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Training and Technical Assistance Competencies flipped classroom

workbook:

TRAINER COURSE

Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

IMPORTANTAll sections MUST be completed prior to the face-to-face class. It will take you

approximately 3.5 hours to finish each part; but does not need to be one in one sitting.

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Welcome…to UWM’s Center for Early Childhood Professional Development and Leadership’s flipped classroom!

READWisconsin Training and Technical Assistance Professionals

(T-TAP) SystemWisconsin has launched a comprehensive effort toward a Training and Technical Assistance Professional (T-TAP) System. This includes the development and use of WI Training and Technical Assistance Professional (T-TAP) Competencies.One of the goals of the WI Early Childhood Collaborating Partners (WECCP) and the WI Early Childhood Cross-Sector Professional Development Initiative (WI PDI) is to strengthen and align cross-sector training and technical assistance for the early childhood and related professional workforce. A specialized portion of this workforce provides training and technical assistance to support others who work directly with children and families. Training and Technical Assistance (T-TA) Professionals require specific knowledge, skills, and dispositions to provide training and various types of technical assistance such as mentoring, coaching, consultation, professional development (PD) counseling, and peer-to-peer technical assistance. T-TA Professionals will benefit by having these statewide Competencies that outline best practices in supporting the workforce.

To further support the knowledge, skills, and dispositions of T-TA Professionals three courses (23 hours) have been developed based upon the WI T-TAP Competencies.

Foundations Course (7 hours) for both Training Professionals and Technical Assistance Professionals);

Training Professional Course (8 hours + 1-hour assignment; Prerequisite: Foundations Course);

Technical Assistance Professional Course (8 hours + 1-hour assignment; Prerequisite: Foundations Course).


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WI Training Professional Course (8 hours + 1-hour assignment) This course will incorporate the art and the science of training all early childhood professionals. To address the science of designing and implementing trainings, you will learn how to utilize a framework for organizing content as well as gain an understanding of how adults learn in an environment that is engaging and interactive. Training is also an art…the art of knowing how and when to reenergize your audience or how to handle the participants who are disengaged. We will also explore some active learning strategies designed to engage adult learners. Finally, you will complete an Inventory of Practice that infuses strategies learned in the course as well as submit a reflection of your training practices and receive feedback from the course instructor.

3.5 hours pre-course work4.5 hours in class1 hour homework – due 2 weeks after in class ends

Required Books (Provided in the course)Wisconsin Training and Technical Assistance Professionals (T-TAP) Competencies for Early Childhood and Related Professionals Working with Adults (yellow book)Wisconsin Core Competencies for Professionals Working with Young Children and Their Families (blue book)

Suggested Resource (NOT REQUIRED)Bergen, S. (2009). Best Practices for Training Early Childhood Professionals. Redleaf Press

Objectives Participants will understand that high-quality training is determined by the

integrity/ethics of the trainer. Participants will explore ways to build a trusting relationship with the

audience. Participants will discuss ways to intentionally prepare and plan for the

learning, utilizing a framework to ensure evidence-based practice.Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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Participants will understand how learning styles, multiple intelligences, and brain science impact adult learning.

Participants will experience active learning strategies to engage adult learning specific to Competencies V-VII.

READFirst, let’s do a quick review of the Foundations course. Competence and Confidence: we explored our own levelCompetence using a real-life scenario and theWI Core Competencies as a frame of reference.

Emotional Intelligence (our own and our participants). There is much underneath the water that we cannot see (know).

Facilitator type and Learner type: which were you? How does that impact how to train or offer technical assistance to other adults?

The WI Core Competencies outline and identify what those Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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who work directly with children and families should know and be able to do. If you are providing T-TAP to others, you must be an expert in that area.

TTAP Competencies: 1. Building relationships2. Communication3. Professionalism and Ethics

Chihuly art activity using pipe cleaners. What was the focus on the activity?

(relationship-building, communication, and emotional intelligence in practice)

The Registry’s website: what level are you? What level do you need to be at to be a Tier 3 trainer? What does PDAS stand for?

Twitter activity to find common language – what was your word/s? Did you and your partner find a common understanding of the words?

Diversity, equity and inclusion embedded into Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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all training components.

Ladies and gentleman, the story you are about to hear is true – the names have been changed to protect the innocent. This is the TRAINING course for the T-TAP Competencies. Hundreds of people have dozed off – by training boredom. The culprit is unknown…but we are going to find him or her. We are the trainers…this is our job! There is an art and a science to this work – we can explain the science (take breaks, allow for small group activities, add humor, etc.) but we cannot tell you the art (when to give a break, how long to allow for a discussion, what humor works – and what fails!) You may have already come to the conclusion that teaching is also a science and an art – it involves skill and talent!

The first clue…the science of training.

WRITE (look them up if you need to)The definition of pedagogy __________________________________________________The definition of andragogy __________________________________________________

RESEARCHChoose 2 of the adult learning theorists below and do a Google search on both. Spend 15-20 minutes reading about each of your chosen theorists. Be sure to take notes on what you find as we will use that in class. Cyril Houle | Allen Tough | Paulo Freire | Jack Mezirow | David Kolb | Malcolm KnowlesSpace below for notes:


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1.

2.

Be prepared to discuss in class the following question, “How is teaching adults different from teaching children?”


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REVIEW the first 2 competencies in the TTAP booklet: Building Relationships and Communication.

To be competent in training, you must be able to build relationships and effectively communicate with your audience. That being said…you MUST know who your audience is! To prepare for an in-class activity, research (10-15 min) your generation based on the grid below. What are your generation’s likes/dislikes, common attitudes, tendencies, music, world/historic events, etc.?

WRITE down of few notes below:

We are complex beings. There isn’t one box we can put someone into (remember, cultural curiosity). The conscious competence model (remember the ladder) is another way to frame who is in your audience.


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Next, READ the article “The Developmental Stages of Teachers” by Lilian Katz below. Pay particular attention to the ‘training needs’ of teachers at each stage.

The Developmental Stages of Teachers

Lilian G. Katz

The concept of development and associated developmental stages has a long history in the field of child development and early childhood education. However, several postmodern scholars have argued that the concept of development is of doubtful validity (Burman, 1994; Grieshaber & Cannella, 2001). As it is used here, the term development is used to indicate that both thought and behavior are learned in some kind of sequence and become increasingly adaptive to the tasks at hand and to the environment. In other words, no one can begin a professional role-such as a teacher or physician-as a veteran; in most cases, competence improves with experience and the knowledge and practice that come with it. It is unlikely that any experienced teacher believes and feels that he or she was more competent during the first month or year of teaching than during the fifth month or year, all other things being equal. Therefore, it seems to me meaningful as well as useful to think of teachers as having developmental sequences or stages in their professional growth patterns (Katz & Weir, 1969). The purpose of the present discussion is to suggest the tasks and training needs associated with each developmental stage and to consider the implications for the timing and location of training efforts that might be most responsive to the nature of the stages.

Stage I: SurvivalDevelopmental TasksPermissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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During the survival stage, which may last throughout the first full year of teaching, the teacher's main concern is whether or not she [2] can survive the daily challenges of carrying responsibility for a whole group of young children and their growth, development, and learning. This preoccupation with survival may be expressed to the self in terms such as "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week-to the next vacation? Can I really do this kind of work day after day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's (1970) enlightening collection of accounts of first-year teaching experiences.

The first full impact of responsibility for a group of immature but vigorous young children (to say nothing of encounters with their parents) inevitably provokes some teacher anxieties. The discrepancies between anticipated successes and classroom realities may very well intensify feelings of inadequacy and unpreparedness.

Training Needs

During this survival period, the teacher is most likely to need support, understanding, encouragement, reassurance, comfort, and guidance. She needs direct help with specific skills and insight into the complex causes of behavior-all of which must be provided at the classroom site. On-site trainers may be principals, senior staff members, advisors, consultants, directors, or other specialized and experienced program assistants. Training must be constantly and readily available from someone who knows both the trainee and her teaching context well. The trainer/mentor should have enough time and flexibility to be on call as needed by the trainee. Schedules of periodic visits that have been arranged in advance cannot be counted on to coincide with trainees' crises, although visits may frequently be helpful. Cook and Mack (1971) describe the British pattern of on-site training given to teachers by their headmasters (principals). Armington (1969) also describes how advisors can meet these teacher needs on site at times of stress or during moments of crisis.

Stage II: ConsolidationDevelopmental Tasks


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By the end of the first year-give or take a month or two-the teacher has usually come to see herself as capable of surviving immediate daily crises. She is now likely to be ready to consolidate the overall gains made during the first stage and to differentiate specific tasks and skills to be mastered next. During Stage II, teachers usually begin to focus on individual children and problem situations. This focus may take the form of looking for answers to such questions as "How can I help a clinging child? How can I help a particular child who does not seem to be learning? Are there some more effective ways to handle transition times?" These questions are now differentiated from the general survival issues of keeping the whole class running smoothly.

During Stage I, the neophyte acquires a baseline of information about what young children of a given age are like and what to expect of them. By Stage II, the teacher is beginning to identify individual children whose behavior departs from the pattern of most of the children she knows. Thus she identifies the more unusual or exceptional patterns of behavior that have to be addressed to ensure the steady progress of the whole class.

Training Needs

During this stage, on-site training continues to be valuable. A trainer can help the teacher by engaging in joint exploration of an individual problem case. Take, for example, the case of a young preschool teacher eager to get help who expressed her problem in the question "How should I deal with a clinging child?" An on-site trainer can, of course, observe the teacher and child in situ and arrive at suggestions and tentative solutions fairly quickly. However, without firsthand knowledge of the child and the context, an extended give-and-take conversation between teacher and trainer or mentor may be the best way to help the teacher interpret her experience and move toward a solution of the problems in question. The trainer might ask the teacher such questions as "What strategies have you tried so far? Can you give an example of some experiences with this particular child during this week? When you did such and such, how did the child respond?"

In addition, during this stage, the need for information about specific children or problems that young children present suggests that learning to use a wider range of resources would be timely. Psychologists, social and health workers, and other specialists can strengthen the teacher's skills and Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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knowledge at this time. Exchanges of information and ideas with more experienced colleagues may help a teacher master the developmental tasks of this stage. Opportunities to share feelings with other teachers in the same stage of development may help to reduce some of the teacher's sense of personal inadequacy and frustration.

Stage III: RenewalDevelopmental Tasks

Often during the third or fourth year of teaching, the teacher begins to tire of doing the same things, offering the same activities, and celebrating the same sequence of holidays. She may begin to ask more questions about new developments in the field: "What are some new approaches to helping children's language development? Who is doing what? Where? What are some of the new materials, techniques, approaches, and ideas being developed these days?" It may be that what the teacher has been doing for each annual cohort of children has been quite adequate for them, but that she herself finds the recurrent Valentine cards, Easter bunnies, and pumpkin cut-outs insufficiently interesting! If it is true that a teacher's own interest and commitment to the projects and activities she provides for children contribute to their educational value, then her need for renewal and refreshment should be taken seriously.

Training Needs

During this stage, teachers are likely to find it especially rewarding to meet colleagues from different programs on both formal and informal occasions. Teachers in this developmental stage are particularly receptive to experiences in local, regional, and national conferences and workshops, and they profit from membership in professional associations and participation in their meetings. Teachers are now widening the scope of their reading, scanning numerous magazines and journals, viewing films and videotapes, and using the Internet as a source of fresh ideas. Perhaps during this period, they may be ready to take a close look at their own classroom teaching through videotaping themselves at work and reviewing the tapes alone or


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with colleagues. This is also a time when teachers welcome opportunities to visit other classes, programs, and demonstration projects. Concerns about how best to assess young children's learning, and how to report and document it, are also likely to blossom during this period.

Perhaps it is at this stage that teacher centers had the greatest potential value (Silberman, 1971; Bailey, 1971). Teacher centers were once places where teachers gathered together to help each other learn or re-learn skills, techniques, and methods; to exchange ideas; and to organize special workshops. From time to time, specialists in curriculum, child growth, or any other area of concern identified by the teachers were invited to the center to meet with them and focus on their concerns.

Stage IV: MaturityDevelopmental Tasks

Maturity may be reached by some teachers within three years, by others in five or more. The teacher at this stage is likely to have come to terms with herself as a teacher and to have reached a comfortable level of confidence in her own competence. She now has enough perspective to begin to ask deeper and more abstract questions, such as "What are my historical and philosophical roots? What is the nature of growth and learning? How are educational decisions made? Can schools change societies? Is early childhood teaching really a profession?" Perhaps she has asked these questions before. But with experience, the questions represent a more meaningful search for insight, perspective, and realism.

Training Needs

Throughout maturity, teachers benefit from opportunities to participate in conferences and seminars and perhaps to work toward an advanced degree. Mature teachers welcome the chance to read widely and to interact with educators working on many problem areas on many different levels. Training sessions and conference events that Stage-II teachers enjoy may be very tiresome to the Stage-IV teacher. Similarly, introspective, in-depth


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discussions enjoyed by Stage-IV teachers may lead to restlessness and irritability among the beginning teachers in Stage I.

SummaryDevelopmental Stages

Training Needs

Stage IV Seminars, institutes, courses, degree programs, books, journals, conferences

Stage III

Conferences, professional associations, journals, magazines, films, visits to demonstration projects

Stage II

On-site assistance, access to specialists, colleague advice, consultants

Stage I On-site support and technical assistance

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| | 1YR.

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| | 3YR.

| | 4YR.

| | 5YR.

Figure 1. Stages of Development and Training Needs of Preschool Teachers.

In the above outline, four dimensions of training for teaching have been suggested: (1) developmental stages of the teacher, (2) training needs of each stage, (3) location of the training, and (4) timing of training:

Developmental Stage of the Teacher. It is useful to think of the growth of teachers as occurring in stages, linked very generally to experience gained over time.Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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Training Needs of Each Stage. The training needs of teachers change as experience accrues. For example, the issues dealt with in the traditional social foundations courses do not seem to address themselves to the early survival problems that are critical to the inexperienced. However, for the maturing teacher, attention to those same issues may help to deepen her understanding of the larger context in which she is trying to be effective.

Location of Training. The location of training can be moved as the teacher develops. At the beginning of the new teacher's career, training resources are most likely to be helpful when they are taken to her. In that way, training can be responsive to the particular (and possibly unique) developmental tasks and working situation, as well as the cultural context that the trainee faces in her classroom, school, and neighborhood. Later, as the teacher moves beyond the survival stage, training can move away from the school to a training facility or a college campus.

Timing of Training. The timing of training should be shifted so that more training is available to the teacher on the job. Many teachers say that their preservice education has had only a minor influence on what they do day-to-day in their classrooms; this claim suggests that strategies acquired before employment will often not be retrieved under the pressures of the actual classroom and school situation. It is interesting to note that the outstanding practices to be observed in the small Italian city of Reggio Emilia that are admired worldwide are implemented by teachers with only a high school education, but with extensive and intensive on-site inservice training and support (Filippini, 1993).

However, even though it is often said that experience is the best teacher, we cannot assume that experience teaches what the new trainee should learn. To guide this learning, two of the major roles of the mentor and teacher trainer and educator are to make sure that the beginning teacher has informed and interpreted experience.

Retrieved from: http://ecap.crc.uiuc.edu/pubs/katz-dev-stages/index.html

The art of training…Know your audience so you can adjust to their culture


http://ecap.crc.uiuc.edu/pubs/katz-dev-stages/index.html

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Create an environment where everyone feels welcomeOffer anecdotes that fit the various levels of knowledge and experience of the participantsKnow how long to stay on a topic and when to move onOther ideas?

Next, in the T-TAP book, READ each of the competencies under “Adult Learning Principles” on page 8. Highlight or underline the word/phrase you believe is the key to each statement. Be prepared to discuss in class connections between the 2 adult learning theorists you researched and the adult learning

competencies.

Also, REVIEW “Professionalism and Ethics” on page 7.

COMPLETE the following activity using the Core Competencies book:

1. Reflect on your areas of strength (expert stage). Place a in the upper corner of the page/s for each competency you feel you are competent to train on. Those areas where you are able to assimilate deep knowledge and skills around current research and evidence-based best practices; including deep knowledge of teaching and learning.

2. Next, reflect on areas where you do not feel competent (beginning or developing stage), and would need to learn more before doing a training that focused on this competency. Place a ?? in the upper corner of the page/s. These are areas where you feel you have a basic or emerging understanding of best practices.

3. Finally, place a on the page/s where you feel you could do an adequate job training (proficient stage), but might need to do a bit of refresher on the competency. Those areas where you are able to analyze and synthesize your understanding and knowledge of evidence-based best practices.


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4Mat from About Learning

Move around the clock!

Type 1 Learners

They perceive information concretely and process it reflectively. They seek meaning and clarity. They integrate experience with the Self. They learn by listening, sharing ideas, and personalizing information. They are imaginative thinkers who believe in their own experience. They excel in viewing direct experience from many p0erspecitves. They are insightful. They work for harmony, they need to be personally involved and seek commitment. They create supportive cultures and are great mentors. They exercise authority through group participation. They build trust through personal interaction.

Strength: Innovation and Ideas

Goals: to be involved in important issues and to bring harmony

Favorite Question: Why?

As teachers they:

Are interested in facilitating individual group Try to help people become more self-aware Believe curricula should enhances one’s ability to be authentic See knowledge as enhancing personal insights Encourage authenticity in people Like discussions, group work, and realistic feedback about feelings Are caring people who seek to engage others in cooperative efforts Are aware of social forces that affect human development Are able to focus on meaningful goals Tend to become fearful under pressure and sometimes lack daring


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Type 2 Learners

They perceive information abstractly and process it reflectively. They seek goal attainment and personal effectiveness. They form theories and concepts by integrating their observations into what is known. They are eager learners who think though ideas. They are thorough and industrious. They excel at traditional learning because the lecture and reading modes suit them. They are excellent at details and sequential thinking. They work for clearly defined goals. They exercise authority with principle and procedures. They build trust by knowing the facts and doing their job.

Strength: Creating concepts and models

Goals: Intellectual recognition

Favorite Question: What?

As teachers they:

are interested in transmitting knowledge try to be as accurate and knowledgeable as possible believe curricula should further understanding of significant information and should be

presented systematically see knowledge as deepening comprehension encourage outstanding students like facts and details, ,organizational and sequential thinking are traditional teachers who seek to imbue a love of precise knowledge believe in the rational use of authority trend to discourage creativity by a dominating attitude

Type 3 Learners

They perceive information abstractly and process it actively. They seek utility and results. They learn by testing theories. They are pragmatists: they believe “If it works, use it”. They excel in down-to-earth problem solving. They are common-sense people who do not stand on ceremony. They have a limited tolerance for fuzzy ideas. They experiment and tinker with things. They need to know how things work. They demonstrate openness in dealing with conflict. They exercise authority by reward and punishment. They build trust with personal forcefulness.

Strength: Practical application of ideas

Goals: To bring their view of the present in line with future security

Favorite question: How does this work?

As teachers they:

are interested in productivity and competencePermissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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try to give learners the skills they will need in life believe curricula should be geared to competencies and economic usefulness encourage practical application like technical skills and hands-on activities see knowledge as enabling learners to be capable of making their own way believe the best way is to determine scientifically use measured reward tend to be inflexible and self-contained lack team-work skills

Type 4 Learner

They perceive information concretely and process it actively. They seek to influence others. They learn by trial and error. They believe in self-discovery. They excel at managing change. They are flexible and adaptable. They are risk-takers and at ease with all types of people. They often reach conclusions in the absence of logical justification. They create exciting informal cultures. They encourage people to think for themselves. They demonstrate openness with new ideas and have a high ability to sense positive new directions. They exercise authority by demanding people continuously live up to their potential. They build trust by being authentic.

Strengths: Action, getting things done

Goals: To bring action to ideas

Favorite question: What if?

As teachers they:

are interested in enabling learner self-discovery try to help people act on their visions believe curricula should be geared to learners’ interests and inclinations see knowledge as necessary for improving the larger society encourage experiential learning like variety in instruction methods are dramatic teachers who seek to energize their learners attempt to create new forms, to stimulate life are able to draw new boundaries tend to rashness and manipulation


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Shifting gears…EXPLORE the Registry’s website, but this time, look specifically at PDAS – Trainer materials.


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Be sure to thoroughly view the Trainer Chart, and how to apply for Registry membership and/or sign in to your account and add the Trainer Endorsement. Jot down any questions/clarifications you may have – we will discuss in class. Also, click on the PDAS Resources tab. Here you will find specific information on requirements such as the Agreement Form and Background Checks. You can also read/watch many “How to” materials – be sure to take some time (20-30 minutes) to browse around this site as we will NOT be doing that during class. However, any questions/clarifications you have can be brought to class.

And finally, READ Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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V. Planning Learning Opportunities for Adults (pg. 9) VI. Delivering Learning Opportunities for Adults (pg. 10) VII. Continuous Quality Improvement (pg. 11)

Let’s end with a fun activity. Set aside 20 minutes to VIEW the video from Ben Zander titled “The Transformative Power of Classical Music” found at https://www.youtube.com/watch?v=r9LCwI5iErE Take note of what you see him do that makes him a world-renowned trainer. What strategies does he use that pull you in? That push you away? Be prepared to discuss in class.

We will look closely at these in class.

ADDITIONAL RESOURCESDuarte, Nancy (2010). Resonate: Present Visual Stories that Transform Audiences

Duarte, Nancy (2008). Slide-ology: The Art and Science of Creating Great PresentationsPermissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

https://www.youtube.com/watch?v=r9LCwI5iErE

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Reynolds, Garr (2012). PresentationZen: Simple Ideas on Presentation Design and Delivery

Congratulations…you have completed this part of the flipped-classroom experience for Trainers!

BRING TO CLASS This workbook The Foundations class workbook The Wisconsin Training and Technical Assistance

Professional Competencies book (yellow) The Wisconsin Core Competencies book (blue) The “Inventory of Practice” from the Foundations class Pen/pencil

Class time is 9:00am-1:30pm


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