State Trainer Recruitment

Kim St. MartinCoaches’ State Conference

December 2008

Purpose of this Session

• To recruit potential state trainers who are knowledgeable in PBS content and/or reading content in the schoolwide, targeted, and intensive levels

• To provide participants with information to make an informed decision about becoming a state trainer

Good Teaching = Good Learning

• Teaching matters not only with students but with adults too!

• As trainers, we are also teachers– Trainer technique and presentation skills are

essential to teaching the content.– Content knowledge is critical

State Trainer Development

• Scope and sequence– Two strands:

1. content (PBS and/or Literacy)2. presentation skills

• Feedback loop– As trainers in training, you need to know how you

are doing. State trainers in training will receive feedback on each strand throughout their mentorship and beyond

Stages of Trainer Development

• Stage I: Information• Stage II: Interviewing• Stage III: Preliminary Goal Setting• Stage IV: Mentoring• Stage V: Post-Mentoring & Graduation

Scope and Sequence: Developing our Future Trainers

Stage I: Information • Expectations– Attend Trainer Development Days• Receive an overview of content by creators and/or

directors modeling the presentation of the content• Commit to practicing the presentation• Goal: As trainers, we want the first day we officially

present a new training to be equally as effective as subsequent days.

Scope and Sequence:Information Phase (cont…)

• Expectations continued…– Train the content with fidelity– Adhere to suggested time frames for sections– Provide feedback to developers regarding the

training content and activities– Agree to continuous improvement of the content

and of personal skill as a state trainer.

Scope and Sequence:Information Phase (cont…)

• Logistics:– Determine if current position affords you the

flexibility to train schools during the work week.– Seek the appropriate approval from supervisor(s)– Determine how you will be reimbursed for

trainings• Example: Use a personal business day to collect the

state trainer fee• Example: School/ISD agrees to allow you to train a

specified number of days. The fee is sent to your employer . You count the day as a normal work day.

State Trainer Fee

• $600.00 per full day of training• $300.00 per State Trainer Day • The aforementioned fees are consistent

throughout the state. As a trainer, you submit all “Non-Service Employee Contracts” to Macomb ISD who serves as the fiscal agent for MiBLSi.

Scope and Sequence: Developing our Future Trainers

• Stage II: Interviewing– Background (content and training experience)– Philosophy – Previous work experience– Level of comfort with the following content:• PBS (schoolwide, targeted, intensive)• Literacy (schoolwide, targeted, intensive)• Assessment (DIBELS, AIMSweb)

Scope and Sequence: Developing our Future Trainers

• State III: Preliminary Goal Setting with MiBLSi Leadership– Identify areas of strength (i.e. presentation skills

and content areas) and areas needing support– Action plan and timeline

Scope and Sequence: Developing our Future Trainers

• Stage IV: Mentoring– Each state trainer in training will be assigned a

mentor.– Mentor and mentee will• Train together.• Discuss preliminary goal setting and action plan.• Debrief the training (content knowledge and

presentation skills)– Feedback will be provided to the mentee via a

rubric

Role of the Mentor

• Be responsible for increasing mentee’s content knowledge and presentation skill

• Build a trusting relationship with mentee• Provide descriptive and contingent feedback

to mentee• Collaborate with mentee to set goals • Monitor mentee’s progress

Role of the Mentee

• Willing to collaborate on goal-setting• Commit to improving content knowledge and

presentation skill (through reading, PD, and interactions with other trainers).

• Willing to accept feedback.• Willing to help other trainers improve as well.

The Importance of Feedback

• Any learner, adult or child, achieves maximum improvement when the opportunities to practice skills and receive feedback are increased, as long as they are done within a trusting relationship.

The Power of Feedback with Coaching (Mentoring)

Training Components Knowledge Skill Demonstration Use in the Classroom

Theory and Discussion 10% 5% 0%

Demonstration in Training

30% 20% 0%

Practice & Feedback 60% 60% 5%

Coaching in Classroom 95% 95% 95%

Joyce & Showers (2002)

Scope and Sequence: Developing our Future Trainers

• Stage V: Post-Mentoring & Graduation– Assessment of current status• Good fit and ready to be on own• Good fit and needs continued mentor support• Not a good fit at this time

– Establishment of training schedule (times, locations, topics)

What we have learned…

• Our state trainers are one of our most important assets!

• A Scope and Sequence for developing trainers is critical as the need for trainers increases.

• Our trainings need to use the same good teaching that is needed by teachers in the classroom (e.g active engagement, setting of goals)

• Fidelity of our training content is critical. • We are 100% committed to investing in YOU!

What we have learned…

• Not everyone feels comfortable being a state trainer (Right fit is important).

• Practice…Practice…Practice… coupled with feedback…feedback…feedback is the only way we are really going to move ourselves from “Good to Great”

• Everyone has strengths to build upon and weaknesses to improve regarding their presentation skills. Let’s get better together.

• We have worked hard to create a culture of trust and risk-taking in order carry out the mission of improving important outcomes.

Next Step- Let Us Know

If you would like to begin the process or receive additional information, please sign the Interest Form on the presenter’s table before you leave.