research methods - gdc post instructor...

Instructor Training Course

Syllabus

Created by the Georgia Department of Corrections

June 2016

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Instructor Training Course

Course Syllabus

Instructional Staff: Major Phillip Lockett; PST 3Lead Coordinator [email protected]

Major Alan Raffield, PST 3 Course [email protected]

Tracy Pirosch TDS-2Course [email protected]

Office: State Offices South at Tift College/LDU

Hours: 8:00 am till 5:00 pm; Monday - Friday

GPOSTC Code: SII01G

Course Hours: 80 Hours

Certifications: GPOSTC General Instructor

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mailto:[email protected]



Description: The Instructor Training Course (ITC) serves to develop curriculum development and presentation skills. The course will cover various topics such as; Adult learning, Classroom Management, Presentation Skills and Lesson Plan Development. During the program the student will be required to develop and present an original lesson plan in front a body of their peers and under the scrutiny of seasoned Instructors.

Authority: This program is conducted by the Training Section of the Georgia Department of Corrections under delegated authority from the Georgia Peace Officer Standards and Training Council (GPOSTC) This course satisfies GPOSTC rules 464-6-.03-- General Instructor Certification, 464-6-.04-- Competency Requirements for General Instructor Certification.

Selection Criterion:

1. Public Safety Personnel

Our mission is to service public safety agencies in the State of Georgia. Since the P.O.S.T. Instructor Training Course is conducted under the supervision and authority of the Georgia Peace Officer Standards and Training Council (GA P.O.S.T. Council), first priority is given to state and local law enforcement officers…i.e. Sheriff’s personnel, Police officers, Correctional Staff, etc. However, we attempt to accommodate others such as Fire personnel when space is available.

2. Class Load Requirements

The GA P.O.S.T. Council has established course attendance maximums and minimums for most courses held at The Training Center. For the Instructor Training Course, the maximum is 16 and the minimum is set at 13. With only 16 available slots we strive to select the attendees who are in the most need from the numerous agencies.

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3. Departmental/Academy Need

Another criterion we use to select attendees is based on the needs of our user agencies and our academies. An agency with no training officers will have a higher priority than those that already have several in house. Furthermore, persons assigned to academy positions or who will be used to augment academy positions will be given a higher priority due to the fact that instructor certification is a job requirement.

4. Prerequisites

Like other programs, the Instructor Training Course has established prerequisites for selection of attendees such as;

Years of service:

Preference will be given to staff that have a minimum of 2 years of service before being selected for the course. The most desirable candidate will be personnel with more than 5 years of active experience, and those who display above average skills set in the area of training…i.e Field Training Officers, Supervisors or others tasked with the responsibility to conduct training.

Work Samples (letter from student):

The applicant must submit a letter of intent along with their Student Authorization Form. This letter should be a well written and detailed writing that: Chronicles the applicant’s work experience, explains their desire to use the training, and offers how they will impact public safety in a positive way once they are certified.

Letter(s) of Recommendation:

Before being selected each applicant must submit letters from their agency head, or their designee; and/or from the Regional Academy Manager in their area (if applicable) that demonstrates support for the applicant to attend the 80 hour course and complete the subsequent requirements (refer to requirements at: http://www.gapost..org/6instcrt.htm) to achieve certification as a General Instructor.

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Independent Study Items:

Prior to the course beginning, the applicant may be required to conduct exercises/experiments or complete tutorial programs that will aid them during their attendance in a training program. The GA P.O.S.T. Instructor Training Course requires that each applicant conduct an informal assessment of their agencies training needs and conduct preliminary research in the topical area that they have identified as being a current agency need.

5. Number of Attempts:

An applicant that is attempting to take the training for the first time will take precedence over those who have made previous unsuccessful attempts. Currently, unsuccessful students are required to satisfy a 6 month waiting period before they are allowed another attempt.

6. Must be in Good Standing:

No applicant will be selected if they are currently under disciplinary review or under sanction by the GA P.O.S.T. Council or any other applicable sanctioning/certifying body.

7. Directorial Override:

If they see fit, the Director, Deputy Director of Training or their designee may override an established criterion and accept an applicant--with the proper documentation and notification.

Cancelations:

Any cancellations must occur 7 days or more from the start date of the course in order not to be considered a “no-show”. A no-show is a student that has been accepted to a class, does not notify the instructors of a cancellation or substitution, and does not attend the class.

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Substitutions:

If the need arises to substitute one student for another, the substitute must have met all the prerequisites that were required of the initial student. Due to the nature of the program, the Instructor Training Course has a No WALK-IN Policy. All attendees must have prior approval before being enrolled.

Terminal Objective:When called upon to perform a presentation, the General Instructor will implement techniques and demonstrate skills that will facilitate on-the-job behavioral change, in accordance with GPOSTC rules and Industry Standards.

(Note: Each subject has their own performance objectives—see Appendix A)

Course Topics:1. Instructor Liability2. Adult Learning3. Communication Skills4. Effective Presentation Skills5. Classroom Management6. Instructional Systems Design (ISD)7. Constructing Effective Performance Objectives8. Lesson Planning (Structure and Purpose)9. Testing and Evaluation10. Practical Exercise Construction11. Teaching Methods12. Managing Training Aids(Note: see Appendix B: tentative agenda)

Text & Required Supplies: ITC Participant manual, ISD 2016 Laptop computer operating on Word 2003, 2007, 2010, or

2013. A memory storage device (“thumb drive”,

CD-RW, or other suitable device) Appropriate reference material and

supportive audio-visual items (videos, audio or photographs)

Technological requirements:

Computers:

Your lesson plan must be written in a digital format. Please make a note that the Tift Campus uses Microsoft Office

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products, so for consistency sake; make sure you create all of your assignments in either Word or PowerPoint.

Furthermore, you are invited to bring your own laptop computer with you while you are attending the class. The room will be fitted with electrical power sources to accommodate your needs. Currently there is no internet access available in the classroom. However, we will grant access to either the computer lab or the work stations on the Tift Campus to aid you.

In order, to protect your work products please bring an external, portable storage device. (i.e., Flash Drive, Re-writable Compact Disk , etc.)

Copiers:

As you research and begin writing the lesson plan while here, you may need to make some copies. There is a copy machine available to you in Rutland Student Center. You will need to bring a minimum of two reams of paper.

Grading Plan:Graded coursework is as follows:1. Comprehensive Written Exam...........................at least 80%2. Narrative Lesson Plan.......................................at least 80%3. Lecture-Based Presentation..............................at least 80%4. Attendance.........................................................at least 95%

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Comprehensive Written Exam:The exam will evaluate all the lecture based subjects covered from Monday to Wednesday of the program. The test will consist of a minimum 50 test items. The 50 test items will be presented in the form of a Scantron and will be Multiple Choice. Each test item will be derived from the performance objectives for each subject. A failure on the Comprehensive Witten Exam will result in a failure of the course. No Retake test will be permitted.

Narrative Lesson Plan:The student will draft a narrative lesson plan that is suitable for a 50 minute presentation. The lesson plan shall be an original work authored by the student and must be in accordance with copyright standards. The Lesson plan and all supportive components will be due on the required date and time without exception. Students failing to turn in completed work will receive a failing grade the lesson plan will be evaluated using the GPOSTC approved Lesson Plan Evaluation Form. A failure on the Narrative Lesson Plan will result in a failure of the course. No secondary review of the finalized plan will be permitted.

Lecture-Based Presentation:In the final week, the student must present their written lesson plan to a group of their peers and under the direction of a seasoned instructor who are authorized to evaluate a presentation. The presentation must be a minimum of 45 minutes and a maximum of 55 minutes. Excessive questions from the students or drastic deviation from the plan, which is designed to “make-time”, are not permitted. The student will be evaluated using the GPOSTC approved Presentation Evaluation Sheet. A failure of the presentation will result in a failure of the course. No secondary attempts of the final presentation are permitted.

Attendance:In accordance with Uniform Academy regulations 10.2.2, all students must attend a minimum of 95% of the scheduled training course. Failure to meet this requirement will result in a mandatory withdrawal of the student.

General Testing Information:None of the above referenced items will be averaged together to aid in passing the course. Each Item is a stand-alone testing phase and must be passed to continue.

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Classroom Safety Rules: NO WORKING FIREARMS are allowed in the building unless you are a

state officer, on duty, and specifically authorized to do so. Therefore, if you need to bring a firearm into class for demonstration or a presentation, you need to do one of two things:

Bring a “Red Gun” or another NON-FIRING type of plastic, simulated weapon designed for training purposes.

You CAN NOT use the TASER on any person. You may demonstrate the use of the weapon using only dummy cartridges with an approved target and back stop.

NO LIVE CHEMICAL AGENTS; only containers that are clearly marked by the Manufacturer as “inert” may be utilized for Demonstration.

NO EDGED WEAPONS

WORKING CANINES are not allowed in the building or in the classroom for Presentations or Demonstrations. No bite work Demonstrations will be permitted.

ROPES may be used as Display items only and will not be used to bind or knot any person.

ITEMS UNDER PRESSURE, such as Fire Extinguishers, can cause unintentional hazards. When possible use a training version, and please consult with an instructor on such items.

HANDCUFFS WITH APPROPRIATE KEYS are allowed for demonstration purposes only and will only be used in the presence of an approved instructor.

DEFENSIVE TACTICS moves belong in the gym under the supervision of a DT instructor. No sophisticated high risk moves in the classroom. Please consult with an instructor as to what is appropriate.

Dress Code:

We consider the Instructor Training Course to be the pinnacle of public safety training. In order to further this mindset, we require and strictly enforce, that all attendees wear business casual attire for classroom instruction and professional business attire on the day of the final presentation. All attire must be conservative in nature and properly worn.

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Examples of business casual attire are:

Slacks

Button down shirt

Polo Shirt

BDU’s

Loafers

Examples of professional business attire are:

Department dress uniform, Shirt and Tie for men or a Pants suit for ladies.

There will be no allowance of the following items;

T-shirts, Shorts, Jeans, Or Flip flops Hats Open Back, Midriff, or Sexually Provocative

clothing

Code of Ethics:

As a student in an advanced and/or specialized public safety training course, I understand and agree to the following Code of Ethics:

As a public safety employee, my fundamental duty is to serve the community; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all to liberty, equality, and justice. I recognize the privilege of being a public safety employee and the public faith bestowed in me. I hereby adopt and accept the following code of conduct:

I shall conduct myself at all times in a manner consistent with the highest ethical standards.

I shall maintain the public trust, highest integrity, and good reputation of the Georgia Public Safety Training Center and the agency for which I work.

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I will exhibit the ethical code of conduct as a public safety employee to my fellow students, my instructors, my department, and the public.

My actions as a student will always protect my fellow students’ and the instructors’ physical or mental well-being. I will act unselfishly in this aspect with the highest regard for others as my foundation.

I will conduct myself in a manner that will bring credit to the public safety and/or law enforcement profession. I will carry out my duties for the highest public good to protect the public’s perspective of me and my profession.

My strength of character will prevent ethical dilemmas for myself and others. I will accept only those benefits that are reasonably judged to be fair and unrelated to any of my pending/future decisions or actions.

Honesty, courtesy, consideration, and respect for the rights and privileges of others will be my guiding values and principles.

Knowing that my conduct affects the efficiency, safety, and discipline of this class, I shall conduct myself in a manner that is free of any behavior that could be deemed as harassing, profane, demeaning, discriminatory, harmful, or unfair.

My attitude shall reflect an “ethical state of mind” at all times. Characteristics of this ethical state of mind will include optimism, enthusiasm, confidence, commitment, honor, and awareness of my moral obligations.

Respect for the diverse population of this country shall be understood and exhibited at all times.

My own personal scholarship and preparation will be the method by which I gain the highest level of achievement.

Consequences for any incident involving my lack of self-discipline, bad decisions, or unwillingness to address ethical problems within myself are expected. I commit to pay the price for my own actions.

I shall strictly adhere to all rules regarding testing and performance evaluations. I shall give and ask for assistance only when it is expressly authorized. Materials, tests/exams,

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resources, and other training aids shall be used only in the manner dictated by either rule or direction of the training instructors.

I understand that items that are strictly used for tests, test questions, performance evaluations, or other measurements of academic or physical performance are the property of the training academy. This property shall be protected, and I shall resist any temptation to use these items in an unauthorized manner, such as theft or cheating, which could cause a question of the integrity of me or the instructional staff.

My self-respect will be exhibited in my appearance in uniform, business attire, or field training attire. Respect and care for any equipment and property used during the course of my training and instruction will be my responsibility.

I understand the need to model the effective use of force in both conversation and in interactions with others. Once this knowledge is gained, I will follow this standard.

My participation in this training will include the following:

Encouragement of my fellow students to do their best;

Motivation to eagerly learn;

Practice of methods in the correct and ethical manner;

Sincere appreciation and respect for the instructor’s efforts to provide new knowledge or skills;

Effective listening which leads to retention and comprehension;

Constructive communication to assist my classmates in improvement;

Willingness to allow my fellow students to struggle with learning in a supportive environment and recognizing that the best learning sometimes takes place in overcoming obstacles; and

Genuine caring for a profession that I have chosen to learn, practice, and grow within as an individual.

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My participation in any public safety training facility, department, or educational/training venue shall constitute my acceptance of the specific requirements and the general standards stated above.

Pre-course Work:

To give you a head start on the work, prior to the first day of class, you must:

1. Identify your topic. This topic must be relevant to public safety and a subject that the instructor is both authorized and comfortable in delivering. No permission will be given to deliver topics that are either too rudimentary (i.e., ABC’s of fire extinguishers) or something that requires a specialized instructor’s certification (i.e., RADAR Certification, Firearms, Defensive Tactics, etc..);

2. Narrow your subject down to a manageable level by identifying the particular goals and objectives which you believe can be covered in a 50-minute time span;

3. Identify sources of information such as books, articles, handouts, training aids, etc. which you can bring with you for researching your topic while here at the Training Center;

4. Get yourself in the frame of mind to work long and hard. This class is not meant to be a vacation from your regular job. The break between weeks one and two must be spent writing a major portion of your lesson plan. If you do not have the time to devote or you have difficulty writing narrative compositions, this course may not be the kind of program you want to tackle.

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Appendix A: Course Objectives

Instructor Liability

Terminal Performance Objective

Given a training topic, the public safety training instructor will apply strategies to address general liability and regulatory issues in the design, development, and delivery of a course of instruction, in accordance with current legal trends, and the Georgia Peace Officer Standards and Training Council’s (P.O.S.T.) Uniform Academy Regulations and P.O.S.T. Rules.

Enabling Objectives

a. Differentiate between a crime and a tort.b. Explain United States Code (USC) Title 42, Section 1983.c. Identify and differentiate the three levels of negligence.d. List the requirements to prevail in a tort action.e. Identify the four negligence causes of actions which form the basis

for trainer liability.f. Describe Equal Employment Opportunity Commission (EEOC)

regulations as related to instruction.g. List potential traps in liability.h. Explain the steps to reduce liability risk.i. Discuss regulatory guidelines for public safety training instructors.

Adult Learning


While developing and presenting instruction to adult learners, the public safety instructor will employ the factors, principles, and techniques that enhances adult learning, in accordance with the American Society for Training and Development (ASTD) Learning System.

Enabling Objectives

a. Determine your own learning style and describe the learner characteristics of all four styles of learners.

b. Identify the laws of learning.c. Describe the principles of adult learning.d. Identify five factors an instructor must be aware of when training

apprehensive adults.

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e. Describe the student factors which influence the adult learning process.

f. Explain the instructor factors which influence the teaching process.g. Identify the six underlying principles of instructor / student contact.

Communication Skills


Given an assigned topic, the public safety training instructor will employ effective communication skills to enhance their presentation, in accordance with the Georgia Peace Officer Standards and Training Council (P.O.S.T.) Instructor Training Manual.

Enabling Objectives

a. Define effective communication.b. Identify the two elements of effective communication.c. List the five elements involved in the process of communication.d. List the three factors that influence perception.e. Identify various factors in symbolic, verbal and nonverbal

communication which enhance a presentation.f. Present a two minute impromptu speech on an assigned topic.g. List the two components and various barriers to effective listening.

Effective Presentation Skills


Using the curriculum developed, the public safety training instructor will present a fifty (50) minute block of instruction, in accordance with the Georgia Peace Officer Standards and Training Council (P.O.S.T.) approved evaluation practices and procedures.

Enabling Objectives

a. Discuss considerations for planning effective presentations.b. Explain techniques that enhance your presentation skills.c. Demonstrate effective presentations skills while following the

prescribed presentation format.

Classroom Management

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Given the need to present training, the public safety training instructor will apply techniques to effectively manage the classroom to enhance the learning environment, in accordance with the American Society for Training and Development (ASTD) Learning System.

Enabling Objectives

a. Describe at least two means of dealing with a variety of student behaviors.

b. Explain how to create an effective learning environment at an indoor and / or outdoor training facility.

c. Determine how to maintain continuity of instruction when interrupted by unscheduled events.

Instructional Systems Design (ISD)


Given a clearly identified public safety related training topic, the public safety training instructor will utilize the Instructional Systems Design (ISD) process to develop learner-centered training, in accordance with the American Society for Training and Development (ASTD) Learning System.

Enabling Objectives

a. Describe the Instructional Systems Design (ISD) process.b. Explain the components of the Analysis, Design, Development,

Implementation, and the Evaluation (ADDIE) process.c. Define Analysis and its relationship to instructional design.d. Discuss the Design, Development, Implementation, and the

Evaluation Process.

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Constructing Effective Performance Objectives


Given a clearly identified public safety related training topic, the public safety training instructor will write Terminal Performance and Enabling Objectives, in accordance with Bloom’s Taxonomy of Objectives and the American Society for Training and Development (ASTD) Learning System.

Enabling Objectives

a. Differentiate the Domains of Learning.b. Identify the Levels of Bloom’s Taxonomy.c. Explain the Purpose of Performance Objectives.d. Discuss the Categories of Performance Objectives.e. Construct Performance Objectives for a Selected Topic.

Lesson Planning (Structure and Purpose)


Given a clearly identified public safety related training topic, the public safety training instructor will design and develop a narrative lesson plan, utilizing the Georgia Peace Officer Standards and Training Council (P.O.S.T.) approved lesson plan format.

Enabling Objectives

a. Discuss the components of and complete the Introduction, Body and Conclusion of the P.O.S.T. narrative lesson plan.

b. Discuss the components and complete the Cover Sheet, Instructional Guide, Schedule and Appendices of the P.O.S.T. narrative lesson plan.

c. Demonstrate the use of the approved Form, Style and Appearance of the P.O.S.T. narrative lesson plan.

d. Demonstrate the proper citation of research references in American Psychological Association (APA) style.

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Testing and Evaluation

Terminal Performance Objective:

For a chosen topic, the public safety training instructor will construct a variety of different types of written exam questions, in accordance with the American Society for Training and Development (ASTD) Learning System.

Enabling Objectives

a. Define the term Evaluation.b. Explain how the instructor’s performance can be improved through

evaluations.c. Explain the purpose of testing.d. Discuss the concept of performance testing.e. List the steps in administering and grading written tests.f. List the characteristics of a good test.g. Compare and contrast the different types of written test questions.h. Construct written test questions for a total of five (5), three (3)

different types.

Practical Exercise Construction


Given a clearly identified public safety related training topic, the public safety training instructor will create and effectively document a practical exercise which supports the training objectives, in accordance with the Practical Exercise Guidelines.

Enabling Objectives

a. Discuss the purpose of practical exercises.b. Demonstrate the uses of practical exercises.c. Identify the various types of practical exercises.d. Discuss the different methods of hands-on practical exercises.e. List the general considerations in conducting any practical exercise.f. Complete the required components (10 considerations) for practical

exercises.

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Teaching Methods


Given the need to present training, the public safety training instructor will utilize teaching methods which will be effective for delivering a specific topic, in accordance with the American Society for Training and Development (ASTD) Learning System.

Enabling Objectives

a. Explain factors that determine appropriate teaching methods.b. Discuss four primary methods of instruction used in public safety

and describe the relative value of each.c. Describe the three stages of the demonstration process.d. Discuss the tips for an effective group activity.

Managing Training Aids


Given the need to present training, the public safety training instructor will choose and create the appropriate training aids, which will enhance the learning process, in accordance with the American Society for Training and Development (ASTD) Learning System.

Enabling Objectives

a. Identify four (4) categories of training aids.b. Discuss the effective use of training aids.c. Determine the appropriate aids for a topic.d. Develop five (5) training aids with a variety of three (3) different

types.

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Appendix B: Tentative Course Agenda

Monday, Week One

Time Topic Instructor8:00-9:30 Registration, Orientation &

Introductions9:30-12:00 Instructor Liability1:00-5:00 Adult learning

In preparation for tomorrowReview Sample 5 Minute Introduction and Sample Lesson Plan Terminal Performance Objectives and Enabling Objectives.

Tuesday, Week One

Time Topic Instructor8:00-11:00 Communication Skills11:00-12:00 Effective Presentation Skills12:00-1:00 Lunch1:00-2:00 Effective Presentation Skills cont.

(Includes impromptu Speech)2:00-4:00 Classroom Management4:00-5:00 Instructional Systems Design

(ADDIE)

In preparation for tomorrowBegin preparing your own 5 Introduction/Presentation.

Wednesday, Week One

Time Topic Instructor8:00-10:00 Teaching Methods 10:00-12:00 Managing Training Aids12:00-1:00 Lunch1:00-3:00 Practical Exercise3:00-5:00 Testing and Evaluation

In preparation for tomorrow

Study for written test

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Thursday, Week One

Time Topic Instructor8:00-10:00 Test, Grading, Feedback10:00-12:00 Constructing Effective

Performance Objectives12:00-1:00 Lunch1:00-3:00 Constructing Effective

Performance Objectives3:00-5:00 Lesson Plan Purpose

In preparation for tomorrow

Review sample lesson plan hand out as an example of how your lesson plan should look. Complete your 5-minute Presentation of Introduction that includes Opening Statement, Performance Objectives, and Reasons for Learning.

Friday, Week One

Time Topic Instructor8:00-12:00 Lesson Plan12:00-1:00 Lunch1:00-3:00 Lesson Plan Practical3:00-5:00 Presentation of Introduction-

Opening Statement, Performance Objectives and Reasons for Learning. To Include Feedback

Week Two is called “ Computer Lab Week”

This is called the Computer Lab Week. You will report to the Computer Lab on Monday morning at 0800. Computer Lab week will consist of working with your POST IT Instructor Coach. The Coach will answer any questions you may have and will provide you with guidance. You will work on completing your Lesson Plan during this week.

The POST IT Instructor Coach will work with you Monday, Tuesday, and Wednesday of this week. Monday is mandatory with Tuesday and Wednesday being optional; but highly recommended.

The Tift Campus computer lab provides you access to Microsoft Office 2010 which includes Access, Excel, PowerPoint and Word running the Windows operating system. Make sure your computer is compatible with our system if you want to use our computer lab. We encourage you to bring your laptop

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computer. If you haven’t used one before, now is not the best time to learn how to use a computer. Whatever you use, be prepared to make corrections.

Remember to work on your: Narrative lesson plan content Audio-Visual aids Handouts to accompany the lesson plan Test questions and the Practical Exercise

NOTE: Use the checklist to verify the plan’s completeness.

Monday, Week Two

Time Topic Instructor8:00-12:00 Lesson Plan Writing Computer

Lab/ Classroom12:00-1:00 Lunch1:00-5:00 Lesson Plan Writing Computer

Lab/Classroom

Tuesday, Week Two (Optional, But Highly Recommended)



Lab/Classroom

Assignment

Submit a copy of your lesson plan (no matter what state of construction) to the instructor for preliminary evaluation by 12:00 pm on Wednesday. The method for submitting your work is via email to:

Submit an Electronic Copy to your team leaders.

Team Leaders will send the reviewed rough draft of the Lesson Plan back to students via email no later than noon on Friday of week 2.

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Team leader emails:

o Team A: Major Phillip Lockett [email protected]

o Team B: Major Alan Raffield [email protected]

o Team C: Tracy Pirosch [email protected]

Monday, Week Three



Lab/ Classroom

Students will make necessary revisions to their Draft and submit a Final Draft by Tuesday at 8:00am of week 3 for scoring.

Have an additional copy of your complete lesson plan package ready to give the practice evaluator.

NOTE: This is in addition to the original copy from which you are teaching (total of 3 copies).

Tuesday, Week Three

Time Topic Instructor8:00-12:00 Practice Presentations 12:00-1:00 Lunch1:00-5:00 Practice Presentations

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In preparation for tomorrowReview and revise lesson plans as suggested by the evaluators.Make last minute adjustments to your presentation as directed by your Instructor/Coach after the Final Grading of your Lesson Plan. Have proper attire ready for your final presentation…LOOK THE PART OF A PROFESSIONAL.

Practice…Practice…. Practice.

If you KNOW it, SHOW it! If you NEED it, READ it!

Practice what you TEACH!

Bring a complete and clean copy of your lesson plan for the evaluators to follow.

Wednesday, Week ThreeTime Topic Instructor

8:00-12:00 Practice Presentations 12:00-1:00 Lunch1:00-5:00 Practice Presentations

Thursday, Week ThreeTime Topic Instructor

8:00- 12:00 Final Presentations

12:00- 1:00 Lunch1:00- 4:00 Final Presentations / Graduation

For those who have completed their presentation already and passed, congratulations but remember to support your fellow classmates with mutual respect and attention. No lap-tops or cell phones are allowed to be out and/or operated during a presentation.

Congratulations You Made It!

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