Because volunteers (and learners!) play key roles in the assessment process, they should have access to information about and input into any documentation used for the purposes of assessment. The learner needs this information because she needs to know how she is doing and what she still needs to work on. The tutor needs the information to help him design learning activities and to know what skills gaps still exist.

Staff should clearly define lines of communication. Many literacy programs in Ontario identify one staff member as the main volunteer contact. Tutors should feel comfortable speaking to that person about any concerns they might have. The designated staff member should also have some training in volunteer management. The value of well-thought out policies and procedures, job descriptions and reporting mechanisms cannot be overstated.(36)

Volunteers also need to be clear about just what they are reporting on and in what level of detail. Program staff need to identify whether they want reports submitted after every session, after every four sessions or less frequently. (When establishing the reporting periods, staff should take into consideration that they are responsible for tracking learner progress and more frequent reports can help identify areas of concern before problems arise.)

Staff should also require that volunteers report back not so much on the isolated skills the learner is using, but rather on HOW the learner is using her new skills. Anecdotes about a family member noticing an improvement or an account of something the learner did that she couldn’t do before provide valuable information to the staff and help them determine when a learner is ready to perform a demonstration. Appendix 5 includes some sample report forms that are used in Ontario community-based literacy agencies.

Everyone should also remember that communication is not a one-way street! While it is important for the volunteer and learner to submit regular progress reports, it is equally important for program staff to check in every so often just to see how things are going. In many programs, staff members will arrange to visit a tutoring session every few months. This allows that person not only to observe first-hand how the match is working but also to establish a more personal relationship with both the volunteer and the learner.