TRAINER CERTIFICATION

TRAINER CERTIFICATION

Contents Introduction... 4 Three Components of Trainer Certification... 4 Who can apply... 4 Cost... 4 Benefits of Trainer Certification... 5 Steps to Trainer Certification... 5 Step 1: Complete Online Application... 5 Step 2: Login to Trainer Certification Website... 6 Step 3: Prepare a Development Plan... 6 Step 4: Pass Content Exam... 7 Step 5: Conduct Training for Observation... 7 Step 6: Become Certified... 8 Adding a Certification Area to an Existing Certification... 8 Unsuccessful Certification... 8 Grievances and Appeals... 8 Content Areas... 10 Foundation Concepts... 10 Basic Literacy... 11 English as a Second Language... 11 Content Exam Study Guide... 12 Preparing for the Exam... 12 ProLiteracy Trainer Certification 1

Passing Scores... 12 Requesting to Take the Content Exam... 13 Taking the Exam... 15 Retaking the Exam... 17 Content Exam Pre- Assessment Tool... 18 Trainer Competencies... 25 Standard 1: The trainer prepares effectively for the learning event... 25 Standard 2: The trainer establishes an appropriate learning environment. 25 Standard 3: The trainer demonstrates professional presentation platform skills... 26 Standard 4: The trainer conducts effective learning activities... 26 Standard 5: The trainer effectively manages the group process... 26 Standard 6: The trainer uses participant feedback and evaluation techniques to adjust or improve the training... 27 Using the Trainer Observation Tool... 28 Prior to the workshop being observed... 28 During the workshop... 28 After the workshop... 28 Trainer Observation Tool... 30 Observation Summary... 37 Training Performance Improvement Plan... 38 Trainer Recertification... 39 Overview... 39 Three Components of Recertification... 39 Steps to Trainer Recertification... 39 Step 1: Document Professional Development and Training Activity... 39 Step 2: Submit application... 40 ProLiteracy Trainer Certification 2

Step 3: Submit documentation... 40 Step 4: Become Recertified... 40 Unsuccessful Recertification... 40 Professional Development Points... 41 Professional Development Record... 43 Annual Professional Development Plan... 44 ProLiteracy Trainer Certification 3

Introduction ProLiteracy s Trainer Certification System is best described as a collaboration between the trainer, the local program, and ProLiteracy. Trainers use the practical tools, resources and professional development opportunities to develop their content knowledge and presentation skills as they present workshops for their local literacy program. Programs provide training opportunities support, and feedback to trainers as they go through the certification process, and the certification system ensures consistency across the trainers in the program. ProLiteracy administers the Certification System, and provides tools, resources, and professional development and networking opportunities so trainers and programs can continuously improve the training they deliver. Three Components of Trainer Certification There are three components to the Trainer Certification System: 1. The endorsement of a literacy program. A trainer must be affiliated with a local or state literacy program to become certified. A trainer cannot become certified without the endorsement of a local or state program. 2. The Content Exam. Trainers must show they are knowledgeable in core competencies of adult education by passing a multiple choice test. All trainers are tested on foundational concepts of adult education, plus content in either basic literacy or English as a Second Language (ESL) instruction. 3. Observation of workshop presentation. Trainers must show they can effectively plan and present a tutor workshop. A representative from the local program observes and evaluates the trainer based on six trainer standards and competencies. Who can apply Any trainer (new or experienced) can apply for trainer certification provided they endorsed by a local or state literacy program. Applicants typically have experience tutoring or teaching adults; an academic background in adult literacy, or experience training. Cost Fees for Trainer Certification are $80 for ProLiteracy member organizations and $205 for non- member organizations. ProLiteracy Trainer Certification 4

Benefits of Trainer Certification ProLiteracy s Trainer Certification System offers many benefits to trainers and organizations. These include: Access to practical tools like training agendas and evaluations; and resources about current research and promising practices related to training and literacy and ESL instruction. Face- to- face and online professional development opportunities Networking opportunities with other organizations and certified trainers Consistency in delivering quality training Credibility with funders and other stakeholders Steps to Trainer Certification To be certified, trainers and their endorsing organizations must complete the following requirements: Step 1: Complete Online Application The process begins with the submission of an online application. Before submitting an application, the organization should decide whether a trainer is an appropriate candidate for certification. The organization should consider the individual s commitment to the training role, the organization s needs and capacity to provide support throughout the certification process, and the trainer s skills and knowledge. To complete the online application, you will need: The name, address, and ProLiteracy Membership ID of the endorsing organization The name, and contact information of a program representative. The program representative should be someone who has a leadership role (e.g. executive director, board member, volunteer coordinator) and has knowledge of the organization s program services, curriculum, and training goals. The trainer seeking certification cannot be the program representative. The name and contact information of the trainer Payment information. Fees for Trainer Certification are $80 for ProLiteracy member organizations and $205 for non- member organizations. The Endorsement checkbox on the application must be checked. By checking, the endorsing organization agrees to: support the candidate s access to the Trainer Certification website and email support the candidate s efforts to acquire trainer competencies and content knowledge observe and evaluate the candidate as he or she conducts workshops submit necessary documentation Candidates have 18 months to complete the requirements beginning on the date ProLiteracy receives the application. ProLiteracy Trainer Certification 5

Step 2: Login to Trainer Certification Website After you submit your application, ProLiteracy will send the trainer a username and password for the Trainer Certification Website. The first time the trainer visits the site, he or she will have to agree to abide by the Code of Ethics for Certified Trainers. Once logged in, the trainer can access all the materials necessary to complete the certification process and track his or her progress toward certification. Step 3: Prepare a Development Plan The local program and trainer should create and implement a professional development plan that addresses program goals, meets the trainer s unique needs, and develops the trainer s content knowledge and presentation skills as outlined in the Trainer Competencies and Content Knowledge sections of this manual. The Annual Professional Development Plan can help you organize your plan. A successful plan will identify the trainer s current skills and knowledge, encourage new learning, refine and develop training skills, and present opportunities for practice and feedback from staff, other trainers, and workshop participants. A successful plan will include timelines and outline responsibilities, tasks, and resources. Developing Trainer Competencies participating in train- the- trainer workshops assisting a trainer in workshop preparation and delivery mentoring with more experienced trainers observing experienced trainers evaluation by more experienced trainers videotaping presentations for constructive feedback reading and discussing resources in the Trainer Took Kit discussing questions with other trainers through the Trainer Listserve participating in a Toastmasters club discussing workshop evaluations from participants networking with other certified trainers in your area Developing Content Knowledge observing master tutors/instructors reading and discussing resources in the Trainer Tool Kit organizing and/or participating in study circles on identified topics completing online courses and using other resources on ProLiteracy EdNet (proliteracyednet.org) participating in local, state, regional, and national conferences and workshops reading and discussing articles in professional journals taking or auditing college courses discussing questions with other trainers through the Trainer Listserve networking with other certified trainers in your area ProLiteracy Trainer Certification 6

Step 4: Pass Content Exam Each candidate must pass an online multiple choice exam that tests the trainer s knowledge of core competencies in adult education. The exam is based on the topics outlined in the Content Knowledge section of this manual. The exam includes three sections: foundational concepts in adult education basic literacy instruction ESL instruction All trainers must pass the foundational concepts section. Trainers have the option of completing the basic literacy section, the ESL section, or both, depending on the certification they seek. Candidates must correctly answer 80% of the questions in each section to pass the exam. Passing Scores for Content Exam Exam Section Number of Questions Passing Score Foundation Concepts 30 24 Basic Literacy 23 18 English as a Second Language 17 13 The trainer must pass the content exam within 18 months of applying for trainer certification. Trainers who fail to obtain a passing score may retake the exam once without reapplying for certification. If a trainer fails to pass a second time and still wishes to pursue certification, the candidate and the endorsing organization must reapply (repeat Step 1). The Content Knowledge section of this manual outlines the content areas of the exam, provides an assessment tool to identify strengths and weaknesses, recommends resources for study, and gives instructions for registering to take the exam online. Step 5: Conduct Training for Observation Trainers demonstrate mastery of trainer competencies by facilitating three or more hours of a workshop. An organizational representative observes the trainer and uses the Trainer Observation Form to rate the trainer s performance in relation to the Trainer Competencies. The representative also compiles feedback from workshop participants on the trainer s performance gathered from workshop evaluations. The organization sends the completed observation form and participant evaluations to ProLiteracy. As with the content exam, the trainer has 18 months to conduct a workshop with a passing number of exceptional and acceptable ratings on the observation form. Trainers who fail to achieve a passing score for the first workshop should schedule another workshop for observation and submit that observation form. If the trainer fails to achieve a passing score on the second workshop, the trainer and endorsing organization should discuss the trainer continuing to pursue certification. If the 18 months expires before the trainer achieves a passing score on the observation form, the candidate and endorsing organization must reapply for certification. ProLiteracy Trainer Certification 7

Step 6: Become Certified ProLiteracy staff will review the submitted materials and will grant certification to trainers who have successfully passed the content exam, obtained passing scores on the observation sheet, and received positive evaluations from workshop participants within 18 months of their application. Trainer certification lasts for four years. Adding a Certification Area to an Existing Certification Trainers may add a certification area to an existing certification i.e. adding ESL certification to an existing certification in basic literacy by going to the Trainer Certification website and: requesting to add a certification area passing the content exam for the new area submitting a $40 processing fee Unsuccessful Certification If the trainer fails to successfully complete any of the steps above within 18 months, ProLiteracy staff will notify the endorsing organization and the trainer that certification will not be granted. Trainers and endorsing organizations have three options. 1. The organization and trainer submit a new application along with the fee and begin the process again. 2. The trainer can decide not to continue to pursue certification, but may continue to train for the organization. 3. The organization and/or the trainer may appeal the decision. Grievances and Appeals A trainer and/or endorsing organization may raise issues of dissatisfaction with the Trainer Certification System or challenge decisions ProLiteracy makes with regard to trainer certification through the grievance and appeal process. A grievance is a complaint about an action related to trainer certification that the trainer or organization believes is unfair or discriminatory. An appeal is the request to resolve the grievance. ProLiteracy is committed to resolving grievances according to the following principles: Grievances should be brought to the attention of ProLiteracy as quickly as possible Resolutions will be as close as possible to the source of the grievance Individuals handling the grievance will recuse themselves if there is a possibility of bias or conflict Confidentiality will be strictly observed by all participants at all stages of the resolution procedure ProLiteracy Trainer Certification 8

The first step with any grievance is to notify ProLiteracy. The grievance should include the date, a detailed description of the grievance as it relates to the trainer s certification status, the specific reasons for the organization s and/or trainer s dissatisfaction, and the signature of the trainer and the organizational representative (signature may be typed if submitted by email). Grievances should be submitted to: trainer@proliteracy.org or Attn: Trainer Certification ProLiteracy 104 Marcellus Street Syracuse, New York 13204 If the grievance cannot be resolved, the trainer and/or organization may submit an appeal. To submit an appeal: email trainer@proliteracy.org or call 315-422- 9121, ext. 2577 to request an appeal form. complete the form and return it via email to trainer@proliteracy.org or via mail to: Attn: Trainer Certification ProLiteracy 104 Marcellus Street Syracuse, New York 13204 The appeal will be reviewed by an independent panel of field professionals who will propose resolutions to the conflict. If the proposed resolutions are not acceptable to the trainer, the organization, or ProLiteracy, the appeal will be forwarded to ProLiteracy s Board of Directors for a final decision. ProLiteracy Trainer Certification 9

Content Areas ProLiteracy has identified core components for basic literacy and English- as- a- second language (ESL) instructor and tutor training. The list is based on content regularly provided to instructors in local, state, and national training opportunities, as well as current research in basic literacy and ESL instruction. Local and state organizations may use this list to guide the development of their training to ensure it meets the needs of students. Foundation Concepts Background on adult education and literacy Local, state, and national statistics and needs statements Roles and responsibilities of tutors, students, instructors and programs Characteristics of adult learners Student involvement Cultural awareness Adult learning theory Learner- centered instruction Learning styles/differences/disabilities Small- group and one- to- one instruction Individual learning plans Goal setting Assessment and evaluation of student progress Lesson planning Case studies/learner profiles Instructional techniques for reading, writing, speaking, listening Integration of language components reading/writing and listening/speaking Direct, explicit instruction Collaborative teaching/tutoring Multisensory approaches Reading, writing, listening and/or speaking strategies Problem- posing approach Instructional materials/resources Functional context Print, online resources, software, real- life materials Assistive technology and adaptations Community referrals/resources ProLiteracy Trainer Certification 10

Basic Literacy Reading strategies Alphabetics (phonemic awareness, word analysis, and other decoding skills) Fluency Vocabulary Reading comprehension Writing strategies Mechanics Process writing/composition Spelling English as a Second Language Language acquisition theory Communicative approach Language acquisition techniques, exercises, and activities Total physical response Vocabulary drills Conversation techniques Pronunciation including stress, rhythm, and intonation Grammar Idioms Listening/speaking and reading/writing strategies Reading/writing and listening/speaking components Instructional strategies ProLiteracy Trainer Certification 11

Content Exam Study Guide Preparing for the Exam There are many different resources you can use to prepare for the content exam. Use the Pre- Assessment Tool to identify areas for study, then work with your organization to identify resources to help you study. You will find that most of the content areas listed above are addressed in texts your literacy program already uses for tutor or instructor training. The following resources might also be useful: Resources found in the Trainer Tool Kit Online courses and other resources on ProLiteracy EdNet (www.proliteracyednet.org) Participating in local, state, regional, and national conferences and workshops Materials available from New Readers Press (www.newreaderspress.com) such as o Teaching Adults: A Literacy Resource Book o Teaching Adults: An ESL Resource Book o Tutor o I Speak English Articles in professional journals taking or auditing college courses networking with other certified trainers in your area or posting questions with other trainers through the Trainer Listserve mentoring with master tutors/instructors Passing Scores You must correctly answer 80% of the questions on each required exam section to pass the exam. Passing Scores for Content Exam Exam Section Number of Questions Passing Score Foundation Concepts 30 24 Basic Literacy 23 18 English as a Second Language 17 13 You must pass the content exam within 18 months of applying for trainer certification. ProLiteracy recommends you take the exam within a year of applying for certification, leaving you plenty of time if you have to retake the exam. You may retake the exam once within the 18 months without reapplying for certification. If you fail to pass a second time and still wishes to pursue certification, you must reapply for certification. ProLiteracy Trainer Certification 12

Requesting to Take the Content Exam You request to take the exam online. 1. Login to My Certification 2. Select Certification Status in the top menu 3. Select Request to take content examination A pop up screen will prompt you to select the section(s) of the exam you wish to take and the date you wish to take them. To submit your request, scroll down and select submit. ProLiteracy Trainer Certification 13

Once your exam date is approved, you can view your request through your Certification Status section of My Certification. The link for the exam will be available on the scheduled day (see below). When scheduling your exam date, please remember that you must complete each section of the exam between 12:00 a.m. and 11:59 p.m. (EDT) on the requested date. ProLiteracy Trainer Certification 14

Taking the Exam 1. Login to My Certification 2. Select Certification Status in the top menu 3. In the Content Examination section, select Take Exam Once you start taking the exam, you have two options for stopping. 1. Select Cancel or close your browser window. Your responses will not be saved. You will need to finish the exam before 11:59 p.m. that same day. ProLiteracy Trainer Certification 15

2. Select Submit. The exam section is submitted and scored. You will not be able to access this section again. After completing the exam section, return to the My Certification page to see your score. You may then select Details/Retake to get more information about the questions you answered incorrectly. After you complete the exam, you and your program representative receive emails confirming your exam results. ProLiteracy Trainer Certification 16

Retaking the Exam 1. Login to My Certification 2. Select Certification Status in the top menu 3. In the Content Examination section, select Details/Retake 4. Scroll to the bottom of the screen and complete the Request to Retake Content Exam form. ProLiteracy Trainer Certification 17

Content Exam Pre- Assessment Tool Name Date Foundation Concepts Current Knowledge Background on adult education and literacy Strong Fair Weak Local, state, and national statistics How can national statistics on adult literacy from the 2003 National Assessment of Adult Literacy help when working with adult students? Roles and responsibilities Characteristics of adult learners Student involvement Cultural awareness How are adult literacy rates in local communities estimated? How can a trainer help participants understand their roles and responsibilities within the literacy program? "Adults learn best if instruction is concrete and has immediacy." What does this mean? How can adult students enhance the training of instructors? Social and cultural differences are important because the meaning of words depends upon the context in which they are used. What implication does this have for instruction? Current Knowledge Adult learning theory Strong Fair Weak Learner- centered What are indicators of effective collaborative relationships among instructors and students? Learning styles Learning disabilities Small groups Why is the language experience approach important for teaching reading? In a multisensory approach to teaching, the instructor uses a variety of different techniques. Why? Most adults with low literacy skills are likely to have learning disabilities. Considering this, what should instructors do? As a small group of students begins to form, what is the role of the instructor? ProLiteracy Trainer Certification 18

Current Knowledge Individual Learning Plans Strong Fair Weak Goals How can instructors involve students in the ongoing development of their instruction? Assessment and evaluation of student progress Lesson planning Case studies/ learner profiles SMART is an acronym often used to help set goals. What does each letter mean? Given the perspective of adult education as lifelong learning, what is the best way to assess adult students' progress? Why are portfolios effective tools for tracking students' progress? Why is it important for literacy programs to measure students progress? Why are regular informal assessments of student progress important? Lesson plans are based on student goals and provide a guide for instructors. How should these plans be used for actual lessons? What is the value of using case studies and student profiles in training? Current Knowledge Instructional techniques for reading, writing, speaking, and listening Strong Fair Weak Integration of language components In what ways are the processes of reading, writing, speaking, and listening related to each other? Direct, explicit instruction Collaborative teaching/ tutoring Multisensory approaches Reading, writing, listening, and speaking strategies Problem- posing Graphic organizers What are the steps for using direct and explicit instruction? What is the role of the instructor in collaborative learning situations? What are some auditory approaches to instruction? Visual? Kinesthetic? Tactile? What approach should instructors take for teaching the four language components (listening, speaking, reading, and writing)? How can dialogue be used in a problem- posing approach to adult education? Graphic organizers are tools that help people put ideas, information, and processes into visual form. Why are these effective tools for some students? ProLiteracy Trainer Certification 19

Current Knowledge Instructional materials/resources Strong Fair Weak Functional context What are some criteria for choosing authentic instructional materials? Resources and materials Assistive technology and adaptations Community referrals/ resources Why is it important to develop literacy instruction around adults' real life roles? How should instructors evaluate and choose materials for adult students? How can computer software programs be incorporated into literacy instruction? How can computers be used to help students develop complex thinking skills? How should adaptations and assistive technology be used in literacy instruction? Why should instructors be aware of community resources that are available for adult students? ProLiteracy Trainer Certification 20

Basic Literacy Current Knowledge Reading strategies Strong Fair Weak Alphabetics (phonemic awareness, word analysis, and other decoding skills) How can instructors help students who are just beginning to learn sound/symbol relationships? What is a phoneme? Fluency Vocabulary Comprehension What is the relationship between phonemes and graphemes? How can beginning readers improve their phonemic awareness? What are strategies that help students learn to read longer words? How can new readers develop fluency? How is the sight words technique best used? How can instructors help new readers build vocabulary? Why is vocabulary important to the reading process? How can instructors help students develop reading comprehension? What pre- reading strategies can help students comprehend text? Why is it important for students to be aware of their reading purpose? What materials help an instructor build on students' background knowledge? What post- reading strategies can help students comprehend text? How can instructors help students understand multiple levels of meaning? What is the cloze procedure and how is it used for instruction with new readers? What is the role of critical thinking in adult literacy learning? ProLiteracy Trainer Certification 21

Current Knowledge Writing strategies Strong Fair Weak Mechanics Mechanics includes which aspects of a written work? Process writing/ composition Spelling When should instructors draw students attention to writing mechanics? Why? What is the primary goal of helping students develop writing skills? When should instructors begin to do writing activities with students? Why? How can instructors help students begin the writing process? What should instructors consider when editing student writing? What post- writing strategies can help students improve their writing? When teaching spelling, how can instructors accommodate students' learning styles? ProLiteracy Trainer Certification 22

English as a Second Language Current Knowledge Language acquisition theory Strong Fair Weak Communicative approach How does a communicative approach to English language instruction affect the learning environment? Current Knowledge Language acquisition techniques, exercises, and activities Strong Fair Weak Total Physical Response (TPR) What characteristics describe a Total Physical Response activity? Vocabulary Conversation Pronunciation Stress and intonation Grammar Idioms What is a Total Physical Response approach to reading, and how is it used? What kinds of activities reinforce English language learners' vocabulary development? What should instructors consider when starting a dialogue or conversation with English language learners? What do instructors need to consider when helping English language learners pronounce English words? What are stress and intonation, and why is it important for English language learners to understand them? What are some good ways for English language learners to practice stress and intonation? How should instructors focus grammar instruction for new English speakers? What should instructors consider when teaching idioms? ProLiteracy Trainer Certification 23

Current Knowledge Listening/speaking and reading/writing strategies Strong Fair Weak Reading/writing and listening/speaking components Given that language skills include reading, writing, listening, and speaking, how should instruction be focused for English language learners? Instructional strategies Nonverbal actions have various cultural connotations. What kinds of non- verbal actions affect communication? What is an information grid, and how is it used? What is a substitution drill, and how is it used? Why are picture stories effective tools for problem- solving activities? What are good strategies for checking comprehension with beginning English language learners? Learners demonstrate comprehension when they support their answers to questions. How can instructors teach and reinforce this skill? ProLiteracy Trainer Certification 24

Trainer Competencies Good training doesn t just happen. Trainers not only need to understand the content, they also need skills to successfully facilitate group learning and to embrace attitudes that encourage participants to succeed. Excellent trainers can integrate their knowledge, skills, and attitudes into their training. Though it may seem effortless, good training requires a lot of practice. ProLiteracy s Trainer Certification System identifies six training standards that ensure quality training for adult education instructors and tutors. These standards are based on commonly accepted competencies in the field of training and development and are behaviors that can be observed by others. Standard 1: The trainer prepares effectively for the learning event Explanation Well- prepared trainers feel comfortable with training content. They design the workshop to meet the specific needs of the program and the participants. Key Competencies: The trainer demonstrates mastery of this standard by 1. demonstrating a thorough knowledge of the content 2. basing training on achievement- based objectives tat support the goal(s) of the training, specifying what participants will learn or be able to do as a result of the training 3. becoming informed about the educational level(s) of the students served by the program as well as the issues that need to be addressed in training 4. becoming informed about the backgrounds and learning needs of the training participants Standard 2: The trainer establishes an appropriate learning environment Explanation Skilled trainers foster the full participation of everyone taking the training and create a positive learning environment from the onset of the training. Key Competencies: The trainer demonstrates mastery of this standard by 1. assuring a comfortable and safe physical environment 2. using warm- up activities and icebreakers related to the training content to engage learning 3. providing a safe learning environment for participants where they feel safe to share their thoughts and questions 4. consistently demonstrating flexibility, patience, and respect for the participants ProLiteracy Trainer Certification 25

Standard 3: The trainer demonstrates professional presentation platform skills Explanation Quality trainers make compelling presentations. They speak the language of the participants. They are good listeners and engage in substantive conversations with the participants. Key Competencies: The trainer demonstrates mastery of this standard by 1. using appropriate body language and voice modulation 2. choosing vocabulary, metaphors, and examples that are meaningful to the audience 3. using appropriate closed, open, and follow- up questions 4. providing positive reinforcement and paraphrasing important content 5. building on and extending participants ideas Standard 4: The trainer conducts effective learning activities Explanation Learner- centered trainers understand how adults learn. They design activities that enable all participants to meet the learning objectives. Key Competencies: The trainer demonstrates mastery of this standard by 1. employing a variety of teaching techniques, including lecture, demonstration, role- play, pairs, small groups, and the use of multimedia aids 2. honoring different learning styles; i.e., using multi- sensory learning activities to accommodate diverse learning preferences 3. defining the purpose of the exercises in relation to the content of the training 4. giving clear instructions for each activity 5. facilitating sharing of ideas among participants 6. providing ample opportunity for review, practice, and reflection of newly learned material 7. providing for application and reinforcement of previously learned skills Standard 5: The trainer effectively manages the group process Explanation Observant trainers balance the needs of the group with the needs of individual participants. They are skilled at defusing disruptive behavior and accomplishing the goals of the training in the time allotted. ProLiteracy Trainer Certification 26

Key Competencies: The trainer demonstrates mastery of this standard by 1. intervening effectively when disruptive behavior occurs 2. demonstrating knowledge of the stages of group development and how the stages impact the learning environment 3. monitoring time for activities 4. making adjustments in scheduling, content, and process based on group background, experience, and feedback 5. attending to the needs of diverse participants Standard 6: The trainer uses participant feedback and evaluation techniques to adjust or improve the training Explanation Quality- conscious trainers continually gauge how well participants are meeting the training objectives. They employ a variety of techniques to obtain participant feedback and use that feedback to adjust current training or improve future training. Key Competencies: The trainer demonstrates mastery of this standard by 1. using written and oral activities as well as direct observation to assess changes in participants skills, knowledge, and attitudes in relation to the training objectives 2. adjusting training based on evaluation 3. recommending follow- up training based on identified participant needs ProLiteracy Trainer Certification 27

Using the Trainer Observation Tool Prior to the workshop being observed 1. The organization chooses an observer. The observer may be the trainer s program representative, a staff member, another trainer, or someone from outside the organization. The observer should have adequate knowledge and experience to make judgments about the trainer s performance. 2. The trainer and the observer review the competencies and the observation tool. 3. The trainer and the observer agree on: (a) the time the observer will be viewing the training and (b) a time at the conclusion of the workshop for discussing the training and evaluation. 4. The trainer may ask the observer to pay particular attention to a specific competency or set of competencies for more in- depth feedback and personal coaching. 5. If an observer is not available to watch the entire workshop, an audio tape recorder or video camera could be used to more fully document the trainer s performance. During the workshop 1. The observer uses the observation tool to document a rating for each specific competency (E= exceptional, A= acceptable, I= improvement needed, and NA= not applicable, no opportunity to observe ). Observers may use statements in the column titled Behaviors Observed to guide their rating of the trainer s skills, but will provide only one rating for each competency. Observers write the rating in the Competency Rating column. 2. When indicating improvement needed, the observer should provide a description of the observed behavior (or lack thereof) in the Comments section. 3. In instances where the observer was not able to observe a competency, an audio or videotape could be used to help complete the observation. After the workshop 1. Both the trainer and the observer should take time, separately, to complete the observation tool. 2. The trainer and observer discuss the training, evaluations from participants, and their ratings on the observation tool. 3. The observer provides constructive feedback to the trainer. The following resource offers suggestions for providing feedback: Characteristics of Useful Feedback (http://www1.umn.edu/ohr/teachlearn/resources/peer/guidelines/feedback/index.ht ml) 4. The observer tabulates the trainer s exceptional and acceptable ratings, and: a. If the sum of exceptional and acceptable ratings is within the passing range, noted in the table below, the program representative will submit the completed observation tool and summary to ProLiteracy for completion of the trainer s certification requirement. ProLiteracy Trainer Certification 28

b. If the sum of these ratings is below the passing range, the observer and trainer will work with the program representative to write a performance improvement agreement (see sample agreement in this guide). The observer and trainer then schedule another time to observe training. Passing Scores for Trainer Observation Number of NA ratings Total exceptional and acceptable ratings 0 23+ 1 22+ 2 21+ 3 20+ 4 19+ 5 18+ Note: If the observer noted six or more NA ratings, the trainer and the observer should schedule a time for additional observation when the remaining competencies may be observed. 5. Mail the completed and signed Observation Summary to Attn: Trainer Certification ProLiteracy 104 Marcellus Street Syracuse, New York 13204 ProLiteracy Trainer Certification 29

Trainer Observation Tool Trainer Observer Date of Observation Type of Training Organization Rating Key: E = Exceptional, A = Acceptable, I = Improvement needed, NA = not applicable, no opportunity to observe Standard 1: The trainer prepares effectively for the learning event Competencies A. Demonstrates a thorough knowledge of the content B. Bases training on achievement- based objectives C. Becomes informed about the educational level(s) of the students served by the program as well as the issues that need to be addressed in training D. becomes informed of the backgrounds and learning needs of the training participants Comments: Behaviors Observed 1. Accurately answers questions relevant to the content 2. Supports presentation with research or examples of successful implementation 3. Displays personal enthusiasm and interest in the subject 1. Clarifies what participants would be able to do by the end of the workshop 2. Includes objectives that addressed the participants critical priorities 3. Notes how objectives related to changes in participants skills, knowledge and attitudes 1. Describes or refers to the student population currently served by the program 2. Addresses cultural, language, and education issues of the student population. 3. Describes students typical life and education goals 1. Asks participants what they most wanted or needed to know 2. Asks participants about their relevant experience Competency Rating ProLiteracy Trainer Certification 30

Rating Key: E = Exceptional, A = Acceptable, I = Improvement needed, NA = not applicable, no opportunity to observe Standard 2: The trainer establishes an appropriate learning environment Competencies A. Assures a comfortable and safe physical environment B. Uses warm- up activities and icebreakers related to the training content to engage learning C. Provides a safe learning environment for participants where they feel safe to share their thoughts and questions D. consistently demonstrates flexibility, patience, and respect for the participants Comments: Behaviors Observed 1. Welcomes participants as they arrive 2. Monitors the room temperature 3. Informs participants about the location of the exits, restrooms, time and length of breaks, etc. 4. Ensures that tables and chairs are arranged so that all participants can see visuals and interact with the presenter and each other 1. Explains the purpose of the warm- up activity 2. Connects the warm- up activity to an important topic or skill in the workshop 1. Explains the agenda and the type of activities included in the workshop 2. Ensures that all participants are introduced 3. Encourages participants to engage in activities to the degree that they are comfortable 4. Establishes rapport and trust by listening and responding to participants words and feelings 1. Notices when participants are confused; uses different words to explain 2. Provides alternatives for participants who are unwilling/unable to participate in an activity 3. Addresses participants by their preferred names 4. Elicits participants prior knowledge and experiences, building on these to meet objectives 5. Allows time for participants to think before responding to a question Competency Rating ProLiteracy Trainer Certification 31

Rating Key: E = Exceptional, A = Acceptable, I = Improvement needed, NA = not applicable, no opportunity to observe Standard 3: The trainer demonstrates professional presentation and platform skills Competencies A. Uses appropriate body language and voice modulation B. Chooses vocabulary, metaphors, and examples that are meaningful to the audience C. Uses appropriate closed, open, and follow- up questions D. Provides positive reinforcement and paraphrasing important content E. Builds on and extending participants ideas Comments: Behaviors Observed 1. Maintains eye contact with the participants 2. Moves around the room to interact with participants 3. Can be easily heard by all participants 4. Varies volume, rate, and pitch to emphasize content and to hold participants interest 5. Gestures appropriately to emphasize content 1. Explains unfamiliar terms and acronyms 2. Uses vocabulary that is appropriate for the education and experience level of participants 1. Uses closed- ended questions to determine if participants understand concepts 2. Uses follow- up questions to clarify information or get a more complete response 3. Uses open- ended questions to encourage a variety of perspectives 1. Repeats participants comments to emphasize important content 2. When necessary, rephrases participants comments to check for understanding 3. Praises participants for asking questions or offering comments 1. Provides additional or missing information following participants comments 2. Connects participants comments to previous information or the next topic Competency Rating ProLiteracy Trainer Certification 32

Rating Key: E = Exceptional, A = Acceptable, I = Improvement needed, NA = not applicable, no opportunity to observe Standard 4: The trainer conducts effective learning activities Competencies A. Employs a variety of teaching techniques, including lecture, demonstration, role- play, pairs, small groups, and the use of multimedia aids B. Honors different learning styles; i.e., using multi- sensory learning activities to accommodate diverse learning preferences C. Defines the purpose of the exercises in relation to the content of the training D. Gives clear instructions for each activity E. Facilitates sharing of ideas among participants Behaviors Observed 1. Uses a variety of techniques throughout the workshop, including individual and small- group work 2. Chooses techniques that are appropriate to learning objectives (e.g. lecture or group discussion to learn new information; role play or demonstration to practice skills) 3. Uses visual aids to support the topic 4. Ensures that all participants can read the visual aids (ex. flipcharts, overhead slides, LCD projector, video, etc.) 1. Ensures that participants have opportunities to acquire information and/or skills through visual aids, auditory input, physical movement, group participation, personal reflection, and reading materials 1. Explains how ideas/topics relate to each other 2. Explains how each exercise fits with the goals of the workshop 3. Explains how the training exercises relate to participants work with students 1. Provides an overview and rationale before starting an activity 2. Describes in detail how each activity will be conducted 3. Describes the materials and time available for the activity 4. Describes what will happen after the activity is finished 5. Provides oral and written instructions 1. Arranges the chairs and tables to encourage interaction 2. Encourages participants to share ideas, feelings, and attitudes throughout the workshop 3. When appropriate, directs participants questions/comments back to the group for a response Competency Rating ProLiteracy Trainer Certification 33

Rating Key: E = Exceptional, A = Acceptable, I = Improvement needed, NA = not applicable, no opportunity to observe Standard 4: The trainer conducts effective learning activities Competencies F. Provides ample opportunity for review, practice, and reflection of newly learned material G. Provides for application and reinforcement of previously learned skills Comments: Behaviors Observed 1. Reviews material to reinforce participants understanding 2. Allows participants to practice new skills 3. Uses strategies to encourage participants to reflect on what they learn 1. Designs activities in which participants apply new skills in a real or simulated context 2. Provides corrective and supportive feedback after participants practice skills Competency Rating ProLiteracy Trainer Certification 34

Rating Key: E = Exceptional, A = Acceptable, I = Improvement needed, NA = not applicable, no opportunity to observe Standard 5: The trainer effectively manages the group process Competencies A. Intervenes effectively when disruptive behavior occurs B. Demonstrates knowledge of the stages of group development and how the stages impact the learning environment C. Monitors time for activities D. Makes adjustments in scheduling, content, and process based on group background, experience, and feedback E. Attends to the needs of diverse participants Comments: Behaviors Observed 1. Uses humor to defuse the situation when possible 2. Recognizes what is motivating the behavior and responds to the needs of the participant 3. Maintains composure and treats all participants with respect 1. Provides clear structure and direction at the beginning of the workshop 2. Sequences the training to begin with simple tasks, moving toward more difficult tasks 3. Increasingly builds opportunities for group interaction 1. Follows established starting, ending, and break times 2. Keeps discussions focused on the training goals, objectives, and relevant content 3. Adjusts activities to accommodate time constraints 1. Recognizes when participants need additional breaks or a change in activity 2. Makes decisions to extend or shorten activities depending on the mastery level of the group, and informs the group of these decisions 1. Makes accommodations for participants individual needs, interests, and abilities whenever possible 2. Shows sensitivity to ethnic, racial, cultural, age, and gender issues Competency Rating ProLiteracy Trainer Certification 35

Rating Key: E = Exceptional, A = Acceptable, I = Improvement needed, NA = not applicable, no opportunity to observe Standard 6: The trainer uses participant feedback and evaluation techniques to adjust or improve the training Competencies A. Uses written and oral activities as well as direct observation to assess changes in participants skills, knowledge, and attitudes in relation to the training objectives B. Adjusts training based on evaluation C. Recommends follow- up training based on identified participant needs Comments: Behaviors Observed 1. Periodically asks questions or structures activities that help participants retain key information 2. Uses activities (games, exercises, discussions, journals, etc.) to assess changes in participants attitudes, knowledge, or skills 1. Ensures that all participants have time to complete a course evaluation form before leaving the workshop 2. Reads the feedback and summarizes participants positive and negative comments 3. When appropriate, develops recommendations for improving the workshop 1. Provides suggestions to the organization about topics and strategies for follow- up training (ex. workshops, mentoring, resources), based on assessment of participants learning needs and progress Competency Rating ProLiteracy Trainer Certification 36

Observation Summary Standards Standard 1: The trainer prepares effectively for the learning event Number of Ratings E A I NA Standard 2: The trainer establishes an appropriate learning environment Standard 3: The trainer demonstrates professional presentation and platform skills Standard 4: The trainer conducts effective learning activities Standard 5: The trainer effectively manages the group process Standard 6: The trainer uses participant feedback and evaluation techniques to adjust or improve the training Total for each rating Total of E and A ratings Summary of trainer s strengths and areas for improvement: Signature of Observer Date Mail completed Observation Tool and Summary to: Trainer Certification, ProLiteracy, 104 Marcellus Street, Syracuse, New York 13204 ProLiteracy Trainer Certification 37

Training Performance Improvement Plan Trainer Date Organization Standard/Competency for Improvement Performance Improvement Activities Resources Needed Completion Date Date for next observation ProLiteracy Trainer Certification 38

Trainer Recertification Overview ProLiteracy requires trainers to renew their trainer certification by actively continuing to train within their organization and participating in ongoing professional development related to adult education, literacy, or training. It encourages trainer to build on their existing knowledge, master innovative strategies, refine and perfect skills, and seek feedback from others. It leads to the continuous improvement of the trainer network and enhances the quality of service provided by literacy organizations. Three Components of Recertification There are three components to trainer recertification: 1. The endorsement of a literacy program. A trainer must show that he or she has the continued endorsement of a local or state literacy program. The endorsing organization must confirm it continues to endorse the trainer each time the trainer recertifies. 2. Remain an active trainer. Trainers must show that they have conducted at least one workshop in three of the four years they are certified, and show that they continue to receive good workshop evaluations. Trainers also need to submit one workshop observation from a representative of the local program. 3. Continuous professional development. Trainers must show they have continued to work to improve their understanding of adult education and literacy instruction and have continued to develop their training skills. Trainers must collect 40 points of professional development during the four years they are certified. Steps to Trainer Recertification Step 1: Document Professional Development and Training Activity During the four year term, the certified trainer should document training and professional development activities. Training Activities Trainers should collect dates, content summaries, and participant evaluations from the workshops they conduct as a certified trainer. Trainers have to show they have conducted at least one workshop in three of the four years they are certified, and receive good workshop evaluations to be recertified. Trainers also have to submit one workshop observation from an organizational representative where they receive a passing score. ProLiteracy Trainer Certification 39

Professional Development Activities Trainers will need to collect and submit a record of 40 points of professional development during their four years as a certified trainer. Professional development can be related to instructional content knowledge or participatory training skills. See Professional Development Points for more information about how points are awarded. Step 2: Submit application ProLiteracy sends an email notification to the program representative and the trainer before certification expires. The email includes a link to the online recertification application. The trainer and endorsing organization complete the application and submit the processing fee of $40 for member organizations and $125 for non- members. Step 3: Submit documentation After ProLiteracy processes the recertification application, it will request the remaining required documentation be sent. The documentation will include: A summary of workshops presented during the four years the trainer has been certified. The trainer is required to present at least one workshop in three of the four years. The documentation should include dates, a summary of the workshop content, and a summary of participant evaluations. A completed observation form for a recent workshop A summary of professional development activities totaling 40 points (see Professional Development Points) Send documentation to trainer@proliteracy.org or: Attn: Trainer Certification ProLiteracy 104 Marcellus Street Syracuse, New York 13204 Step 4: Become Recertified ProLiteracy staff will review the submitted materials and will grant recertification to trainers who have successfully met the requirements. The trainer and program representative will receive confirmation of recertification including the new expiration date for certification. Unsuccessful Recertification If the trainer fails to successfully complete recertification, ProLiteracy staff will notify the endorsing organization and the trainer. Trainers and endorsing organizations have three options. 1. The organization and trainer submit a new application along with the fee and begin the process again. 2. The trainer can decide not to continue to pursue certification, but may continue to train for the organization. ProLiteracy Trainer Certification 40

3. The organization and/or the trainer may appeal the decision. Professional Development Points The Trainer Certification System uses a professional development point system to meet the requirements for trainer recertification. Trainers may document points by completing formal or informal learning activities in adult education, literacy, or training. As a guide, one professional development point is awarded for one hour of participation in a professional development activity; for example, a three- hour workshop is worth three professional development points. Formal learning activities are activities with a registration and/or payment, and where attendance and participation is documented. Examples include workshops offered by a state organization or a ProLiteracy conference, or a college course or online courses. Informal learning activities are activities without a formal registration or attendance documentation. Examples include study circles, mentoring, or piloting a new teaching strategy. The following chart shows the point value of some professional development activities recognized by the Trainer Certification System. These examples are intended to be illustrative and not inclusive of all possible activities. Informal Learning Activities Professional Development Activity Study Groups or Study Circles Study groups and study circles are group- learning experiences, are facilitated online or face- to- face, and require participants to link research with their practices. These activities require group participation and, often, outside reading and reflection. Book Discussion Read the book and meet at least two times with others to discuss it. The discussion can be through actual meetings or online. Present to Colleagues Present at a conference or meeting, or write an article for publication, to share new information regarding training or literacy instruction with colleagues and fellow trainers. Test a New Instructional Strategy Apply and evaluate a new instructional strategy that will help the endorsing organization improve its service to students. Action Research Action research is a process designed to solve problems identified by the practitioner/researcher. Engaging in action research involves studying an existing problem; developing a solution; testing, monitoring, and revising the solution; and documenting the final outcomes. Professional Development Points 3 points per meeting 10 points 5points 5points 15points ProLiteracy Trainer Certification 41

Informal Learning Activities Professional Development Activity Consulting a Mentor In a mentoring relationship, a more experienced individual guides a certified trainer. For example, a trainer wants to learn more about small group activities and to integrate this knowledge into the organization s in- service training. The trainer may observe an experienced instructor and then practice the skills to develop expertise. Example 2: A trainer would like to improve his/her skills in giving feedback. He/she observes a more experienced trainer (the mentor), practices these skills, and obtains feedback from the mentor. Participating in Community Groups Participation in literacy- or adult education- related committees or boards or in public- speaking clubs such as Toastmasters can help trainers keep their content knowledge and training skills current. Independent Study Independent study, included in a professional development plan that is developed in consultation with the endorsing organization, may include independent reading, research, or review of professional literature. The outcome of this activity should be improvements in the organization s training curriculum or delivery. Formal Learning Activities Professional Development Activity Workshops and Courses Completion of a workshop, seminar, or course, either face- to- face or via distance learning. (This may include workshops offered in a work environment that also relate to training skills, for example Effective Communication Skills. ) Conferences Participation in a regional, state, or national conference. Credit- bearing Courses Completion of a credit- bearing course offered through a college or university. Online Courses Completion of a self- paced online course through ProLiteracy EdNet or other organizations. Professional Development Points 1 point per hour, including planning time 2 points per meeting, maximum of 20 points per four- year certification period 1 point per hour of study; maximum of 20 points per four- year certification period Professional Development Points 1 point per hour of participation 1 point per hour of conference session attendance 15 points per credit 1 point for each course completed ProLiteracy Trainer Certification 42

Professional Development Record Trainer Organization Activity Topic/Goal Addressed Date Completed Points Reflection What did I learn? How will it improve my training skills? How did it affect my content knowledge? Total Points ProLiteracy Trainer Certification 43

Annual Professional Development Plan Trainer Date Organization 1. Professional Development Topics: List the training competencies and content knowledge you would like to focus on this year. For each topic, write a learning goal and an explanation of the goal and why you selected it. Topic Goal Rational Topic A: Topic B: Topic C: ProLiteracy Trainer Certification 44

2. Activities and Evaluation: For each learning goal you selected, describe activities or methods of accomplishment. Describe how you will know you have reached your goal. Learning Goal Activities Evaluation Topic A: Topic B: Topic C: ProLiteracy Trainer Certification 45