Education, Training, and Development: Fundamentals and Foundations for Court Leaders

Insert Course Title HereInsert Course Title Here

National Association for Court ManagementNational Association for Court Management

Education, Training, and DevelopmentEducation, Training, and Development

1

Education, Training, and Development:

Fundamentals and Foundationsfor Court Leaders

National Association For Court Management


National Association for Court Management 2

Court Leaders Must Actively Lead Judicial Branch Education

OrganizationalOrganizationalstructurestructure

Learning Learning principlesprinciples

and and practicespractices

Assessment/Assessment/ResultsResults

Strategic use Strategic use of Delivery of Delivery MethodsMethods

Understanding Understanding learnerslearners

Change Change managementmanagementAdequate Adequate

FundingFunding

LearnersLearners



Learning Objectives

By the end of the program participants will:• Understand how ET&D supports the purposes and

responsibilities of courts

• Be able to align ET&D activities to the courts strategic vision and mission

• Be able to apply fundamentals of adult education to ET&D activities



Learning Objectives

By the end of the program participants will:• Know the strengths and weaknesses of various

delivery mechanisms,

• Be able to identify highly effective faculty,

• Know of various judicial branch education resources, AND

• Complete an individual action plan for improving personal performance in key skill areas.



Context and Vision

Supreme Court Justice Sandra Day O’Connor

“The greatest issue for court leaders is how to prepare ourselves—and our courts — for the future.”



To contribute to the development of individuals, courts, and the court management

profession, judicial branch education must:

• Span the career of individuals, and not be limited to orientation or training to perform specific tasks;

• Provide for significant interaction among program participants;

• Include experienced professionals as faculty, and in the planning and a valuation process to ensure really and perceived problems are addressed in every program;

• Address a wide variety of topics, both practical and theoretical.

NACM Core CompetenciesEducation, Training, And Development Curriculum Guidelines



The Difference Between Education and Training

If we apply knowledge to tasks we already know how to do, we call it productivity. If we apply knowledge to tasks that are new and different, we call it innovation. Peter Drucker



Seven Characteristics of Effective Education,

Training andDevelopment Programs



1st Characteristic of Effective Education Programs

• Commitment and Support of Leadership

The only people who can provide genuine leadership in judicial education are those who have a kind of dual vision—vision that sees the intertwining nature of change in organizations and change in people.



2nd Characteristic of Effective Education Programs

• A Clear and Compelling Purpose What is it we are really trying to achieve?

The goal of Judicial Branch Education is to maintain and improve the professional competency of all persons within the judiciary, thereby enhancing the performance of the judicial system as a whole.



3rd Characteristic of Effective Education Programs

• Helping Professionals Think in Qualitatively Richer Ways Professor Paul Wangerin of Tulane Law School says

that law schools do a good job of helping students think in analytical, objective ways, they do not foster development of the abilities required to see a case in its context and then take action consistent with the multilayered nature of so many legal situations.



4th Characteristic of Effective Education Programs

• Helping Professionals become more Competent What is it we are really trying to achieve?




• Active Learning

Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part

of themselves. - Arthur W. Chickering and Stephen C. Ehrmann




• Adequate Resources Faculty

Planning Committees

Funding




• A Sound Integrated Curriculum Curriculum is defined as all the experiences provided

by the institution or agency which are designed to foster student learning.




16

Courts as Learning Organizations

“Courts will change only when the people within them change.”

Charles ClaxtonFormer Director, Leadership

Institute in Judicial Education



A learning organization is where:

• Every Individual in the organization is growing or enhancing their capacities to create and contribute.

• People feel they are doing something that matters – to them personally and to the world.

• Learning is an ongoing and creative process for its members.

• The organization continually becomes aware of its underlying knowledge base-particularly the store of tacit, unarticulated knowledge of employees



A learning organization is where:

• Employees at all levels, individually and collectively, continually increase their capacity to produce results they really care about.

• Employees are invited to learn what is going on at every level of the organization, so they can understand how their actions influence others.

• People treat each other as colleagues. There’s mutual respect and trust in the way they talk to each other, and work together, no matter what their positions may be.



A Learning Organization and Individual Learning

“Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs.”

Peter Senge The Fifth Discipline, The Art &

Practice of The Learning Organization



Five Disciplines Of The Learning Organization

• Personal Mastery Commitment to lifelong learning

• Mental Models How we understand problems and interact with others

• Shared Vision building Identify future goals and directions



Five Disciplines Of The Learning Organization

• Team Learning Capitalize on strengths of all members

• Systems Thinking Relationships between function, people, company,

environment



Personal Mastery

“Discipline of personal growth and learning goes beyond competence and skills, though it is grounded in competence and skills. It means approaching one’s life as a creative work, living from a creative as opposed to a reactive viewpoint.”

Peter Senge,The Fifth Discipline, The Art &Practice of The LearningOrganization



How do learning organization principles work in practice?

• Ford engineers -trying to lessen noise and vibration First approach: added weight to car, braking and

tires had to be redesigned, increased cost of car: They were just giving problems to someone else!

Second approach: brought brake people, chassis and suspension people together, used alternative solution based on geometry and position of parts to solve noise problem (systems approach).



Exercise #1: Learning Organizations

In your small groups, answer the following

questions: • Is this the type of court organization that you would

want to work for? Why?

• How would being a learning organization benefit the courts?

• How far are the courts in general (your court specifically) from becoming a learning organization?



Exercise #1: Learning Organizations

In your small groups, answer the following

questions: • What policies, events, or aspects of behavior can be

taken to start the process of turning the courts into a learning organization?

• What are the first steps that your court needs to perform to start down the path of becoming a learning organization?



Adult Education Theory

Experience is the adult learner’s living textbook.

– Eduard C. Lindeman



Pedagogy and Andragogy What’s the Difference?



The Andragogical ModelAs a person matures…

1. Self-concept: Moving from being a dependent personality toward being self-directed.

2. Experience: Accumulating a growing reservoir of experience that becomes an increasing resource for learning.

3. Readiness to learn. Orienting increasingly to the developmental tasks of our social roles.

4. Orientation to learning. Time perspective changes from postponed application of knowledge to immediacy of application and shifting from subject-centeredness to problem centeredness.

5. Motivation to learn: Their motivation to learn is internal.Malcolm Knowles



The Learner

• The learner is dependent upon the instructor for all learning

• The teacher/instructor assumes full responsibility for what is taught and how it is learned.

• The teacher/instructor evaluates learning

• The learner is self-directed

• The learner is responsible for his/her own learning

• Self-evaluation is characteristic of this approach

Pedagogical Andragogical



Role of the Learners Experience

• The learner comes to the activity with little experience that could be tapped as a resource for learning

• The experience of the instructor is most influential

• Learner brings a greater volume and quality of experience

• Adults are a rich resource for one another

• Different experiences assure diversity in groups of adults

• Experience becomes the source of self-identify




Readiness to Learn

• Students are told what they have to learn in order to advance to the next level of mastery

• Any change is likely to trigger a readiness to learn

• The need to know in order to perform more effectively in some aspect of one’s life

• Ability to assess gaps between where one is now and where one wants and needs to be




Orientation to Learn

• Learning is a process of acquiring prescribed subject matter

• Content units are sequenced according to the logic of the subject matter

• Learners want to perform a task, solve a problem, live in a more satisfying way

• Learning must have relevance to real-life tasks

• Learning is organized around life/work situations rather than subject matter units




Motivation for Learning

• Primarily motivated by external pressures, competition for grades, and the consequences of failure

• Internal motivators:– self-esteem,

recognition, better quality of life, self-confidence, self-actualization




• They are conditioned to be passive learners; and on the other hand.

• They have an expectation and need to be self-directing.

The Challenge for Adult Educators is to resolve conflicting

expectations of adult learners:



What Is Adult Development?Erikson, Perry, Piaget, Rogers, Dewey, Kegan, Mezirow, Schon, Belinkey, Kolb and others….

• Self Responsibility

• Self Assessment

• Self Direction

• Self Questioning



Fostering Personal Development Through Teaching

• The relationship between learning and development

is complex, but in general we know: Learning can trigger development Developmental processes stimulate engagement in

learning

• Transformational learning is most often linked with development. Transformational learning changes our belief structures and changes how we know. Require reflection and meaning-making Bring about new ways of thinking and doing



Fostering Personal Development Through Teaching

• Informational learning, on the other hand, changes what we know (Mezirow, 2000). Gain new knowledge and skill Pre-requisites for transformational learning activities



Highly Developed Court Professionals

• Can Think in Complex Ways

• Possess a High Level of Competence

• Accept Responsibility for Themselves and Willing to Deal with the Consequences of their Behavior

• Believe that Understanding of their Experience is the Best Guide for their Actions

• Are Consistently and Tenaciously Authentic

• Committed to Goals which Transcend their Own Immediate Needs and Situations

Charles Claxton and Patricia Murrell



Current Trends Supporting Education for Development

• Mastery and Competency

• Values, Ethics and Spirituality

• Diversity Within the Workforce

• Rapid Change, Information Explosion, Influx of Technology



Experiential Learning Model Assumptions

• Assumption #1: People learn from immediate, here and now experience, as well as from concepts and books.

• Assumption #2: People learn differently; that is, according to their preferred learning styles.



Questions for Discussion:

1. In what ways do these assumptions apply to adult learners in your organization today? In what ways do they seem outdated or inadequate?

2. In what ways are these assumptions helpful as we work with adult learners? In what ways might they mislead us?



Experiential Learning Theory



Reflection

• Think for a moment about a particularly good learning experience you’ve had OR a particularly poor one.

• Choose one and write it down.

• Share this experience with the person next to you and the group.



Kolb Learning Style Inventory (LSI)

CE

RO

AC

AE

The LSI describes the ways you learn and how you deal with ideas and day-to-day situations. It can also serve as a stimulus for you to interpret and reflect on the ways that you prefer to learn in specific settings.

The Assessment:

Based on David A. Kolb’s Learning CycleContext: Think about situations in which you are presently

learning. How do You like to learn? Format: 12 questions (15 minutes to complete and score)



Inventory Directions• Answer the questions on the Kolb Learning Style Inventory

by ranking the “4” choices for the statements that describes you best and “1” for the statement that is least like you.

• Plot your CE, RO, AC, and AE scores on the circle graph found on p.3 of your booklet. This graph will identify your “preferred learning style”.

• Copy ranking on to second sheet, total your scores for CE, RO, AC, and AE. You should end up with a total of 120 points. Copy your scores into the squares at the top of p. 6.

• Subtract AE-RO and AC-CE scores as directed on p. 6 and plot on grid on back side of sheet.

• This will identify your “learning style type” as discussed on pages 6-7of your workbook.



Kolb Learning StyleInventory (LSI)

What do the assessment results mean?

The results indicate the extent that you rely on each of the four Learning modes based on Kolb’s Learning Cycle:

Concrete ExperienceReflective ObservationAbstract ConceptualizationActive Experimentation

CE

RO

AC

AE

Assimilating

DivergingAccommodating

Converging



The Wheel of Learning

More ReflectionMore Action

More Abstraction

More Concrete

Deciding

Doing

Connecting

Reflecting

Individual



Processing (or transforming)

Pre

hen

din

g:

lite

rally “

take

hold

of”

The theory suggests that learning is not complete until we have done two things:



CE Concrete Experience

Learning from experiences, relating to

people, and feelings

ACAbstract

Conceptualization Analyzing ideas and

planning systematically, acting on an Intellectual

understanding

ROReflective ObservationViewing issues from

different perspectives and carefully

observing before making judgments

AEActive

ExperimentationShowing ability

to get things done, Taking risks,

Influencing through action

Doing

Reflecting

Experiencing

Thinking



Applying all 4 styles of learning helps you to increase retention of learning and aids faculty in choosing developmental assignments thoughtfully:

Retention Rate Increase:

20% AC50% AC + RO70% AC + RO + CE90% AC + RO + CE + AE

AC - Abstract Conceptualization RO - Reflective Observation CE - Concrete ExperienceAE - Active Experimentation

CE

RO

AC

AE

Assimilating


Converging



CE Concrete ExperienceExperiencing

RO Reflective ObservationReflecting

AC Abstract Conceptualization Thinking

AE ActiveExperimentation

Doing

100%

20%

60%

Assimilating

AccommodatingDiverging

Converging

Identifying Your Preferred Learning Style



Accommodating• Puts ideas into action• Adapts well to changing

circumstances• Intuitive: trial and error• Likes technical or

practical fields such as business

Converging• Practical application of

ideas• Does well on

conventional tasks• Hypothetical-deductive

reasoning• Engineering and

physical sciences

People with this learning style are best at:

CE

RO

AC

AE

Assimilating


Converging



Diverging• Imaginative• Many perspectives• Broad cultural interests• Specializes in the arts

and humanities• Information seeking

Assimilating• Ability to create

theoretical models• Assimilates disparate

observations• Inductive reasoning• Likes abstract concepts-

math and science

People with this learning style are best at: (cont.)

CE

RO

AC

AE

Assimilating


Converging



Accommodating• With others• By setting goals• In the field• Testing out different

approaches to completing a project

Converging• By experimenting with

new ideas, simulations, laboratory assignments, and practical applications

CE

RO

AC

AE

Assimilating


Converging

In learning situations, people in this style prefer to work:



Diverging• In groups to gather

information• Listening with an open

mind• Receiving personalized

feedback

Assimilating• By reading and lectures• Exploring analytical

models• Having time to think

things through

CE

RO

AC

AE

Assimilating


Converging

In learning situations, people in this style prefer to work: (cont.)



• Taking the style inventory, how consistent are your results with what you imagined your style to be?

• How do you characterize the way in which you learn?

• What kind of learning situations help you learn best?

• What makes it difficult for you to learn?

Small Group Discussion:

CE

RO

ACAE

Assimilating


Converging



Benefits of Experiential Learning Model

• Learning is effective.• Learning activities are individualized by style.• Lecture is made legitimate and can be more

effective.• There is collaboration learning.• Learners contribute to the process.• Learners have the opportunity to make

meaning of their experience through a dialogic process.

Assimilating

CE

RO

AC

AE


Converging



The Wheel of LearningLinking Kolb to a Learning Organization

More ReflectionMore Action

More Abstraction

More Concrete CoordinatedAction

SharedMeaning

Individual

Team

Deciding

Joint PlanningDoing

Reflecting

Connecting

PublicReflection



“Continuing Professional Education is, in my view, the single most

important tool we have in the judiciary to help us cope with the constant change and challenges that are

inherent in our jobs.”

Justice Christine DurhamChief Justice, Utah Supreme Court



Homework Assignment

• This evening, spend some time thinking about the future issues that will affect the court system due to such issues as demographics, global issues, the environment, transportation, energy, culture, values, science and technology, space, or religion. Identify three to five practical goals and new initiatives of your court system and/or trial court that judicial branch education should/could support.



Daily Review

• What did I do yesterday? (Concrete Experience)

• What are my reflections about what I did? (Reflective Observation)

• What specific information did I learn? (Abstract Conceptualization)

• What do I plan to do with this learning? (Active Experimentation)



Day Two: Adult Education Fundamentals



Curriculum Defined:

• All the experiences provided by the institution or agency which are designed to foster student learning. (Claxton)

• Overall plan for training, education, and developmental activities which supports the goals and mission f the organization. (Weaver)



Curriculum DevelopmentSeven Basic Questions

1. What is the purpose of the curriculum?

2. What are the objectives of the curriculum?

3. How are the learning experiences to be selected and organized?

4. What are the objectives of the course?

5. What resources are to be employed, and how our time and space to be used?

6. What is the design of the learning activities?

7. How is the curriculum to be evaluated?



Curriculum Examples:

• NACM Core Competencies

• National Judicial Institute





NJI Curriculum• Career New Judges; Longer-serving Judges; Mentoring; Chiefs

And Associates; Multidisciplinary Education; Retirement Planning

• Content Family Law; Criminal Law; Civil Law; Jury Trials; Evidence; Specialized Courses (E.G. Aboriginal

Law; Youth Criminal Justice; Science And The Law).

• Craft Judicial Dispute Resolution; Dealing With Charter Issues; The Trial Process; Decision Making; Language And Computer Skills; Modules In Specialized Education (E.G.Credibility Assessment And Legal Reasoning.).

• Context Domestic Violence; Disability Issues; Children As Witness; Poverty; Fetal Alcohol Syndrome; The Self Represented Accused



ADDIE: A Systems Approach to Instructional Design

• A-Assess

• D-Develop

• D-Design

• I – Implement

• E- Evaluate



ADDIE

• Curricular Purpose• Needs Assessment• Organizational Analysis

• Job/Task Analysis• Learner Analysis• Skill Gap Analysis

1. 1. Assess

• State Objective• Learning Strategies

2. Design•Student Learning•Course•Faculty•Curriculum

5. Evaluate• Learning• Performance• Impact

Results

•Delivery Mechanism•Materials•Production

3. Develop• Teaching• Classroom Delivery• Non-Classroom Delivery

4. Implement



1. Assessing NeedsWhat is the purpose of the curriculum?



Needs Assessment• Educational and training needs assessment is a

process of gathering and analyzing information, which identifies problems and opportunities that can be addressed to education and training. (Hudzik, 1991)

• Determining Curricular Needs entails gathering information from three sources: Needs of the judicial system The needs of learners Subject matter experts



Conducting Needs Assessment• How widely do we need to cast the needs

assessment net?

• What problems issues, conditions or sets of these will be the focus of the needs assessment?

• Which judicial system personnel and which aspects of their job performance seem to connect most directly to these issues?

• Who and what can help define performance discrepancies and instructional needs?



Needs Assessment Data• Objective Data

Document Search Formal Assessments/Surveys Problem Diagnosis (Gap Analysis) Job Analytic Formats

• Judgmental/Opinion Data Discussions With Other Judges/Court

Professionals/Experts Review Of New And Significant Law



Training Needs Analysis

• Needs assessment (Is training necessary?)

• Symptom: employee has performance problems

• Other ‘problems’ that could require training: New Technology (Many Examples!) New Legislation



Three Types Of Needs Analyses:

• Organizational analysis: can court afford it? supported by judges? fits strategy of court?

• Person analysis: is problem due to lack of skill, knowledge, motivation? who needs training?

• Task analysis: what are skills, behaviours that need to be emphasized in training?



Organizational Analysis: Questions to ask…

1. Can we afford training? • May be better to focus on selection and placement

rather than training• Do the training in house, use national provider, or

hire consultant?

2. Do judges, managers and employees support training?

3. Does training fit our overall business strategy?



Person Analysis

• How much is the performance problem costing the company?

• Is existing training poor?

• Could jobs be redesigned?



Gap Analysis• Where are they now?

• Where do they need to be?

• What is the “gap” WHERE DO THEY NEED TO BE?

GAP

WHERE ARE THEY NOW?



Task Analysis• Job Analysis

• Determine needed KSAA’s



What is needed of employees?They must be:

• Motivated

• Understand benefits of training

• Be aware of needs for training

• Have the basic skill levels

• Think they can do the training (self-efficacy)



Increase chance of training success by:

• Letting purpose of training be known

• Demonstrate successful employees who have gone through training

• Provide feedback



Exercise #3: Brainstorming Future Education Needs

• This brainstorming activity focuses on identify educational topics in the social context domain. In this simulated needs assessment YOU are serving as the expert advisory committee.



Step Two: Design

• Must Be Consistent With Principles Of Adult Learning and Most Effectively Promote and Enhance Learning. Use a variety of teaching methods. Plan for participation. Kolb’s Experiential Learning Model serves as a guide.



Formulation of ObjectivesWhat are the objectives of the curriculum?

The objectives of the curriculum are usually written in fairly broad terms. Examples include:

• To help court managers stay abreast of recent cases dealing with personnel issues.

• To assist judges in developing their skills in courtroom management and administration, new legislation, case law, and rules.



Formulation of ObjectivesWhat are the objectives of the curriculum?

Course objectives reflect the needs identified in the needs assessment process.

• They help the learners understand what the course is designed to address.

• Serve As Targets for Instruction.

• Guide the choice of instructional activities and materials.

• Serve As a Road Map - make sure you’ve gotten where you want to go.



Writing Objectives:

• What do you expect the learnersto be able to do, know, think, and feel by the end of your program?



Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy



Selection and Organization of Content

Is there an order or structure to your content that is important?

• ContinuitySequence Integration



• Using the objectives as a “vetting” tool, assess each component of your planned training session and decide if that component actually will move you (and the participants) towards your stated objective. If not, dump it (even if that topic is a personal favorite of yours)!!

• If using training materials designed by someone else, review them to ensure that they “fit” with your objectives, your participants, etc. Often a little “customizing” pays off in ensuring your participants have a positive learning experience.

Content Relevancy



Learning Activities Facilitating Direct or Concrete Experience

• Activities which involve the learner in the experience either physically or emotionally. Hands-on, uses the senses, engages the learner affectively. May have to be vicarious experience. “Here and now” data. Recalling past experience Group work, Role play Demonstration Case Studies Films Interviews Self Evaluation



Learning Activities Facilitating Reflection on Experience

• Activities which require the learner to step back and look at experience, get perspective or make a connection to other experiences. Structured small group discussion Journals Asking learners how they react to a situation Asking learners to make connections to other

learning Asking learners to discuss situation with other

people Collecting data, Formulating questions



Learning Activities Facilitating Abstractions or Principles

• Information from authoritative sources. Using research and specialized knowledge for the law and other disciplines to develop principles. Print (bench books, journal articles, other readings) Authoritative guidelines ( checklists, rules,

procedural steps) Lectures Films Forms, flowcharts and documents Skill oriented evaluation



Learning Activities Facilitating Application

• Opportunities for the learner to try out principles or theories in problem-solving. Role play Individual and group projects Video-taping or practice sessions “What if” situations Devising plans of action Problem-solving activities



Step 3: Development



Resources and Parameters

• Appropriate organizational structure to carry forward the curriculum

• Adequate Resources (materials, AV support)

• Other Parameters (time allotment, space, seating arrangements)



• How should the room be arrange (seating layout, lighting, name cards, etc) to facilitate the activities planned? Class room Theatre Round table Small tables

• How many will be attending?

Physical Arrangements



• What equipment, aids, supplies will I need? How will I get them there?

• Does the Audio visual equipment work – do I have contingency plan?

• Refreshments?

Physical Arrangements



• Lectures – Large Groups, Information Dissemination, Short Time

• Group Discussions – Small Groups, Active Involvement & Understanding Of Complex Issues, Longer Time Available

• Case Studies - Small Groups, Active Involvement & Understanding Of Complex Issues, Longer Time Available

• “In-basket” Exercises – Provides Practical Experience Performing Specific Tasks – “Doing” Focused

Methodology



• Films, Slide Shows - Large Groups, Information Dissemination, Short Time Frames – Can Be Used To Trigger Discussions

• Flowcharts, Decision Tree Diagrams – Provide Step By Step “Take Home” Guides To Complex And/Or Mandated Processes

• Real Time Exercises – Variation On Case Studies But Using Participants’ Real Life Examples, Issues.

Methodology



When selecting a teaching strategy ask:

• Will the strategy help participants achieve my course goal and learning objectives?

• Will the strategy help participants relate course content to real life?

• Is the strategy appropriate for the participants?

• Are you willing to yield control of the course?



When selecting a teaching strategy ask:

• Do you have the skills or expertise to administer the strategy?

• Is the strategy logistically possible?

• Is the strategy worth the effort?

• Does the cost (time, effort, materials) of the particular strategy justify the benefits to participants? Is it the most efficient strategy?



• Are their materials that will increase a students desire to learn? If so what are they?

• Are the learning materials appropriate for the level of the students?

Choosing Materials



Delivery Methods: What is distance learning?

• Definition Distance learning is education where the

instructor and students are geographically-dispersed



Delivery Methods: What is distance learning?

• History Correspondence classes Instructional videotapes Computer-based training (CBT) on CD-ROMs Web-based training Numerous technologies to support distance

learning Changing market with acquisitions, new

products



Benefits of Distance Learning

Distance learning is becoming increasingly common due to potential:

• Cost savings

• Time savings

• Accessibility to experts

• Accessibility for students



The art of teaching is the art of assisting discovery. - Mark Van Doren, poet

Complete the phrase:

A good teacher.........

Step 4: Teaching



Five Perspectives on Teaching

• Transmission-Effective Delivery of Content

• Apprenticeship-Modeling the Way of Being

• Developmental-Cultivating Ways of Thinking

• Nurturing-Facilitating Self-efficacy

• Social Reform-Seeking a Better Society



Parker Palmer on Good Teaching:

• Good teaching cannot be reduced to technique

• Good teachers possess a capacity for connectedness

• Teaching is an exercise in vulnerability

• Identity and integrity are at the core of good teaching

• Use techniques that reveal rather than conceal personhood

• Mentorship

• What we teach will never “take” unless it connects with the inward, living core of our students’ lives

• Finding the teacher within



Ken Bain: What Makes Teacher’s Great?

• Create A Natural Critical Learning Environment (student Interests, Learning To Reason From Evidence)

• Guidance (focus On Questions, Helping Students To Understand Significance Of The Question)

• Engage Students In Higher Order Intellectual Activity (compare, Apply, Evaluate, Analyze, And Synthesize)

• Help Students Answer The Question Themselves

• Get Students To Wonder What The Next Question Is



Step 5: Evaluation

• Student learning Immediate and ongoing assessment and

evaluation are important throughout a program.

• Course

• Faculty

• Overall Curriculum



Work Environment

Level 4:Results

• Performance• Financial

Level 4:Results

• Performance• Financial

Level 3:Job Behavior

• Learner• Organization

Level 3:Job Behavior

• Learner• Organization

Training Environment

Level 1: Reactions

• Learner

Level 1: Reactions

• Learner

Level 2:Learning

• Learner

Level 2:Learning

• Learner

Kirkpatrick Evaluation Model

Learning Event



Methods for Long-Term Evaluation

• Post-training surveys

• Follow-up needs assessment

• Check metrics (e.g., re-work, errors, etc.) to measure if participants achieved training objectives

• Interview trainees and their managers, or their customer groups (e.g., constituents, other departmental staff)




113

Education is a process of growth and change.

If everything is the same after an educational experience, we have

accomplished nothing.



Model for Curriculum Development

• Curricular Purpose• Needs Assessment• Organizational Analysis

• Job/Task Analysis• Learner Analysis• Skill Gap Analysis

1. Analyze

• State Objective• Learning Strategies

2. Design

•Delivery Mechanism•Materials•Production

3. Develop

•Student Learning•Course•Faculty•Curriculum

5. Evaluate

• Learning• Performance• Impact

Results

• Teaching• Classroom Delivery• Non-Classroom Delivery

4. Implement



We’ll Know We’ve Made ProgressWhen Educators and Planning Committees focus on:

• A total curriculum, not just a program or session.

• Program sequencing, not just topic overlap

• Developmental needs of participants, not just hot topics.

• Goals and objectives, not just content coverage.




• Competency acquisition, not just information delivery.

• Interactive teaching, not just lecturers.

• Participant achievement, not just satisfaction.

• Impact on system, not just participant satisfaction.




• Needs of all participants, not just average participants.

• Faculty facilitation skills, not just content knowledge or presentation skills.




118

Day Three: Application and Educational Resources



Daily Review

• What did I do yesterday? (Concrete Experience)

• What are my reflections about what I did? (Reflective Observation)

• What specific information did I learn? (Abstract Conceptualization)

• What do I plan to do with this learning? (Active Experimentation)



Group Presentations



• JERITT National Judicial Branch Education Providers Monographs

• State Justice Institute

Judicial Branch EducationResources



Developing An Personal Action Plan

• Please complete your personal action plan

• You should list the actions you intend to carry out when you return to work

• This can include: Your own personal actions (ways you would like to

enhance your work through education, training and development)

Information on education, training and development that you would like to investigate further

Recommendations for your court/organization




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Lifelong Learning“Why do some men and women discover new vitality and creativity to the end of their days, while others go to seed long before? Most of us, in fact, progressively narrow the scope and variety of our lives. We succeed in our field of specialization and then become trapped in it. Nothing surprises us. We lose our sense of wonder. But if you are conscious of these dangers, you can resort to countervailing measures. Reject stagnation. Reject the myth that learning is for young people. It’s what you learn after you know it all that counts.”

John Gardner

Date post:	05-Jan-2016
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Education, Training, and Development: Fundamentals and Foundations for Court Leaders

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