We are in the business of building capacity Ever wonder if there is a way to be more effective?

How to get to our Destination? PDAE/SAE Meeting -NYC l 05/19/11

A New Solution for Customers, Another Source of Revenue for You... "Train the Trainer - + "

What Does TtT+ Look Like? PDAE/SAE Meeting -NYC l 05/19/11

Train-the-trainer “Plus” — Using Pearson training materials to build district capacity District facilitator candidates participate as a cohort in the actual workshop Facilitator candidates receive detailed instruction on the workshop content and critical facilitation skills Facilitator candidates demo part of the training; district personnel certifies trainers as ready District trainers use licensed Pearson materials to train other district personnel PowerPoint Facilitator Guide Videos Participant Workbook Coaching services for the facilitators as needed Respondents were asked to review a description of a sample professional development model for “train the trainer” that an outside professional development supplier might offer. PDAE/SAE Meeting -NYC l 05/19/11

Quality Training, Quality Material s Mountain Meeting: Professional Development l 05/16/11

The Survey Says... PDAE/SAE Meeting -NYC l 05/19/11

What did the research say?  Nearly six in ten (59%) would expect this model to cost less than other types of on-site training. Two in ten (20%) would expect it to cost the same, while only one in ten (11%) expect it to cost more than other types of training. The remaining one in ten (10%) are not sure/don’t know.  Four in ten (41%) say they would be “very” or “extremely interested” in further exploring this type of training. Another four in ten (39%) are “somewhat interested”, and two in ten (20%) are “not very” or “not at all interested” in this training.  Of the six statements presented, educators are most likely to agree that this model “would save my district the time it would take to develop the materials” (54% rated 7, 8, or 9) and “would save my district money” (48%).

"Train-the-Trainer Plus" Market Research (cont.) Cost: Six in ten would expect this model to cost less than other types of on-site training provided by an outside supplier. Two in ten would expect it to cost the same, while only one in ten expect it to cost more than other types of on-site training. Overall Interest: four in ten say they would be “very” or “extremely interested” in further exploring this type of training. Another four in ten are “somewhat interested”, and two in ten are “not very” or “not at all interested” in this training.  Larger districts (10,000+ students) are significantly more likely to express interest in this model (over six in ten), versus medium/smaller districts.

Agreement with Statements: About half of educators are likely to agree that this model “would save my district the time it would take to develop the materials” and “would save my district money.” Four in ten are likely to agree that it “would help us quickly build district capacity.” Among the three “negative” statements presented, educators are only somewhat likely to agree that “even if a trainer were certified, it doesn’t mean they’ll do a good job” (just over one- third).

Benefits: Having a district/in-house/on-site resource (or expert) Ongoing/sustainable/availability (especially in large districts) Builds district/in-house capacity (especially in large districts) Teacher-driven (teachers teaching/training teachers) Cost (e.g. cost effective, savings) “Build in-house capacity to blend into other initiatives” “Besides cost savings, teachers training teachers often has greater credibility than an outsider unfamiliar with the district culture” Respondents were asked on an open-ended basis to cite what they feel are the greatest benefits and drawbacks of this type of professional development model. Drawbacks: Acceptance of trainers (e.g. teacher buy-in of peers as experts, preference for outside experts) Ability to find a trainer (e.g. right/good person to train/lack of personnel) Attrition (e.g. trainer leaving/turnover) Time / time it takes to train trainer Cost / budget constraints “Skill and deep knowledge of the professional presenter is not often replicated by in-house trainers; outside providers bring a level of credibility due to their level of work in their arena” “Well, it's always a risk when you expect people to re- deliver information exactly the way they heard it”

PD Provider as "Educational Partner" Continuing support/relationship, including: Ongoing support/follow-through/follow-up Building relationship with district/long-term relationship/collaboration Being familiar with/live in/often visit district Training (e.g. several trainings per year, as well as good/quality training) Customized plan (e.g. customize for/plan with district, have what we need/listen to needs) Accountability/focus on performance/student achievement Don’t push/sell product so hard/change of sales pitch Cost (cost effective/reasonable cost/price and lower cost) “The service would have to be held to the same accountability for achievement results as those to which employees of the district are held” “Offer opportunities to contract for several days per year of PD, so they become well known and identified by the staff as part of their group” “Build a plan aligned with district goals and needs” Educators were asked to describe what a professional development service provider would have to do to move from being considered a “vendor” to being seen as an “educational partner.”

How Does TfT+ Build Your Pipeline? PDAE/SAE Meeting -NYC l 05/19/11

Reducing Sticker Shock: Laying out the options... Single Day Pricing: " $3500? Is it worth my while?” TtT+ Pricing: Immediately speaks to capacity building The Cost of Doing Training Internally PDAE/SAE Meeting -NYC l 05/19/11

It's your direction that determines your destination.