Regional Trainers, Recruitment, Training, Compensation, Retention

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Subject:[ProfessionalDevelopment] Regional Trainers- Recruitment, Training, Compensation, Retention
From:Miller, Jane Miller_J at cde.state.co.us
Date:Tue Jan 31 13:45:47 EST 2006

Many thanks to our guests for describing their state PD systems and for their very helpful, detailed responses to my earlier question regarding PD Centers.

In those responses, several of you mentioned models in which a central PD staff trains trainers who then fan out to distant regions of the state where they conduct trainings for teachers in the region. Could our guests explain the process they go through to identify potential trainers, to train them, to compensate them, and to retain them?

1) Identifying trainers

How do you identify teachers who might be ready (and qualified) to make the transition from classroom teacher to regional trainer? Do you collect resumes and conduct competitive job interviews for the trainer positions or just invite potential trainers based on recommendations by their adult ed agency directors?

2) Training of trainers

Does the central PD entity develop PD modules and train the trainers on them so the modules can be delivered uniformly state-wide (as Mary Ann described for CALPRO)? Or does each trainer develop her/his own trainings (like the flexible system described by Ira for NY RAENs)? Or does the cadre of trainers develop trainings together?

3) Compensation

Are the regional trainers full time, weekly part time, or employed on an as-needed basis (for example: one regional training each quarter). If the trainers are part time or as-needed, and hold other jobs, how do you manage scheduling conflicts between their other jobs and training dates? If a trainer lives in one region, but is requested by another region, who compensates the trainer for travel and time (the state or the local program)?

4) Retention

What does the state system do to motivate and retain their regional trainers? How do you prevent the same kind of turnover in your regional trainer staff that adult ed agencies experience in their teaching staff?

Many thanks for your responses to these questions - and for any other tips and/or caveats regarding a "train the trainer" model of State PD.

Jane C. Miller
ESL Specialist / Professional Development Coordinator
Colorado Department of Education
miller_j at cde.state.co.us

Subject: [ProfessionalDevelopment] Regional Trainers- Recruitment, Training, Compensation, Retention
From: jataylor jataylor at utk.edu
Date: Fri Feb 3 11:15:27 EST 2006

Hello Jane, All,
Jane, you've asked several interesting questions, thank you! While our guests ponder these and other questions that have been raised this week, I'd like to invite others who haven't spoken yet to join the discussion.

What other states, in addition to the ones represented on the panel, have used a train-the-trainer model to provide professional development to teachers statewide? would you tell us a bit about what your state has done in this regard?

Also Jane, would you offer us a bit of background? Please say more about your particular situation providing professional development in Colorado.

Thanks, all! Jackie

Subject: [ProfessionalDevelopment] Regional Trainers- Recruitment, Training, Compensation, Retention
From: George Kohout gkohout at hcc.mass.edu
Date: Fri Feb 3 12:06:21 EST 2006

Hello Jane M and others ...

Thanks for your questions, many of which we have pondered recently here in MA while reviewing and evaluating our procedures of working with trainers.

The PD system in Massacusetts (SABES) does not have one central office but rather a structure of 5 regional centers that supports ABE programs. Each regional center provides a set of core trainings throughout the year that has been negotiated and planned with the funder (MA. DOE). Outsdide of this core, each center also provided activities in response to other needs of ABE programs. Regardless of state's particular structure I think your questions are very pertinent on the use of trainers or consultants. Just this past year we reviewed and updated our process for recruitment, supervision and evaluation of trainers in collaboration with our funder. This was a good and necessary process because the regional centers, based at five state colleges, had slightly different procedures. I've highlighted some of our features below:

1) Identifying trainers

How do you identify teachers who might be ready (and qualified) to make the transition from classroom teacher to regional trainer? Do you collect resumes and conduct competitive job interviews for the trainer positions or just invite potential trainers based on recommendations by their adult ed agency directors?

  • We start with our own in-house staff who are all experienced ABE teachers and/or program directors. A good percentage of our PD events are designed and facilitated by them. Also, in order to build capacity within the field and to stay on the cutting edge of current classroom and instructional practices we rely heavily on ABE practitioners.
  • Traditionally we recruit trainers from the personal experience of staff. One way is if someone has actively and creatively participated in other SABES activities and demonstrated an above average grasp of specific content. Other times SABES staff have attended an activity and noted the quality of the trainer and the effectiveness of the workshop.. Also, there's the good old "word of mouth" recommendation from other SABES staff and practitioners throughout the state.
  • Once identified as a presenter for a specific workshop we engage them in a discussion regarding their experience and credentials. We also try to gauge their interest in serving as a trainer for SABES and the sense of excitement and creativity they might bring to the specific activity. Once there is a mutual understanding of the expectations we work out the details of the schedule, the location of the event, compensation and other logistics. Each regional center maintains a current resume for those chosen to be workshop presenters.
  • Each training activity is evaluated in writing by the participants. SABES reviews the evaluations with the trainer in order to assess the design and appropriatness of the material, the structure and pace of the event and the effectiveness of the trainer. This evaluation is used in the future in order to tweak the specific training if it is offered again.
2) Training of trainers

Does the central PD entity develop PD modules and train the trainers on them so the modules can be delivered uniformly state-wide (as Mary Ann described for CALPRO)? Or does each trainer develop her/his own trainings (like the flexible system described by Ira for NY RAENs)? Or does the cadre of trainers develop trainings together?

  • Massachusetts provides a varied menu of training modules and delivery methods. Some content areas (e.g standardized assessment tools, student database, Program Planning) are delivered more uniformily across the regions Other activities (math, writing, classroom management) have a distinct flavor of the trainer. Some core activities / trainings are identified as essential by the funder due to their federal or state policy implications (e.g NRS, assessment). The learning objectives for these are developed in tandem with the funder and trainers generally are required to attend a ToT specific to the policy content.
  • Individual SABES staff work closely with the trainer regardless of the training content to ensure that the activity meets certain standards and that also it is aligned w/ the specific Learning Objectives for each activity.
  • Practitioners who have not presented for SABES before, but seem to have potential are encouraged to attend a generic ToT which is offered at least annually in the state. This ToT is not content oriented but focuses on delivery methods, preparation of materials, training methodologies and role-playing. It also includes a mini-workshop demonstration at the end of

the ToT series that is critiqued by the other participants and master trainer.

  • 1st time trainers usually co-present with an experienced trainer for their first workshop. This ensures that the participants' expectations are met and that new trainer receives on the job-training with a minimal amount of butterflies.
3) Compensation

Are the regional trainers full time, weekly part time, or employed on an as-needed basis (for example: one regional training each quarter). If the trainers are part time or as-needed, and hold other jobs, how do you manage scheduling conflicts between their other jobs and training dates? If a trainer lives in one region, but is requested by another region, who compensates the trainer for travel and time (the state or the local program)?

  • The majority of our trainers are employed full or part-time as ABE / ESOL instructors or program directors. They are contracted by us for specific activities or projects. Scheduling is a bear, so we try to plan our PD events well into the future to minimize conflicts. (SABES workshops are announced at least 60 days in advance on our on-line calendar).
  • Compensation varies depending upon the length of the training, number of sessions and the delivery method (on-line, sharing groups, creating a resource product). We use a guide of $50 / hr for both prep, design if necessary and delivery, tho' this may also vary depending upon the

experience of the trainer or the specialized nature of the topic.

  • Fortunately, MA is a fairly small state ... at the most a 2.5 hour trip from one end to the other so trainers frequently travel for their presentations. There are rarely lodging costs and mileage and travel time is negotiated with the regional staff along with other contract specifics.
  • The state funder (DOE) does contract with consultants on occasion for specific PD trainings that due to the timing or breadth of the event may fall outside of SABES grant obligations. In these cases the trainers are recruited, compensated, supervized and evaluated by the funder's staff.
4) Retention

What does the state system do to motivate and retain their regional trainers? How do you prevent the same kind of turnover in your regional trainer staff that adult ed agencies experience in their teaching staff?

  • I think the three biggest motivators for trainers is the satisfaction of sharing their experiences and strategies with their peers, the boost of being recognized as an expert in the content area and of course, $$ compensation.
  • Turnover can be problematic. We have a cadre of trainers in each region who have years of experience as presenters for SABES. We also strive each year to build capacity within the field by recruiting, training and rewarding new trainers with positive reinforcement and other "job" referrals. We prioritize recruitment from ABE programs but we also go outside of the field for more technical expertise (e.g. strategic planning, advanced technology workshops, mediation / conflict resolution). It's not a perfect system. There are times when we scramble to find an appropriate trainer, rely upon one trainer to manage more than one event in one region. By and large tho' all SABES staff continually scan the field for teachers and directors who, with the right support and guidance, can grow into the role of successful trainers.

Hope this helps ...

For SABES and Massachusetts

George K
Holyoke Community College

Subject: [ProfessionalDevelopment] FWD: Regional Trainers- Recruitment, Training, Compensation, Retention
From: fantine@ohio.edu fantine at ohio.edu
Dates: Wed Feb 8 22:36:17 EST 2006

Ohio's response to Jane Miller's questions:

1) Identifying trainersv

How do you identify teachers who might be ready (and qualified) to make the transition from classroom teacher to regional trainer? Do you collect resumes and conduct competitive job interviews for the trainer positions or just invite potential trainers based on recommendations by their adult ed agency directors?

Each of the Regional Resource Centers and State Resource Center in Ohio have paid full-time or part-time trainers that are primarily responsible for the development and delivery of most of the PD we offer, particularly related to each Center's specialization areas (those I mentioned in an earlier email). For example, at my Center (Central/Southeast ABLE Resource Center) our paid full-time Training and Curriculum Specialist is responsible for developing, scheduling and delivery of most PD related to Special Needs and GED Prep for ABLE. This position was created through our university and approved by the Ohio Dept of Ed's ABLE Office with a structured interview and selection process. Qualifications usually preferred for these positions are Adult Education and Training experience.

2) Training of trainers - Does the central PD entity develop PD modules and train the trainers on them so the modules can be delivered uniformly state- wide (as Mary Ann described for CALPRO)? Or does each trainer develop her/his own trainings (like the flexible system described by Ira for NY RAENs)? Or does the cadre of trainers develop trainings together?

In Ohio we have various Train-the-Trainer models. We had a network of EFF trainers trained around the state that worked together (through the national leaders of this effort and our State Office) to develop PD that was offered throughout the state. As we all know, a problem with train-the-trainer models is sustainability - as EFF trainers left our ABLE system, the network of train- the-trainers sort of fell apart. Sustaining train-the-trainer efforts is a challenge.

Several years ago we assembled a group of "experts" in the area of special needs, specifically addressing the issue of learning disabilities. Our state office made this a priority PD need and eventually required all ABLE staff to achieve a core competency of knowledge and skills related to serving students with learning disabilities. These "experts" were identified because of their involvement in previous PD related to special needs and LD, and/or the work we knew or heard they were doing in their progams. Some of the members are not in ABLE, but are known experts in LD or other special needs areas, and serve as mentors to the group. This "expert" group represents our Special Needs Task Force - they guide are development of LD and special needs PD and often serve as trainers - their work is coordinated by our project lead at the State Office and our Training Specialist at our Resource Center. They are compensated for the development and training they do. We also provide them with financial support to pursue advanced PD in this content area - usually by attending national conferences or intensive training activities. We have been able to sustain this trainer network over several years. We offer many PD activities with a paid Resource Center trainer as well as a paid trainer from a network such as this - sometimes it's with one or the other, though.

In our LD training, we also involve LD learners from various ABLE programs around the state - students with learning disabilities who share their experiences. They are compensated the same as any trainer.

3) Compensation - Are the regional trainers full time, weekly part time, or employed on an as-needed basis (for example: one regional training each quarter). If the trainers are part time or as-needed, and hold other jobs, how do you manage scheduling conflicts between their other jobs and training dates? If a trainer lives in one region, but is requested by another region, who compensates the trainer for travel and time (the state or the local program)?

As I mentioned, all Resource Centers have paid trainers on staff. We also contract with others to develop and deliver PD, such as those I describe above. We can pay up to $250 planning and up to $250 training for each full- day PD activity. If it's one trainer, he/she can earn up to $500 for a full- day PD activity - if it's more than 1 trainer, they still can only be paid a combined total of up to $500. (I hope that's clear)

4) Retention - What does the state system do to motivate and retain their regional trainers? How do you prevent the same kind of turnover in your regional trainer staff that adult ed agencies experience in their teaching staff?

Turnover is inevitable and a constant challenge - In Ohio we try to offer a competitive wage for those who are hired through the Resource Centers as paid trainers (they are all probably laughing now). I think sustaining a trainer network of those in the field is: having regular meetings to keep the energy going, doing your best to maintain a consistent message, giving them input into the design and delivery of the PD, recognizing and honoring their work, offering incentives and opportunities for professional development of their own, respect and adequate compensation.

Jeffrey A. Fantine
Director, Literacy Center
College of Education
Ohio University
340 McCracken Hall
Athens, OH 45701
800-753-1519

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