Attachment_34 _NDPC_ICP.pdf

Training Delivery Services

Attachment 34

NDPC Instructor Certification Program

Instructor Certification Program

For The National Domestic Preparedness Consortium

September 2009

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Table of Contents Executive Summary

Background Purpose and Scope Applicability

Conceptual Overview Phase 1 – Selection Phase 2 – Instructor Certification Phase 3 – Certification Sustainment

Detailed Discussions of the Three Phases Phase 1 – Selection

Application, Review and Assessment Technical Expertise

Phase 2 – Instructor Certification Instructor Orientation Quality Assurance Instructor Assignments Certification Periods

Phase 3 – Certification Sustainment Recurring Assessments Training Partner Peer Instructor Evaluations Renewal/Revocation Professional Development

Program Accreditation and Quality Assurance Program Assessment and Peer Review Assessment Process Recurring Program Audits Instructor Proficiency Grandfather Clause Exemption Authority

Appendices Appendix A: Glossary of Terms Used in this Document Appendix B: International Board of Standards for Training Performance and

Instructional (IBSTPI) Competencies (2003) Appendix C: Criteria for Assessing Instructor Competencies Appendix D: Sample Instructor Performance Assessment Form Appendix E: Sample Instructor Improvement Action Plan Appendix F: Sample Instructor Assessment Feedback Form for Participants ... 36

Executive Summary

Background

The National Domestic Preparedness Consortium is a principal resource funded by the Department of Homeland Security (DHS) and substantially supports the FEMA Office of Training and Exercise Integration to fulfill its responsibility for preparing the United States to address acts of terrorism. In carrying out this important function, the NDPC is responsible for providing the highest quality training to assist states and local jurisdictions to prevent, respond to, and recover from acts of terrorism.

Through its rigorous curriculum development process and sustainment of a highly proficient instructor and subject matter expert staff, the NDPC develops and delivers consistent, high-quality terrorism preparedness training to meet the varying needs of the emergency response community. This includes reaching multiple disciplines, through training at the awareness, performance and planning/management levels.

Purpose and Scope

The purpose of the NDPC Instructor Certification Program (ICP) is to provide NDPC members with a consistent approach to ensure DHS-sponsored training is delivered by high quality instructors. The ICP includes selection, certification, and sustainment phases, as well as an emphasis on training and professional development opportunities. As part of this program, instructors will be assessed on a recurring basis to determine if the minimum standards for certification are being sustained.

Among the myriad of elements that comprise an effective training program, instructor certification is imperative to ensure successful delivery of training. A comprehensive instructor certification process is critical to ensure that instructors meet the most current criteria for instructional excellence in their respective fields. This updated ICP will provide policy guidance, minimum standards, and recommended procedures for certifying instructors who deliver certified courses on behalf of DHS. Training partners may also participate in this ICP on a voluntary basis.

Applicability

This ICP applies only to instructors of DHS-certified courses. The difference between “DHS-approved” and “DHS–certified” is explained below.

Certified courses are those that DHS has designated as certified or are in the process of receiving that designation. Direct Delivery refers to those certified courses that are delivered by a training partner or other approved institution in an instructor-led format.

This designation also includes the train-the-trainer versions of these courses. Courses classified as train-the-trainer versions are intended to impart course information to the participants, while at the same time preparing them to use the course materials to train others. This secondary training, known as an indirect delivery, is one in which the instruction is delivered by a trainer. In this instance, a trainer is an individual that met the established requirements for consideration and successfully completed the train-the-trainer version of the particular course. The trainer is generally authorized to deliver the course according to established guidelines under the auspices of the applicable training partner. In these instances, the trainer is authorized to deliver a specific certified course in a specified manner and therefore is not required to meet the requirements of a certified instructor.

Approved courses include those that were not required to meet the course certification requirements because they either completed the course approval process or were determined to be exempt from the process. The latter category will be categorized as “other” for purposes of the ICP. Individuals delivering training via approved or other categorized courses are required to meet ICP requirements.

Accordingly, the ICP is applicable only to those individuals instructing within certified courses, and who are responsible for ensuring that the instruction satisfies all terminal objectives established for the course. Non-certified instructors, assistants, and experts may be used as part of the instructional team, but at least one certified instructor must be present in the classroom at all times. This individual will be instructor-of-record for the course, and as such, is responsible for the satisfaction of the terminal objectives. The instructor-of-record must be a certified instructor as described within the ICP.

Certified instructors are not mandatory during pilot deliveries.

Conceptual Overview

The Instructor Certification Program consists of three phases:

1. Selection

2. Certification

3. Sustainment

Phase 1 – Selection

The Selection Phase is divided into two parts—Application and Instructor Candidate Review/Assessment to ensure that new instructors are selected based on established criteria.

Phase 2 – Instructor Certification

The following parts are included in the Certification Phase:

Instructor Orientation

Mentoring/Coaching

Instructor Assignments

Class Observation

Instructional Techniques Development

Supervised Teach Back

The Certification Phase is intended to establish a process to ensure that individuals aspiring to become certified possess the skills necessary to deliver the quality of instruction desired. Additionally, this phase provides support for the new instructor through a mentoring program. The sponsoring NDPC organization will designate a certificate approved for issue to new instructors meeting the minimum standards;

however, in order for a member organization to issue an NDPC certificate of eligibility, the member’s ICP must have been peer reviewed under the NDPC assessment process described on page 11. NDPC members will maintain and annually update its list of certified instructors and will submit the list to FEMA/TEI upon request.

Phase 3 – Certification Sustainment

The Certification Sustainment Phase ensures that certified instructors continue to meet the minimum standards for certification. This phase involves two parts: Renewal of the certification based on biennial assessments and Professional Development.

It is expected that new instructors will complete the certification process within six months of their hire/affiliation date. They must be certified prior to their use as an instructor by the training partner, except when such use is as part of a team-teaching assignment. Team teaching allows the new instructor to be mentored or assessed as part of this program (e.g. teach back assessment).

Detailed Discussions of the Three Phases

Phase 1 – Selection

Application

Instructor certification begins with a most important phase: selection. To meet the dynamic needs of the Nation, new instructors must be identified. New instructors submit their résumés (or curriculum vitas) to the appropriate training partner. The potential instructor’s credentials are then evaluated by the training partner according to a combination of five criteria: education, experience, technical expertise, special qualifications, and certifications/registrations/licenses as applicable. The training partner then processes the résumé according to the organization’s new instructor policies and practices. The training partner is to maintain a copy of the application, résumé, and all supporting documentation, i.e., certifications in each instructor’s respective file.

Candidate Review and Assessment

Education

Each NDPC member determines its minimum educational requirements based on the level and needs of the course, as well as other factors that may be applicable. In lieu of formal education, the training partner may substitute experience, occupation-related certificates, on-the-job training, and so on, according to its established policies and practices.

Experience

Instructors must have a minimum of 7 years experience, in a combination of the following fields:

CBRNE, Mass Casualty Incidents (MCI), prevention and deterrence, anti-terrorism, and/or counter-terrorism, and related experience

Adult education and or training experience (three-year minimum)

DHS-designated disciplines and sub-categories described in the DHS Course Catalogue:

o Law Enforcement o Emergency Medical Service o Emergency Management o Fire Service o Hazardous Materials o Public Works o Government Administration o Public Safety Communications o Health Care o Public Health

In exceptional cases, specialized experience may be accepted to meet this minimum experience requirement. In these instances, the NDPC member will document the rationale for the exception in the instructor file.

Technical Expertise

This experience is function-specific, i.e., task-oriented, and encompasses the unique and/or specific knowledge, skills, and abilities associated with a task as it relates to an instructional assignment. For example, “technical expertise” could include the experience of a firefighter who has been trained in hazardous materials procedures or a registered nurse who has been trained in emergency response procedures. The NDPC member will determine type of and level of expertise required based on the needs of the course.

Special Qualifications

Instructors may have unique and/or special experience relevant to an instructional assignment and/or the mission of the Department of Homeland Security. Such experiences may include, but are not limited to, unique event experience and/or national prominence in an applicable field such as experience as a responder at an actual WMD incident.

Certifications/Registrations/Licenses

These certifications/registrations/licenses are occupation-specific. Therefore, they may be the minimum requirement for a specific instructional assignment. An example would be an Emergency Medical Technician certification for an individual seeking certification to teach an EMS related course. Each training partner may set organizational requirements for licenses, certifications, and or registrations.

Instructor Candidate Review/Information Verifications

NDPC members will employ such processes as necessary to assist them in selecting qualified applicants for instructor certification. Although the processes to be employed are left to the discretion of the respective training partners, it is assumed that as a minimum, the application and resume of each applicant will be reviewed, all important applicant data verified, and each applicants will be interviewed (either in-person or by telephone). The background of each applicant must be checked (as a minimum, identification should be verified), as well as a background check in accordance with training partner hiring policies regarding background clearances. The NDPC members must document the processes used and should ensure that all candidates undergo the same selection procedures.

Phase 2 – Instructor Certification

The purpose of the second phase is to provide a standard process that ensures an applicant can demonstrate satisfactory classroom delivery techniques, can elicit questions and guide classroom discussions, and otherwise meet the competencies deemed necessary for all certified instructors. The NDPC member provides guidance to instructors with regards to expectations, administrative processes and procedures, and other such areas.

Additionally, this phase provides a process for establishing a mentoring program for instructors. All individuals seeking certification are required to audit the respective course (as a member of the instructional team) for which they are seeking certification.

NDPC members are free to award certification to any applicant who successfully completes the first two phases of the ICP. The certification is course specific.

(Note: The standards for instructor certification set forth in this program follow the current International Board of Standards for Training Performance and Instructions (IBSTPI) competencies or Equivalent Standards.) It is the responsibility of each NDPC member to ensure instructors representing their training facility comply with the NDPC ICP, by following equivalent processes or other nationally recognized standard.

Programs meeting NFPA 1041- Standards for Fire Service Instructor Professional Qualifications, 2002 Edition, and Fire Instructor Level I or II including those accredited by IFSAC or the Pro Board;

Specialized Training Certification Program or Academy Instructor Certification

Program as offered by the Military, or a State’s Commission on Peace Officer Training (POST)

Standards and Training or possess certification from an approved formal instructional training program (i.e. ASTD, CTTI, FLETC, College, Private industry); or have a valid teaching certificate.

Instructor Orientation

The NDPC member will provide guidance about specific expectations and processes to each instructor. Such guidance is to include not only course management areas, but administrative issues such as compensation, travel arrangements and reimbursements.

The detail and scope of this guidance will be determined by the training partner, but should be detailed sufficiently to enable the instructor to successfully meet the expectations of the training partner. NDPC members have complete discretion in how they choose to orient their new instructors, but the orientation procedures must be consistently accomplished and documented accordingly. For example, such orientation may be included in an Instructor Development Workshop, new employee orientation meeting, or through the completion of a new employee checklist.

Quality Assurance

Mentoring/Coaching

The new instructor is paired with an experienced certified instructor. The role of the certified instructor is to guide, support, and coach the new instructor through the certification process and to provide informal support during the instructor’s early months as a certified instructor. The mentor may also be called upon to provide feedback on the new instructor’s progress and may participate in the formal evaluation of the new instructor’s performance, at the discretion of the NDPC member.

Class Observation/Audit

All individuals seeking certification must observe at least one class for which certification is being sought. The purpose is to observe how the course terminal and enabling objectives are met, as taught by a certified instructor, and to observe the course administrative procedures for which the instructors are responsible. This process also enables the instructor to visit with peers.

Instructional Techniques Development

Each NDPC member is encouraged to provide an opportunity for individuals seeking certification to develop their instructional techniques. This can be accomplished through attendance at the delivery of a formal instructor development workshop, the utilization of another NDPC member’s instructor development workshop, or through other methods that meet the needs of the individual training providers.

The purpose is to help each individual seeking certification to be prepared for success and to facilitate the NDPC member’s efforts to ensure that each instructor possesses the necessary instructional skills. The Instructor Development workshop must be one approved by FEMA Training and Exercise Integration.

Supervised Teach Back

Each individual seeking NDPC instructor certification must satisfactorily complete at least one supervised teach-back assessment that measures the performance of the individual against the competencies identified for instructors for that specific course. The assessment must be completed by a designee of the NDPC member that is a certified instructor. The assessment must be formally documented, reviewed by the assessor with the candidate, and filed in the instructor’s file. The candidate must achieve what the training partner deems a satisfactory score; this score must be consistently applied for all candidates. The assessment may be accomplished during the course of an Instructor Development Workshop, as part of an observation of an actual classroom delivery where the candidate is instructing part or all of an assigned module, or as a unique event being held for the assessment purpose. In all cases, the candidate must be observed and assessed while instructing part or all of a module that is a part of the course for which the individual is seeking certification. The length of the teach back can vary but must be at least 12 minutes in length, must follow all or a portion of the established course outline, must utilize the actual course materials prescribed for the course, and should be in compliance with the established objectives for the course. See Appendix D for a sample format for documenting a teach-back.

In cases where the individual fails to achieve a satisfactory score on the assessment, the NDPC member may elect to remediate the identified deficiencies through a documented improvement plan (see Appendix E) or to terminate the certification process. In the event of termination, it is important that the individual’s file documents the reason(s) for the decision. The NDPC member is not required to report these instances to DHS/TEI, but a terminated applicant cannot become a certified instructor until the noted deficiencies have been corrected and a follow-up teach-back assessment has been satisfactorily completed.

Instructor Assignments

The NDPC member will determine which modules a certified instructor is qualified to present. The modules assigned should be based upon the instructor’s expertise. In many cases, the NDPC member may approve the instructor for all of the modules that make up the course for which s/he is certified. In other cases, the approval may be only for specific modules, based on the expertise of the instructor and the needs of the NDPC member.

The NDPC member may elect to use a progressive process of module approvals in which additional modules are added to the instructor’s approved list as the instructor attains experience and confidence in the course. The process used is left to the good judgment and discretion of the NDPC member. In all cases, the approval must be documented by the NDPC member.

Certification Periods

NDPC members deliver certified courses on behalf of DHS based on contracts, grants, and cooperative agreements. Instructor Certifications are course- and NDPC member-specific. In an effort to provide consistency, to minimize the administrative actions required of training partners, to enable multiple year planning, and to best serve the mutual interests of DHS and the respective NDPC members, certifications will be in effect yearly, unless changed during the bi-annual assessment process.

If a course is transferred from one NDPC member to another, then the certifications of the instructors affiliated with the transferring course may be provisionally transferred, in order to allow the course to continue. In such a case, the accepting NDPC member must take action to certify the original instructors through its own administrative procedures.

This allows the accepting NDPC member the option to transfer the instructors’ certification to their operations.

Phase 3 – Certification Sustainment

Recurring Assessments

The Program is intended to ensure that all instructors will continue to meet the minimum for DHS/TEI instructor certification standards. Each NDPC member will conduct formal as well as informal evaluations. These evaluations will be used by the instructors (as well as by the NDPC members) to assess performance as well as to identify areas requiring improvement and/or areas which demonstrate excellence. (An example of an informal evaluation would occur when a mentor drops in unexpectedly on an instructor to offer additional guidance and performance feedback.)

On no less than a 24 month cycle, the NDPC members will observe each certified instructor in the classroom or similar setting. This observation will result in a formal assessment of the instructor’s instructional skills as they relate to the minimal competencies identified in Phase 2. The assessments will be documented on instruments designed or adopted by the training partner. The assessor will share the results of the assessment with the instructor. Consortium members should also augment field observations with other performance feedback tools such as an Instructor Performance Feedback form. Such a form would be used by course participants to provide information and instructor performance feedback that is specific to the course curriculum taught by the instructor being assessed.

Once all forms are completed, all originals will be forwarded to the training partner for processing and filing. In addition to the instructional assessment(s) described above, the NDPC member will perform an administrative assessment for each certified instructor.

This assessment may be documented on an instrument designated by the NDPC member with a copy of the assessment maintained in the instructor’s files.

When deficiencies are identified, the instructor will be assisted and encouraged to remedy the problem whenever possible. In any case, the training partner has a responsibility to ensure that each instructor meets and sustains the competencies and that corrective actions are taken as necessary.

Training Partner Peer Instructor Evaluations

To ensure the quality of instructor methodology and to validate the effectiveness of the individual training partners’ assessment programs, reciprocal assessment agreements may be established among NDPC members. These NDPC reciprocal assessments will be conducted as determined by the participating NDPC members. Participating members are encouraged to establish terms of reference that address scheduling, coordination of the assessment, assessment tool selection, assessment reporting, and financial responsibilities. In general, assessor’s home agency should expect to pay the expenses relating to their employees participation in the assessment. Similarly, assessors should expect to use the assessment tool of the requesting training partner. Training Partner Peer Instructor Evaluations will be done on a voluntary basis and should not be considered mandatory.

Renewal/Revocation

During the fourth quarter of each year of certification, the NDPC member will review the certified instructor’s records and determine whether or not to renew the individual’s certification for another term. Absent action to the contrary and inclusion of the individual’s name on the NDPC member’s list of certified instructor indicating that s/he is a certified instructor, constitutes certification renewal without additional action being necessary.

On an annual basis, on or before January 31 of each year, the NDPC member will prepare a report indicating the names and other required identifying information of those individuals currently certified, those that have been newly certified during the year, and those that will either not have their certifications renewed or those that have had their certifications revoked during the calendar year ending December 31 (30 days prior). This list will be made available to DHS/TEI upon request.

Certification may be revoked or not renewed at the discretion of the NDPC member.

Action taken in this regard will also be recorded on the annual report.

Professional Development

It is expected all instructors will seek opportunities to enhance, improve, and develop their teaching/training skills as well as their technical expertise. Each NDPC member has a responsibility to provide appropriate professional development opportunities for its certified instructors. The manner in which this training is provided is at the discretion of the NDPC member, but must be documented well enough to demonstrate the types and frequency of professional development opportunities. Professional development opportunities can include attendance at conferences, workshops, or seminars;

participation in a course-specific continuing education workshop; participation in an instructional skills workshop; self-paced training; designated professional development readings; as well as many other opportunities. In addition to those opportunities provided directly by the NDPC members, workshops, seminars, and other such events offered by others can be designated and approved by the NDPC member.

In addition to the opportunities described above, self-improvement programs designed to either remediate identified weaknesses or those designed to assist the instructor to achieve excellence are also considered as professional development. Training partners should include professional development and self-improvement planning (if needed) during their normal administrative or performance review cycle conducted on each instructor.

Program Accreditation and Quality Assurance

Program Assessment and Peer Review

A provision of the ICP is that each consortium member and training partner should have its ICP peer-reviewed and assessed as either Satisfactory or Unsatisfactory. This provision will serve several purposes. First, the peer review will add credibility to the overall ICP. Second, the accreditation process will enable other training partners to observe best practices that may improve their programs, and third, the accreditation process will ensure the NDPC members are meeting the spirit and intent of the NDPC

ICP.

Assessment Process

Peer review and program assessment will be conducted by an assessment panel composed of a representative from each NDPC member. The NDPC members on the assessment panel are responsible for following the procedures set forth in the most recent “NDPC Instructor Certification Program Assessment Guidelines.”

Initial accreditation of training partner ICPs will occur within 90 days of the approval of this publication. Thereafter, the assessment panel will meet as needed. Each consortium member’s ICP will undergo the assessment process at intervals of not less than 3 years.

Recurring Program Audits

Each member organization will periodically review the training records of each of its instructors. These records audits will confirm that all required documentation is contained in the instructor’s records. This documentation should include items relating to the initial hiring of the instructor, initial orientation and certification, recurring instructor assessments, and professional development or improvement plans (as applicable). These records audits should occur during annual administrative/performance review, during course delivery observations, or as part of the organization’s normal quality control process.

Instructor Proficiency

Instructors who have not taught a DHS/FEMA-sponsored course for 1 year or more must be considered for a supervised delivery or re-certification to be eligible to teach a DHS/FEMA-certified course. NDPC member organizations must have procedures in place to track the currency of its instructor pool.

Grandfather Clause

The NDPC ICP includes a Grandfathering provision that exempts certain instructors hired prior to June 2007 from the requirements of the Selection and Initial Certification phases of the ICP. Member organizations should clearly identify in the training record those instructors that have been included under this grandfather provision. Evidence of instructor qualification procedures conducted under prior standards should be retained in the record.

Exemption Authority

Instructors may have unique and/or special experience relevant to an instructional assignment and/or the mission of the Department of Homeland Security. Such experiences may include, but are not limited to, unique event experience and/or national prominence in an applicable field such as experience as a responder at an actual WMD incident. Written approval by a designated senior representative is required to excuse a new instructor from meeting certain selection and initial certification requirements.

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Appendices

Glossary of Terms Used in this Document ....................................................... Appendix A

International Board of Standards for Training Performance and Instructions (IBSTPI) Competencies ......................................................... Appendix B

Criteria for Assessing Instructor Competencies ............................................... Appendix C

Sample Instructor Assessment Worksheet ......................................................... Appendix D

Sample Instructor Improvement Action Plan ................................................... Appendix E

Sample Instructor Performance Feedback Form for Participants .......................Appendix F

Appendix A: Glossary of Terms Used in this Document

Certification Renewal: The regular review of an instructor’s ability to maintain his/her minimum instructional requirements over a three year period.

Certification: Formal procedure by which the NDPC assesses and verifies (and attests in writing by issuing a certificate) the qualification /eligibility of an individual to teach DHS-certified curriculum, in accordance with established NDPC requirements or standards. For purposes of this program, certification is interchangeable with qualification.

Certified Instructor: An instructor who meets the minimum standard established for certification.

Certifying Official: A training partner representative with the authority to certify new instructors.

Exemption: Written approval by a designated senior representative to excuse a new instructor from meeting certain selection and initial certification requirements.

Faculty: A team composed of certified instructors and/or visiting professionals of varying knowledge, skills and abilities, tasked with delivery of the terminal objectives of a course.

Instructor of Record/Lead Instructor: An SLGCP-certified instructor responsible for overall management and operation of course; ensures that all terminal course objectives are met.

Instructor: An individual so designated a training partner to be responsible for the delivery of the terminal objectives of a course.

DHS/FEMA-Certified Course: A training course sponsored, funded, and certified by DHS/FEMA Training and Exercise Integration Division.

Grandfathering: Provision that exempts certain instructors hired prior to June 2007 from the requirements of the selection and initial certification phases of the NDPC ICP.

Mentor: A senior or experienced individual assigned to act as an advisor, counselor, or guide to a new instructor. The mentor is responsible for providing support to, and feedback on, the new instructor’s performance and development progress. The mentor performs this role during initial certification and during the instructor’s early months as a certified instructor.

Professional Development: An opportunity which enhances instructors’ knowledge, skills, and abilities. Professional development may include, but is not limited to, seminars, workshops, recommended books, and Web sites.

Sustainment: The process that ensures minimum requirements are maintained.

Visiting Professional: An instructor possessing special knowledge, skills, and/or abilities in a particular field. Although the Visiting Professional designation is training partner specific, the designation must always apply to specific instructional assignment. Although they function as part of the faculty, formal instructor certification is not required, but documentation of this instructor’s competency and relevant background is still required.

Examples of Visiting Professionals include:

Subject Matter Expert (SME): An instructor who, by virtue of position, education, training, or experience, is expected to have greater than normal expertise or insight relative to a particular technical or operational discipline, system, task, or process.

Technical Expert: An instructor who, by virtue of his or her specialized knowledge and experience, can explain, using competent demonstration, a technical matter that lies outside the understanding of the average layperson.

Scientist: An expert in one of the sciences: biology, physics, chemistry, etc. this new instructor studies the world, performs experiments, creates theories, and publishes his or her findings. Typically, a scientist holds a degree or post-graduate qualification in a natural or physical science obtained prior to appointment, followed by on-the-job training.

Master Performer: An SME or Technical Expert who, by virtue of his or her specialized knowledge, training, and experience has demonstrated successful application of his or her expertise in the field.

Appendix B: International Board of Standards for Training Performance and Instructional (IBSTPI) Competencies (2003)

The Certification Assessment is based upon the following competencies adapted from the

IBSTPI:

A. Professional Foundations

1. Communicate effectively.

a. Use language appropriate to the audience, context, and culture.

b. Use appropriate verbal and nonverbal language.

c. Seek and acknowledge diverse perspectives.

d. Use active listening skills according to context.

e. Use appropriate technology to communicate.

2. Update and improve one’s professional knowledge and skills.

a. Expand one’s knowledge of learning principles and instructional strategies.

b. Continuously update technology skills and knowledge.

c. Establish and maintain professional contacts.

d. Participate in professional development activities.

e. Document one’s work as a foundation for future activities.

3. Comply with established ethical and legal standards.

a. Recognize the ethical and legal implications of instructional practices.

b. Comply with organizational and professional codes of ethics.

c. Ensure that learners are treated fairly.

d. Respect requirements for confidentiality and anonymity.

e. Avoid conflicts of interest.

f. Respect intellectual property including copyright.

4. Establish and maintain professional credibility.

a. Model exemplary professional conduct.

b. Respect the values and opinions of others.

c. Demonstrate subject-matter expertise.

d. Be open to change and improvement.

e. Relate instruction to organizational contexts and goals.

B. Planning and Preparation

1. Plan instructional methods and materials.

a. Determine relevant characteristics of learners, other participants, and instructional settings.

b. Plan or modify instruction to accommodate learners, instructional settings, and presentation formats.

c. Identify and sequence goals and objectives.

d. Select appropriate instructional methods, strategies, and presentation techniques.

e. Plan or modify lessons, instructor notes, assessment tools, and supporting materials.

f. Create or modify technology-based resources as required.

2. Prepare for instruction.

a. Anticipate and prepare for learner difficulties and questions.

b. Prepare learners for instruction.

c. Identify key points, relevant examples, anecdotes, and additional materials.

d. Confirm logistical and physical arrangements that support instruction.

e. Make instructional resources accessible to all learners.

f. Confirm readiness of equipment, technology, and tools.

C. Instructional Methods and Strategies

1. Stimulate and sustain learner motivation and engagement.

a. Gain and maintain leaner attention.

b. Ensure that goals and objectives are clear.

c. Foster a favorable attitude toward learning.

d. Establish relevance to increase learner motivation.

e. Help learners set realistic expectations.

f. Provide opportunities for learners to participate and succeed.

2. Demonstrate effective presentation skills.

a. Adapt presentations to the learning context.

b. Represent key ideas in a variety of ways.

c. Provide examples to clarify meaning.

d. Involve learners in presentations.

e. Adapt presentations to learner needs.

3. Demonstrate effective facilitation skills.

a. Draw upon the knowledge and experience of all participants.

b. Give directions that are clearly understood by all learners.

c. Keep learning activities focused.

d. Encourage and support collaboration.

e. Bring learning activities to closure.

f. Monitor, assess, and adapt to the dynamics of the situation.

4. Demonstrate effective questioning skills.

a. Ask clear and relevant questions.

b. Follow up on questions from learners.

c. Use a variety of question types and levels.

d. Direct and redirect questions that promote learning.

e. Use questions to generate and guide discussions.

f. Build on responses to questions in subsequent learning activities.

5. Provide clarification and feedback.

a. Provide opportunities for learners to request clarification.

b. Use a variety of clarification and feedback strategies.

c. Provide clear, timely, relevant, and specific feedback.

d. Be open and fair when giving and receiving feedback.

e. Provide opportunities for learners to give feedback.

f. Help learners in giving and receiving feedback.

6. Promote retention of knowledge and skills.

a. Link learning activities to prior knowledge.

b. Encourage learners to elaborate concepts and ideas.

c. Provide opportunities to synthesize and integrate new knowledge.

d. Provide opportunities to practice newly acquired skills.

e. Provide opportunities for reflection and review.

7. Promote transfer of knowledge and skills.

a. Use examples and activities relevant to application settings.

b. Demonstrate the application of knowledge and skills in realistic settings.

c. Provide opportunities to practice in realistic settings.

d. Provide opportunities to plan for future application.

e. Explore with learners the conditions that may help or hinder transfer.

f. Provide opportunities for autonomous learning.

8. Use media and technology to enhance learning and performance.

a. Recognize the capabilities and limitations of media and technology for instruction.

b. Apply best practices when using media and technology.

c. Represent content in a variety of ways.

d. Prepare learners for the use of media and technology.

e. Troubleshoot or fix minor technical problems.

D. Assessment and Evaluation

1. Assess learning and performance.

a. Communicate assessment criteria.

b. Monitor individual and group performance.

c. Assess learner attitudes and reactions.

d. Assess learning outcomes.

e. Provide learners with opportunities for self-assessment.

2. Evaluate instructional effectiveness.

a. Evaluate instructional materials.

b. Evaluate instructional methods and learning activities.

c. Evaluate instructor performance.

d. Evaluate the impact of the instructional setting and equipment.

e. Document and report evaluation data.

E. Management

1. Manage an environment that fosters learning and performance.

a. Anticipate and address situations that may impact learning and performance.

b. Ensure that learners can access resources.

c. Establish ground rules and expectations with learners.

d. Employ time management principles during instruction.

e. Discourage undesirable behaviors in a timely and appropriate manner.

f. Resolve conflicts and problems quickly and fairly.

2. Manage the instructional process through the appropriate use of technology.

a. Use technology to support administrative functions.

b. Use technology to seek and share information.

c. Use technology to store and reuse instructional resources.

d. Use technology to maintain the security and privacy of learner information.

Appendix C: Criteria for Assessing Instructor Competencies

Competency Exceeds Meets Does not meet

Establish and Maintain Professional Credibility

• Is extremely well informed about the subject and its applications

• Displays exemplary Interpersonal skills, appropriate to various professional settings

• Creates an atmosphere of mutual respect and confidence

• Is open-minded, flexible, and supportive of the learners

• Is well informed about the subject and its applications

• Displays positive interpersonal skills, appropriate to various professional settings

• Creates a positive atmosphere for learning

• Is flexible and supportive of the learners

• Is informed about the subject and its applications but may give vague information, seem tentative, be tied to notes, or misinforms or confuses the class

• Displays little ability to promote learning through the use of interpersonal skills or seems extremely nervous or hesitant and is highly distracting in behavior or appearance

• Displays self-confidence but makes little effort to establish learner confidence or makes offensive comments or dismisses learners’ points of view

Manage an Environment that Fosters Learning and Performance

• Skillfully engages learners in group activities

• Effectively adapts instruction to learners’ needs, giving individual attention while

• Involves learners comfortably in group activities

• Adapts instruction to learners’ needs, giving individual attention without seriously

• Involves learners in a superficial way or limited way or makes little or no effort to involve learners

• Displays minimal evidence of

Competency Exceeds Meets Does not meet maintaining the group’s learning process

• Manages time and activities exceedingly well, ensuring learners’ progress toward the stated objectives interrupting the group’s learning process

• Manages time and activities well, facilitating learners’ progress toward the stated objectives adapting instruction to meet individual or group needs

• Manages time and group interactions adequately at times, poorly at other times or rushes instruction or is tediously slow throughout

• Allows a few to dominate the group

• Fails to link instruction to learners’ needs

Communicate Effectively

• Has excellent language skills

• Uses body language and pauses to extend and enhance communication

• Effectively relates content to learners’ experience

• Is constantly aware of how well learners are comprehending

• Has good language skills

• Uses body language and pauses to help communicate

• Appropriately relates content to learners’ experiences

• Is generally aware of how well learners are comprehending

• Weak language skills or lacks basic language skills

• Displays body language/pauses that sometimes interfere with communication or that interfere with communication

• Relates content to learners’ experience in a limited way or fails to link content to learners’ experience

• Is at times aware of how well learners are comprehending or generally ignores the learners

Demonstrate Effective Presentation Skills

• Speaks very clearly in a well modulated voice, stimulating learner interest

• Makes frequent eye contact with individual learners

• Presents instruction in an engaging, coherent, well-organized sequence

• Makes use of props, humor, and stories that are particularly effective for the class

• Speaks clearly in a modulated voice that helps sustain learner interest

• Looks frequently at the class

• Presents instruction in an organized, coherent sequence

• Uses props, stories, etc., that are clearly appropriate for the class

• Speaks clearly, but the vocal quality, modulation or pacing does not adequately help sustain learner interest or speaks in a voice that adversely affects the learners’ understanding and interest

• Looks occasionally at the class or rarely looks at the learners

• Presents instruction in sequence but is occasionally disorganized and/or confusing or presents instruction in a disorganized way

• May use props, stories, etc. that are only somewhat useful or relevant or uses props, stories, etc. in an inappropriate or confusing way

Demonstrate Effective Questioning Skills

• Skillfully asks and directs a variety of questions to build confidence and promote learning

• Listens carefully and attentively

• Asks a variety of Relevant questions and directs them appropriately

• Listens carefully to learners

• Phrases/repeats

• Asks few questions or fails to ask questions

• Asks generally trivial undirected questions or asks questions that are unclear or irrelevant to learners

• Effectively rephrases/repeats questions when necessary questions clearly when necessary

• Allows questioning but does not seem to encourage it or seems to discourage learners from asking questions

• Seems unaware of learners’ needs

Respond Appropriately to Learners’ Needs for Clarification or Feedback

• Creates an environment in which individuals confidently seek clarification as needed

• Helps learners clarify requests when necessary

• Always gives specific, helpful responses

• Encourages learners to ask questions when necessary

• Is aware of learners’ needs

• Gives consistently clear and helpful responses

• Does little to identify those who need help or discourages learners from asking for help

• Gives superficial or non-specific feedback or gives little or no positive feedback

• Does not always listen carefully or always give relevant responses or gives vague or confusing answers

Stimulate and Sustain Learner Motivation and Engagement

• Skillfully presents module’s objectives and explains how they relate to the learners

• Uses relevant, Highly motivational activities or information to introduce new topics

• Gives specific, positive feedback

• Clearly presents objectives for the module and explains how they relate to the learners

• Uses relevant, motivational activities or information to introduce new topics

• Gives positive feedback

• Presents module’s objectives but may not communicate their relevance or fails to state objectives or convey the importance of what is being taught

• Rarely motivates learners when introducing new topics

• Glosses over problems or gives gratuitous praise

• Gives limited positive feedback, usually of a general nature or rarely gives positive feedback

Plan Instructional Methods and Materials

• Skillfully uses active and passive methods that are highly appropriate for the class (both learners and content)

• Makes smooth transitions, seamlessly adjusting techniques as needed

• Makes relevant, highly effective connections across topics and summarizes key points at well-timed intervals

• Uses active and passive methods that are appropriate for the class

• Makes fairly smooth transitions, adjusting techniques as needed

• Makes relevant, clear connections across topics and summarizes appropriately

• Uses methods that are not consistently well suited for the class (e.g. may lecture too long on a topic that is best learned by doing) or uses only one instructional method (e.g.

lectures only) and uses instructional techniques in ways that impeded learning

• Makes transitions/adjusts techniques infrequently or in an awkward or confusing way

• Makes minimal connection across topics

Use Media And Technology to Enhance Learning and Performance

• Uses various media to engage learners at well timed points in the learning process

• Uses media skillfully and

• Uses media to help learners understand particular points

• Uses media and equipment well, moving

• Uses media very little or in ways that do not engage learners or enhance learning or uses media and/or hardware in highly distracting ways efficiently, moving smoothly from one medium to the next competently from one medium to the next that disrupt learning

• Uses media & equipment poorly at times (e.g. gives information that is difficult to see, talks too much to the board, does not show learners where to look) or fails to use media

Assess Learning and

• Assesses learners’ progress at well timed points

• Uses evaluation techniques that are effectively linked to content and learners’ needs

• Monitors individual learners in a supportive way

• Assesses learners’ progress at appropriate opportunities

• Uses relevant evaluation techniques (e.g.

introduces a technical skill and then checks to see how well each person can apply)

• Monitors learner progress inadequately (e.g.

rarely checks progress, assesses only some of the learners, or uses somewhat inappropriate evaluation techniques) or does not monitor progress

• Asks irrelevant questions

• Makes learners feel unsuccessful

Appendix D: Sample Instructor Performance Assessment Form

ADMINISTRATIVE INFORMATION

Assessment Type: ____ Screening

____ Teach-back

____ Recurring

____ Other

Instructor:

Date:

Course Cat # / Title:

Module(s):

INSTRUCTIONS

The purpose of this assessment is to ensure excellence in classroom instruction, and is designed to give the instructor insight into his/her performance at the modular level. This assessment is part of the [NDPC Member] Instructor Certification Program and is based on the Instructor Competencies as established by the International Board of Standards for Training, Performance and Instruction. Any questions, comments or concerns about the assessment or Instructor Development process should be directed to [responsible office].

This assessment form is divided into 4 sections: Professionalism, Presentation Skills, Instructional Effectiveness, and Practical Skills/Exercise Execution. Each section has sub-elements for assessment. A rating scale is provided for each Section, along with a comment section. Additional comments and recommendations may be made on the last page.

Upon completion, the assessor will review this form with the instructor. The instructor has the opportunity to comment on each Section in writing, and is encouraged to do so. The assessor will make recommendations and comments to the instructor as appropriate.