1. How to be a Lead Referee Instructor
08/19/14
How to be a Lead Referee Instructor
AYSO National Referee Program - #510
Instructor Notes
This workshop will provide a information to help lead referee instructors be more effective as leaders.
Scenarios will be used to facilitate a discussion; allowing the participants to make decisions based on the content presented.
At least one appropriate decision for each scenario will be provided along with tips and recommendations on how to make correct decisions.
Please leave 5 minutes at the end of the session, to wrap the presentation using the Customer Satisfaction slide.
Each slide has Instructor Notes that include:
A “Set the Tone” question that the presenter can use to get the participants engaged in the topic to be shared via the slide.
Points of information to share with the participants – the instructor will determine how much information to share based on time availability and the experience level of the participants.
The instructor(s) must read the notes for all of the slides before presenting this workshop to ensure that the right topics are discussed and the appropriate decisions are shared.
Get a quick evaluation of the participants experience by asking:
“Please raise your hands if you have been a referee instructor more than 3 years? And more than 5 years? 1

2. 08/19/14
Workshop Objectives
Describe why lead referee instructors are important for AYSO
Identify traits of a good lead instructor
Identify administrative responsibilities
Discuss leadership responsibilities
Practice leadership scenarios
Instructor Notes
Set the tone: Ask the participants “What should we present in this workshop?”
Allow a couple of seconds to collect their responses and then drive the discussion to the topics shared on this slide.
Points of Information:
We’ll use different resources, including scenarios and role playing, to present this session.
Lead referee instructors are important because they:
Support the program by coordinating instruction sessions.
Mentor less experienced instructors.
Often, they provide top-quality instruction for the students (It is possible to be a good lead instructor but not necessarily a top-notch presenter).
Provide feedback to enhance the referee program.
Administrative Responsibilities – we’ll review and discuss the key administrative responsibilities for lead instructors.
Leadership Responsibilities – we’ll review and discuss the key leadership expectations for lead instructors.
Practice – we’ll look at some scenarios and develop solutions for possible challenges common to lead instructors.
Encourage participants to share their experience throughout the session to benefit everyone and get active participation. 2

3. Lead Instructor Expectations
08/19/14
Lead Instructor Expectations
(From the AYSO Referee Instructor Evaluation Form)
Instructor Notes
Set the tone: Ask the participants “What are some of the expectations for the lead referee instructor?”
Allow a couple of seconds to collect their responses, then show them the list on this slide and identify the ones that were missed by the students.
Points of Information:
This slide can be used to summarize the lead instructor’s requirements.
These expectations are already part of the program – that’s why they are on the RIE form.
Encourage participants to share their experience throughout the session to benefit everyone and get active participation. 3

4. Administration Provide a well-coordinated program
08/19/14
Administration
Provide a well-coordinated program
Properly register the course or session
Set up course visibility
Arrange the venue (space & conditions)
Provide co-instructors
Make a course schedule
Make teaching assignments
Manage the actual sessions
Complete post-course administrative tasks
Instructor Notes
Set the tone: Ask the participants “Why should a lead instructor be concerned with administration and not just teaching?”
Allow a couple of seconds to collect their responses and then drive the discussion to the topics shared on this slide.
Points of Information:
Well coordinated program: ensure the training support the NRP’s goals and objectives for a given course; and integrate all appropriate resources.
Proper course registration: ensure that participants get credit/certification for the course.
Set up course visibility: provide course information via website, mass- s, flyers, in-person meeting, etc. to generate significant interest in the course and provide access to all potential students.
Arrange the venue: coordinate and secure the training location that meets the course requirements (space, location, conditions, etc.).
Provide co-instructors: work with the Director of Instruction to secure instructor(s) to help conduct the course. Consider instructor rotation and development when selecting co-instructors.
Prepare course schedule: be sure to follow (use) the course’s official course schedule (you can add more as appropriate). Ask “What’s an example of a topic/session you can add to a course schedule?” Field work!
Make teaching assignments: identify the course sections that each instructor will teach. Ask “Why?” Answer: “So instructors get familiar with, and practice using, their content.”
Manage the training session: monitor and manage, adjusting as needed, the course sessions. Ask “What’s an example of this monitor-and-adjust concept?” Answer “Providing less examples of SFP because the students demonstrate solid knowledge.”
Complete the post-course administrative tasks: Ask “Why?” Answer “Because the job is not done until the paperwork is done ” -- To ensure all participants get the credit/certification for completing the course. 4

5. Leadership responsibilities for…?
08/19/14
Leadership responsibilities for…?
The course
The students
The instructors
Instructor Notes
Set the tone: Ask the participants “What kinds of leadership does a lead referee instructor need to provide?”
Allow a couple of seconds to collect their responses and then drive the discussion to the topics shared on this slide.
Points of Information:
For the course: Make sure the course objectives are met in a timely and correct manner, and that all the administrative responsibilities are completed.
For the students: Provide a positive, instructional and encouraging learning environment opportunity for all of the students in your course. Instruct them, evaluate their learning, and provide feedback so that they leave the course with the correct information and with a positive attitude about their further participation in AYSO.
For the instructors: Help develop and encourage your co-instructors, and provide feedback to help them be better in the future. 5

6. Leadership Before the course During the course
08/19/14
Leadership
Before the course
Make teaching assignments
Conduct pre-course instructor discussions
During the course
Meet all Teaching Plan goals and objectives
Support & mentor co-instructors
Maintain control of the course
Correct factual errors
Conduct post-course wrap-up
Instructor Notes
Set the tone: Ask the participants “What leadership expectations do you have for a lead referee instructor?”
Allow a couple of seconds to collect their responses and then drive the discussion to the topics shared on this slide.
Points of Information:
Before the course: Be sure you have the right instructors and that they know what they will do.
Make teaching assignments: Make sure you have covered all objectives and that there is no unnecessary overlap in assignments. Make sure instructors are suited for their particular assignments (in both topic and work load). Consider both current instructor skills and knowledge and their needs for mentoring and development.
Conduct pre-course instructor discussions: Instructors should agree on teaching philosophy and course goals, be acquainted with each other, and know what their assignments are. Encourage team teaching and student-centered active learning..
During the course: Manage the students, the instructors, and the event to achieve success..
Meet all Teaching Plan goals and objectives: This is your most important obligation to your students. Use the lesson plan to monitor continually whether objectives are being met and change “on the fly” if necessary to meet the objectives..
Support & mentor co-instructors: Deal with venue issues, props, paperwork, etc. Be prepared to step in as a last-minute replacement. Provide positive but honest mentoring to your instructors – PIE.
Maintain control of the course: Manage time continually and effectively. Deal with difficult students if necessary. Deal with outside circumstances as required
Correct factual errors: Instructor errors MUST be corrected before students leave, preferably by the instructors who made them! Student errors also must be corrected.
Conduct post-course wrap-up: Evaluate what worked well & what can be improved, both in discussions with co-instructors and in your own reflection. 6

7. Scenarios Scenario topics:
08/19/14
Scenarios
Scenario topics:
Managing time
Mentoring & developing instructors
Correcting factual errors
Conducting a post-session wrap-up
(6 minutes) Create 2-minute role-playing skit on your assigned scenario
(2 minutes each) Present skits
(3 minutes each) Discuss skits
Instructor Notes
Set the tone: Ask the participants “What scenarios should we look at?”
Allow a couple of seconds to collect their responses and then drive the discussion to the topics shared on this slide.
Points of Information:
Tell the participants that we have 4 different scenarios to review.
Depending on how much time there is left in the session:
Break the class into 4 groups.
Assign one scenario to each group.
Give them 6 minutes to come up with their suggested solutions, developed as a skit.
Give 2 minutes to each group leader to present their skits and solutions.
Manage a 3 minute guided discussion of each solution.
Encourage participants to share their experience throughout the session to benefit everyone and get active participation. 7

8. Scenario 1: Managing Time
08/19/14
Scenario 1: Managing Time
You are the lead instructor in a Basic Referee Course. John is presenting material from Class IV (Fouls and Misconduct). He has been given 20 minutes to cover the Direct Free Kick fouls that are important for U10 play. After 10 minutes, he has discussed only holding an opponent and shows no signs of being finished.
What do you do?
Instructor Notes
Set the tone: (After the skit is complete). Ask the participants “What are the key issues in this scenario?”
Allow a couple of seconds to collect their responses and then continue a managed discussion.
Be sure the “Key Points” indicated below get mentioned.
Points of Information:
SOME POSSIBLE RESPONSES:
Give John a pre-arranged hand signal conveying the need to move on.
Call an unannounced break, during which time you can discuss the time issue with John.
Following either of these, if necessary steal some time from another session to make sure the critical “must-knows” of fouls are covered.
KEY POINTS: Be sure these are mentioned!
Continual time management is CRITICAL, or activities run over or key material is omitted (or both).
It’s important to discuss, in advance, the importance of time management and to agree on signals for time management issues.
Improvise if necessary to be sure that the key learning objectives are attained.

9. Scenario 2: Developing Instructors
08/19/14
Scenario 2: Developing Instructors
You are the lead instructor in a Basic Referee Course. Briana (an Advanced Referee and brand new instructor) is discussing preparing for a match. Using her own referee bag as a prop, she explains why she carries 8 jerseys (4 colors in each of 2 sleeve lengths), two watches, and 4 whistles. The class’s eyes are beginning to glaze over.
What do you do?
Instructor Notes
Set the tone: (After the skit is complete). Ask the participants “What are the key issues in this scenario?”
Allow a couple of seconds to collect their responses and then continue a managed discussion.
Be sure the “Key Points” indicated below get mentioned.
Points of Information:
SOME POSSIBLE RESPONSES:
Intervene as a “team teacher” to steer the conversation back to what these beginning referee volunteers need to understand: “Wear the uniform we give you and arrive with a clear mind, focused on the kids.”
Discuss the point with Briana at the break, focusing on the questions of “What are these students ready to learn? Why might that 8 jersey stuff be a bit scary to these students? If our #1 goal is to get them comfortable with going on the field the first time, how does discussing 4 whistles help that?“
KEY POINTS: Be sure these are mentioned!
Match your instruction to the level of the students. Students can’t learn what they aren’t ready to learn. Your instruction will be very different in (for example) the Basic and Intermediate Referee Courses.
Context must be established before real learning can occur. Make sure your students get the “big picture.”
Lowering fear level is a key in the Basic Referee course.

10. Scenario 3: Correcting Factual Errors
08/19/14
Scenario 3: Correcting Factual Errors
You are the lead instructor in a Basic Referee Course. Tim is discussing restarts, and he states that a dropped ball always is dropped where it was when play was stopped (with no consideration of what happens if it was in the goal area). Now he is moving on to the next topic.
What do you do?
Instructor Notes
Set the tone: (After the skit is complete). Ask the participants “What are the key issues in this scenario?”
Allow a couple of seconds to collect their responses and then continue a managed discussion.
Be sure the “Key Points” indicated below get mentioned.
Points of Information:
SOME POSSIBLE RESPONSES:
Intervene as a “team teacher” to clarify what happens if play was stopped in the goal area.
Discuss the point with Tim at the break and have him clarify the point to the class.
KEY POINTS: Be sure these are mentioned!
Factual errors MUST be corrected before the attendees leave at the end of the activity.
Preserve instructor credibility & avoid humiliation – have the instructor correct the error, if possible.

11. Scenario 4: Conducting a Post-session Wrap-up
08/19/14
Scenario 4: Conducting a Post-session Wrap-up
You are the lead instructor in a Basic Referee Course. Your co- instructors are Mary and Fred. During the course, Mary did an excellent job describing the direct free kick fouls. Fred got very confused about restarts, ran ten minutes over his allotted time, and had to correct an error he made about throw-ins. On the class evaluations, attendees gave Mary very favorable evaluations but rated Fred quite poorly.
What do you do in the post-course meeting with Mary and Fred?
Instructor Notes
Set the tone: (After the skit is complete). Ask the participants “What are the key issues in this scenario?”
Allow a couple of seconds to collect their responses and then continue a managed discussion.
Be sure the “Key Points” indicated below get mentioned.
Points of Information:
SOME POSSIBLE RESPONSES:
Stress positive outcomes. Ask Mary and Fred for suggestions about what could be improved next time. If necessary, guide the discussion to the importance of time management and of pre-course preparation of the material to be covered.
Meet privately with Fred. Ask if he would like feedback. If so, give him one or two suggestions for improvement (e.g. better preparation & maybe a checklist for material like restart requirement). Be sure to praise something that he did!
KEY POINTS: Be sure these are mentioned!
Be sure you identify both positive areas and areas for improvement.
Be a positive but honest mentor – PIE.

12. 08/19/14
Workshop Objectives
Describe why lead referee instructors are important for AYSO
Identify traits of a good lead instructor
Identify administrative responsibilities
Discuss leadership responsibilities
Practice leadership scenarios
Instructor Notes
Set the tone: Ask the participants “What should we present in this workshop?”
Allow a couple of seconds to collect their responses and then drive the discussion to the topics shared on this slide.
Points of Information:
We’ll use different resources, including scenarios and role playing, to present this session.
Lead referee instructors are important because they:
Support the program by coordinating instruction sessions.
Mentor less experienced instructors.
Often, they provide top-quality instruction for the students (It is possible to be a good lead instructor but not necessarily a top-notch presenter).
Provide feedback to enhance the referee program.
Administrative Responsibilities – we’ll review and discuss the key administrative responsibilities for lead instructors.
Leadership Responsibilities – we’ll review and discuss the key leadership expectations for lead instructors.
Practice – we’ll look at some scenarios and develop solutions for possible challenges common to lead instructors.
Encourage participants to share their experience throughout the session to benefit everyone and get active participation. 12

13. Thank you for attending!
#510