TRAINING &

FACILITATION
Roles & Considerations
Capacity Building, Sustainability &
Leadership
THE
ARCHITECT
The Architect: Designing the Plan
•  Needs assessment
•  Audience
•  Goals/objectives/desired results
•  Planning the training content
•  Co-Training considerations
•  Planning for interaction, practice, and application of new
knowledge
•  Preparing materials
•  Planning/Preparing the space/location
Co-Training Considerations
Benefits
•  Share the Effort
•  Multiple Perspectives
•  Diverse Training Styles/
Philosophy
•  Support participants
•  Feedback
•  Fun!
Challenges
•  Pacing
•  Co-Planning Time
•  Diverse Training Styles/
Philosophy
•  Equitable sharing/space
•  Clear communication
•  Divergent Expectations
THE PILOT
The Pilot: Flying the Plan(e)
•  Setting the stage (Agenda, Path)
•  Presenting
•  Monitoring: Pacing and objectives
•  Monitoring: Reading the room
•  Engaging the participants
•  Adjusting the delivery
•  Addressing confusion
•  Touching down (connecting to the real world)
•  Evaluations and Feedback
 What are
possible
challenges
that can
occur during
trainings?

What are
possible
solutions?
Responding to Challenges
•  Anticipate possible •  Helpful Language
challenges “That’s interesting, can you
•  Have a back-up plan tell me more?”
•  Give participants some “What I hear you saying
choices is…”
•  Consider the impact on “That’s important, let’s
other participants come back to this…”
•  Display confidence/ “We have this challenge,
flexibility how should we proceed?”
“Can we hear more/new
voices?”
Evaluations/Feedback
•  Evaluations/Feedback
help you:
•  Reflect on the experience
•  Deepen your learning
about the content, and your
own facilitation
•  Help you plan next steps
•  Help you plan other similar
trainings
•  Determine if the training
met your goals, and those
of the participants
•  Questions/Topics to
consider:
•  The match between the
content, the delivery and the
audience (readiness for
information, usefulness of
information, and delivery,
engagement).
•  Suggestions for improvement
& follow-up
•  Suggestions for additional
professional development
needs.
•  Participant feelings about the
training
THE GUIDE: HELP ALONG
THE WAY
The Guide
•  Modeling
•  Tapping into participant expertise
•  Reinforcing key learning
•  Touching down (connecting to the real world)
•  Navigating unfamiliar territory
•  Learning the ropes
•  Applying the skills
Gradual Release of Responsibility

Clark, 2014
Concluding for Impact
•  Help participants
summarize their
learning
•  For retention & informal
assessment
•  Use a summative activity
like:
•  Jeopardy game
•  Creating a top 5 or top 10 list
•  Writing a song, poem,
newscast, obituary, etc.
about the learning from the
training
•  Set goals/plan for
implementation
•  Help participants design an
activity they will use in their
class the next day
•  Help participants create a
plan to use new
knowledge:
•  3 goals
•  3 things I will do
•  Check in with a partner for
accountability
CAPACITY BUILDING AND
STRATEGIC LEADERSHIP
FOR SUSTAINABILITY &
IMPACT
The Multiplier Effect
•  Amplify the skills,
knowledge and
passion in others

•  Share your knowledge

strategically:
•  increase reach
•  increase depth
•  build capacity in others
Thoughts on leadership

Leaders don’t A
create more transformational
followers- They leader makes
create more themself
unnecessary
leaders…
Sustained Professional Development
Looks like… Models

•  Multiple exposures to new •  Coaching/mentoring

information and skills •  Professional learning
•  Time to plan, practice, communities
reflect and try again… •  Reflective practice
•  Job embedded •  Peer observations
opportunities to use new •  Pre/post conferences
information
•  Lesson study
•  Collegial interaction with
•  Action Research
mentor, coach, peer
Adult Learners (Knowles)
•  Adults need to be involved in the planning and
evaluation of their instruction.
•  Experience (including mistakes) provides the
basis for learning activities.
•  Adults are most interested in learning subjects
that have immediate relevance to their job or
personal life.
•  Adult learning is problem-centered rather than
content-oriented.
Reflect
• How can you support teachers to
apply what they already know
more strategically? To obtain new
knowledge and skills, deepen their
ability to apply what they’ve
learned, and use it with accuracy
and consistency over time?