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

2. WELCOME
Image to display at start of day 1

3. 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

4. Introductions

5. Key Themes (Online Component)

6. Key Themes (Online Component)

7. Key Themes (Online Component)

8. Key Themes (Online Component)

9. Key Themes (Online Component)

10. Key Themes (Online Component)

11. Key Themes (Online Component)

12. Key Themes (Online Component)

13. Key Themes (Online Component)

14. 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.

15. 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).

16. 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

17. 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

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

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

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

21. TITLE OF THE PRESENTATION

22. Stoplight
IMMEDIATE!
NEXT BREAK
RESOLVED

23. TITLE OF THE PRESENTATION

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

25. 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?

26. 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

27. 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

28. 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.

29. 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.

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31. CHECK-IN Image to display at start of day 2 MONTH DAY, YEAR
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32. WELCOME Image to display at start of day 2 MONTH DAY, YEAR
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33. Microteach 1

34. 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.

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

36. Adapting to the Learner
Lesson 3
Adapting to the Learner

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

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

39. 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.

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

41. TITLE OF THE PRESENTATION

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

43. Image to display at start of day 1
WELCOME

44. Microteach 2

45. 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.

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

47. Completing the Teaching Experience
Lesson 4
Completing the Teaching Experience

48. 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.

49. 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).

50. 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

51. 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

52. 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

53. 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

54. 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

55. 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).

56. 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.

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

58. TITLE OF THE PRESENTATION

59. Lesson 5
Planning a Course

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61. 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

62. Thank-You!
THANK-YOU