1. Assessing educational/training competencies of trainers of trainers
Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD)
Workshop
Assessing educational/training competencies of trainers of trainers
September 2016
Beograd
Prepared by
Univ. Prof Dr Viktor Jakupec

2. Assessing educational/training competencies of Trainers of Trainers
Learning Outcomes
The learner is able to successfully use peer assessment and self-assessment of pedagogical skills (incl. communication, feedback, learning methods, designing learning experiences, learners diverse needs and professional values)
Teaching Activity
Explain the importance, values and advantages of self-assessment (practical examples; discussion)
Define approaches to various modes of assessing educational/training competencies of trainers of trainers (peer assessment, self-assessment (group discussion)
Learning Activity
Identify their own professional values of assessment as a trainer and how to apply them in education/training situations (individual activity)
Use the cycle of peer and/or self-evaluation to identify own strengths and areas to develop their own CPD (group presentation) 1

3. Assessing educational/training competencies of Trainers of Trainers
Introduction to Topic
Peer assessment and self-assessment of ToTs’ pedagogical skills
Importance, values and advantages of ToTs’ self-assessment
Using the cycle of peer and/or self-evaluation to identify own strengths and areas to develop their own CPD
Generic Competencies of ToTs
Approaches to various modes of assessing ToTs’ educational/training competencies
Activity: Apply What You Have Learnt 2

4. Assessing educational/training competencies of Trainers of Trainers
Introduction to Topic: Main Concepts
Peer and self-assessment of ToTs is an essential aspect of ‘assessment as learning’ (formative assessment).
Peer assessment – involves ToT’s reflecting on the work of their peers against success criteria related to a learning goal and providing constructive feedback.
Peer assessment is defined as a set of activities through which individuals make judgements about the work of others.
Self-assessment – involves ToT’s applying success criteria related to a learning goal, reflecting on their efforts, identifying improvements and adjusting the ‘quality’ of their work.
Self-assessment is defined as a systematic process of data-driven self-reflection, which is directed towards coherent and clearly articulated goals to inform decision-making and operational practices of ToTs. 3

5. Assessing educational/training competencies of Trainers of Trainers
Peer Assessment
Peer assessment usually includes observation of teaching/training.
Peer assessment should include samples of the range of teaching activities in which the ToT is engaged (lectures, tutorials, practicums, etc.)
Peer assessment can be used for formative evaluation and to encourage critical thinking and expression. 4

6. Assessing educational/training competencies of Trainers of Trainers
Peer Assessment Purpose and rationale
Building a shared understanding of QA and development among peers at different levels
Fostering sustainable cooperation amongst relevant stakeholders at different levels
Supporting educational authorities and training providers to develop quality and relevant training provisions for ToTs
Ensuring professional development 5

7. Assessing educational/training competencies of Trainers of Trainers
Self Assessment Cycle
Systematic data gathering on performances (successful – unsuccessful)
Robust data and information analysis that leads to valid conclusions
Reflective processes that involve all aspects relating to educational and training competencies
Decision-making for ongoing improvement connected to the outcomes of a self-reflective process (i.e CPD needs) 6

8. Assessing educational/training competencies of Trainers of Trainers
Self Assessment Cycle Outcomes
Self-assessment enables a ToT to determine:
what outcomes a TOT has achieved and how well
the value of the TOT’s competencies/outcomes to stakeholders including trainers/learners
the effectiveness of processes in ToT’s contribution to such outcomes. 7

9. Assessing educational/training competencies of Trainers of Trainers
Self Assessment Cycle Outcomes
Self-assessment enables a ToT to determine:
what outcomes a TOT has achieved and how well
the value of the TOT’s competencies/outcomes to stakeholders including trainers/learners
the effectiveness of processes in ToT’s contribution to such outcomes. 8

10. Assessing educational/training competencies of Trainers of Trainers
Generic Competencies of ToTs
Interpersonal Generic Competencies
Communicates effectively and demonstrates extensive knowledge about the topic to build trust with participants.
Maintains models of professional ethical behavior
Creates a positive and encouraging climate of diversity for ideas, questions, and learning
Knows, articulates, and remains current of best practices in CPD …2 9

11. Assessing educational/training competencies of Trainers of Trainers
Generic Competencies of ToTs (continues)
Interpersonal Generic Competencies
Understands and applies principles of adult learning to the delivery of the training
Creates and orients participants to an appropriate learning environment, incl. preparation of the room, engaging participants in cooperative learning, and addressing the social, emotional, and comfort needs of the learners.
Demonstrates mutual respect with learners, colleagues, superiors and other stakeholder 10

12. Assessing educational/training competencies of Trainers of Trainers
Generic Competencies of ToTs (continues)
Personal Generic Competencies
Demonstrates adaptability, flexibility, and is able to problem-solve independently
Models professional and personal development, seeks new learning opportunities, and maximizes those that are present
Demonstrates professionalism through written and verbal communication and language, and preparedness.
Uses technology with ease and regularly to communicate and to facilitate training sessions
Adheres to organisational policies and procedures 11

13. Assessing educational/training competencies of Trainers of Trainers
Generic Competencies of ToTs (continues)
Training Delivery and Transfer of Learning Skills
Designs and arranges the training environment for comfort, interaction, and learning
Understands and is mindful how personal appearances, use of body language, and the tone of voice impact the presentation, the environment, and how participants engage
Employs strategies to build trust among participants and a positive learning environment
Adjusts presentation style and language for the specific group. Speaks clearly, varies volume, pace, tone, and inflection appropriately …2 12

14. Assessing educational/training competencies of Trainers of Trainers
Generic Competencies of ToTs (continues)
Training Delivery and Transfer of Learning Skills
Assesses the skill level of trainers and accommodates for a variety of levels and expertise across a continuum, seeks their feedback throughout the session and adjusts accordingly to meet their needs and the client’s goals
Uses written participant evaluations and feedback to improve incl. action plan for future sessions
Identifies opportunities and activities with the learners and learning organisations to promote the a continuing learning transfer by including activities to transfer learning to their job. Links these activities to adult learning 13

15. Assessing educational/training competencies of Trainers of Trainers
Generic Competencies of ToTs (continues)
Training Delivery and Transfer of Learning Skills
Uses active and reflective listening and feedback to facilitate group discussion
Creates seamless transitions, such as summarizing and bridging, to segue to the next section of the session
Uses strategies to keep the group on task, focused, on schedule, and is responsive to breaks and questions
Employs appropriate strengths to engage participants who are uninvolved, resistant, or disruptive 3 14

16. Assessing educational/training competencies of Trainers of Trainers
Activities
Develop a matrix for assessing Pedagogical Competencies of ToTs relevant for a specific chosed situation
Present group work to other groups 15