The student is a bright and able young woman who, until October 2011, had been educated in the British system, and attended some of the best private schools in England. Unfortunately, she became involved in a range of unacceptable behaviours involving alcohol, drugs and unsuitable relationships, as well an almost total disregard for her parents’ guidance. After trying every possible alternative in England, her parents took the difficult step of moving her first to a wilderness program, where she spent almost three months, and then shortly after to a therapeutic, residential establishment in Provo.

She is making excellent progress on the therapeutic front, but is not progressing academically at the rate and with the sense of purpose that she would like. This is not because she is unwilling or incapable, but because the academic program in her current setting is not aimed at academic excellence. Her parents intend to move their daughter to a school in Virginia from the Fall of 2012. The student, her parents, her therapists, and the new school all agree that it would be ideal if she could enter her correct age/grade cohort this September and then complete her Junior and Senior years there.

The student can be manipulative, so the Tutor will need to remain immune to all attempts to subvert the tutoring arrangements or to use the Tutor to try to alter the pathways of the other professionals who work with her.

Due to the differences in the British and American educational system, allied to the student’s rather chequered academic pathway over the last couple of years, it is hard to determine the young woman’s current grade level. It is estimated to be somewhere in the middle of grade 9, but she is not finding the materials she is given at present to be challenging, and so perhaps that indicates that she is more advanced in some regards. If she is going to do well in the academically demanding environment offered by the new school, she will need to be secure up to the end of grade 10. Even if some of the work she has completed and remembers from her schooling in England is of the required standard, it is not known at this time where these parts might be, and there are certain to be a number of obvious gaps too — predominantly in the way essays and bibliographies are constructed and presented, US History, the language style of most subjects, the imperial system of measure and so forth.

The student is residential at the facility in Provo, which also has about forty other students ranging in age from 14-18, who are in varying stages of recovery from their own challenges. It is important for the Tutor to appreciate that this arrangement will require him or her to abide by the constraints imposed by the facility in Provo in relation to the tutoring locations and times, and especially in relation to dealings with other staff and students.

The student will be enrolled in a fully accredited online High School. She will need to complete the minimum course for grade 9 and then grade 10. The online High School is flexible, allowing students to move through courses either sequentially or concurrently as suits the individual; a mixture of these two modes is advisable, perhaps three courses at a time even if not all start or finish together. The online High School has written the courses and prescribed the textbooks. The Tutor will be responsible for downloading the courses for each unit and then guiding the student to ensure that everything is complete and submitted to the online High School. It is not known at this stage how many hours a day the student will have available for study with the Tutor with her other daily responsibilities, but she is highly motivated to reach the academic standard and the therapeutic goals required to be allowed to transfer to her new school in Virginia, so it is likely she will always want more time for study than is available. It is therefore essential that the Tutor is always well-prepared, the that the learning requirements are distilled to ensure mastery without unnecessary busy work, and that she has work to do between tutoring sessions.

In addition to the schooling, the Tutor will need to devise and manage a suitable reward scheme that encourages desirable behaviors.

The Tutor will need to be available for an average of 40 hours per 5-day week. When not working face-to-face with the student there will be time for preparation of the course material, review of work done by the student prior to submission, or uploading of work already completed. The Tutor is entitled to two consecutive days off per week, but these may not be Saturdays or Sundays that might be more suited to longer uninterrupted periods of study.

The Tutor will need to be flexible with regard timing to fit with the schedule at the facility in Provo and to accommodate the ebb and flow of job that exists within and alongside a busy school.

The Client will be responsible for the cost of the first outward and final return journeys from the Tutor’s home to Provo, but not for any intermediate journeys home during the contract period.

If the Tutor brings his or her own car then the Tutor will be reimbursed at the rate of $0.55c per mile used for getting from his or her apartment to the school, and of course for the mileage driven getting to and from Provo at the beginning and end of the contract. If the Tutor does not have his her own car, the Client will cover the cost of a rental for the period the Tutor is in Provo.

If the Tutor should be invited to accompany the Client (or his ex-Partner) to any location outside Provo they will be responsible for all the Tutor’s travel and accommodation expenses for the duration of this travel period.

The Client will provide a stipend of $600 in addition to tutoring fees, with which the Tutor will need to rent accommodation locally. This stipend should cover all bills on the accommodation with the exception of personal phone calls.

The Tutor should be fit and healthy, and a non-smoker. It would be preferable if the Tutor enjoyed outdoor sports so that he or she can take advantage of the local area.