 topics (Required for all programs at this level)
  2. Self-regulated learning, brain learning, and/or memory
  3. How to tutor/deal with target populations
  4. The role of learning centers in higher education
  5. Structuring the learning experience
  6. Training and supervising other tutors (supervisory skills)
  7. Group management skills (group interaction and group dynamics)
  8. Other (please specify) or substitution of one topic from Level 1 or Level 2 (not used before--include justification/need for substitution)*


For guidance about the standards and outcomes for each of the following topics, as well as suggested assessment techniques, please see Levels 2 and 3 Standards Outcomes and Assessments.

Note: Changes to this page were made to clarify the ITTPC requirements, not to change the requirements. 9/28/2018


ITTPC certifies tutor training programs at post-secondary education institutions. ITTPC does not certify individual tutors nor tutor trainers. Once certified, the tutor training program is authorized to certify tutors as they meet the requirements. There are no additional fees required other than the application fees. An application fee is required for each application submitted.

Download General Tips and Information PDF

If you have any issues with the application, please contact Nicole Cheever, Certification Administrator, at certifications@crla.net.


Stage 1 Application: New or Rejoin


  • The Stage 1 Application is for New and Rejoin Programs. Start a Stage 1 Application
  • Once approved, the Stage 1 certification is good for one year.
  • New programs are applying for new levels of certification. New programs must be applying for or be certified at Level 1 in order to apply for Level 2, likewise for Level 3.
  • Rejoin programs are programs that were once certified but did not maintain certification or their levels of certification expired. Rejoin programs must be applying for are are certified at Level 1 to apply for Level 2, likewise for Level 3.
  • To access a saved application please click ITTPC Stage 1 Login


Stage 2 Application: Reflection and Renewal


  • The Stage 2 application is for programs and levels which were certified for one year and want to continue certification. Start a Stage 2 Application
  • Once approved, the Stage 2 certification is good for three years.
  • To access a saved application please click ITTPC Stage 2 Login


Stage 3 Application: Re-Certification


  • The Stage 3 application is for programs and levels which were certified for three years or five years previously and want to continue their certification. Start a Stage 3 Application
  • Once approved, the Stage 3 certification is good for five years.
  • To access a saved application please click ITTPC Stage 3 Login


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ITTPC Fee and Payment Options


Both the application materials and fees must be submitted before your application is ready to be reviewed. It does not matter which is submitted first. For concerns or questions please contact Nicole Cheever at certifications@crla.net.

Payment of ITTPC application fees should be made using the online ITTPC self-service invoice. CRLA does not accept PO’s. Your business office may require a copy of our W-9 to list CRLA as a vendor. If so, print and submit the W-9 form.

Download the CRLA W-9 Form

Application Fees

Application fee schedule (applies to new, reflection/renewal, and re-certification applications):

  • One level at a time: $150
  • Two levels at a time: $250
  • Three levels at a time: $350

New fee for multiple campus/multiple program:

One level at a time: $150 primary + $50/additional campus or program

Two levels at a time: $250 primary + $100/additional campus or program

Three levels at a time: $350 primary + $150/additional campus or program

NOTE about the multiple campus/multiple program option:

In the past, each campus and program was required to be certified separately. Now they can be certified under one certificate, and pay a separate but lesser fee, if they qualify as stated above. All of the campuses and/or programs on the one certification must meet the same approved criteria for all four components (tutor selection, tutor training, tutoring experience, and tutor evaluation).

The Online ITTPC Self-Serve Invoice


For better clarification on multiple programs or campuses under one certificate, contact Shawn O'Neil at s.oneil@crla.net.

CRLA Certification Administrator

Nicole Cheever


414-908-4961 ext. 116


ITTPC Coordinator

Shawn O'Neil

The University of North Carolina at Greensboro, Greensboro, NC


Shawn O Neil

Shawn O’Neil is the Assistant Director for Academic Excellence at the University of North Carolina at Greensboro, where he and the other staff at the Academic Achievement Center manage a large and dynamic center, offering small-group and individual tutoring, supplemental instruction, and academic coaching. He has been involved in CRLA's International Tutor Training Program Certification at every level — as a tutor, tutor-trainer, tutor coordinator, ITTPC reviewer, and ITTPC associate coordinator. Currently he serves CRLA as its ITTPC Coordinator. He has Masters degree in Education and graduates in May with a second Masters in Training and Development from North Carolina State University.

ITTPC Assistant Coordinator

Samantha Johnston



Samantha Narad Johnston

Samantha Narad Johnston is the Assistant Director of CLASS. She earned her MA in Math and Science Education at the University of Colorado at Boulder and a BS in Childhood Education from SUNY Oswego. She taught math in the K-12 sector and taught Foundations of Mathematics in the Real World at SUNY Oswego before becoming Math Skills Coordinator at Hood College in Maryland. She joined CLASS July of 2017 and hasn’t looked back! Samantha is a program reviewer and Assistant Coordinator for International Tutor Training Program Certification for the College Reading and Learning Association (CRLA). She is excited about the growth CLASS has experienced in such a short period of time. When not working, you can find her watching the latest horror movie or playing with her nieces.


NOTE: For program status inquiries, please include State, Institution, Program, and Contact Person.

ITTPC Reviewers

Lisa Appelhans Central Wyoming College lappelha@cwc.edu
Wally Barnes Sam Houston State University WBB001@SHSU.EDU
Cheryl Capuchina North Central Texas College ccapuchina@nctc.edu
Jenny Crones Heartland Community College Jenny.Crones@heartland.edu
Rob Dawson, Jr. Florida Gateway College Robert.DawsonJr@fgc.edu
Michelle Galey Eastern Washington University mgaley72@ewu.edu
Joan Giblin Northeastern University j.giblin@northeastern.edu
Amber Gordon University of New Mexico  gordona@unm.edu
Abdollah Hajikandi Buffalo State College hajikaa@buffalostate.edu
Keira Hambrick The Ohio State University keira.hambrick@gmail.com
Kristy Hare Stony Brook University Kristy.Hare@stonybrook.edu
Samantha Johnston Syracuse University sajohnst@syr.edu
J. Juechter Bronx Community College j.juechter@bcc.cuny.edu
Kevin Knudsen Stevenson College kknudsen@stevenson.edu
Jarrett Lykins Albany College of Pharmacy and Health Sciences Jarrett.Lykins@acphs.edu
Marie Maguire-Cook Rogue Community College MMaguire@roguecc.edu
Howard Masuda California State University, LA (retired) hmasudamasuda@aol.com
Sheri McIntyre Linn-Benton Community College s.mcintyre@crla.net
Shawn O'Neil UNC Greensboro s.oneil@crla.net
Jose Paez Union County College paez@ucc.edu
Cecillie Reid Boston College cecile.reid@bc.edu
Roberta Schotka Wellesley University r.schotka@crla.net
Kirk Skogland University of Kansas kskoglund@ku.edu
Amy Spencer Ohio Dominican University spencera@ohiodominican.edu
Rebecca Tedesco   rkatztedesco@gmail.com
Olga Thurman El Paso Community College othurman@epcc.edu
Penny Turrentine Pima Community College Penny.Turrentine@pima.edu
Jen Welsh University of New England jwelch6@une.edu
Valerie Wrenn University of Pennsylvania vwrenn@upenn.edu
Cathy Young Heritage College, Gatineau cyoung@cegep-heritage.qc.ca

ITTPC Frequently Asked Questions

ITTPC certifies tutor training programs and authorizes tutor training programs to recognize tutors who have met their institution's CRLA ITTPC tutor training program requirements.


Follow the submission instructions under the Application tab. Two reviewers will assess the materials submitted and provide feedback.

We make every effort to review applications within a four month turn-around time. Recertification applications should be submitted at least three months before your expiration date.

We accept applications at any time of the year.

ITTPC accepts payment by credit cards and school or personal checks. CRLA is not able to accept Purchase Orders. CRLA's Federal ID# is #95-3177158. Click the button for a downloadable W-9 form.

Download the CRLA W-9 Form

No, you are not required to be a CRLA member to certify your program, but you are invited to join to benefit from the support and professional development opportunities of the CRLA organization.

ITTPC and IPTPC are separate programs within CRLA and require two separate applications. For currently certified ITTPC programs who wish to add the mentor certification, please see our certification requirements page for IPTPC.

The ITTPC and IPTPC programs are separate entities established to support two distinct peer roles on college/university campuses. Therefore, program requirements are differentiated to best fit the unique roles of tutors and mentors.

Read through the certification application to determine what constitutes a strong program, speak with directors of other certified programs in your area, and/or look at the example certification application materials. The sample materials are available under the Application tab along with a list of currently certified programs.

Yes, CRLA provides certification training and guidelines at its annual conference and some local/regional conferences.

Because the role of an SI leader as stated by the International Center for Supplemental Instruction at the University of Missouri at Kansas City (UMKC) is not one of a peer tutor, SI programs may not apply for ITTPC Certification. However, CRLA feels that IPTPC provides an excellent fit for the unique aspects of Supplemental Instruction programs. Information on IPTPC is available under the Certifications menu.

Original certification is valid for one year. Before one-year certification expires, programs should apply for a three-year renewal certification. Beyond that renewal, programs should re-certify every five years.

No, a program is only authorized to recognize tutors as having met the ITTPC tutor training requirements during the dates listed on its program certificate.

Once a program is certified, renewed, or re-certified, coordinators will receive an email that includes the program certificate as an attachment (PDF), as well as the link(s) to the PowerPoint template for the tutor recognition certificate(s). Because program certificates contain the current CRLA President’s signature, each program should bookmark the link(s) in order to download updated tutor recognition certificate(s) each December after the new CRLA president has been installed.

Yes! Compliance with federal copyright law is expected of all CRLA members and ITTPC programs. It is our legal and ethical responsibility to give authorship credit for all materials used in the classroom and for tutor and mentor training. Additionally, it is our legal and ethical responsibility to purchase, or have students purchase, copyrighted materials such as those contained in the Handbook for Training Peer Tutors and Mentors. ITTPC programs found to be in violation of copyright law can lose their certification.

Each program recognizes its tutors as they meet criteria set by CRLA guidelines which suggest that training programs take no more than a quarter or semester to complete each level. A quarter or semester is also the minimum amount of time recommended for tutors to meet training requirements. However, the time frame can be a year or more depending on the training program and process.

Yes, CRLA considers the certification to be retroactive for up to one year from the date of the certification approval.

Level 1 certification requires 10 or more hours of training. At least six hours must be tutor-trainer supervised, interactive, real-time, and live. The remaining four hours can be self-paced. Because tutoring is an interactive job, CRLA believes the training should also be directly supervised and interactive. This standard is also applicable to Levels 2 and 3.

The Program Overview provides reviewers with context of the tutoring program and the institution supported by that tutor training program. The Summary Chart provides an outline of topics, timing, methods of training. Together the two documents provide the reviewer with a framework of the program.

No, a new level of certification requires a new, separate application. You can apply for a new level at any time and can send in the new application at the same time as re-certification materials are submitted so that cost is reduced by paying for 2 levels at once.

ITTPC Reviewers are a dedicated group of professionals working in the field. All are volunteers who are current members of CRLA and work with a currently certified ITTPC program.

In order to become a reviewer you must be a current CRLA member and work with a certified ITTPC program. Please contact the ITTPC Coordinator for more information.

Contact Information

Shawn O'Neil

Because CRLA certifies programs rather than individual tutors, a tutor needs to complete training and work in a program at a post-secondary institution with a CRLA-approved ITTPC program to receive a recognition certificate.

Tutors should contact the program and institution who provided the certification.

No, your program certificate is for your program to display as an authorized ITTPC program and notes the authorization dates for your program. It should not be modified or changed. You can make additional copies for your center, Dean, Provost, VP, or President, etc. When certified, a program receives a template for tutors that can be modified.

If you cannot find your recognition template, send an email to Shawn O'Neil at s.oneil@crla.net requesting a new link and template. Please include the name of your college or university in your request.

A tutor does not need to renew his or her credentials.

It is up to the training supervisor to make this determination. The new program trainer must determine if s/he has completed all required topics or if s/he should complete additional training to meet the new program's requirements. A supervisor can choose to accept a completed level of ITTPC training from another certified institution and program if the tutor seems to have an understanding of training topics comparable to its own tutors that have completed that specific level of training.

Rick Sheets Outstanding Tutor Award

Do you have an undergraduate student who exemplifies what it means to be a tutor? Nominate them for the Rick Sheets Outstanding Tutor Award!

History of the Award

The Outstanding Tutor Award was established in 1995 by CRLA’s International Tutor Training Program Certification (ITTPC) committee, and was renamed the "Rick Sheets Outstanding Tutor Award" in 2016. This award is given annually to one peer tutor from any one of our 1200+ certified tutor training programs. It honors the work of undergraduate student tutors who contribute much to the academic success of their peers and motivate and inspire others through their dedication and passion for their work.

Who are we looking for? We’re looking for the best of the best! Applicants must:

  • Be an undergraduate student at the time of nomination with at least 3.0 GPA,
  • Currently serve as a tutor in a CRLA ITTPC-certified program,
  • Have earned recognition at level 1, 2, or 3 through a CRLA-certified tutor training program,
  • Have a strong history of development and success as a tutor.
    **NOTE: Programs may only submit one nominee for consideration.

What does the Outstanding Tutor receive?

Award recipients will receive:

  • A plaque and $250 honorarium
  • Invitation to CRLA Annual Conference
  • Recognition at the CRLA Annual Conference, including the opportunity for brief remarks at the Awards Brunch
  • Publicized biography on the CRLA website and in CRLA Annual Conference materials
  • Reimbursement of up to $250 of travel expenses to attend CRLA Annual Conference, at winner’s request (not transferable).

How do you nominate a tutor for this award?

Application Process:

To be considered for this award, applications should include:

  • Application form completed by the tutor’s supervisor
  • Attached to the application, you must upload the following:
    • Letter of support from a faculty member who teaches in a subject they tutor, but who is not affiliated with your tutoring center or program
    • A copy of the nominee’s unofficial transcript to verify GPA
    • A copy of the nominee’s highest-level ITTPC certificate of completion
    • A copy of the tutor’s most recent tutor evaluation (dated within a year of nomination).
    • Nominee’s essay (see below for the prompt and requirements)

Student Essay
In addition, the nominee should write an original essay of 500-750 words addressing the following topic:

How has your tutor training helped you adjust to tutoring during the pandemic?

This original essay must be double-spaced in Arial or Times New Roman, with the tutor’s full name and nominating university or college name in the header. References, if used, do not count toward the word count limit, but should be cited using either MLA or APA guides. Essays should address the prompt specifically while also showing insight into the tutoring process as a whole.

To submit documentation:

  1. Please upload each document as a separate file in application itself, named with the tutor’s name.

a. File Name Examples:

i. Smith, Josie- Letter
ii. Smith, Josie- Transcript
iii. Smith, Josie- Certificate
iv. Smith, Josie- Evaluation
v. Smith, Josie- Essay

NOTE: To upload files to the application, you will need to sign into a Google account. If you do not already have a Google account, you can make a Google account for free, using your current email address at this link: https://accounts.google.com/SignUpWithoutGmail

NOTE: All applications, including attachments, must be received no later than 11:59 PM on May 15, 2021. Partial or incomplete applications will not be considered. Applicants will be notified by email of receipt of their application packets. Application materials will not be returned.

Once an award recipient has been chosen, all nominees will be notified via email.

Please send an email with the subject line “OTA 2021” to: Samantha Johnston, ITTPC Assistant, at sajohnst@syr.edu


Sydney Riu

     2020 Outstanding Tutor Award Recipient: Sydney Riu

Sydney Riu graduated this May with her Bachelor’s of Science in Hospitality Management from Endicott College in Beverly, Massachusetts. Currently, Sydney is continuing her education at Endicott in their fifth-year Masters of Business Administration program where she was also hired as a Graduate Assistant with the Tutoring & Writing Center. During her time as a peer tutor, Sydney went through extensive training to become a CRLA Level III peer tutor and was on the first-ever Tutoring and Writing Center Executive Board. While on the executive board, Sydney served as a student leader during new peer tutor trainings and organized inclusive tutoring events campus wide. Additionally, she tutored courses like Hospitality Accounting and Food & Beverage Management, where she offered individual and small group tutoring sessions.



CRLA is a mutli-disciplinary organization that encourages collaborations, partnerships, and innovations between diverse people, organizations, and ideas that support higher education. Our current collaborations include Tutor Essentials, powered by Tutor Matching Service, and Tutor Lingo, powered by Innovative Educators. These products were a result of a collaborative design process, consistent with best practices in the field. For those interested in collaborating with CRLA, please contact the current CRLA President.


TutorLingo is a series of on-demand videos and valuable resources focused on supporting the tutor training process. Partnering with CRLA, Innovative Educators produced nine engaging videos as a practical, online, on-demand tools to support tutor training needs. Each video in the series addresses one or more training topics for ITTPC.

Topics Include:

    • A Toolbox for the Novice Tutor
    • Developing Critical Thinking Skills
    • How to Tutor Writing
    • Learning Theory
    • The Nature of helping Relationships
    • The Role of the Tutor
    • Tutee Study Skills: Note-Taking, Reading, & Testing Strategies
    • Tutoring Students from Diverse Backgrounds
    • Understanding Self-Regulatory Behaviors

Learn more by visiting Innovative Educators.

Visit the TutorLingo Website

Tutor Essentials

Tutor Matching Service is a free supplemental resource utilized by learning centers across the country to help provide tutoring (online or in-person) for the small courses where no free campus tutoring exists.

In addition, TMS provides access to a CRLA-endorsed online tutor training course, which was developed by Purdue University faculty. Tutors from Florida to Malaysia have enrolled in this one-of-a-kind online course that covers many of the CRLA Level 1 topics. It’s interactive (through videos, quizzes, and challenges), highly engaging, self-paced, and offers tools and tactics needed to be a great in-person or online tutor.

Course Duration: 4-6 hours, self-paced. Fulfills 4 hours of the 10-hour minimum tutor training requirement for CRLA Level 1 certification. Course Fee: $20.00 per tutor.

Course Author: Purdue University

Learn more by visiting the Tutor Matching Service website.

Visit the Tutor Matching Service Website