TRAINER OBSERVATION TOOL

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

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. Competencies Assures a comfortable and safe physical environment 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 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, patience, and respect for the participants

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

Standard 3: The trainer demonstrates professional presentation and platform skills

Quality trainers make compelling presentations. They speak the language of the participants. They are good listeners and engage in substantive conversations with the participants. Competency Competencies Behaviors observed rating Uses appropriate 1. Maintains eye contact with the participants body language and voice modulation 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 Chooses vocabulary, metaphors, and examples that are meaningful to the audience Uses appropriate closed, open, and followup questions 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 openended questions to encourage a variety of perspectives

Provides positive reinforcement and paraphrasing important content

Builds on and extending participants ideas

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

Standard 4: The trainer conducts effective learning activities

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

reinforcement of previously learned skills

2. 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. They are skilled at defusing disruptive behavior and accomplishing the goals of the training in the time allotted. 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. 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

Makes adjustments in scheduling, content, and process based on group background, experience, and feedback Attends to the needs of diverse participants

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. They employ a variety of techniques to obtain participant feedback and use that feedback to adjust current training or improve future training. Competencies 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 Adjusts training based on evaluation Behaviors observed 1. Periodically asks questions or structures activities that help participants retain key information Competency rating

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

Recommends follow up training based on identified participant needs

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

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