aca new standards instructor training curriculum 2015 · · 2015-11-25instructor training camp...
Post on 18-May-2018
213 Views
Preview:
TRANSCRIPT
© American Camping Association, Inc., 2007 ACA Instructor Course 2
January 2007, October 2012, November 2015
Instructor Training
Camp Accreditation Courses
Purpose
To train persons to assume the role of Instructor or Associate Instructor in the
American Camp Association’s accreditation program.
Participants
Must have served as a Visitor for at least five visits over a minimum of two years
and be a current ACA member. This course assumes the candidates have
knowledge of the standards and have previous teaching/training experience.
Time
Approximately 14-16 hours –including online pre-course obligation
Curriculum Guide
Includes suggestions for preparing for the course, a guide for leading the course,
copies of course handouts, samples of pre-course communication, Power point
outline, and supplemental information for Trainers.
Course Objectives
At the end of the course, participants will have:
Demonstrated comfort level with standards content
o Landlord/in loco parentis concepts
o Interpretations, intent, compliance demonstrations
o Year round applicability/modes
o Compliance within each of the 8 sections of standards, DNAs, staffed
public facilities
Established comfort level with materials:
o Accreditation Process Guide
o Curriculum guides for courses
o Use of technology and visual aids
o Handouts, activities, and other resources
o Discussed and applied adult education principles/theories
Demonstrated ability to instruct courses:
o National curriculum, training skills, team teaching, ACA advocate of
accreditation
Demonstrated ability to evaluate peer/trainee performance accurately and
objectively
Demonstrated understanding of ACA structure and accreditation processes:
© American Camping Association, Inc., 2007 ACA Instructor Course 3
January 2007, October 2012, November 2015
o Local Standards Committee, National Standards Commission,
National Staff, Volunteer leadership structure
Course Goals
To develop skills in instructing and utilizing the curriculum
To assess whether or not the candidates have accomplished the stated
objectives
Course Design
Since we learn best that which we teach, the course will consist to a large degree of
directed study and/or practice teaching. Instructor candidates will complete
assigned modules, from the standards course and associate visitor course, to either
present main content to the larger group or to practice teach. Some units may be
instructed by the Trainers. Trainers should model various teaching techniques
(other than lecture). See the Trainer resource for sample schedules.
Some of the Standards Course and some units from the Associate Visitor Course
sessions will be presented and/or taught by the course participants. It is
recommended that each participant teach or present two to three times. (One short
segment alone, and one or two longer segments as part of a team). Following each
presentation, time should be allowed for discussion, idea sharing, and constructive
feedback.
General Schedule (sample)
Typically over a weekend, but not required:
Day 1 (afternoon and evening) - Course will begin in the afternoon with instruction
by Trainers. Provide time for participants to finalize preparation for teaching
assignments.
Day 2 - Begin after breakfast having Instructor Candidates practice teaching or
directed study of the assigned Standards Course (SC) units. After a break, begin
with the Associate Visitor Course assignments (AVC) and a mock visit (or directed
study of mock visit, followed by practice scoring. Trainers should meet this
evening to discuss candidates’ performance and final recommendations.
Day 3 (morning) – One trainer will focus on additional policies and procedures,
reviewing the Standards Administration Manual (SAM), web site, support
products, etc. and answer questions. The other trainer meets individually with
candidates to evaluate their participation and to make recommendations. The
intent is to finish for a noon dismissal (no lunch service).
© American Camping Association, Inc., 2007 ACA Instructor Course 4
January 2007, October 2012, November 2015
Topic Areas
Approx.
Time
Slides from
Trainer PPT
Unit 1–Introductions/Mixers 30 min. Slide 1
Unit 2–Purpose of Accreditation 30 min. Slides 2-5
Unit 3–Quick overview of changes 15-30 min. Slides 6-12
Unit 4–Key Elements to Program 30 min Slides 13-19
Unit 5–Compliance Decisions Refresher 60 min Slides 20-30
Unit 6–Using Resources 30 min Slides 31-36
Unit 7–Adult Learning Styles (Review) 30 min Slides 37-44
Unit 8–Assessing Learning 20 min Slides 45-47
Unit 9– Practice Teaching or Directed Study of the
Standards and Associate Visitor Courses 6.0 hours Slide 48 (See
Trainer Materials) Unit 10–SAM/Wrap up/Evaluations 2 hours Slides 49-55
Total Time 12 hours
Materials – See Instructor Resource packet for suggested list
Pre-course communication
Participants are recruited/identified through the local offices. Local personnel
recommend participation through an application and registration process with the
ACA, Inc. administrative office. In preparing for the course, responsibilities are as
follows:
National Staff (see Course Resources for samples)
6-9 mos. before course - Establish dates/location of training, assign Trainers,
publicize course to local offices. Set deadline for accepting applications no
less than 2 weeks before the class begins.
• 4 – 6 weeks before course - Send Welcome letter (confirmation of course),
Curriculum guides, agenda/schedules, head-up that teaching assignments
will follow, travel and site details, a roster of those registered to date to
participants and online pre-course online enrollment obligation and access
information. Continue sending as registrations are received prior to the cut-
off date. Include travel information form to be returned.
Arrange for course to receive needed course handouts, and to have Power
point CD, laptop and LCD projector, at least one copy of SAM, evaluation
© American Camping Association, Inc., 2007 ACA Instructor Course 5
January 2007, October 2012, November 2015
forms. Arrange to have a screen available. Find a local ACA liaison that can
serve as on-site liaison with facility management.
Trainers (see Instructor Resource packet for samples)
6weeks -2 mos. before course - Send Welcome letter (ACA, Inc. has
templates). Include in this letter some words of encouragement that reflect
your understanding of the participants feelings of hesitancy/concern over
having to teach segments of the curriculum to their peers. (Sample letter is
also in the Instructor Course Resources).
Use one of the sample templates in the Instructor Course Resource packet to
make teaching assignments for candidates. (Try to give each candidate a
variety of teaching methods.)
Send assignments directly to participants via email and remind participants
of their online pre-course obligation. This will accompany the assignment
letter and will include contact information of all participants, so teams can
do some planning before arriving at the course.
2 weeks prior to the course send practice teaching assignments to
participants. Be sure participants know to make and bring own copies of
handouts related to their assigned units
© American Camping Association, Inc., 2007 ACA Instructor Course 6
January 2007, October 2012, November 2015
Unit 1–Introductions/Welcome/Overview 30 minutes
Outcome Objectives
By the end of this session, participants will:
• Get acquainted.
• Recognize experience and expertise of group members.
Materials/preparation
PPT
Handout – Final Course Schedule
Welcome, Introductions, Overview Time to present: 30 minutes
Greet new instructor candidates as they enter the training room and have them
make a name card tent that will sit on the table in front of them.
1. Gather group together, start on time! Have title slide on screen.
2. Introduce yourself and co-trainers.
3. Briefly review time line of the session (length, planned breaks, intention to
end on time, etc.) and make reference to the printed schedule so candidates
see where they are teaching. Handout final course schedule (if different than
what was sent)
4. Identify locations of restrooms, telephones, smoking areas, snacks, etc. Also
discuss meal times, ground rules specific to the facility, etc.
Conduct a short icebreaker that encourages the group to begin to network.
© American Camping Association, Inc., 2007 ACA Instructor Course 7
January 2007, October 2012, November 2015
Unit 2 –Review the Purpose of the ACA Accreditation Program 30 minutes
Materials
PPT Slide Deck
Slide. Main Purpose of Accreditation
In all seriousness, we want you to remember that the main
purpose of the ACA Accreditation Program is EDUCATION
More specifically:
• The main purpose of the ACA Accreditation Program is
to educate camp owners and directors in the administration of key aspects of
camp operation, particularly those related to program quality and the health
and safety of campers and staff (APG, p.12).
• The standards establish guidelines for implementing policies, procedures,
and practices. The camp, then, is responsible for implementing and ensuring
policies are followed (APG, p.12).
• Another purpose of ACA accreditation is to assist the public in selecting
camps that meet industry-accepted and government-recognized standards
(APG, p.12).
• Accreditation does, however, indicate to the public that the camp
administration has voluntarily allowed its practices to be compared with the
standards established by professionals in the camp industry (APG, p.12).
• Accreditation focuses on education and evaluation of camp operations, using
standards that often go beyond the minimum requirements of licensing
(APG, p.12).
Spend time, before progressing any further, discussing the following questions
with the group.
When did YOU last help a camp director with an AH-HA moment? (Capture
responses on flip chart)
How have you helped a camp experience a successful visit? (Capture
responses on flip chart)
So, with these things in mind — from an INSTRUCTOR’s (potential
instructor’s) point of view
What does education look like?
What does it sound like?
How do we, as instructors, facilitate education?
© American Camping Association, Inc., 2007 ACA Instructor Course 8
January 2007, October 2012, November 2015
Slide. Review Main Purpose
The main purpose of the ACA Accreditation Program
is to educate camp owners and directors in the
administration of key aspects of camp operation.
• Related to program quality and the health
and safety of campers and staff.
• Establishes guidelines for implementing
policies, procedures, and practices.
• Assists the public in selecting camps that meet
industry-accepted and government-recognized standards. • ACA accreditation is voluntary.
• The visit process is educational in nature and design.
Slide. Review general course objectives. 1. Demonstrate comfort level with standards content
2. Establish comfort level with materials
3. Understand learning styles and be able to use a
variety of training styles
4. Demonstrate ability to instruct courses
5. Demonstrate ability to evaluate performance
accurately and objectively
6. Understand ACA structure and accreditation
process
Slide. Review Trainer Expectations of Participants 1. Ask for help when needed.
2. Know your section of course content.
3. Participate as a student (as “new” director, visitor
trainee, etc.).
4. Be honest and kind in your peer evaluations...
5. Others expectations? Trainer should elicit points
from the group on how they treat each other.
Trainer Tip: This is a good time to ask the group about their expectations and
to allow a discussion to evolve.
© American Camping Association, Inc., 2007 ACA Instructor Course 9
January 2007, October 2012, November 2015
Unit 3–Overview of Changes to Standards
Outcome:
Understand pertinent changes to the program that you need to know as an
instructor
Materials/Preparation
PPT Slide Deck
Poll group to see who did a visit last year or prepared for a visit. If there are folks
that were involved let them know that there are additional changes – even since
then.
Slide. Articulating What’s New and Different in 2015 Standards
In this section we are going to discuss the pertinent
changes to the program that you need to know as an
instructor.
Reminder, despite the changes to the standards and to
some procedures —
Slide. Changes to Standards 2015/2016
HR.3.3: The hiring policy must now indicate a
criminal background check at least every 5 years for
year-round staff. MANDATORY for 2015
HR.4.3: Now requires a criminal background check
ANNUALLY for all seasonal staff based on camp
property. MANDATORY for 2015
HR.8.B NEW Standard Requirement for staff to have training to minimize 1:1
camper staff interaction when out of sight of others. MANDATORY for 2016
Slide. APG Changes to Standards and DNAs*
© American Camping Association, Inc., 2007 ACA Instructor Course 10
January 2007, October 2012, November 2015
Additional changes include: PD.25 Archery Safety:
Added in the component that equipment must be
locked when not in use and all parts are
MANDATORY (2015)
PD.26 Rifle, Pellet, & Air Gun Safety: All parts
MANDANTORY for 2015
PD.29.3: Added another DNA: DNA helmet use on manufactured (man-made)
climbing wall when an auto-belay system is used. For 2015
Options to find/include ANY changes
/corrections/clarifications to the APG depend upon
when your book was printed. Depending on when your
book was printed and ordered you may need to:
• Use the pull-and-replace pages that came with
your book OR
• Can be found online on the Accreditation
Resources/Tools page at
www.acacamps.org/accreditation/resources-tools to print and insert
*Always check the Accreditation Resources/Tools page for
changes/corrections/clarifications
Slide: NSC Decision
The NSC feels that as camps are fully aware of all
mandatory standards and the need for these standards
to be continually met, it is appropriate for any camp
who misses four or more mandatory standards to be
required to have a revisit the following year. Camps
still have the opportunity to FIX the missed
mandatory standard which means they will not lose
accreditation due to the miss.
© American Camping Association, Inc., 2007 ACA Instructor Course 11
January 2007, October 2012, November 2015
Slide: NSC Decision
As ACA moves to a five-year visit cycle, the NSC
feels waiting 5 years to come into compliance with
any new or revised standard is too long.
Therefore, starting in 2016, camps must come into
compliance with all new/revised standards the next
season. The NSC will release new/revised
standards in the fall and they will become effective
the next season.
Slide. Check for Changes
Camps cannot rely on old or inherited documentation
and expect to sail through their visit without some
problems. Camps and visitors need to know that
some things are different and they will need to take
the time to prepare for their visits. Stress the
importance of reviewing all written documentation
on an ANNUAL basis!
Unit 4–KEY Elements to Accreditation
Program – 45 minutes
Objectives:
Examine and discuss the Camp Information Form
Examine and discuss the Camp Self-Assessment and
Review
Materials/Preparation
Flipchart and Markers
Camp Information Form
Camp Self-Assessment Review Checklist
Slide. Using Camp Information Form (has 4 transitions)
Distribute the Camp Information Form (if not already
done), AND If available, show participants where to
locate this form on the Resources and Tools page of the
ACA Web site.
© American Camping Association, Inc., 2007 ACA Instructor Course 12
January 2007, October 2012, November 2015
Introduce the Top Portion of the Camp Information Form.
Ask Attendees to Complete Camp Information, Winter Address, and Standards
Course.
Give participants Camp Information Form Handout
Have participants examine form and brainstorm ways to use it related to assisting
with a successful visit. Capture responses on flipchart.
Ask which form they would guess this replaces from previous version of
standards? Answer: Camp Profile
Explain the Camp Information Form is a helpful tool for both the camp and the
visitor to determine what modes and activities are to be scored.
Visitors will retrieve a copy of the camp information form that the camp
completed in preparation for the visit.
Trainers: Please use the actual handout to review the elements of the Form Explain the front side:
Camp name and ID number
Contact (specifically for the visit)
Addresses — both summer and non-summer
Camp Web site address
Information regarding completion of standards course requirements
Camp self-assessment general inquiry
Modes to be scored
Program sections to be scored
Multi-site distinction
Point out the areas to be visited box in the lower third of page one. Have
participants take a closer look.
In particular, direct them to the bottom third of the first page. Point out and have
them take notes, particularly on the sections regarding the Camp Self-Assessment
REVIEW DATE of MAY 1st (NSC mandate) for successful COMPLETION of
REVIEW by visitor. Any variance of this date is at the discretion of the local ACA
office.
IMPORTANT NOTE FOR ALL: The intent is that the Camp Self-Assessment
REVIEW (by visitor) will be completed BEFORE camp starts with staff training.
Remind candidates that the local office may deny an onsite visit if this is not
© American Camping Association, Inc., 2007 ACA Instructor Course 13
January 2007, October 2012, November 2015
completed. As Instructors, YOU need to know how your local office expects these
to be completed and tracked.
Also note modes of operation to be scored.
Point out the section on program areas to be scored and that it highlights three
areas:
Specialized Activities
Aquatics
Trip and Travel (three nights or more)
SAME Slide. Review the back side of the Camp Information Form (together):
Specialized Activities Offered — this should look familiar as it is similar to what
used to be on the Camp Profile.
During the Standards Course, camp directors were instructed to check any
activities that they offer and to CIRCLE any activities that they offer through a
staffed public facility — a third party.
List specific aquatics activities — aquatic activities are not listed specifically on
page two of the Camp Information Form. Rather, camps need to list what aquatics
activities they provide. As a visitor it is important that you review this box with the
camp director so both of you know whether to score swimming, watercraft, etc.
Explain to participants they need to take particular note of page two as to how it
pertains to specialized activities and scoring.
Share that the camp information forms are passed out at the Standards Course.
Camp directors are also emailed a link to a fillable form that can be returned to
ACA. It the goal to have all camps to have completed the CIF. Visitors should get
the completed form from their local office, either with their visitor packets or via
mail or e-mail. If they (the visitors) did not receive the Camp Information Form in
their visitation “packet”, they need to contact their standards chair and request it
AND/OR complete it as they are having a conversation with the camp director.
You’ll need to remind visitors that if a camp loses their form or needs another
copy, they can contact their local office on how to obtain one. Because these forms
are useful to visitors in planning the visit, it is up to the local office to determine
how they will collect them and distribute to the standards chair and subsequently
the assigned visitors.
© American Camping Association, Inc., 2007 ACA Instructor Course 14
January 2007, October 2012, November 2015
Instructors, be sure to know what the procedure is for your local office so that you
can share the procedure with the visitors during the Visitor Update Course!
Regardless of the information available on the form — it is always a good idea to
check the camp’s Web site out prior to reviewing the camp self-assessment and
prior to the day of the visit. This will help you verify the activities indicated prior
to any reviews or scoring.
Be sure to use this form as an informational tool.
Finally, BE SURE TO SEND THIS FORM TO ACA, INC. ALONG WITH THE
SCORE FORM!
Ask for questions.
Slide. The Camp Self-Assessment
One of the recent changes to the visit is completion of the camp self-assessment.
The camp self-assessment REPLACES the Written Documentation Preview or
WDP. The difference is that it’s REQUIRED and it consists of a PRE-
IDENTIFIED set of twenty (20) standards. Let’s look at how it works.
A camp’s assigned Visitors will review the Camp’s
Self-Assessment using a checklist and inform camp of
areas of concern or those needing attention to be in
compliance on the day of the visit. This required
review by the visitor MUST be done by MAY 1 (and
at the very least by the time camp starts staff training).
NO camps should start their season without this
review.
The camp self-assessment review prior to camp start allows the camp time to
assure everything is in compliance with the carefully selected representation of
standards BEFORE any campers or staff is in their care. Any variance of this date
is at the discretion of the local ACA office.
Slide. Camp Self-Assessment – by Definition
Read the definition — A camp self-assessment is a
required review of the written documentation for
twenty pre-identified standards and must be completed
prior to the start of staff training for the summer
© American Camping Association, Inc., 2007 ACA Instructor Course 15
January 2007, October 2012, November 2015
season. Your local office might require an earlier completion date.
Important Note to Share: It is perfectly acceptable (in fact encouraged) that
additional written documentation be reviewed prior to camp starting.
More is better regarding the EDUCATIONAL purpose of the program. Local
offices may require additional standards for the camp self-assessment. Be sure
YOU know what your local office requires.
Slide. What the Camp Self-Assessment (CSA)
• Helps camps prepare for a standards visit
• Allows select written documentation to be
reviewed PRIOR to scoring by the visitor
• Stresses the importance of the camp being
prepared BEFORE the camp season
begins.
Look at your Camp Self-Assessment Handout
and notice that it looks similar to the former
Written Document Preview (WDP). It was designed intentionally to be familiar so
that visitors easily able to mark the document. The directions are clearly indicated
on the form for review before starting the process.
Slide. Locating the Camp Self-Assessment Form
CHECK FOR ANIMATION
You can find a copy of the Camp Self-
Assessment
1. In the APG pages 261-265
2. On the ACA website on the Accreditation
Resources/Tools page (Two versions)
a. Version with only the required
twenty standards
b. Expanded version with all standards
that require documentation
3. Through My Accreditation/My Visits Camp Self-Assessment Report
Recommendation to Instructor If possible show attendees to the Camp Self-Assessment on the Resource/Tools
page at www.ACAcamps.org/accreditation/resources-tools
© American Camping Association, Inc., 2007 ACA Instructor Course 16
January 2007, October 2012, November 2015
Ideally it is best for the assigned visitors to review the camp self-assessment but it
can be done by any visitor as long as it is communicated between the assigned
visitor and the visitor who is reviewing material.
Visitors need to be sure to notify their local office upon completion of the review of
the camp self-assessment.
Slide. Review by Date: May 1 (NSC mandate) Discuss additional points:
• The camp self-assessment must be
completed prior to the start of staff training
or MAY 1st (date determined by NSC)
• The local office might require an earlier
completion date (not on slide)
• The local office may deny an on-site visit
if the required camp self-assessment and
review is not completed
Any variance of this date is at the discretion of the local ACA office.
Ask for questions to this point.
© American Camping Association, Inc., 2007 ACA Instructor Course 17
January 2007, October 2012, November 2015
Unit 5–Compliance Decisions Refresher (Slide)
45 minutes
Materials
Handout - Immediate Corrective Action Notice Sample
Page
Handout- ICA Notice Form (copy)
Handout — “What’s Wrong with This Form?”
Instructor Resource — “What’s Wrong with This Form
–Answer Key?”
Objective
Review of the major elements that impact making compliance decisions including:
ICA Process
72-Hour Rule
Written Documentation (Brief)
Scoring Reminders
Score Form Completion
Slide. Immediate Corrective Action
Missed Mandatory Standards
Remind participants: Mandatory standards are
critical to the health and safety of campers and staff,
and ACA requires immediate compliance with these
standards to maintain accreditation and allows a
missed mandatory to be remedied through the process
of Immediate Corrective Action or ICA.
Ask for a show of hands as to who has applied an ICA during a visit.
Slide. Emphasize that the ICA is for MANDATORY STANDARDS ONLY
Explain the graph and add that:
• Immediate Corrective Action (ICA) MUST
be taken for any and all missed mandatory
standards. The ICA process is ONLY for
missed mandatory standards — it cannot be
used for nonmandatory standards.
• Camp must cease the activity in question
until immediate correction is made (If it is
© American Camping Association, Inc., 2007 ACA Instructor Course 18
January 2007, October 2012, November 2015
an activity based standard -e.g., no lifeguard, lack of helmets, lack of skills
verification).
• Visitors will determine compliance and inform director of required
correction(s) using the ICA notice form.
• ANY and ALL documentation of correction of the standard gets sent to
ACA, Inc. who will forward to the visitor for review.
• The ICA process gives the camp seven (7) days to submit proof of
compliance with the standard. 7 days is NEW time frame!!!
Pass out Handout — Immediate Corrective Action Notice Sample Page
Trainer Note: An ICA notice form is to be completed even if the standard is
corrected during the visit. So, a visitor will either send in the documentation of
proof of compliance and the ICA notice form with the score form, or the camp will
send proof of compliance within the ten day limit.
Slide. Review the ICA Notice Form and note:
• The visitor and director each get a copy of the
form
• The original is sent to ACA, Inc. with the
completed score form
• Once ACA, Inc. receives the documentation of
the correction, the lead visitor will be copied to
verify whether or not it meets the requirements
for compliance with the standard.
• Review elements of the form – and discuss that the corrections need to be
prescriptive. They must specify an ACTION that the camp needs to take to
come into compliance and the PROOF that will satisfy this action.
• The proof may NOT include sending copies of health exams, health
histories, background checks, voluntary disclosure statements or any
other document that would convey personal or confidential
information about a camper or staff person. If a camp missed one of
these types of standards they can submit an “official” letter of their
actions.
Instructor Note: We stated this earlier but it is important to review again.
Remind visitors that the purpose in reviewing forms such as health exams, health
histories, background checks, voluntary disclosure statements or any other
document that would convey personal or confidential information about a camper
or staff person, is to SPOT CHECK NOT AUDIT them and determine they contain
the required elements in the standard.
© American Camping Association, Inc., 2007 ACA Instructor Course 19
January 2007, October 2012, November 2015
ALERT: For HW.23-Staff Health History review BLANK form ONLY. DO
NOT request to see ANY completed staff forms (including Director’s).
Explain that they can closely review a BLANK copy of the form for those
elements, and then during the visit spot check without reviewing personal
information, for completed forms.
Remind the visitors that if they are designated as the lead visitor and an ICA
notice has been issued that they will be the person that will be sent any
documentation of proof that a camp submits and that they in turn must make a
compliance decision, complete the ICA response form and send their response to
the local standards chair/contact person as soon as they are able.
After reviewing the documentation, IF THE VISITOR DETERMINES THAT A
CAMP IS NOT IN COMPLIANCE, IT IS CRITICAL THAT THIS FORM
GETS SENT ALONG TO THE LOCAL CONTACT, ASAP so that the camp can
be notified of its noncompliance status and the review and appeal process
information can be sent to them.
Examples of Corrections for Missed Mandatory Standards Resource – In the
Associate Visitor Course we introduce a document that has sample corrections for
each mandatory standard. Ask if they have ever seen this document? Ask if they
have ever used the document?
Finally, we recommend that ALL visitors, no matter how experienced, carry a copy
of the “Examples…” document with them to visits. The document can be found on
the volunteer standards visitor page and is called “Examples of Corrections for
Missed Mandatory Standards.” Gotta have it!
Slide. The 72-Hour Rule
Ask: How do the ICA and 72-Hour Rule processes
differ?
You should get a response that the ICA is for
mandatory standards only, and the 72-Hour Rule is
for written standards with documentation already
in existence.
© American Camping Association, Inc., 2007 ACA Instructor Course 20
January 2007, October 2012, November 2015
Review: The 72-Hour Rule is a courtesy that may be extended at the discretion of
the visitor.
• May ONLY be used for non-mandatory standards that require written
documentation that can be verified to already be in existence.
• For written documents that exist elsewhere (i.e., a central office) but for
some inexplicable reason are NOT present at the time of the visit.
• Examples include: insurance policies, certification cards.
• Camp has seventy-two hours to produce and forward a copy to the lead
visitor.
• There is NO other paperwork.
• Lead visitor scores the standard “no,” then based on the material forwarded
(or not), may change the score to “yes,” and will then send the score form to
ACA, Inc.
Ask for questions.
Slide. Acceptable Written Documentation - Review
Review the criteria for written documentation.
• Pertinence – Does the document deal with the
subject of the standard? (A lifeguard card is not
pertinent to a first aid and CPR requirement,
OR you cannot accept general emergency
procedures for vehicle emergency procedures)
• Currency – Does the standard require a date or
currency of the document? (it’s not expired)
• Dissemination--Does the standard require that the document is distributed to
specific people? (its provided to all audiences stated)
• Inclusiveness of ALL Parts – It is important to correctly determine what it is
that the standard requires and to be sure that your policy or procedures
covers all items listed in the standard. (must include ALL components of
the standard)
• Location--Does the standard specify where the document must be located?
(e.g., blueprints onsite or home office, or written description of locations of
utility systems, posted signs for traffic control or access to areas that may be
off limits or unavailable without trained staff present).
• Communication--Does the standard require communication with specific
people? (is communicated with appropriate audience)
• Campers-- policies for use of the challenge course
• Staff – time off policies
• Rental groups – refund policies
© American Camping Association, Inc., 2007 ACA Instructor Course 21
January 2007, October 2012, November 2015
• Practiced or Rehearsed – Does the standard require not only writing the
documents but practice of the procedures stated in the document? How can
this rehearsal be verified by the Visitor?
Slide. Documented Training and Documented Endorsement
Explain that some standards require documented
training and experience and other standards will
require documented endorsement but essentially they
are the same thing. Tell participants to look at
PD.12.1 (Supervisor Qualifications) and PD.14
(Horseback Riding Supervisor Qualifications)
Review: PD.12 – Supervisor Qualifications requires
either current certification OR Documented Training. Documented training needs
to ideally be FROM A THIRD PARTY and/or at the very least be VERIFIABLE
and is defined as:
• Job reviews from former employers
• Job performance review from the camp for years of service – can come from
your own camp documented by evaluations or a letter from the camp
director
• Letters of recommendation
• Course record sheet
• Certification or training cards
• When nothing else is available: a detailed list of experiences regarding that
activity will suffice
Slide. Documented Training and Documented Endorsement (continued)
Review: PD.14 – Horseback Riding Supervisor
Qualifications requires current certification OR
Documented Endorsement. Documented
Endorsement may include:
• A letter of reference from former employers,
students or co-workers
• Brochures or advertisements announcing
programs where the individual is listed as
instructor
Instructor Note: BE CLEAR that visitors know and understand that, in general,
resumes, employment applications, vitas, and other sources generated by the
individual staff person are NOT acceptable forms of documentation regarding an
individual’s qualifications – unless they are somehow VERIFIABLE.
© American Camping Association, Inc., 2007 ACA Instructor Course 22
January 2007, October 2012, November 2015
Slide. Scoring Reminders
SCORE THE STANDARD! – the questions written in
the text box outlining the standard such as the ones on
the slide, are what need to be scored NOT the
clarification in the Contextual Education Section.
Look to the compliance demonstration to better
understand what the visitor will expect to see or hear
on the day of the visit.
Slide. Scoring Reminders (continued)
Verify Written Documentation Exists – your role as
the visitor is to verify the camp has the written
documentation required and it incorporates all
elements asked for/required in the standard. Your job
is not to evaluate the quality of what is written – even
if you feel it could be a stronger document. The
question you need to ask, “Does the written
documentation include ALL elements asked by the
standard?”
Note: If you get questions about this from visitors. State: if a visitor has strong
concerns related to the quality of the camp’s written documentation, they should
notify their Standards Chair, in writing, AFTER the visit.
If written documentation is not complete the standard is scored “NO”. It is
not appropriate for camps to add to or change documentation during your visit.
You need to score the standard based on what is available at the time you are
reviewing the standard.
• Camp staff cannot complete and/or update written documentation on the day
of the visit.
• All standards scored “NO” must have a written comment.
Slide. Scoring Errors Activity
If there are no questions, or once all questions have
been answered, distribute
Handout — “What’s Wrong with This Form?” Have participants review individually. Come back
together after ten minutes and review the errors on the
© American Camping Association, Inc., 2007 ACA Instructor Course 23
January 2007, October 2012, November 2015
form and what needs to be done to correct those errors.
Use Instructor Resource– “What’s Wrong with This Form? Answer Key” for
your answers.
SF Section SF.1.2 Scored “Yes” and DNA
SF.4.1 Needs “No” whited out
SF.4.1 Comments need to be initialed “VIS” — not w/ personal initials
SF.13.1 Scored “No” needs comment
SF.17.1–SF.21.1 Need to be scored with “X,” not scribbles
SF.11.1–SF.23.1 Scored both “DNA” and “Yes”
TR Section Cannot “DNA” TR.3.1–TR.12.1, if TR.13.1–TR.15.1 are scored.
Other Issues with Page 1 No camp name
HW Section HW.1.3 Scored “Yes” and “No” — Is the camp special needs?
HW.2.3 and HW.1.4 Do not agree with each other — Is camp non-med religious?
HW.5.1 Blank, if to be scored as “No” will need ICA, as it is a mandatory.
HW.8.1 Is this a day camp?
HW.8.2 Is this a special needs camp?
HW.13.1 Blank, needs score
HW.12.1 Is “DNA” correct? Non-med religious?
HW.17.1 May only be scored “DNA” if camp is Non-med religious.
HW.19.1 Cannot “DNA,” it is very likely that resident camps will have
medications on site.
HW.26.1-HW.28.1 Should be “DNA” — not scoring Camp That Rents to Others
mode
OM Section OM.3.4 May not be “DNA” — Check TR section
OM.4.1 Should be scored “No,” if comment is correct. Cannot allow directors to
fabricate documents on day of visit — or for 72-Hour Rule
OM.6.1 Mandatory scored “No” — needs ICA, comment should reflect this
OM.10.1–OM.13.2 Scored “DNA” and “Yes”
OM.12.1 Scored “DNA” and “Yes”
OM.14.1–OM.15.1 Needs to be scored (because of modes being scored)
© American Camping Association, Inc., 2007 ACA Instructor Course 24
January 2007, October 2012, November 2015
Other Issues with Page 2 Camp name needs to be legible
Camp number different then number on page 1
HW.11.1 has an editorial comment that is not needed — Plus, has misspelled word
(barley v. barely)
HW.11.1 Also has personal initials. If valid, comment would be initialed “VIS”
Ask for questions.
Unit 6–Using Resources 30 min.
Outcome Objectives
By the end of the session, participants will:
Become familiar with the use of curricula
materials.
o PPT slide deck
o PDF of slide deck (includes the Training Map)
o All-in-one handouts
Demonstrate a comfort level in finding and using the web based resources.
o ACA Volunteer Standards Instructor/Standards Visitor Pages
PPT slide deck and
Other curricula materials
o Resources and Tools Page
My Accreditation
My Visits
Resources by Section of Standards
Have improved skills that will allow them to be successful in the use of
technology and resources during their practice teaching and in the field
Materials/Preparation
Set of curricula materials to show
Internet access –if available (if using live internet for demo add 15 min to
this unit)
Slide. Supporting Course Instruction with Technology and Media Use and Explain PowerPoint Slides and Notes in the
Delivery of Standards Program Courses
Explain that the PowerPoint and PowerPoint notes
page are the curricula for the AV course.
© American Camping Association, Inc., 2007 ACA Instructor Course 25
January 2007, October 2012, November 2015
The PDF copy of the notes pages can be downloaded from the ACA Web site for
use in delivering the curriculum for the Standards Course, Associate Visitor
Course, and when appropriate the Visitor Update/Refresher. The Standards Course
and Associate Visitor courses are available on the flash drive you receive as a new
instructor.
All course curricula materials are available on the Volunteer Standards Instructor
Pages at www.acacamps.org/volunteers/standardsinstructors
Slide. My Accreditation – Use of this tool is Optional for camps.
Explain: ACA has developed interactive Web-
based tools that will help streamline the
accreditation process by helping camps identify
exactly which standards need to be scored.
The following functions are available for use
through the “My Accreditation” site:
• Ability to customize a set of standards based
on the programming and modes of the user’s
camp
• Ability to sort/filter the standards by pre-determined areas (example: Filter
to see only mandatory standards, etc.)
• Ability to upload camp documents to the site (up to three per standard)
• Ability to generate custom reports showing only standards applicable to the
user’s camp
• Ability to generate custom checklists
• Visitors will access accreditation customizations from “My Visits” from the
visitor point of view to:
• Access basic information about assigned camps – such as written
documentation, perceived compliance, make comments
• Review documents and other visitor resources
My Accreditation and My Visits are optional web tools camps and visitors can use
to prepare for a visit.
Slide. My Visits – Used with Assigned Camp(s)
The following functions are available for use through the “My Visits” site: • Ability to convey your availability as a visitor to your
local office
• Ability to review your visit assignment information
• Ability to review the camps customizations to the
© American Camping Association, Inc., 2007 ACA Instructor Course 26
January 2007, October 2012, November 2015
standards based on the programming and modes of the camp/program
• Ability to sort/filter the standards by pre-determined areas (example: Filter to see
only mandatory standards, etc.)
• Ability review camp documents that have been uploaded
• Ability to make comments regarding documentation or perceived compliance
• Ability to generate custom checklists for assigned camps
Slide. My Accreditation and My Visits Basic Access
Instructor Note: If you have Internet access, log
onto the ACA Web site and walk through the
process. If not, use the PPT to explain the process.
Explain: The main ACA Accreditation Resources
/Tools page found at
http://www.acacamps.org/accreditation/resources-
tools will lead to My Accreditation, My Visits, and
to Resources by Section of Standards. (Resources by Section of Standards is the
place where all the sample policies, procedures, sample checklists and other
resources that formerly lived on the resource CD that came with the APG can be
found).
To access the My Accreditation and/or My Visits customizations: If you have
Internet access, log onto the ACA Web site and walk through the process. If not,
prompt them to check the materials out as soon as they are able.
Username = Trainer
Password = 12345
Step 1. Camps go to www.ACAcamps.org/standardstool. Choose My
Accreditation or My Visits
Step 2. Take the TUTORIAL — proceed to the custom portal
Step 3. Log in as yourself (an individual). The system will know who you are and
what camp you are with and assigned to — from your member information.
Step 4. Complete the Camp Intake Questionnaire (in “My Accreditation” section)
or Complete Visitor Information (in “My Visits” section)
Step 5. Review the document produced and proceed as necessary
Step 6. Print out the filtered/customized list of standards for your program or list
of camps to be visited and pertinent info.
Other REALLY COOL features:
Documents can be uploaded for the camp self-assessment to be shared with
and reviewed by you, the visitor
© American Camping Association, Inc., 2007 ACA Instructor Course 27
January 2007, October 2012, November 2015
Will allow the camp to upload written documentation for those standards
that require it
Accepts most formats such as MS Word, Excel, and PDF files
The camp can print out a customized set of standards from this Web page — one
standard per page to use for your preparation
Slide. Customization Tools Reminders
Use your common sense and work with your assigned
camps well before the day of the visit to verify the
applicable areas of the camp program. Completing the
camp self-assessment and being able to review other
written documentation as early as possible will help
everyone better understand applicability of
questionable areas or standards. Your local standards
chair and ACA, Inc. can also help if you have
difficulty in determining applicability.
However, we do need to be sure you understand the following disclaimer:
• ACA, Inc. has designed the standards online tool product primarily as an
educational resource for camp professionals.
• The ACA, Inc. makes no claim that use of this published informational
tool will assure a successful outcome.
• In determining the applicability of any specific standard, the camp
professional should apply his or her own professional judgment to the
specific circumstances presented by the particular information/situation.
• If using the site to determine what standards will be applicable to obtain
accreditation, the user is responsible for scoring any and all standards
applicable to their program, whether gathered through the customized
version of standards Web site or not.
Ask for questions.
© American Camping Association, Inc., 2007 ACA Instructor Course 28
January 2007, October 2012, November 2015
Unit 7–Adult Learning Styles Review 30 minutes
Participants will review different learning styles and
characteristics of adult learners and how brain-based
theories enhance the learning process that was introduced
in the online pre-course requirement including:
• Review Common Learning Styles
• Review Characteristics of Adult Learners
• Review Key Elements of Brain-Based Learning
Materials/Preparation
Participant should have a copy of their learning style inventory and be able to
describe their predominate teaching style
Slide. Three Types of Learning
Review that trainers of adults address three types of
learning: knowledge, skills and influencing attitude.
In standards training, all three are crucial to the success
of the training.
Slide. Three Learning Styles Remind instructors that there are three preferred
learning styles:
• Visual (seeing)
• Auditory (hearing)
• Kinesthetic (doing)
Typically in any adult learning situation, participants
(and trainers) will represent all three learning styles
above. The curricula for the ACA Standards Program incorporates all three
learning styles in the delivery of content. Diversity in delivery systems and
reinforcement of learning will be key to the effectiveness of any training.
© American Camping Association, Inc., 2007 ACA Instructor Course 29
January 2007, October 2012, November 2015
Slide. Training Styles Each training style has its own characteristic
strengths and challenges. When reviewing each style,
look at its place on the graph, i.e. presenting is a
blend of task and content focus, guiding is a blend of
task and process focus, etc. Review the following as
strengths and challenges of each style that you should
be aware of as a trainer. Self-awareness will make
you a better trainer.
PRESENTING - Enjoys delivering content, is organized and in control.
GUIDING - States clear expectations, is systematic in delivery and uses a logical
approach.
COACHING – Motivating, helps participants find the answers, and cheers them on
to stretch for their potential.
FACILITATING – Great listener, encourages discussion, confirms and reinforces
participants.
Slide. Review Key Findings on Brain-Based Learning Recent research identifies specific findings on how to
better engage the brain when it comes to learning.
“The brain remembers best what is taught first,
second best what is taught last, and least what is
taught in the middle.” — David Sousa*
Slide. Optimum Times
David Sousa* has identified optimum times for learning. Through his research he
has discovered that:
Twenty-minute learning segments are ideal, and can
engage the brain (and the learner) most effectively v.
longer learning segments.
*Dr. David A. Sousa is an international educational
consultant and author of several books that suggest
ways that educators and parents can translate current
brain research into strategies for improving learning. A member of the Cognitive
Neuroscience Society, he has conducted workshops in hundreds of school districts
on brain research, instructional skills, and science education at the Pre-K to 12 and
university levels.
© American Camping Association, Inc., 2007 ACA Instructor Course 30
January 2007, October 2012, November 2015
Slide. Delivery Style and Rate of Retention Matter How information is delivered will affect a learner’s
retention of the content twenty-four (24) hours later.
Delivery of Information Retention
Rate after 24 Hours Lecture 5%
Reading 10%
Audio/Visual 20%
Demonstration 30%
Discussion Groups 50%
Practice by Doing 75%
Teaching Others 90%
These statistics were used as a guide in the development of the standards courses.
Emphasize it is extremely important that the courses are delivered as they were
written to maintain the integrity and consistency of the standards program
throughout the country.
Slide. Reflection on Training Styles (from online pre-course content)
Activity: Break group into smaller groups of 3-4 and
have them spend some time (5-10 min) sharing the
answers to the questions on the screen with each other.
What are your training style preferences?
Are you balanced in your use of all 4
dimensions?
What areas might you need more attention?
What insights have you gained by thinking through this context?
What can you do differently as a result of the knowledge you have
learned?
How can we work more effectively (with each other) as training teams
knowing this information?
Note: these questions should look familiar to candidates as they were the final
assessment questions from the online pre-course.
Ask for questions.
© American Camping Association, Inc., 2007 ACA Instructor Course 31
January 2007, October 2012, November 2015
Unit 8–Assessing Learning 20 minutes
Outcome Objective
By the end of the session, participants will:
Discuss evaluating self and peer performance
accurately and objectively.
Understand the reason for evaluation in this
course.
Materials/preparation
Handout – Peer Review – 1 set per candidate equal to the number of candidates)
Handout – Candidate Self Evaluation
Handout – Instructor candidate Evaluation (1 sample for each participant, a set for
each Trainer)
Slide. Assessing Others: Evaluation of Peers
Informal assessment is occurring whether or not you
ask for it, and you must live with its results (good
and bad). If the information/feedback is not
gathered, it often can’t help.
Discuss the results of assessment and of gathering a
formal evaluation.
Knowledge of quality - consistent quality control.
People need feedback visitors/trainees can remedy poor habits, expand on
strengths.
Developing skills you will then need in instructing the AV Course.
Peer Review - Handout
Hand out a set of peer evaluation forms to each participant. Have them put their
own name at the top of each one by “Your Name”. Indicate that they will turn
these forms in at the end of the presentations as evidence of their ability to evaluate
the performance of themselves and others.
Objectivity is key. In addition to these forms, verbal feedback will be given to
each presenter following their teaching segment. Tactful honesty is important.
© American Camping Association, Inc., 2007 ACA Instructor Course 32
January 2007, October 2012, November 2015
Indicate that Trainers will use this form and observations of the candidates’ verbal
feedback to evaluate them. Read through the categories on this evaluation form,
describing:
1. What they have to evaluate?
2. What they will use as a basis for their evaluations?
Explain how to fill in the evaluation form using the rating system described.
Candidates will fill out evaluation forms for each other as well as for themselves
after each practice teaching session.
Self-Evaluation and Instructor Candidate Evaluation - Handouts
Discuss the value of self-evaluation.
Discuss what will be used as a basis for the Trainer's evaluation of each
candidate's performance in each of the categories.
Hand out sample form.
Slide. Possible Outcomes of Instructor Course
Indicate that at the completion of the course,
candidates may be designated either as:
1. Associate Instructor - meaning they will work
under the leadership of another experienced
instructor, or
2. Instructor - meaning they may be in charge of
training courses in their local area, or
3. Neither of the above, if trainers feel that candidate is not yet prepared to
represent the association as an Instructor or Associate Instructor.
© American Camping Association, Inc., 2007 ACA Instructor Course 33
January 2007, October 2012, November 2015
Unit 9–Practice Teaching and/or Directed
Study
X hours (depending on # of participants and time
taken in transition and assessment)
Outcome objectives
By the end of the session, participants will:
Demonstrate instructional competency by presenting training programs and
activities, utilizing current adult education theory and methodology;
Conduct teaching sessions that thoroughly and accurately cover the content
and objectives for the Standards Course and Associate Visitor Course.
Show confidence in answering questions concerning the interpretation and
intent of specific standards;
Evaluate self/peer performance accurately and objectively.
Materials/preparation
Handouts – Handouts for units being taught by participants should be provided by
participants
Handout - Self-Evaluation Forms for candidates
Handouts - Peer Review and Trainer Candidate Evaluation forms
Equipment- PowerPoint CD, laptop, LCD projector, screen, flip chart, markers –
these should all be pre-arranged with the training site and/or the national office.
Part 1 - Participants Teach the Courses or Provide Directed Study of Content This part of the course is structured to allow candidates to present actual
curriculum segments from the courses. So that they may follow the flow of the
courses, complete one course before going on to the second.
Plan for at least a 30 minute break between the two courses.
Instructor candidates will complete assigned modules, from the standards and/or
visitor update courses, to either present main content to the larger group or to
practice teach.
Trainers: The choice is up to you. Feel free to do either or both options.
Directed Study and/or Practice Teaching
Trainer will assign participants to prepare a module to present to the group. If the
instructor pool is large, split into two groups to present (two trainers would be
© American Camping Association, Inc., 2007 ACA Instructor Course 34
January 2007, October 2012, November 2015
needed). If you split group all candidates need to see all modules –otherwise there
may be knowledge gaps – especially as it may have been a while since candidate
took the AV course.
If necessary, allow instructors twenty to thirty minutes of preparation time (be sure
this time is accounted for in your schedule).
Instructors should plan on at least ten to fifteen minutes to convey the main points
of their learning module (depending on group size and time). Build in time for peer
evaluation and overall feedback.
Trainers should be interactive with the groups, providing constructive feedback as
the content is being developed and presented/taught. For those that practice teach,
trainers should listen for appropriate questions, wait time, accurate content, and
instructional styles appropriate for the content.
Use the following modules for assignments: These can be altered as necessary
HOWEVER, it is important that ALL candidates see all presentations as some
content will only be covered through these assignments.
Trainers Note: Be sure any CRITICAL information is covered CORRECTLY
even through the critiques (if necessary) – cannot have candidates leaving with
gaps or incorrect information/knowledge.
As time allows, it is recommended that each candidate have three opportunities
to teach, and that those opportunities be separated by other persons'
presentations.
When it is not possible to teach an entire segment because of its length, it is
important that the participants actually teach a portion of the unit and not just
explain what they would do if they were teaching it. This will allow them
opportunity to practice the skills they will be using when instructing.
Trainers should build in time before participants have second teaching opportunity
for informal discussion between trainers and staff to identify any participants who
may need additional coaching/support mid-course.
After each segment is taught, have the trainees fill out the assessment tool (Peer
Review) on the presenters (and presenters on themselves). This will help to focus
their minds on their assessment responsibilities, and will help them evaluate if their
observation skills are adequate. It may be necessary for them to change some of
© American Camping Association, Inc., 2007 ACA Instructor Course 35
January 2007, October 2012, November 2015
their instructional techniques or group involvement exercises in upcoming lessons
to be more effective instructors.
Adequate time should be provided to allow for discussion/evaluation following
each presentation (5 minutes minimum). The focus of this discussion should
include:
1. Presenter comments on their own performance.
2. Questions on content of the standards or curriculum unit.
3. Suggestions to the presenter.
4. Alternate methods of presenting the same material.
5. Trainers address any pertinent teachable moments that occurred.
Once all courses have been taught, participants should turn in final peer evaluation
forms and their self-Evaluations to the Trainers. (Trainers may ask to review
evaluations mid-course also, just to see how everyone’s doing.)
RECOMMENDED Modules from the Standards Course:
Preparing for a Visit, Slides 26-29
Effectively Navigating the APG, Slides 35-42
Modes of operation, Slides 43-48
Who’s Responsible, Slides 49 - 58
Specialized Activities, Slides 59 - 73
Compliance Demonstration, Slides 74 - 80
Training/Endorsement/Missing Parts, Slides 81-86
Organizing Your Written Documentation, slides 91 – 94
Scoring During the Visit, Slides 95 - 100
RECOMMENDED Modules from the Associate Visitor Course:
Introduction to the Associate Visitor Course, Slides 2-11. Include “Real Visit
Stories”, if you choose.
Role of Visitors, Slides 13 - 15. Conflict of Interest Statement, Lead vs.
Associate Visitor, Accreditation vs. Licensure, Legal Implications
Four Hats of the Visitor Slides 16 - 22
Information Gathering, Slides 23 - 31. Open-ended Questions vs. Closed
questions and Observation Eyes
Online Resources, Slides 32-39, My Visit, Slides
Visited Related Forms, Slides 43 – 48 Camp Information Form and Camp Self-
Assessment
The Score Form, slides 50 - 57
© American Camping Association, Inc., 2007 ACA Instructor Course 36
January 2007, October 2012, November 2015
Mandatory Standards, Slides 59 – 63
Compliance Decisions, Slides 65 – 70 (see p. 314 for activity resource)
MOCK VISIT: Have a group discussion on how to SET-UP and facilitate this event. This
is as important (if not more important) as conducting this activity.
UNIT 10–Policies/Wrap Up/Evaluations 2 hours
This Unit will usually be led by one trainer while the other trainer meets
individually during this time with each participant to provide feedback on his/her
strengths and areas to work on, and to indicate your decision concerning his/her
certification status. Each participant will meet with the trainers for 5 – 10 minutes.
Outcome objective –
By the end of this session, the participants will:
Review Instructor Job description and
assessing others
Become familiar with the Standards
Administration Manual, especially with most
relevant pieces.
Review the structure of ACA, available
resources and support tools.
Evaluate the course.
Material/preparation
SAM Handout for each participant, power point slides #50-53, flipchart, and
marker, end of course Evaluation.
Evaluating Trainees – 15 min.
Slide. Review Job Instructor Description
Have candidates quickly review the instructor job
description (handout) one final time and ask if there any
areas of concern or discomfort? Ask where they feel
most confident?
Associate Visitor Candidate Evaluation – and/or Associate Visitor Application
Handout
© American Camping Association, Inc., 2007 ACA Instructor Course 37
January 2007, October 2012, November 2015
Look at the handout(s). Discuss each point and why it is important that ACA
visitors can do it well.
On the Instructor and the Associate Visitor application form (copies of visitor
application available as handout), Trainers/Instructors will fill in how many
courses/visits they feel each person needs to complete under the supervision of a
Mentor. A minimum of two training/visits is required, but Instructors may assign
several more, even spread over a period of two or three years.
Brainstorm reasons an instructor might recommend an AVC participant have more
than two visits as an Associate before becoming a Visitor.
Instructors are responsible for determining WHO in your local area is to get the
confidential information, and for communicating with the local leadership your
observations about Associate Visitor performance.
Ask participants if there are any questions about the form and if they feel
comfortable assessing candidates in an Associate Visitor Course.
After all of the course segments have been taught, take some time to discuss in
depth the evaluations that they’ll be responsible for once they become Instructors.
Define “assess”: “To determine the amount or value of”. Assessment and
evaluation are going on all around us, and need to be one of the specific tasks of an
Instructor. All participants have had the opportunity to assess each other. Now we
need to discuss another assessment responsibility you will have as ACA Standards
Instructors.
Slide. SAM (Use the SAM Handout)
• Standards Administration Manual
o Found on the Standards Chair volunteer page
o Feel free to download a copy of document for
your reference
• Importance of Training Reports
Overview of Standards Administration Manual– 20 min.
Describe the contents of the SAM, pointing out the National and Local
responsibilities, the division of general topics and the specific policies and
procedures included in the manual. Indicate that the SAM is provided to
Instructors as a resource, to help in answering questions that may not be
© American Camping Association, Inc., 2007 ACA Instructor Course 38
January 2007, October 2012, November 2015
specifically covered in the training outline and materials. All Local Standards
Chairs and Executives also have a SAM.
These sections should be highlighted:
These sections should be highlighted:
Chapter II Page 9, Visitor/Instructor Responsibilities
Chapter III Training of Section Personnel
Chapter IV Page 19, Visit Consistency, Page 22-23 Multi-camp and Multi-site
Operations, and Page 25, Extensions
Chapter V Page 28-30, Visitation Procedures, Page 32 #6, “Aborting the Visit”
Chapter VII Page 43, Discuss local Review procedures and NSC appeal
procedures
Chapter IX Page 55, Discuss Ethical Behavior of Visitors and Conflict of
Interest
Briefly review the following policies that may not have been covered in the
Instructor course:
Highlights from the SAM Handout
Go through the handout as you introduce each of the pieces. Participants can take
notes on the handout.
Clarify any policy questions. Answer any final questions on the SAM.
Other instructor resources:
Local staff, National staff, Instructor Discussion Group (e-mail list serve),
Accreditation Message Board
Slide. Where do Standards Come from? – 10 min.
Briefly review process of standards development –
feedback from field offices (Standards Chairs,
visitors, camp directors), Role of NSC, on line
Discussions, Role of National BOD
Explain the process, using the outline on the power
point as a guide.
Slide. Main Purpose of Accreditation Remind instructors to emphasize that accreditation is an
educational process for the visitor and their role is to
© American Camping Association, Inc., 2007 ACA Instructor Course 39
January 2007, October 2012, November 2015
work with a camp as a resource and an observer to help achieve accreditation. We
appreciate everything that each of our instructors does and the time and effort
required to help with this national program. It is through the delivery on a local
level because of our volunteer instructors and visitors that the ACA Accreditation
Program is successful.
ACA has the tools, services, resources, and courses you need! Our Professional
Development Center (PDC) —a learning community that connects learners to
professional development opportunities — will help propel your work and your
career along the path you choose. It’s time to invest in yourself and your future!
Highlight the Instructor’s role in this whole system as potentially the only
contact for many members! Participants in all courses may look at you as a very
knowledgeable representative of the association! Instructors have a responsibility
to be positive, and get answers if you say that you will.
Optional ACTIVITY (Time permitting) Please have participants share times that they have had challenging or unique
situations around the following topics and have them share how they approached
and/or resolved the issue(s).
Depending on the size of the group, this could be done in small groups that report
back to the larger group. Another method may fit your group better — just be sure
to discuss these topics.
Topics Visitor v. Inspector
Challenging Situations
Compliance Demonstration
Education v. Compliance
When Visitors Disagree with One Another
Visitor’s Role as a Mentor for Associate Visitors
Ask for any questions.
Slide. Wrap-Up
• Resources
• Toolkit
• Altering a Course
• Evaluate the Course
© American Camping Association, Inc., 2007 ACA Instructor Course 40
January 2007, October 2012, November 2015
Resources - Locating Information in the Curricula and Supporting
Accreditation Materials
Use the Resources Scavenger Hunt Handout to allow participants to find specific
elements listed. Participants may work together. Go over answers- which may
include the ACA website, the Curricula (specify course) and/or specific
individuals.
Instructor Toolkit Pieces
Distribute the balance of the Instructor toolkit elements. When possible try to
distribute them when they are most appropriate.
Altering an ACA Standards Course Alterations may be made to accommodate your style of delivery – meaning you
can change the order of the modules. Please do not edit or change the content.
Final Thoughts
Return to any unanswered Questions that were not appropriate to answer earlier.
Have candidates evaluate the Instructor course (handout). Thank them all for their
interest in becoming Instructors.
Slide. Thanks
Thank instructors for coming and for
volunteering with ACA.
ACA’s accreditation program would not be
successful without the dedication and
commitment of each and every one of you.
National Staff and Trainers must fill out at
Training Report form which is submitted to the
national office.
© American Camping Association, Inc., 2007 ACA Instructor Course 41
January 2007, October 2012, November 2015
If you designate someone as an Associate Instructor for lack of the required
number of lead visits, be sure to indicate the follow-up specifics on that person's
Application Form which is sent back to their Local Standards Chair.
Note to Trainers:
Time for trainers to meet between units….
After completing Unit 9 trainers should meet to discuss candidates’ performance,
review peer and self-evaluation sheets, and make recommendations. Use the
following guidelines when making decisions:
A. Trainer assessment of skills (Evaluation form)
B. Other participants' assessment of presentation skills (Peer Review form)
C. Ability of the candidate to perform at a high level in interpreting correctly
the requirements of the standards (doesn't "make up" standards or read
things into standards that are not there or leave out important parts of the
standards)
D. Demonstrates ability to use appropriate and varied instructional methods in
teaching
Options for certification
A. Instructor - candidate is capable of taking the lead in teaching Standards
courses
B. Associate Instructor - with the option of becoming an Instructor once the
required number of lead visits are completed
C. Associate Instructor - candidate needs to get additional experience in
instructing and/or interpreting standards and re-take the Instructor course
to seek Instructor level certification
D. None of the above - if the candidate does not demonstrate knowledge of
standards or positive attitude toward ACA or accreditation, or seriously
lacks instructor skills.
© American Camping Association, Inc., 2007 ACA Instructor Course 42
January 2007, October 2012, November 2015
Trainer tip
Teachable moments
Throughout the course, the trainers should be on alert for teachable moments –
situations that can be discussed to add value to the course and help instructor
candidates become better instructors. These situations might be:
Alternative ways to teach a segment
Effective ways to bring a group back on task
Effective use of humor
Creative solutions to low energy or high energy as they occur
And plenty more!
Share your knowledge and insight. The goal is to help instructor candidates perfect
their training techniques as well as to assess their current performance.
If complicated questions about policy or issues not related to the content of the
course arise during this discussion, make note of them (Parking Lot) and return to
them at a later point. Try to keep the focus of this time on course content and issues
related to the presentation of the curriculum materials.
top related