The Academic Recovery and Accessible Learning (ARAL) Program in the Philippines aims to address learning losses caused by the pandemic. This study assessed the readiness of ARAL tutors in terms of knowledge, skills, and confidence, and how these factors influenced their teaching. Data from 55 tutors were analyzed using various statistical methods. Results showed that most tutors were novice educators, and while they generally displayed high readiness and effective classroom practices, those with post-graduate degrees performed better in complex tasks like curriculum implementation. The study revealed a positive link between tutor readiness and classroom performance, suggesting that higher proficiency leads to better outcomes. It also found no significant impact of years of experience or economic status on readiness. Based on these findings, the study proposed the Tutor Readiness Assessment and Development Framework (TRADF) to guide targeted, competency-based professional development. The findings highlight the importance of targeted training to improve teaching effectiveness and maximize learning recovery outcomes.