TRAINER EVALUATION SCORING RUBRIC - Academy for Professional ...
TRAINER EVALUATION SCORING RUBRIC
ELEMENT A1: Management of Instructional Materials
CONTENT OF THE TRAINING:
1
2
UNACCEPTABLE
NEEDS IMPROVEMENT
Materials are handled
Routines for handling
inefficiently, resulting in loss materials and supplies
of instrumental time.
function moderately well,
Learners are confused about resulting in some loss of
how to use materials and feel instructional time. Learners
frustrated during activities are somewhat oriented to
due to not understanding materials and have some
instructions.
confusion about activity
instructions.
3 SKILLED
Routines for handling instrumental materials occur smoothly without loss of instructional time. Learners are oriented to materials and are clear about activity instructions.
4 MASTER
Routines for handling materials and supplies are seamless with participants assuming some responsibility for efficient operation. Activity instructions are provided in multiple modalities. Learners are oriented to materials and are clear about activity instructions.
A2: Delivery and Knowledge Instructor makes content
Instructor displays basic
Instructor displays solid
Instructor displays extensive
of Content
errors or does not correct content knowledge but
content knowledge and
content knowledge with evidence
content errors participants cannot articulate connections makes connections between of continuing pursuit of
make. For a Standardized with other subject matter and the content and other parts of knowledge and achievement of
Core Training: Instructor
field experience. For a
field experience at
state outcomes. For a Standardized
does not cover most of the Standardized Core Training: appropriate participant level. Core Training: Instructor covers all
elements of the standardized Instructor does not cover
For a Standardized Core
elements adequately in the
curriculum.
many of the required
Training: Instructor covers standardized curriculum and
elements of the standardized only key elements adequately integrates relevant case examples
curriculum.
of the standardized
to enhance content.
curriculum.
Page 1 of 8
(Adapted from Northern Training Academy and Bay Area Training Academy)
TRAINER EVALUATION SCORING RUBRIC
ELEMENT A3: Activities and Assignments
1
2
UNACCEPTABLE
NEEDS IMPROVEMENT
Activities and assignments Some activities and
are unrelated to the course assignments are related to
objectives. Participants are instructional objectives and
not engaged mentally and/or engage them mentally, but
unable to complete the
others do not. Debriefing is
activities.
minimal.
3
4
SKILLED
MASTER
All activities and assignments All participants are cognitively
are related to instructional engaged in the activities and
objectives. Almost all
assignments in their exploration of
participants are cognitively content. As needed, trainer
engaged and complete
initiates or adapts activities and
assignments. Debriefing
projects to enhance understanding.
enhances understanding. Debriefing connects activities to
the content.
A4: Clarity of Objectives
Objectives are not clear and represent low expectations and no conceptual understanding for participants. Objectives do not reflect important learning.
Objectives are moderately clear in either their expectations or conceptual understanding for participants and in importance of learning.
Objectives are clear in their expectations, conceptual understanding and importance of learning.
Not only are the objectives clear but instructor can also clearly articulate how objectives relate to the trainees practice.
ELEMENT A5: Is research up to date?
UNKNOWN
N/A
NO
YES
No bibliography provided. No current research available. Less than 50% of the research 50% or more of the research is is from the last five years. from the last five years.
Page 2 of 8
(Adapted from Northern Training Academy and Bay Area Training Academy)
ELEMENT B1: Interaction with Participants
TRAINER EVALUATION SCORING RUBRIC
GROUP DYNAMICS:
1 UNACCEPTABLE
Instructor interaction with at least some participants is negative, demeaning, sarcastic or inappropriate to demographic/culture of the participant. Participants exhibit visible frustration with instructor.
2 NEEDS IMPROVEMENT
Instructor-participant interactions are generally appropriate but reflect occasional inconsistencies, favoritism or disregard for participant cultures. Participants exhibit some frustration with instructor.
3
4
SKILLED
MASTER
Instructor-participant
Instructor demonstrates genuine
interactions are friendly and caring and respect for individual
demonstrate general warmth, participants. Participants exhibit
caring and respect. Such
genuine caring and respect for
interactions are appropriate instructor as an individual.
to demographic and cultural Interactions are appropriate to the
norms. Participants exhibit demographics and cultural norms
comfort/trust with instructor. of the learners. Instructor
transitions between trainer and
coach.
B2: Response to Participants
Instructor ignores or brushes Instructor attempts to
Instructor successfully
Instructor seizes a major
aside participants' questions accommodate participant's accommodates participant's opportunity to enhance learning
or interests. Instructor does questions or interests. The questions or interests. The by building on a spontaneous
not respond or adapt to the answers to questions or
answers to questions or
event and successfully
participants.
integration of interests is
integration of interests are accommodates participants
confusing to the participants. understood by the
questions or interests which
Instructor responds to only participants. Instructor
significantly enhances the
explicit and verbal responses. responds to only explicit and curriculum. Instructor responds to
verbal responses.
explicit, verbal, and non-verbal
responses.
Page 3 of 8
(Adapted from Northern Training Academy and Bay Area Training Academy)
TRAINER EVALUATION SCORING RUBRIC
ELEMENT B3: Discussion Techniques
1
2
UNACCEPTABLE
NEEDS IMPROVEMENT
Interaction between
Instructor makes some
instructor and participant is attempt to engage
predominately recitation style participants in a true
with instructor mediating discussion, with uneven
questions/answers.
results.
3 SKILLED Classroom interaction represents true discussion, with instructor stepping to the side when appropriate. Involves all participants.
4 MASTER Instructor empowers participants to assume considerable responsibility for the success of the discussion initiating topics, making unsolicited contributions.
B4: Management of Transitions
Much time is lost during
Transitions are sporadically
transitions. Segments are not efficient resulting in some
related.
loss of instructional time.
Segments are somewhat
related.
Transitions occur smoothly Transitions are seamless with
with little loss of instructional participants assuming
time. Segments are tied
responsibility for productivity.
together and build upon each Segments are tied together and
other.
build upon each other.
B5: Quality of Questions
Instructor's questions are all Instructor's questions are a Most of instructor's questions Instructor's questions are of high
of poor quality and/or do not combination of low and high are high quality. Adequate quality with adequate time for
invite any response.
quality. Only some questions time is available for
trainees to respond. Questions are
invite a response. Participants participants to respond.
well integrated into curriculum
need clarification of the
and allow participants to delve
question or trainer has to
deeper into their understanding of
clarify the question prior to
the curriculum and engage the
receiving response.
participants critical thinking skills.
B6: Integrates Diversity into Trainer ignores difficult
Curriculum
topics around diversity.
Trainer superficially
Trainer generally attempts to Trainer engages trainees around
acknowledges issues of
address diversity throughout diversity issues throughout the
diversity but redirects the the day and there is evidence day including all activities and
dialogue away from
of some integration into
regular points of discussion.
discussions around diversity. activities and discussions.
Page 4 of 8
(Adapted from Northern Training Academy and Bay Area Training Academy)
TRAINER EVALUATION SCORING RUBRIC
PRESENTATION & FACILITATION
1
ELEMENT
UNACCEPTABLE
C1: Checking for
Checking for understanding
Understanding and Feedback and feedback is either not
provided or is not specific to
the task or participant.
2 NEEDS IMPROVEMENT Checking for understanding and feedback is inconsistent in quality and is somewhat specific to the task or participant.
3
4
SKILLED
MASTER
Checking for understanding Trainer checks for understanding
and feedback is consistently and feedback consistently and
non-judgmental,
adjusts content and delivery based
individualized and specific to on feedback from learners.
the participant.
Provision is made for participants
to self assess and use feedback in
their own learning.
C2: Provides Learning Opportunity for a Variety of Learning Styles
Instructor is unfamiliar with Instructor has general the different approaches to understanding of the learning that participant's different approaches to exhibit such as adult learning learning that participant's styles, life experiences and exhibit. If needed, instructor existing knowledge levels. attempts to adjust a lesson Instructor adheres rigidly to with mixed results. the lesson plan, even when a change will clearly improve the lesson.
Instructor uses different approaches to learning to meet different participants' needs. If needed, instructor makes appropriate adjustments to a lesson and the adjustment occurs smoothly.
Instructor effectively and consistently uses knowledge of participants various learning styles in intructional planning and delivery. If needed, instructor successfully makes appropriate adjustments to lessons that greatly improve learning.
Page 5 of 8
(Adapted from Northern Training Academy and Bay Area Training Academy)
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