Assessing educational/training competencies of trainers of trainers Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD) Workshop Assessing educational/training competencies of trainers of trainers September 2016 Beograd Prepared by Univ. Prof Dr Viktor Jakupec

Assessing educational/training competencies of Trainers of Trainers Learning Outcomes The learner is able to successfully use peer assessment and self-assessment of pedagogical skills (incl. communication, feedback, learning methods, designing learning experiences, learners diverse needs and professional values) Teaching Activity Explain the importance, values and advantages of self-assessment (practical examples; discussion) Define approaches to various modes of assessing educational/training competencies of trainers of trainers (peer assessment, self-assessment (group discussion) Learning Activity Identify their own professional values of assessment as a trainer and how to apply them in education/training situations (individual activity) Use the cycle of peer and/or self-evaluation to identify own strengths and areas to develop their own CPD (group presentation) 1

Assessing educational/training competencies of Trainers of Trainers Introduction to Topic Peer assessment and self-assessment of ToTs’ pedagogical skills Importance, values and advantages of ToTs’ self-assessment Using the cycle of peer and/or self-evaluation to identify own strengths and areas to develop their own CPD Generic Competencies of ToTs Approaches to various modes of assessing ToTs’ educational/training competencies Activity: Apply What You Have Learnt 2

Assessing educational/training competencies of Trainers of Trainers Introduction to Topic: Main Concepts Peer and self-assessment of ToTs is an essential aspect of ‘assessment as learning’ (formative assessment). Peer assessment – involves ToT’s reflecting on the work of their peers against success criteria related to a learning goal and providing constructive feedback. Peer assessment is defined as a set of activities through which individuals make judgements about the work of others. Self-assessment – involves ToT’s applying success criteria related to a learning goal, reflecting on their efforts, identifying improvements and adjusting the ‘quality’ of their work. Self-assessment is defined as a systematic process of data-driven self-reflection, which is directed towards coherent and clearly articulated goals to inform decision-making and operational practices of ToTs. 3

Assessing educational/training competencies of Trainers of Trainers Peer Assessment Peer assessment usually includes observation of teaching/training. Peer assessment should include samples of the range of teaching activities in which the ToT is engaged (lectures, tutorials, practicums, etc.) Peer assessment can be used for formative evaluation and to encourage critical thinking and expression. 4

Assessing educational/training competencies of Trainers of Trainers Peer Assessment Purpose and rationale Building a shared understanding of QA and development among peers at different levels Fostering sustainable cooperation amongst relevant stakeholders at different levels Supporting educational authorities and training providers to develop quality and relevant training provisions for ToTs Ensuring professional development 5

Assessing educational/training competencies of Trainers of Trainers Self Assessment Cycle Systematic data gathering on performances (successful – unsuccessful) Robust data and information analysis that leads to valid conclusions Reflective processes that involve all aspects relating to educational and training competencies Decision-making for ongoing improvement connected to the outcomes of a self-reflective process (i.e CPD needs) 6

Assessing educational/training competencies of Trainers of Trainers Self Assessment Cycle Outcomes Self-assessment enables a ToT to determine: what outcomes a TOT has achieved and how well the value of the TOT’s competencies/outcomes to stakeholders including trainers/learners the effectiveness of processes in ToT’s contribution to such outcomes. 7

Assessing educational/training competencies of Trainers of Trainers Self Assessment Cycle Outcomes Self-assessment enables a ToT to determine: what outcomes a TOT has achieved and how well the value of the TOT’s competencies/outcomes to stakeholders including trainers/learners the effectiveness of processes in ToT’s contribution to such outcomes. 8

Assessing educational/training competencies of Trainers of Trainers Generic Competencies of ToTs Interpersonal Generic Competencies Communicates effectively and demonstrates extensive knowledge about the topic to build trust with participants. Maintains models of professional ethical behavior Creates a positive and encouraging climate of diversity for ideas, questions, and learning Knows, articulates, and remains current of best practices in CPD …2 9

Assessing educational/training competencies of Trainers of Trainers Generic Competencies of ToTs (continues) Interpersonal Generic Competencies Understands and applies principles of adult learning to the delivery of the training Creates and orients participants to an appropriate learning environment, incl. preparation of the room, engaging participants in cooperative learning, and addressing the social, emotional, and comfort needs of the learners. Demonstrates mutual respect with learners, colleagues, superiors and other stakeholder 10

Assessing educational/training competencies of Trainers of Trainers Generic Competencies of ToTs (continues) Personal Generic Competencies Demonstrates adaptability, flexibility, and is able to problem-solve independently Models professional and personal development, seeks new learning opportunities, and maximizes those that are present Demonstrates professionalism through written and verbal communication and language, and preparedness. Uses technology with ease and regularly to communicate and to facilitate training sessions Adheres to organisational policies and procedures 11

Assessing educational/training competencies of Trainers of Trainers Generic Competencies of ToTs (continues) Training Delivery and Transfer of Learning Skills Designs and arranges the training environment for comfort, interaction, and learning Understands and is mindful how personal appearances, use of body language, and the tone of voice impact the presentation, the environment, and how participants engage Employs strategies to build trust among participants and a positive learning environment Adjusts presentation style and language for the specific group. Speaks clearly, varies volume, pace, tone, and inflection appropriately …2 12

Assessing educational/training competencies of Trainers of Trainers Generic Competencies of ToTs (continues) Training Delivery and Transfer of Learning Skills Assesses the skill level of trainers and accommodates for a variety of levels and expertise across a continuum, seeks their feedback throughout the session and adjusts accordingly to meet their needs and the client’s goals Uses written participant evaluations and feedback to improve incl. action plan for future sessions Identifies opportunities and activities with the learners and learning organisations to promote the a continuing learning transfer by including activities to transfer learning to their job. Links these activities to adult learning 13

Assessing educational/training competencies of Trainers of Trainers Generic Competencies of ToTs (continues) Training Delivery and Transfer of Learning Skills Uses active and reflective listening and feedback to facilitate group discussion Creates seamless transitions, such as summarizing and bridging, to segue to the next section of the session Uses strategies to keep the group on task, focused, on schedule, and is responsive to breaks and questions Employs appropriate strengths to engage participants who are uninvolved, resistant, or disruptive 3 14

Assessing educational/training competencies of Trainers of Trainers Activities Develop a matrix for assessing Pedagogical Competencies of ToTs relevant for a specific chosed situation Present group work to other groups 15