PAL Roles & Responsibilities

Embedded, near peer tutors. This means they are not teaching faculty or Teaching Assistants (TAs). Two things to note here:

1. 1. Like a tutor, PALs will work with students outside of the English 1A classroom by reinforcing course content, offering support during the writing process, and helping students navigate campus resources.

   2. But, because PALs are paired with a specific section of English 1A, they also get to work closely with instructors to understand the course goals/ assignments and with students during class activities and discussions.

Chaffey students recommended by a faculty member or undergraduate/ graduate students in the fields of English, Education, Creative Writing, or Composition/ Rhetoric. All PALs have completed Complete English 1B or the equivalent with an A or a B

Qualities we look for: Flexibility, ability to work independently, ability and enthusiasm for trying new things (sometimes without direct instruction), ability to work respectfully with a diversity of students and faculty who may have very different learning and teaching styles, ability to ask for help, enthusiasm for helping/ learning, and experience in the college setting/ navigating campus resources.

Hired by the college as "Apprentices," like all the Success Center tutors and SI leaders here at Chaffey. This is a paraprofessional position that requires additional training (CRLA Level 1 and 2), and subject experience (Pass English 1B or the equivalent with an A or B). Some Apprentice positions require a Bachelor's Degree. Apprentices can work a maximum of 3 years at Chaffey College.

Do promote PAL tutoring/ session times on your cranium card, through groups and e-mails, and on class website/ Canvas. Ask your instructor if you can make announcements, introduce yourself, and talk in class.

Do reach out to specific students who could benefit from additional support.

Do work with individuals or small groups on targeted activities, including going over assignments, participating in discussion boards, reviewing a key concept or skill, and floating around to answer questions/ facilitate discussion during group work.

Do check in with the instructor on how the class is going for students and whether students have had questions or challenges with a particular skill or assignment. Let your instructor know what your plans for participation are and how you’d like to work with students.

Do promote all tutoring options including PAL tutoring, Success Center tutoring, DLAs and Workshops, SI Sessions, or online tutoring via Smart Thinking.

Do not take on the role of the instructor. Do not run errands, make copies, prep lessons, create class materials, lecture during group sessions, or assign grades.