1. Professional development Program
For corporate educators

2. Program Purpose
This PowerPoint is designed to provide an overview of a professional development program for corporate educators.

3. Program Outcome
Corporate educators need to understand their learner audience;
Corporate educators need to know how to integrate diversity in their training deliveries;
Corporate educators need to understand their role and the impact they have in influencing learners.
The professionals attending this professional development course will have an actual training that can be implemented immediately.

4. Developmental Needs of the Learner
Part 1
Developmental Needs of the Learner
In order to truly develop effective and worthwhile training, attendees need to understand their audience, as well as to how to reach that audience. This part of Professional Development program is focused in helping the attendee understand: (1) the Adult Learning Theory (Knowles, 2015), (2) Blended Learning (Rosenberg, 2006), (3) the Characteristics of the Christian Educator (Van Brummelen, 2009).

5. Segment 1: Learner Audience
The Adult Learning Theory (ALT)
Introduce each of the six assumptions by incorporating an “Advanced Organizer” scenario that requires the attendees to critically analyze in groups of two or three (Knowles, 2015).

6. Segment 1: Learner Audience
The Adult Learning Theory (ALT)
Provide direct instruction that defines and applies each assumption.
For each assumption, provide a scenario that requires the attendee (working in groups or two or three) to critically analyze the assumption.
For each assumption, each group will present their results for class discussion.
Instruction implements the top-down method (Horton, 2012).
Group activities implements the sideways method (Horton, 2012).

7. Segment 1: Learner Audience
The Adult Learning Theory (ALT)
At the end of the all six presentations, each attendee will complete the ALT template that indicates how they will incorporate the six assumptions into their selected training.
Attendees will work in groups of two or three and critically analyze each template (Jacobs, 2014).
Each group will present their discussions and describe what they did to complete the template.
Instructor NOTES:
Adult Learning Theory Template: See attachment 1

8. Segment 2: The Blended Learning Model
Rosenberg’s Learning and Performance Architecture (L&PA)
Introduce each of the architecture by incorporating an “Advanced Organizer” scenario that requires the attendees to critically analyze in groups of two or three.

9. Segment 2: The Blended Learning Model
Rosenberg’s Learning and Performance Architecture (L&PA)
Provide direct instruction that defines and applies formal and informal learning settings.
Provide a scenario that requires the attendee (working in groups or two or three) to critically analyze: classroom training, online training, knowledge management, performance support, and mentoring and coaching.
Each group will present their results for class discussion.

10. Segment 2: The Blended Learning Model
Rosenberg’s Learning and Performance Architecture (L&PA)
At the end of the all presentations, each attendee will complete the L&PA template that indicates how they will incorporate elements of the L&PA into their selected training.
Attendees will work in groups of two or three and critically analyze each template (Jacobs, 2014).
Each group will present their discussions and describe what they did to complete the template.
Instructor NOTES:
L&PA Template: See attachment 1

11. Segment 3: The Christian Worldview
Characteristics of the Professional Educator (CPE)
Focus on Self training - the person of the teacher (Graham, 2009)
Each learner will be given the Pearman Personality Indicator (PPi) and the Emotional Quotient Inventory (EQi) assessments.
Each learner will receive professional certified feedback regarding both assessments.
Each learner will attend PPi and EQi workshop training.

12. Segment 3: The Christian Worldview
Characteristics of the Professional Educator (CPE)
Focus on Others training
- Introduce each of the various characteristics by incorporating an “Advanced Organizer” scenario that requires the attendees to critically analyze in groups of two or three.
- Provide direct instruction that defines and applies characteristics.
Being responsible with authority is an important criteria while leading the classroom (Graham, 2009).
The Christian educator’s example has a correlation to conversion (Graham, 2009; Van Brummelen, 2009)

13. Segment 3: The Christian Worldview
Characteristics of the Professional Educator (CPE)
Focus on Others training
- At the end of the all presentations, each attendee will complete the CPE template as to how they can incorporate the characteristics into their selected training.
Attendees will work in groups of two or three and critically analyze each person’s template (Jacobs, 2014).
Each group will present their discussions and describe what they discussed.
Instructor NOTES:
CPE Template: See attachment 1

14. Content Knowledge and Curriculum Goals
Part 2
Content Knowledge and Curriculum Goals
The following goals were developed to identify what the expectations are for professional educators engaged in this program.
Educator’s attitudes and ethics, (Burton et al, 2003)

15. Curriculum Goal 1
Each attendee will be able to define, differentiate between, and implement the six assumptions of the Adult Learning Theory.

16. Curriculum Goal 2
Each attendee will be able to integrate the various learning environments into their trainings.

17. Curriculum Goal 3
Each attendee will understand and apply Christian characteristics when functioning as a professional educator.
An important focus is creative methods so as to integrate the Christian world-view (Burton et al, 2003)

18. Student Motivation Part 3
Real life Scenario-Based education methods will be used to engage and motivate the learner.
The use of effective advanced organizers will also be incorporated to establish student interest.
The incorporation of adult learning suppositions will be integrated throughout the training.

19. Assessment Strategies
Part 4
Assessment Strategies
Formative assessments will be incorporated within each teaching point. Learners will experience how to incorporate this into their trainings.
Summative assessment will the learners final training product and will include all of the learn concepts of the Adult Learning Theory, Blended Learning Model, and Professional Educator characteristics. Learners will experience how to incorporate this into their trainings.
Use of Mentors to follow up learning with workplace application.

20. Technology Integration
Part 5
Technology Integration
The blended learning model as outlined by Rosenberg 2006 will be broke down into logical segments. Learners will experience each segment and be required to incorporate them into their final product.

21. Instructional System Design
Part 6
Instructional System Design
The ISD will be consulted for all phases of training development.
To determine learner audience makeup: Race, National Origin, Disability, Gender, etc. Incorporate any accommodations that may be needed.
To ensure reasonable accommodations for disabled learners.
To ensure feedback is organized and properly affiliated to the ISD.

22. References
Burton, L. D., & Nwosu, C. C. (2003). Student perceptions of the integration of faith, learning, and practice in an educational methods course. Journal of Research on Christian Education, 12(2),
Graham, D. L. (2009). Teaching redemptively. (2nd edition) Colorado Springs, CO: Purposeful Designs Publications.
Horton, W. (2012). E-learning by design. (2nd Edition) San Francisco, CA: Pfeiffer.
Jacobs, R. L. (2014). Perspectives on adult education, human resource development, and the emergence of workforce development. New Horizons in Adult Education & Human Resource Development, 26(1), 13-21

23. References
Knowles, M., Holton, E., Swanson, R. (2015). The adult learner. (8th Edition) New York, NY: Routledge
Rosenberg, M.J. (2006). Beyond e-learning: Approaches and technologies to enhance organizational knowledge, learning and performance. San Francisco, CA, USA: Pfeiffer
Van Brummelen (2009), Walking with God in the classroom-Christian approaches to teaching and learning. (3rd Edition) Colorado Springs, CO: Purposeful Design Publications