Specialized instruction, practice, or activities designed to strengthen practitioners’ mindsets, knowledge, and skills to use an evidence-based practice(s) with fidelity.
Embedded Files
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Staff training is important because evidence-based programs and other innovations represent new ways of providing treatment and support. Innovation-based training helps practitioners (and others) in an organization learn when, where, how, and with whom to use (and not to use) new approaches and new skills. Staff training is an efficient way to:
• Provide knowledge related to the history, theory, philosophy, and values of the program,
• Introduce the components and rationales of key practices, and
• Provide opportunities to practice new skills to criterion and receive feedback in a safe and supportive training environment. Implementation best practices and science indicate that good training includes ample opportunities for demonstrations of evidence based practice-related skills, behavior rehearsal to criterion, and pre/post-tests of knowledge and skill. The results of post-tests of training are “fed-forward” to the coach for each newly trained practitioner. In this way the coach will know areas of strength and areas that need improvement on which to focus early in the coaching relationship. Organizations make use of these data to continue to improve training methods.
Driver Look Fors
Driver Look Fors
When we are integrating the Implementation Drivers into our work we have specific look fors for each Driver that will help inform us whether or not we are removing as many potential barriers and seizing all the opportunities to improve our program. Below are the specific look fors for this driver. It includes the following information:
- Look For Description: it will begin with a numbered look for the driver. It will include a description of a critical component that should always be seen in your organization.
- Data Source(s): The Data Sources are a nudge to help us understand how we can prove that this is actually occurring throughout our organization, as well as a location to capture change ideas and improvements.
- Fully In-Place: This represents the criteria that the Data Collaborative, and NIRN, considers that the look for is completely in-place. Or in other words, the organization is meeting our expectations for this component of the driver.
- Partially In-Place: Similarly to Fully In-Place, this represents the criteria. The difference is that not all of the look for are represented in the organization.
- Not Yet In-Place: This represents when the look for has not been reflected in your organization.
1. There is someone accountable for the training of staff who will carry out explicit instruction in literacy
1. There is someone accountable for the training of staff who will carry out explicit instruction in literacy
Fully In-Place
A specific person is responsible for coordinating the quality and timeliness of training processes for staff supporting explicit instruction in literacy
- AND -
This person is able to execute the responsibilities related to his/her role in the training process
Partially In-Place
A specific person is responsible for coordinating the quality and timeliness of training processes for staff supporting explicit instruction in literacy
Not Yet In-Place
There is not a specific person responsible for coordinating the quality and timeliness of training processes for staff supporting explicit instruction in literacy
Data Source(s)
- Job description of person accountable for training
2. Leadership Team (LT) provides or secures skill-based training for staff
2. Leadership Team (LT) provides or secures skill-based training for staff
Fully In-Place
Training is required and provided before staff begin to use explicit instruction in literacy
-AND-
Highly-competent individuals provide training (e.g., trainers who have deep content knowledge and effective presentation delivery skills)
-AND-
Training is skill-based and includes opportunities for practice/behavioral rehearsals for essential skills and includes both positive and constructive feedback to participants
Partially In-Place
Training is required and provided before staff begin to use explicit instruction in literacy
-AND-
Highly-competent individuals provide training (e.g., trainers who have deep content knowledge and effective presentation delivery skills)
Not Yet In-Place
Training is not required and/or is not provided before staff begin to use explicit instruction in literacy
-OR-
Highly-competent individuals do not provide training (e.g., trainers who have deep content knowledge and effective presentation delivery skills)
Data Source(s)
- Professional learning Schedule
- Training outlines or Agendas
- Training evaluations
- Presenter Qualifications
- Agendas for training presenters
3. Leadership Team (LT) uses training data to target competency development and improve training
3. Leadership Team (LT) uses training data to target competency development and improve training
Fully In-Place
Training assessment data (e.g., pre-post assessments of individual trainee knowledge and skill) are collected and provided to supervisors and coaches in a timely manner to improve all of the following:
• individual(s) competency
• selection activities
• future training activities (e.g. events, materials, and processes)
Partially In-Place
Training assessment data (e.g., pre-post assessments of individual trainee knowledge and skill) are collected and used to improve one of the following:
• individual(s) competency
• selection activities
• future training activities (e.g. events, materials, and processes)
Not Yet In-Place
Training assessment data are not collected
Data Source(s)
- Training outcome data
- Evidence that data are used for improvements
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