Leading Through Change

New projects are commonly initiated at the start of the school year. We spend a lot of time in education implementing models with train-the-trainer. For efficiency, this model proposes that a few people train many people in a short period of time. However, there are key challenges that need to be considered before we assume that this model is working as intended.

First, there is the assumption that all trainers provide training with a certain level of fidelity. For example, five educators within a school are trained over the summer in a concept/new method with the intent that the information is disseminated within their school to the remaining teachers. It is assumed that the five educators who received the training first fully understand the concepts presented AND they are able to train others to the same level of understanding. Is this assumption managed by leadership to ensure that everyone received the content knowledge needed in a way that it can be applied?

Secondly, are the correct people receiving the training needed? In Who Trains the Trainers in the ‘Science of Reading?’, several districts were highlighted to explore the integration of leadership into the training efforts. This is a role that is sometimes overlooked, but administrators are intended to serve as the instructional leader of the building. In other words, to lead the staff, the administrator must also understand.

Lastly, consider how the implementation is monitored over time. Following the delivery of the initial training, oversight must occur to ensure that the actions intended are actually underway. Again, the leadership or original trainers would manage this aspect. Any training model cannot be assumed that once delivery occurs, all is well.

This submission focuses on train-the-trainer, but many of these aspects apply to other implementations of professional learning as well. Before it is delivered, a plan for who needs the training and how it will be managed over time is essential.

Who Trains the Trainers in the ‘Science of Reading?’ (edweek.org)