1. View: Map of suggested progress through the IM Training Modules

2. Make a copy of the Instructional Manager Training Notebook google doc. Instructions for adding to your personal Google Drive or saving as a Word Document can be found here.

3. Share your copy of the document with the instructor with whom you are working as an IM, so that they can check your progress, provide feedback, and collaborate on certain entries.

4. Complete the Start Here section in your copy of the Instructional Manager Training Notebook

• Note: All UArizona instructional-team members are REQUIRED to complete FERPA training for Instructors and Instructional Support Teams prior to beginning their role as an Instructional Manager.

1. Read: Establishing effective communication

2. Complete the Developing effective communication section in your copy of the Instructional Manager Training Notebook

1. Read: A Newcomer's Guide to the Instructional Teams Project

2. Complete the Introduction to the Instructional-Teams Project section in your copy of the Instructional Manager Training Notebook

1. Read: Overview: Understanding the Instructional Manager role

2. Browse: Areas of Management

3. Read: Ethics and Social Responsibility

4. Read/Listen: Stories of Instructional Managers

5. Complete the Introduction to the Instructional Manager Role section in your copy of the Instructional Manager Training Notebook

1. Schedule a meeting with the instructor. Before meeting, look over the Defining Your Instructional Manager Role section in the Instructional Manager Training Notebook.

2. Working with the instructor, complete the Defining Your Instructional Manager Role section in your copy of the Instructional Manager Training Notebook

1. Complete the Resources for common IM responsibilities section in your copy of the Instructional Manager Training Notebook

2. Useful resources for common IM responsibilities:

   • Communication tools

   • Resources for classroom management

   • Resources for navigating classroom technology

   • Resources for navigating D2L

   • What role should I be assigned in D2L?

   • Resources for time- and task-management

1. On your own: Complete the "On your own" part of the Planning for what to do when things go wrong section in your copy of the Instructional Manager Training Notebook

2. Working with the instructor: Revisit and complete the Planning for what to do when things go wrong section of your Instructional Manager Training Notebook

Most people are familiar with the role of preceptors or Learning Assistants (LAs). Usually, preceptors or LAs are primarily responsible for directly working with students during class activities and/or acting as course tutors by holding office hours.

An Instructional Manager (IM) has more of a managerial role (hence the name!). Depending on the course and the instructor, an IM may have some responsibility for directly interacting with students in and out of class, but the primary purpose of the role is to keep things running smoothly. For more information about the IM role, see Module 2: Introduction to the Instructional Manager Role.

For example, during class time an IM might be responsible for managing LAs by taking LA attendance, making sure that LAs are engaging with students (and providing help if an LA is struggling), and asking questions that LAs have. An IM may also be responsible for making sure that students have materials that they need by organizing the distribution of papers, whiteboards, microphones, or other “stuff” needed for class time to run efficiently. It would be difficult for an IM to take on these responsibilities and be responsible for engaging students in activities; once you start helping students, it can be hard to focus on anything else!

IMs often have responsibilities outside of class meeting time that differentiate them from LAs, as well. Again, these responsibilities are usually aimed at keeping the course running smoothly for the instructor and the students. For some ideas about the areas of management often handled by an IM, see [link to appropriate module].

Ultimately, the Instructor is responsible for the supervision of the team. The IM works closely with the Instructor to determine their role, which will most likely, involve team management. This may include activities such as taking LA attendance to setting up schedules for LAs to support grading and office hours or homework and exam reviews. It could also include organizing areas or "zones" where LAs will support students. IMs may also coordinate team meetings and work with the instructor to set the agenda for the meetings. These examples of team management are not all-inclusive or exhaustive but give some ideas of how the IM may be tasked to manage the LAs. See Module 3: Defining your IM role and responsibilities for additional examples of how you and your instructor can define your role and responsibilities as an IM.

Yes! An undergraduate student can (and most of the time does) serve as an IM. The Instructional-Teams Project is designed to have undergraduate students serve in all of the specialized team roles, aside from the instructor.

Undergraduate students have the unique advantage of having recently experienced being a student enrolled in the class. They know, from the student perspective, what some of the management challenges of the class may be and can assist the instructor, team, and students in navigating those challenges.

This really depends on how you and your instructor define your role. You will, most likely, have responsibilities before, during, and after class-time. Between team meetings, attending class (if the course meets in-person), communicating with the team and students, and supporting office hours and other areas of need, many IMs say they spend an average of between 6-8 hours of work per week on their IM responsibilities. This will vary from week-to-week and course-to-course, and it's important to communicate with your instructor to clearly define your role.

Both you and your instructor will want to familiarize yourself with the Instructional-Teams model and the Instructional Manager role. The keys to a successful IM experience for both the IM and the instructor are to start communicating early and to clearly define your role as an IM. See the Instructional Manager Training Modules for resources on defining your role. Don't be afraid to revisit your role and responsibilities throughout the semester with your instructor.

We have created a Getting a Good Start Guide [link] to help you and your instructor get a visual guide to starting off with an IM.