TITLE OF THE PRESENTATION Fundamentals of Instructor Development TITLE OF THE PRESENTATION

WELCOME Image to display at start of day 1

Location Logistics Emergency procedures Telephones Washrooms Location of first aid kit and AED Food/drink in the classroom Washrooms Building access Location of fire exits/muster station

Introductions

Key Themes (Online Component)

Key Themes (Online Component)

Key Themes (Online Component)

Key Themes (Online Component)

Key Themes (Online Component)

Key Themes (Online Component)

Key Themes (Online Component)

Key Themes (Online Component)

Key Themes (Online Component)

Intent / Roles We will focus on applying what was explored online and understanding the role of an Instructor Trainer. Master Instructor Trainer: Facilitates the learning process. Instructor Trainer Candidates: Participate in the lessons, apply the knowledge gained online, and contribute to their own learning as well as that of their peers.

Completion Criteria Successfully complete the pre-course assignments. Successfully complete the in-class microteaching segments. Successfully complete the in-class coaching segments. Adhere to the Canadian Red Cross Standards of Behaviour and the group charter. Attend and participate in 100% of the course (i.e., be present and actively provide focused contributions during all scheduled sessions).

Overview Lesson 1: Welcome & Introduction Lesson 2: Evolving from Instructor to Instructor Trainer & the IT Support Network Microteach 1 Lesson 3: Adapting to the Learner Microteach 2 Lesson 4: Completing the Teaching Experience Lesson 5: Planning a Course

What Comes Next? Step 1: Evaluate Skills and Check Prerequisites Step 2: Fundamentals of Instruction (online and in-class) Step 3: Teaching Experience Step 4: Certification

How Will We Regroup? What signal will we use when it is time to regroup? Sound? Visual cue? Other?

Communication On request, as needed (during breaks, at the end of day, etc.) Following microteaching segments Individual check-ins (end of each day)

Fundamental Principles Humanity Impartiality Neutrality Independence Voluntary Service Unity Universality The Fundamental Principles guide all CRC classrooms and learning experiences

TITLE OF THE PRESENTATION

Stoplight IMMEDIATE! NEXT BREAK RESOLVED

TITLE OF THE PRESENTATION

Lesson 2 Evolving from Instructor to Instructor Trainer & the IT Support Network

Instructor  Instructor Trainer What’s different? What makes this challenging? What skill or tool do I need? How do I develop this skill/Where do I find this tool?

IT Support Network Mentoring is an alliance of two or more people that creates a space for dialogue—resulting in reflection, action and learning for both on the journey. It is fostered in a climate of mutual respect and with an emphasis on empathy, safety, and when appropriate, confidentiality. - CRC First Aid Program MITs

IT Support Network Who: MIT (mentor) and IT (mentee) What: Your new go-to resource for mentoring, networking opportunities, knowledge and skills updates, and professional development. Where: Virtually and/or in-person When: Duration of your time as an IT

IT Support Network Requirements of the IT to remain current in their certification: 1. Meet with their assigned MIT at least once. 2. Submit a Reflection of Practice to the MIT. 3. Discuss the Reflection of Practice with the MIT.

Mentoring Agreement Both the MIT and the IT need to agree on the following: 1. When to meet (goal of one in-person meeting per three years, otherwise meet virtually). 2. How often (once the initial commitment is met). 3. How to communicate/means of communication.

TITLE OF THE PRESENTATION

CHECK-IN Image to display at start of day 2 MONTH DAY, YEAR TITLE OF THE PRESENTATION

WELCOME Image to display at start of day 2 MONTH DAY, YEAR TITLE OF THE PRESENTATION

Microteach 1

Coaching Segments MIT to the facilitating IT: How did that experience make you feel? MIT to the coaching ITs: How did you feel about the experience? MIT to the acting Instructor candidates: How did you feel about the experience? MIT feedback to the facilitating IT.

Feedback Remember, feedback should be: Specific Positive and constructive Directed at behaviours we can change

Adapting to the Learner Lesson 3 Adapting to the Learner

Pivot – Case Study 1 You recognize a teachable moment is occurring organically within the classroom that was not part of your lesson.

Pivot – Case Study 2 You recognize that this group of candidates are incredibly experienced in learner-centred facilitation techniques.

Pivot – Case Study 3 An Instructor candidate tells you he knows how to develop activities that are exciting for learners, but in application he consistently returns to lecturing.

Pivot – Case Study 4 Every time you assign time for reflection, the candidates get distracted and take it as break time.

TITLE OF THE PRESENTATION

CHECK-IN Image to display at start of day 2 MONTH DAY, YEAR TITLE OF THE PRESENTATION

Image to display at start of day 1 WELCOME

Microteach 2

Coaching Segments MIT to the facilitating IT: How did that experience make you feel? MIT to the coaching ITs: How did you feel about the experience? MIT to the participants: How did you feel about the experience? MIT feedback to the facilitating IT.

Feedback Remember, feedback should be: Specific Positive and constructive Directed at behaviours we can change

Completing the Teaching Experience Lesson 4 Completing the Teaching Experience

Benefits of the TE Work with a certified Instructor Trainer who can help bridge the gap between knowledge and application in a real classroom environment. Have the opportunity to build a support network with an experienced Instructor Trainer. Reflect on your own professional practice as an Instructor Trainer. Have a fuller experience in a real classroom rather than a simulated one. Develop your identity as Red Cross Instructor Trainer by engaging in an authentic experience.

Fundamentals of Instruction Discipline-Specific Once certified as an IT... Fundamentals of Instruction Discipline-Specific Instructor Recertification Teaching Experience Supervisor Fundamentals of Instruction and Teaching Experience Supervisor are blended classroom components that all ITs can teach, all others are discipline specific (based on your certification). Recognizing the nuances associated with supporting a discipline-specific audience (learner profiles, learning motivation, learning environment, etc.) the Discipline-Specific classroom component has been selected as the learning experience most suitable for an Instructor Trainer to complete their Teaching Experience. This means that they will be working with Instructor candidates who are part way through their development program and will be focusing on best supporting the nuances of their discipline (First Aid & CPR, Professional Responder or Wilderness).

Connect with the supporting Instructor Trainer How to Prepare *Same as the Instructor development process... 1 Connect with the supporting Instructor Trainer 2 Complete Pre-Course Tasks 3 Reconnect with the supporting Instructor Trainer For supporting resources, the IT candidates can revisit the online TE prep component for Instructors

Step 1: Connecting When you meet with the supporting Instructor Trainer, there are two discussions you should have in order to prepare for the First Aid classroom: Establish a facilitation charter and strategies for classroom management. Discuss course details. Facilitation charter includes: Communication Supporting Your introduction Timing Instructing Location Interjecting

Step 2: Pre-Course Tasks Step two consists of three tasks, which you may decide to complete together or separately. Remember, anything either of you work on independently must be reviewed together prior to the course. Plan the overall course and individual lessons. Prepare the content and teaching aids. Establish a safe physical learning environment. Facilitation charter includes: Communication Supporting Your introduction Timing Instructing Location Interjecting

Step 3: Reconnect This is the final check-in before entering the classroom. The goals of this check-in are to: Confirm your respective roles in the classroom. Review lesson plans. Ensure you will be comfortable and confident teaching the course together. Discuss what the facility considers a “professional and suitable” appearance. Facilitation charter includes: Communication Supporting Your introduction Timing Instructing Location Interjecting Course Details Include: Participants Learning Environment Course Plan Lesson Plans

Check-In Timeline The number of times you and the supervising Instructor Trainer check in with each other will vary depending on the working-style you agreed upon and your specific learning needs. Using the check-in schedule below is the suggested best practice. But if you have questions or wish to check in more often—that’s okay! 1 2 – 3 Weeks: Pre-Course 2 1 Week: Pre-Course 3 45-60 Mins: Pre-Course 4 On Breaks 5 End of day 6 End of course

Instructional Tasks Foundational Teach according to the Fundamental Principles. Follow the CRC Standards of Behaviour. Continue leaning throughout your instructional journey. Pre-Course Plan by course and by lesson. Review all lesson content activities. Prepare teaching aids and course content. Create a safe learning environment. Initiate a professional relationship with candidates. Any tasks in red are new for Instructor Trainers (not applicable to Instructors).

Instructional Tasks During Course Start a course. Maintain a safe learning environment. Facilitate learner-led activities. Assess candidates and provide additional support when needed. Adapt instructional approach to meet learning needs. Resolve conflict. Evaluate participants. Maintain relationship with candidate throughout the development program. Close a course.

Instructional Tasks Post-Course Decontaminate teaching aids. Complete any post-course paperwork. Reflect on your experience. Maintain relationship with candidates throughout their professional practice.

TITLE OF THE PRESENTATION

Lesson 5 Planning a Course

TITLE OF THE PRESENTATION

Connect Locally Instructor Development Centres Why we chose them Who and where yours are located MyRC resources Program Questions – in CRC Portal Instructor tools Regional and national legislative updates Regional and national statistics IDP courses How they are added into My Red Cross Purposes of the different components How resources are ordered Questions

Thank-You! THANK-YOU