The Trainer Academy – Learning about learning

Giles Barrow TSTA-Ed

coaching & consultancy excellenceacademy

coaching & consultancy excellenceacademy

coaching & consultancy excellenceacademy

coaching & consultancy excellenceacademy

coaching & consultancy excellenceacademy

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icf accredited

Intact, International Training Coaching and Consultancy, is dedicated to providing state-of-the-art coaching and consultancy methods and tools to improve business performance.

Since 1985, we have been working mostly in: • Strategic team agility – creating businesses that thrive in turbulent

environments• Reorganisation – restructuring, business process improvement,

outsourcing • Changing organisational culture: enhancing customer focus,

innovation, entrepreneurship, cross functional cooperation• Leadership development: setting up talent development, succession

planning, leadership training programs, executive coaching, team development

• International Coach, Team Coach, Leadership and OD and Supervision Academies.

You are the experts in what you do. We are the experts in helping you to change it.

intac t ac ademy progr ams at a gl ance

Registra)on    process      

Coach    Academy  (98.75  CEU)  

Team  Coaching    Academy  (50.75  CEU)  

Leadership  &    Change  Academy  (50.75  CEU)  

Supervision    Academy  (64.25  CEU)  

Trainer  Academy    

Poten)al    Accredita)on  

Mandatory    introduc)on  

TA  101  (16)   TA  101  (16)   TA  101  (16)   TA  101  (16)   TA  101  (16)   TA  101    

Applica)on  form,    CV  &  leOers  

TAO1  (84+12)  BTA  ICF  ACC  

Intake   TAO2  (84+12)  

Payment   TAO3  (84+12)  CTA  ICF  PCC  

Confirma)on    of  registra)on  

TAO4    incl.  change    labs  (48+48)  

PTSTA  

TAO5  (100+12)   TAO7  (100+12)   ICF  MCC  

TAO6  (100+12)  TSTA    EASC  exam  

Hours  of  training    per  academy  

184   100   100   216   100   700  

Hours  of    supervision    per  academy  

24   12   12   24   12   84  

Exam    prepara)on    workshops  

ACC  prep  CTA/PCC    exam  prep  (24)  

PTSTA/MCC    exam  prep    (24)  

EAS    exam  prep  (40)  

the tr ainer ac ademy

The aim of the Trainer Academy is to provide you with a solid frame of reference based on transactional analysis and other theories to support your educational theory and practice.

The Trainer Academy is for those who are interested in developing an understanding about the education process and how to be an effective educator using transactional analysis. Whether you are already confident in the role of teacher or trainer, or are setting out for the first time as a facilitator, these workshops will add value to your practice. For those looking to CTA qualification the programme will give opportunity to develop a sense of professional identity and purpose in preparation for examination.

By the end of the program you will feel confident about your ability to develop and lead development and training for individuals and groups.

entry requirements

In order to be admitted to the programme we expect the following experience and qualities:

• A TA101 introduction workshop • Either 60 hours TA basic training and/or at least 50 hours of

education or training experience• Commitment to critical self-reflection• Commitment developing your own professional practice• Willingness to contribute to other people’s learning• Credibility, authenticity, self-awareness and self-regulation.

tr ainer ac ademy summ ary

This unique programme offers a series of practitioner-based, competency-led modules facilitated by experienced Intact coach-supervisor faculty. Participants will either already identify themselves as an educator, or be seriously exploring this aspect of their professional purpose.

The programme comprises 12 workshop days, an assessment process and intervision sessions.

The programme counts as ICF 10 CEUs per workshop and 120 hours of TA training for CTA.

descrip tion of progr amme

The following outline is indicative only. Content is subject to change in the light of group process. However, each workshop will combine three elements; input on intermediate/advanced TA theory, input on learning theory and opportunity for building educational vocation and identity.

TA101 introduction to transactional analysis training

Transactional analysis (TA) is a practical theory of personality, communication and change. It is a powerful tool for professional and personal growth. The goal of transactional analysis is to increase awareness, spontaneity and the capacity for relationship. This workshop is for anyone who is interested in expanding his or her insight into human behaviour and change. It is a minimal pre-requisite for joining the group for experienced educators new to TA.

Through short presentations, exercises and sharing of personal and professional experiences we will enable you to create possibilities in your life, relationships and your organization. possibilities in your life, relationships and your organisation.

During the training you will learn about:

• Development of TA and TA values• Structural analysis: who am I and development of self• Transactional analysis proper: effectiveness in communication• Rackets and games: miscommunication and getting out of

games• Script analysis: rewriting your life story• Strokes as a motor for change.

rele vant liter atureJoines, V. & Stewart, I. (1987), TA Today, A New Introduction to Transactional Analysis, Life Space Publishing, Nottingham

trainer academy

Workshop 1: Schooling, Script and IdentityThe aim of this first workshop is to explore the impact of schooling on shaping our sense of who we are as learners and educators. Drawing on the ideas of script, schooling and learning we will recollect experiences of school, learning in adulthood and the workshop training process itself. The workshop will include negotiating personal learning objectives for the programme and establishing the group contract.

Workshop 2: Relational Aspects of Teaching & LearningThe focus of this second workshop will be humanistic models of learning and how they connect to TA theory. Specifically we will look at integrative TA and the work of educationalists such as Rogers and Noddings. We will also consider group imago theory, the Cycle of Development and Clarke’s Structure – Nurture Model (1996). Participants can bring along current casework to apply theoretical ideas.

Workshop 3: Progressive & Radical ApproachesThis third workshop explores the connection between radical and progressive theories of learning with relational TA. Featuring the work of Mezirow, Dewey and others, the concept of transformational learning and student-centred approaches will be covered. Relational TA theory (Sills & Hargaden) will complement the workshop theme and participants are encouraged to bring educational projects for practical application.

Workshop 4: Teaching StudentsIn our fourth workshop the theme is teaching. Liberal and technological approaches to education form the basis of theoretical content and The Health System (Newton) is the central TA model for the workshop. Participants can experiment and plan the task of teaching TA to others. The work of Arendt and the concept of natality will also feature during this workshop.

Workshop 5: Being an EducatorHaving spent much of the previous sessions on the what, how and why of education, this pen-ultimate session will focus on the ‘who’ of the practitioner; the inner landscape of the teacher. During this experiential process we will focus on the work of Parker J Palmer’s Courage to Teach, (1998). Following a cyclical path, participants will have the opportunity to reflect deeply on their personal history as educator to reveal defining episodes, account for what has been lost, gained and remains for future development.

Workshop 6: The Beautiful Risk of Educational TAThe final workshop will focus on education philosophy and explore the work of Gert Biesta in relation to the core themes of educational transactional analysis. Experimental and experiential, this session will invite participants to co-create in an emergent process. Managing ambiguity and uncertainty are key qualities for the educational transactional analyst and we will have to wait and see what happens!

The last day will be devoted to your own presentations of your case studies and learning journey.

rele vant liter ature• Newton, T. & Rosemary Napper, R., TACTICS, 2014 (2nd edition)• Educational Transactional Analysis, 2015 Barrow & Newton,

Routledge pub. Sept 2015

An extended suggested reading list will be provided prior to the course.

Other articles can be found on the members website.

assessment requirements

Training process

The participants will provide a training program to at least one client for a minimum of 8 hours over the 6-month period of the program.

If you do not have your own clients, Intact can help you clients through the ISI outreach program. Because this is a work placement for learning, trainers will not necessarily work for a fee. However you will receive supervision from the program facilitators. The responsibility to find a client is ultimately the participants.

All data collected by the trainers will be used to develop their case study.

Case study of the educational process

The purpose of the case study is to show that you have integrated knowledge of concepts and can apply them in practice in your field of work.

The case study is about theory and application in the training process. The case study has to illustrate an educational process, which may, or may not form part of your usual field of work.

The case study should describe the following areas:

1. Relevant data on client incl. relevant history2. Contact: How did you come into contact with this client? Was

it a referral, direct approach by the client, indirect through someone else? What were your clients and your initial definition of the problem? What concepts did you use in your initial hypotheses?

3. Contract: Describe the administrative, professional and psychological levels of the contract you made. What evidence was this based on?

4. Problem definition and planning: describe the strategies and short and long term goals you defined. What relevant TA concepts did you apply for this (describe and illustrate)?

5. Interventions: Explain how you put your plan into action. Describe the process of interventions over time. What interventions had a positive influence on your client? Give concrete examples. Describe your own values and ideas that may have been important for this. Were there any key events that may have led you to change your original goals and plans?

6. What was happening with the client, between you and the client, with you in the process of training? Did that reflect the process of the client with their clients? What interventions did you use to contain the parallel process?

7. Evaluation and prognosis: To what extent has the contract been realized? Describe current state and possible future steps.

8. Concluding remarks: What have you learned in the process? Would you do anything differently next time? What are you proud of?

The case study is a maximum of 10 pages, and a minimum of 7 pages (A4, single spaced) and includes an abstract, a short description of you the author and a list of references at the end.

The outline of your case study is due 12 weeks before the final workshop. The draft is due 6 weeks before the final workshop. Intact will edit the draft, after which you will complete the case study. The definite case study is due the first day of the final workshop.

During the last workshop you will present the results of your case study together with a recording of your work with this client.

gener al assessment requirements

1. Intervision groups The intervision groups take place in between the workshops.

Each group consists of 3 to 4 participants. The goal of the intervision groups is to work on assignments, discuss practical application of concepts and reflection in your work and get training on your personal learning contract.

2. Presentation During the year participants are expected to give a 15-minute

presentation on a TA concept, followed by questions and feedback. The goal of the presentation is to integrate theory and get feedback on your presentation skills in light of your personal learning goal.

3. LogbookAll participants have access to the Intact member website which includes articles, homework per workshop and logbook. The logbook has to be filled out after every workshop, and is a part of your certification process. Your learning logbook contains a personal summary of the workshops, the results of your homework and a log of your learning experiences in each workshop. The logbook will be presented at the last workshop.

final assessment criteria

At this level we expect participants to:

• Be able to respond to client needs flexibly and be aware of the effect of their own behaviour on client

• Rigorously reflect on own practice through regular supervision• Be able to establish appropriate contracts, based on ethics and

an awareness of boundaries of own competencies• Build a relationship of genuine empathy and support to

facilitate client autonomy• Use a range of techniques to generate options with client• Be able to plan actions, identify potential barriers and help

client take responsibility for their development.

tr ainersGiles Barrow is a TSTA in the educational field. He is a qualified teacher with experience in working in mainstream and specialist contexts. He has spent most of his career establishing and managing support services for schools and families. In addition to being a TSTA, Giles has an MA, MEd and a Post-Graduate Diploma in Special Educational Needs. Giles has written widely on the theme of relationships in schools and is passionate about the learning process as a pathway for bringing about change for individuals, groups and communities.

registr ation Please contact info.intact@gmail.com for more information.To register go directly to the Intact Academy website: www.intact1.com

info@intact1.com

www.intact1.com