Professional Development for Teacher Trainers

Syllabus
Fall 2022

September 19 to December 12, 2022

CO URSE OV E RVIE W

Description
This course, designed for both new and experienced teachers, gives participants methods for
creating, presenting, and evaluating effective teacher training workshops. You will gain tools and
techniques for promoting professional development in your teaching context. Through
participation in this course, you will develop your skills for delivering engaging and relevant teacher
trainings.

Learning Objectives and Learner Outcomes

The main outcome of the course is to have participants apply teacher training tools and strategies
for impactful training in their local contexts.
Objectives:
· develop an understanding of what makes a teacher training workshop successful and improves
student outcomes
· create a course outline based on your goals and objectives for your teaching context
· develop a plan for assessing participants to meet your goals and objectives
· apply evaluative concepts in a reflective way to assess training and grow professionally
· create a sustainable community of practice with colleagues for continued professional growth

Expectations and Grading

Activities used for instruction and assessment of learning include the following: videos, readings,
discussion board postings (optional), and quizzes. Participants must move through the MOOC
linearly: You must view pages and complete activities in the order they are presented in the
modules and new modules open after current module completion. Pages will be locked until the
previous page is complete. You will take quizzes on the module content to demonstrate your
understanding of key ideas and concepts. You must earn at least a 70% on each quiz in order to
advance to the next module, but you may take the quiz multiple times. Each quiz is worth 10

© 2022 by Arizona State University. PDTT Syllabus for the Online Professional English Network (OPEN),
sponsored by the U.S. Department of State with funding provided by the U.S. government and 1
administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0 License,
except where noted. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
points; therefore, you need to earn at least 7 points. In each module, there will be a template in the
form of a graded survey, which will help you organize what you’ve learned to prepare to lead your
own training. At the end of the course, you will compile all your plans and write a reflection on how
you will implement your training course. Discussion assignments are optional and ungraded, but we
recommend that you participate and learn from your peers.

Assessment and Certification

This is a Pass/Fail course. Participants who complete all required activities with a final grade of at
least 70% within the time frame of the course will receive a digital badge and certificate.

Course Time Commitment

This five-module course will be open from September 19 to December 12, 2022. Please expect to
spend around 3 to 5 hours preparing for and participating in each module of this course. In order to
make the most of this opportunity to learn with teachers from all over the world, we recommend
that you log in as often as you can throughout the term and take an active part on the discussion
boards. Please note that coursework can be done at any time, but must be completed by the time
the course closes on Monday, December 12, 2022 at 11:59 pm EST.

Late or Missed Assignments

The content of each module builds on the content in the previous modules. As you complete
assignments, new assignments are unlocked, so it is important to keep to a schedule across the five
modules of this course. Please note, all coursework is due by the end of the course. The course will
close on December 12, 2022 and no tasks can be completed after that date.

Saving and Submitting Assignments

As you complete the graded survey assignments in each module, save the responses you submit in
a separate document because you might need it for the next module or for the Final Action Plan
and Reflection. The Final Action Plan and Reflection will be the final assignment in the course. In
this assignment you will review your previous work and write a reflection on the process of
planning a teacher training and your next steps for implementing your training. However, you will
not submit anything for this task.

Academic Honesty and Plagiarism

Academic honesty is expected of all students in all coursework. Plagiarism is using someone else’s
words instead of your own. In this course, you are expected to use your own words and ideas, and
to acknowledge any sources you use to gather ideas.

Participant Conduct
Appropriate online behavior (also known as netiquette) is defined by the instructor or facilitator
and includes keeping course discussion posts focused on the assigned topics. Participants must
maintain a professional atmosphere and be polite in expressing differences of opinion.
Inappropriate discussion board posts may be deleted by the instructor or facilitator.

Participant Success
This is an online course. To be successful:
• check the course often
• read announcements
• complete assignments by the due dates
• contribute to the course discussions (optional, but recommended)
• create an assignment schedule to stay on track

Technical Support
For technical support related to the course, please contact the OPEN team, please e-mail
[email protected]. Technical support requests include problems accessing the course,
problems with your Canvas account, etc.

Content Support
For content support, that is, any non-technical problems or questions, please post to the Content
Support Discussion. This discussion board will be monitored by a facilitator who will answer your
questions and help you to solve other problems. Content support posts include questions about
assignment instructions, questions about the information discussed in a reading or video, etc.
Please do not use the Canvas inbox to send messages to your course instructor. The inbox is not
monitored often.
CO URSE S CHE DULE
Module Topic Learning Objectives Resources Activities and Assignments Time Required
1 Ready, Set, • Identify similarities ASU 1: Introduce yourself in a community building discussion 1. 30 min
Transform! and differences in Instructional (share 5 words to describe professional development).
Leading a classroom teaching videos 2: Complete a course pre-test. 2. 30 min
teacher and teacher-training 3: Watch the “Transforming from teacher to trainer” video. 3. 30 min
training • recognize your Infographic: 4: Review and discuss the “Comparing classroom teaching 4. 60 min
workshop vs audience as Comparing and teacher training” infographic.
classroom colleagues and discuss classroom 5: Read a study guide about "The Teaching Toolbox", and 5. 45 min
teaching considerations for teaching and take a comprehension quiz. OPTIONAL: read the original
planning your training teacher training article, “The Teaching Toolbox: Reconciling, Theory, Practice,
• reflect on personal and Language in a Teacher Training Course.”
training experience Reading: The 6: Closing activity: Submit a reflection using an ungraded 6. 60 min
• use reflections on Teaching survey.
teacher training Toolbox: 7: Review cascading new knowledge by watching a video. 7. 30 min
experiences to inform Reconciling 8: Watch the “Module 1 Conclusion” video summarizing unit 8. 15 min
design decisions Theory, and introducing the next topic.
Practice, and
Language in a Optional Task: Adapt an activity from the "Teaching
Teacher Training Toolbox" to use in your teaching context.
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Module Topic Learning Objectives Resources Activities and Assignments Time Required
2 Ready, Set, • describe a needs ASU 1: Brainstorm potential professional development topics for 1. 30 min
Investigate! analysis and its Instructional your teaching context. Post your list on the discussion board.
Doing a purpose videos 2: Watch the “What is a Needs Analysis?” video and take a 2. 45 min
comprehens • decide what to quiz on the video.
ive needs include in a needs 3: Read about needs analysis tools, review examples, and 3. 45 min
analysis analysis take a quiz on needs analysis tools
• plan a needs analysis 4: Watch the “Tips for Conducting a Needs Analysis” video. 4. 75 min
for your context Read the “Interpreting Needs Analysis Data” reading and
• identify methods for take a quiz on the video & reading.
interpreting a needs 5: Closing activity: submit a plan for conducting your needs 5. 60 min
analysis analysis using an ungraded survey.
6: Watch the “Module 2 Conclusion” video summarizing unit 6. 15 min
and introducing the next topic.

Optional Task: Create a needs analysis tool.

3 Ready, Set, • select training topic(s) ASU 1: Select topic for training and set goals. Post on the 1. 30 min
Create! that are relevant to Instructional discussion board.
Crafting an participants videos 2: Watch “Creating Worthwhile Instructional Objectives” 2. 45 min
impactful • identify characteristics video and take a comprehension quiz on video.
training for of worthwhile 3: Read about “Creating Unit Objectives and Designing 3. 30 min
your specific instructional Assessment.”
academic objectives 4: Read about “Creating a Training Course Outline” and take 4. 45 min
context • create a course a comprehension quiz on the reading.
outline for your 5: Closing activity: create and submit a training course 5. 60 min
training outline for your training context using an ungraded survey.
• develop a plan for 6: Watch “Module 3 Conclusion” video summarizing unit and 6. 15 min
assessing participants introducing the next topic.
to meet your goals
and objectives Optional Task: Create plans for one unit of your training
course. Post your unit topic, objectives, activities, and
assessment to the discussion.

5
Module Topic Learning Objectives Resources Activities and Assignments Time Required
4 Ready, Set, • experiment with ASU 1: Identify stakeholders in your teaching context and 1. 30 min
Pitch! persuasive language Instructional respond on the discussion board.
Pitching the to present your Videos 2: Watch “How to Be Persuasive” video and take 2. 45 min
training to training proposal comprehension quiz on video.
administrati • identify the language 3: Watch “Steps for Pitching your Training” video. Read 3. 75 min
on and and interests of your “Supporting Your Argument” and take a quiz on the reading.
colleagues audience and present 4: Read “Tips for Pitching a Training” and watch “John’s 4. 60 min
to those interests Practice Pitch” video.
• develop a rationale for 5: Closing activity: submit your plans for pitching your 5. 60 min
your training training course using an ungraded survey.
describing the 6: Watch “Module 4 Conclusion” video summarizing unit and 6. 15 min
problem or need and introducing next topic.
your solution
Optional Task: Practice pitching your training proposal.
5 Ready, Set, • discuss the ASU 1: Share a Training Evaluation experience on the discussion 1. 30 min
Evaluate! importance of Instructional board.
Evaluating evaluating your videos 2: Watch “Training Evaluation” video, read “Evaluation 2. 75 min
training: training Purpose and Process,” and take a comprehension quiz.
Teach- • describe what data is 3: Read “Evaluation Tools and Tips” to find out about tools 3. 45 min
reflect- relevant to your to use in collecting data to evaluate your training. Take
change rationale and comprehension quiz on evaluation tools.
objectives 4: Evaluation Plan: submit a plan for evaluating your training 4. 60 min
• describe tools to use using an ungraded survey.
in collecting relevant 5: Review your work and write a reflection (answering 5. (30 min)
data questions on the process of designing your training, how you
would revise your plans, next steps to implement your
training, etc.). 6. 15 min
6: Watch “Module 5 conclusion” video summarizing unit and
congratulating participants.
7: Take an ungraded course post-test to see how much 7. 30 min
you’ve learned.