Training course: ____________________________ Training date: __________________ Trainer: ___________________________________ Observer: _____________________ 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
Well-prepared trainers feel comfortable with training content. They design the workshop to meet the specific needs of the program and the participants. Competencies 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

Demonstrates a thorough knowledge of the content

Bases training on achievement-based objectives

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 Becomes informed of the backgrounds and learning needs of the training participants

Notices when participants are confused. Ensures that tables and chairs are arranged so that all participants can see visuals and interact with the presenter and each other 1. Elicits participants’ prior knowledge and experiences. Addresses participants by their preferred names 4. and respect for the participants 2. uses different words to explain 2. Ensures that all participants are introduced 3. Welcomes participants as they arrive 2. 4. Monitors the room temperature 3. Competencies Assures a comfortable and safe physical environment Behaviors observed 1. Connects the warm-up activity to an important topic or skill in the workshop 1. Explains the purpose of the warm-up activity Competency rating Uses warm-up activities and icebreakers related to the training content to engage learning Provides a safe learning environment for participants where they feel safe to share their thoughts and questions Consistently demonstrates flexibility. Provides alternatives for participants who are unwilling/unable to participate in an activity 3.Standard 2: Trainer establishes an appropriate learning environment Skilled trainers foster the full participation of everyone taking the training and create a positive learning environment from the onset of the training. restrooms. etc. Encourages participants to engage in activities to the degree that they are comfortable 4. time and length of breaks. Explains the agenda and the type of activities included in the workshop 2. Establishes rapport and trust by listening and responding to participants’ words and feelings 1. patience. Informs participants about the location of the exits. building on these to meet objectives 5. Allows time for participants to think before responding to a question .

Explains unfamiliar terms and acronyms 2. metaphors. Provides additional or missing information following participants’ comments 2. Uses follow-up questions to clarify information or Get a more complete response 3. and follow‐up questions 1. Can be easily heard by all participants 4. They speak the language of the participants. Competency Competencies Behaviors observed rating Uses appropriate 1. Connects participants’ comments to previous information or the next topic . Maintains eye contact with the participants body language and voice modulation 2. Repeats participants comments to emphasize important content 2.Standard 3: The trainer demonstrates professional presentation and platform skills Quality trainers make compelling presentations. Varies volume. When necessary. Praises participants for asking questions or offering comments 1. and pitch to emphasize content and to hold participants’ interest 5. Moves around the room to interact with participants 3. open. and examples that are meaningful to the audience Uses appropriate closed. Gestures appropriately to emphasize content Chooses vocabulary. Uses open‐ended questions to encourage a variety of perspectives Provides positive reinforcement and paraphrasing important content Builds on and extending participants’ ideas 1. rephrases participants’ comments to check for understanding 3. They are good listeners and engage in substantive conversations with the participants. 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. rate.

and demonstration to practice skills) the use of 3. group using multi‐sensory participation. flipcharts. Reviews material to reinforce participants’ opportunity for understanding review. When appropriate. and reading learning activities to materials accommodate diverse learning preferences Defines the purpose 1.Standard 4: The trainer conducts effective learning activities Learner-centered trainers understand how adults learn. 2.) Honors different 1. Allows participants to practice new skills reflection of newly 3. personal reflection. practice. Ensures that all participants can read the visual aids (ex. LCD projector. feelings. Encourages participants to share ideas. Provides an overview and rationale before instructions for each starting an activity activity 2. Describes in detail how each activity will be conducted 3. and attitudes throughout the workshop 3. lecture or group role‐play. Uses strategies to encourage participants to learned material reflect on what they learn Provides for 1. and 2. Explains how the training exercises relate to participants’ work with students Gives clear 1. including individual and small-group techniques. Ensures that participants have opportunities to learning styles. etc. Designs activities in which participants apply application and new skills in a real or simulated context . Chooses techniques that are appropriate to demonstration. Competency Competencies Behaviors observed rating Employs a variety of 1. auditory input. Describes what will happen after the activity is finished 5.g. directs participants’ questions/comments back to the group for a response Provide sample 1. learning objectives (e. Uses visual aids to support the topic multimedia aids 4. role play or small groups. work including lecture. pairs. physical movement.e. Uses a variety of techniques throughout the Teaching workshop. Explains how ideas/topics relate to each other of the exercises in relation to the 2. i. video. Provides oral and written instructions Facilitates sharing of 1. acquire information and/or skills through visual aids. discussion to learn new information. They design activities that enable all participants to meet the learning objectives. Explains how each exercise fits with the goals content of the of the workshop training 3. Describes the materials and time available for the activity 4.. Arranges the chairs and tables to encourage ideas among interaction participants 2.

Follows established starting. racial. and relevant content 3. Makes decisions to extend or shorten activities depending on the mastery level of the group. Sequences the training to begin with simple tasks. Recognizes when participants need additional breaks or a change in activity 2. objectives. Uses humor to defuse the situation when possible 2. Increasingly builds opportunities for group interaction 1. ending. They are skilled at defusing disruptive behavior and accomplishing the goals of the training in the time allotted. Shows sensitivity to ethnic. Recognizes what is motivating the behavior and responds to the needs of the participant 3. age. Maintains composure and treats all participants with respect 1. and feedback Attends to the needs of diverse participants . Makes accommodations for participants’ individual needs. and abilities whenever possible 2.reinforcement of previously learned skills 2. and break times 2. Adjusts activities to accommodate time constraints 1. and gender issues Competency rating Makes adjustments in scheduling. experience. Competencies Intervenes effectively when disruptive behavior occurs Demonstrates knowledge of the stages of group development and how the stages impact the learning environment Monitors time for activities Behaviors observed 1. and process based on group background. cultural. Keeps discussions focused on the training goals. Provides corrective and supportive feedback after participants practice skills Standard 5: The trainer effectively manages the group process Observant trainers balance the needs of the group with the needs of individual participants. interests. Provides clear structure and direction at the beginning of the workshop 2. content. moving toward more difficult tasks 3. and informs the group of these decisions 1.

Provides suggestions to the organization about topics and strategies for follow up training (ex. knowledge.Standard 6: The trainer uses participant feedback and evaluation techniques to adjust or improve the training Quality-conscious trainers continually gauge how well participants are meeting the training objectives. Periodically asks questions or structures activities that help participants retain key information Competency rating 2. Competencies Uses written and oral activities as well as direct observation to assess changes in participants’ skills.) to assess changes in participants’ attitudes. and attitudes in relation to the training objectives Adjusts training based on evaluation Behaviors observed 1. When appropriate. or skills 1. based on assessment of participants’ learning needs and progress . workshops. etc. They employ a variety of techniques to obtain participant feedback and use that feedback to adjust current training or improve future training. knowledge. mentoring. Uses activities (games. journals. discussions. develops recommendations for improving the workshop Recommends follow up training based on identified participant needs 1. Reads the feedback and summarizes participants’ positive and negative comments 3. exercises. resources). Ensures that all participants have time to complete a course evaluation form before leaving the workshop 2.

Observation Summary Standards Standard 1: The trainer prepares effectively for the learning event Standard 2: 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 Number of Ratings E A I NA .