The student is an intelligent, polite and well-travelled young woman of sixteen years old with a warm and cultured demeanour. She is socially gregarious and conversational. She loves outdoor education, and is not afraid of physically demanding expeditions - indeed she would very much like the planning and completion of these to form an integral part of her home education. She has a wide range of interests, some of which have been subdued by her current lack of verve, but which include piano, dance, music (rock), and singing. Her favourite teacher taught English. He was strict. He clearly knew the material well and allowed everyone in the class to participate fully without needing to single anyone out. Her least favourite teacher taught Art. She was inflexible and restricted the students' creative freedom. Like many young people at this age, the girl can be opinionated and stubborn and does not suffer fools for long.

Her academic path has been a bit uneven recently. She started her schooling in New York, and from a young age showed a reluctance to get on with her own work. With the help of a private tutor in first grade, she was able to make up for a small reading deficit. Five years ago she moved to a school in Athens, a much larger and impersonal environment into which she never really settled. After four years there, she moved to a school in Switzerland which she loved and where she thrived, albeit briefly. Unfortunately, she was unable to stay for long, and rejoined her school in Athens midway through the first semester of 10th grade. Her grades started slipping as soon as she returned, and even though the school set up a strong support program, it made little impact. Eventually, in spring 2011, the school suggested that she be tested for learning differences. The resulting report showed some mild attention deficit and dyslexia. It also showed that she is far below her normal reading age and has lost a great deal of self-belief; these two factors could also explain the reported learning differences. The general decline at school has resulted in serious damage to her GPA (estimated to be approximately 1.2) and created a young person who is now sufficiently far behind her peers that her learning styles are only exacerbated by being in the classroom. Understandably, she has not been attending those classes in which she feels too uncomfortable, and so the gap between her and her peers has widened. It is essential that this negative downward spiral be reversed before it is too late.

To her great credit, the girl wants to finish her schooling on a strong note and to be accepted into a good College that has a strong film program. She understands that the next two years will mean making an immense effort, and she is keen to get started. All in all, she will make a pleasant and productive student for an able educator to work with every day.

For the next two years, the student will be home-schooled through National University Virtual High School (NUVHS) with the full time support of a dedicated private Tutor to help her manage the workload, master the course content, and improve her overall school performance.

The NUVHS program will be taking her as a transfer student, which means that her current transcript and GPA will be carried forward from her former school. In order to qualify for graduation from NUVHS, she will need to complete a minimum of thirteen courses there. This should be no problem. In addition to the normal courses taken as a Junior, she failed some grade 10 classes, and these will need to be repeated. It is also possible that her former school will allow her to expunge from her record some classes in which she passed at a very low grade in order that these may be repeated, hopefully at a much higher grade, with NUVHS. What this means is that the young woman will not only have to do a normal Junior course load, but some extra make-up classes.

The Tutor will need to be highly organised, and able to work both as a teacher and as mentor-coach, helping the girl choose classes from NUVHS at a rate that she can manage while structuring the home-school day and the rate of progress through the online materials so that everything is done on time and to the required standard. This will necessarily involve some periods where the Tutor is a teacher, explaining how to solve certain problems or discussing the meaning of texts, and other periods where the Tutor ensures that she is getting on with assignments by herself. Although it is essential that she complete the work herself, the purpose of a full time support Tutor in this role is to ensure that nothing sent for assessment to the online high school is incomplete or incorrect. This will mean that all material should be checked by the Tutor and, if need be, corrected before submission. This opportunity to find and eradicate all gaps in knowledge, and the application of that knowledge, is one of the most beneficial aspects of this approach to education.

It is envisaged that the Tutor will create a timetable that follows the general structure of a normal school day. This will need to have the flexibility to accommodate one of the many advantages of this style of schooling - the flexibility to work longer on a particular subject if desired. She also needs to learn how to structure her own time and schedule work accordingly by getting ahead to earn breaks for non-school activities. A key component of this role is the freedom that homeschooling offers for study outside the classroom. This is something that this student loves, and the Tutor will be expected to intertwine plenty of excursion and expedition activities into the learning program as appropriate.

This is a full time job, working one on one with the student for four to six hours per day Monday to Friday. The Tutor's preparation time and the student's periods of private study are in addition to these hours.

The Tutor will be entitled to a minimum of nine weeks paid vacation per annum as per the Terms. These will normally be taken at times convenient to the Client, and will likely follow a similar pattern to standard school vacations.

The Client will give the Tutor access to a car as required for their work and for general use by the Tutor.

Travel, and all expenses this incurs, will be met by the family on all journeys where tutoring takes place.

Accommodation for a single person will be available in all locations. In the US and Greece this will be a separate apartment. In France it is not known at this stage whether the accommodation will be live-in or live-out.

The family will provide, or reimburse the Tutor, for all meals that occur during tutoring time.

The Tutor should be a non-smoker and hold a clean driving license. He or she should lead a healthy lifestyle and be in good physical shape.