Professional Development for Teacher Trainers

Syllabus
[Semester and Year] [Course Dates]

INSTRUCTOR INFORMATION
Instructor Email
[Instructor Name] [Email address]

COURSE OVERVIEW
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: readings, discussion board postings, quizzes,
templates, and the final action plan. You will take quizzes on the assigned readings to demonstrate your understanding
of key ideas and concepts. At the end of each topic, you will be given a template to use to prepare for your own
training. As a final project for this course, participants will create a teacher training presentation and submit an action
plan.

Assessment and Certification

This is a Pass/Fail course. Participants who satisfactorily complete at least 70% of coursework within the time frame of
the course will receive a certificate of achievement.

© 2020 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/
Course Time Commitment
The course runs for 8 weeks. In order to complete the modules, please expect to spend around 6 to 10 hours each
week preparing for and actively participating in this course. It is important that you log into the course at least once a
week and use the course schedule to keep track of your due dates. 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 week
and take an active part on the discussion boards.
Each week of work will begin on a Tuesday and conclude on a Monday. For example, our first week will begin on a
Tuesday at 12:01 am EST (Eastern Standard Zone - please convert this time to your time zone) with Module 1 work
finishing on the following Monday at 11:59 pm EST.
Late or Missed Assignments
Notify the instructor before an assignment is due if you have an emergency and will not be able to submit the
assignment on time. Please note that 1 point will be deducted for each day an end-of-module assignment is late up to
a maximum of 5 points (this policy is for the end-of-module assignments only, that is, the tasks asking you to complete
the templates).
Saving and Submitting Assignments
Save all of your work in each module because you might need it for the next module or for the Final Action Plan. All
assignments must be submitted in Canvas. Do not submit an assignment via email.
Student Conduct
Appropriate online behavior (also known as netiquette) is defined by the instructor and includes keeping course
discussion posts focused on the assigned topics. Students must maintain a professional atmosphere and be polite in
expressing differences of opinion. Inappropriate discussion board posts may be deleted by the instructor.
Student Success
This is an online course. To be successful:
• check the course often
• read announcements
• complete assignments by the due dates
• communicate regularly with your instructor and peers
• create an assignment schedule to stay on track

Course Policies
Communicating with the Program
It is your responsibility to communicate with your instructor and the OPEN Program about questions or issues that
prevent you from participating in the course.
• If you have questions about completing assignments, you must contact your instructor through Canvas.
• If you have technical issues with the course, submit your question using the form on the course Home
page.
• If you cannot participate in the course due to extenuating circumstances such as a health problem, heavy
workload, or any other reason you must contact [email protected], AND your instructor,
AND your U.S. Embassy nominating point-of-contact as soon as the situation occurs. Do not wait until after
the situation is over.

Inactive Participants Forced Audit Policy

Participants who have been inactive as of the end of the fourth week of the course and who have not communicated
with the program will be placed in “Audit” status. In “Audit” status, you can still interact with the course, but you will
not receive instructor support or feedback, and you will not be eligible for a certificate.

Withdrawal Policy
If you feel that you cannot complete a course for any reason, at any time, you must notify FHI 360 and the U.S. Embassy
as soon as possible, explaining why you cannot complete the course. Withdrawal requests will be considered on a case
by case basis, and participants may still be eligible for participation in future courses if extenuating circumstances exist.

Participants whose withdrawal requests do not meet the criteria of extenuating circumstances may not be eligible to
participate in the program in the future. Future eligibility is determined by the nominating U.S. Embassy.

Plagiarism
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. Plagiarism is not allowed in OPEN courses.

OPEN instructors are required to report incidents of plagiarism to FHI 360. FHI 360 will notify U.S. Embassy nominators
when reports are received.

First Report: FHI 360 will contact the participant with resources about plagiarism and how to avoid it.
Second Report: FHI 360 will notify the nominating U.S. Embassy and will warn the participant that they will
automatically be withdrawn from the course if a third report is received.
Third Report: The participant will be removed from the course. The participant may not be eligible to
participate in the program in the future.

Technical Support
For technical support related to the course, please submit a request using the form on the course homepage. If you
cannot access the form on the course homepage, please submit a request opensupport@fhi360.
COURSE SCHEDULE
Module Topic Learning Objectives Resources Activities and Assignments Time Required
1 Ready, Set, • Identify ASU Instructional videos 1: Introduce yourself in a community building 45-75 minutes
Transform! similarities and discussion, complete a course pre-test and a
Leading a teacher differences in Infographic: Comparing classroom teaching and professional development needs survey
training workshop classroom teacher training 2: Participate in a poll - what 5 words come to 10-20 minutes
vs classroom teaching and mind when you think of professional
teaching teacher- Reading: The Teaching Toolbox: Reconciling development? 25-45 minutes
training Theory, Practice, and Language in a Teacher 3: Journal: reflect and write about your personal
• recognize your Training Course: experiences with professional development 25-50 minutes
audience as https://americanenglish.state.gov/resources/en 4: Watch the “Transforming from teacher to
colleagues and glish-teaching-forum-2012-volume-50-number- trainer” video and take comprehension quiz on 35-75 minutes
discuss 4#child-1384 video.
considerations 5: Review and discuss the “Comparing classroom 125-195
for planning teaching and teacher training” infographic. minutes
your training 6: Read about "The Teaching Toolbox", review the
• reflect on study guide, take a comprehension quiz, and adapt
personal an activity from the reading. 45-90 minutes
training 7: Closing activity: Submit a reflection using the
experience template provided. 5-10 minutes
use reflections on 8: Review cascading new knowledge by watching a
teacher training video. 5-10 minutes
experiences to 9: Watch the “Module 1 Conclusion” video
inform design summarizing unit and introducing the next topic.
decisions
2 Ready, Set, • describe a ASU Instructional videos 1: Brainstorm potential professional development 15-25 minutes
Investigate! Doing needs analysis topics for your teaching context. Post your list on
a comprehensive and its purpose the discussion board.
needs analysis • decide what to 2: Watch the “What is a Needs Analysis?” video 25-50 minutes
include in a and take a quiz on the video.
needs analysis 3: Read about needs analysis tools, review 45-85 minutes
• plan a needs examples, and take a quiz on needs analysis tools
analysis for 4: OPTIONAL: Create a needs analysis tool and 30-45 minutes
your context submit it for your instructor to review.
• conduct a 5: Watch the “Tips for Conducting a Needs 25-50 minutes
needs analysis Analysis” video and take a quiz on the video.
60-115 minutes

4
Module Topic Learning Objectives Resources Activities and Assignments Time Required
in your own 6: Read the “Interpreting Needs Analysis Data”
context reading and take a quiz over the reading. 60-180 minutes
• collect and 7: Closing activity: submit a needs analysis using
analyze data the template provided. 5-10 minutes
from your 8: Watch the “Module 2 Conclusion” video
needs analysis summarizing unit and introducing the next topic.
identify the needs
to be addressed in a
teacher training

3 Ready, Set, Create! • prioritize ASU Instructional videos 1: Interpret needs analysis. Select topic for training 55-130 minutes
Crafting an needs from and set goals based on the results of your needs
impactful training your needs analysis. Post on the discussion board.
for your specific analysis to 2: Watch “Creating Worthwhile Instructional 55-95 minutes
academic context select your Objectives” video and take a comprehension quiz
training on video. Write objectives for your training and
topic(s) post them on the discussion board.
• write learning 3: Read about “Creating Unit Objectives and 60-105 minutes
objectives to Designing Assessment”. Design an assessment task
meet identified based on your objectives and post it on the
needs discussion board.
• create a course 4: Read about “Creating a Training Course Outline” 45-85 minutes
outline for and take a comprehension quiz on the reading.
your training 5: OPTIONAL: Ask questions and reflect on this
develop a plan for module. Post questions you have about writing
assessing objectives and creating frameworks on discussion
participants to meet forum. Reflect on your own context.
your goals and 6: Closing activity: create and submit a training 50-120 minutes
objectives course outline for your training context (based on
your NA and objectives).
7: Watch “Module 3 Conclusion” video 10-25 minutes
summarizing unit and introducing the next topic.

5
Module Topic Learning Objectives Resources Activities and Assignments Time Required
4 Ready, Set, Pitch! • experiment ASU Instructional Videos 1: Identify stakeholders in your teaching context 15-25 minutes
Pitching the with and respond on the discussion board.
training to persuasive 2: Watch “How to Be Persuasive” video and take 40-60 minutes
administration and language to comprehension quiz on video. Write your problem,
colleagues present your solution, and argument for your training. Post on
training the discussion board.
proposal 3: Watch “Steps for Pitching your Training” video 50-105 minutes
• identify the and take a quiz over the video. Read “Supporting
language and Your Argument” and take a quiz over the reading.
interests of 4: Read “Tips for Pitching a Training” and watch 35-65 minutes
your audience “John’s Practice Pitch” video. Mentor John by
and present to offering him some feedback on his pitch. Submit
those interests your feedback as an assignment for your instructor
• develop a to review.
rationale for 5: OPTIONAL: Discuss and Reflect. Post questions 15-25 minutes
your training you have about making a pitch. Reflect on your
describing the own context. Post answers to peers.
problem or 6: Closing activity: submit a training course pitch 120-240
need and your using the template provided. You can upload a minutes
solution video or script of your pitch.
7: Watch “Module 4 Conclusion” video
use evidence from
your needs analysis summarizing unit and introducing next topic. 5-10 minutes
to support your
proposal
5 Ready, Set, • create a ASU Instructional videos 1: Share an experience of a really bad experience 15-25 minutes
Engage! Engaging comfortable about a training that you attended or gave and
participants learning Infographic: 10 Ways to Engage Students share on the discussion board.
environment 2: Watch “The Importance of Participant 10-25 minutes
• analyze a Reference: Student-Centered Teaching in Large Engagement” video.
negative PD Classes with Limited Resources; 3: Read about “student-centered teaching”, review 90-185 minutes
experience and https://americanenglish.state.gov/resources/en “Top 10 Ways to Engage Students” infographic and
suggest a way glish-teaching-forum-2007-volume-45-number- take a quiz on the infographic. Choose 3 ways for
to improve the 3#child-837 engaging participants that the most appropriate to
training your context and explain why. Post on the
• model your discussion board.
training OPTIONAL: Post and share about your experience 60-125 minutes
objectives in with trying out the 3 ways to engage students.

6
Module Topic Learning Objectives Resources Activities and Assignments Time Required
your leading of 4: Read “Designing Student-centered lessons” and 5-20 minutes
a training take a quiz on the reading.
 plan a lesson 5: OPTIONAL: Review and reflect. Post any 120-240
using the explain, questions or reflections that you have about this minutes
model, guide module.
framework 6: Closing activity: create a training lesson plan
using the template provided and submit it to your
instructor. 5-10 minutes
7: Watch the “Module 5 Conclusion” video
summarizing unit and introducing the next topic.

6 Ready, Set, • describe ASU Instructional videos 1: Brainstorm about how teachers can work 15-25 minutes
Mentor! benefits of together and post ideas on the discussion board.
Mentoring conducting AE videos: Shaping the Way We Teach English: 2: Watch “Peer Mentoring and Observation” video. 10-25 minutes
colleagues peer From Observation to Action. 3: Read “Peer Mentoring” and take a quiz on the 40-70 minutes
observations https://americanenglish.state.gov/resources/sh reading.
• discuss aping-way-we-teach-english-observation-action 4: Journal: Reflection on an observation 135-310
considerations experience. minutes
for establishing Reference: Empowering Teachers through Read “Tools and Tips for Peer Observation” to find
rapport with Professional Development. Alice Murray. out about different observation tools and ways to
colleagues https://americanenglish.state.gov/resources/en focus your observation. Take a comprehension
outline a set of glish-teaching-forum-2010-volume-48-number- quiz on the reading.
guidelines for post- 1#child-194 Activity: conduct an observation. You have 2
observation options: you can observe a teacher at your school
conferences or you can watch teaching videos on the “Observe
and Share Your Feedback OPTION 2” page. Post
your feedback on the discussion board.
5: Closing activity: create a peer mentoring plan 75-135 minutes
using the template provided. Submit your plan to
your instructor.
6: Watch “Module 6 Conclusion” video 5-10 minutes
summarizing unit and introducing the next topic.

7
Module Topic Learning Objectives Resources Activities and Assignments Time Required
7 Ready, Set, • Describe tools ASU Instructional videos 1: Discuss Community membership: Post on the 15-25 minutes
Sustain! Sustaining that can be discussion board about a community you belong to
engagement: used in Reference: Developing your Local Network: and how you participate as a member.
Communities of building a Face-To-Face 2: Watch “Communities of Practice” video, read 40-95 minutes
practice for community of options: https://americanenglish.state.gov/reso “Communities of Practice for Teachers and
continued teacher practice urces/teachers-corner-personal-learning- Trainers”, and take a comprehension quiz on
support and • Evaluate networks-plns#child-1950 (Links to an external reading.
development different tools site.) 3: Discuss and share: what are the 3 most effective
for sustaining tools for community engagement? Post your
engagement Reference: Developing your Virtual Personal answer on the discussion board. Read “Community 70-105 minutes
• Identify tools Learning Network Engagement Tools” and take a comprehension
appropriate for (PLN): https://americanenglish.state.gov/resour quiz on engagement tools.
your context ces/teachers-corner-personal-learning- 4: OPTIONAL: Post questions you have about
and training networks-plns#child-1950 (Links to an external sustaining engagement on discussion board. 15-25 minutes
goals site.) Reflect on your own context. Post answers to
Select a tool for peers.
sustaining 5: Closing activity: submit a plan for creating a 50-120 minutes
engagement and community of practice and sustaining engagement
create a plan for in your context to your instructor.
implementing it in 6: Watch “Module 7 Conclusion” video 5-10 minutes
your context summarizing unit and introducing the next topic.

8 Ready, Set, • discuss the ASU Instructional videos 1: Share a Training Evaluation experience on the 40-75 minutes
Evaluate! importance of discussion board, review an infographic about
Evaluating evaluating training participants’ expectations, and optional
training: Teach- your training discussion of infographic.
reflect-change • describe what 2: Watch “Training Evaluation” video, read 30-60 minutes
data is relevant “Evaluation Purpose and Process”, and take a
to your comprehension quiz.
rationale and 3: Reflection Survey: Reflect on course design and 15-35 minutes
objectives evaluation by taking a survey.
• describe tools 4: Read “Evaluation Tools and Tips” to find out 45-115 minutes
to use in about tools to use in collecting data to evaluate

8
Module Topic Learning Objectives Resources Activities and Assignments Time Required
collecting your training. Take comprehension quiz on
relevant data evaluation tools. 80-120 minutes
revise training 5: Evaluation Plan: create an evaluation plan using
framework based the template provided and submit it to your
on evaluation instructor. 145-220
results 6: Prepare a training demonstration video or minutes
script. Read instructions on “Preparing to Submit
Your Final Action Plan” and submit your final
action plan. 5-10 minutes
7: Watch “Module 8 conclusion” video
summarizing unit and congratulating participants. 30-45 minutes
8: Complete “Course Post-test”.