CHAPTER 3 - THE TRAINING-THE-TRAINER MODEL
This chapter gives a step-by-step explanation of how to implement
the Master Teacher in Family Life Model.
Table of Contents
GETTING STARTED
Identifying the Targeted Community
Does the Community Want to Change?
Your Commitment
Funds
INTRODUCING THE PROGRAM
BUILDING THE TRAINING GROUP
STEERING COMMITTEE
BEGINNING THE PROGRAM
SAMPLE PROGRAM DESCRIPTION
GETTING STARTED
The Master Teacher in Family Life Program begins with a
ten-week,
twenty-hour training for volunteer Master Teachers. However,
before this training can get underway, a number of preliminary
steps must be taken.
Identifying the Targeted Community
The first step you must take is to identify a community
that needs
the Master Teacher program. This is relatively easy. Any rural or
inner-city community that is struggling with poverty will benefit
from the information and services provided by this program.
Identifying the forces that will affect the program's success is
more of a challenge.
Does the Community Want to Change?
Not everyone in a poor community wants to see the situation
changed.
- In the inner-city, poor teens looking for quick money make good
drug dealers; their bosses inside and outside the community
benefit from their willingness to take risks.
- Some leaders in poor communities may fear new methods aimed at
empowering their constituents. Many have used control as a way
to keep order and may fear that empowerment will cause chaos.
- Problems related to poverty bring a flow of government moneys
into metropolitan areas; fewer such problems mean less of this
money (The Poverty Establishment, Roby).
- In rural areas, a disempowered family living in a run-down rental
unit is much less of a problem to a landlord than is a family
aware of its rights.
- Some rural families who have lived far from the norms of society
do not want to be intruded upon.
- Families in which incest or family violence is occurring may
resist a networking system that might empower victims to change.
- Social service agencies may resist this new program, viewing the
Master Teacher in Family Life Program as a new concept that will
require funds, potentially dipping into their already limited
resources.
Though you may see a need for change in a targeted
community, the
likelihood of that change being made should be considered. Ask
yourself: Are there individual decision-makers who will support
that change? Are there resources to address family life issues?
Will you, the trainer, have some support as you begin to make
change?
Your Commitment
Next, you as the educator must plan on twenty hours a
week to set
up the program, implement the training, and subsequently support
the trained Master Teachers in their chosen activities.
The potential impact of this program is extensive, while
its cost
(because of its reliance on volunteers) is low. Those aware of the
high cost of poverty to society will appreciate the cost
effectiveness of this program and will probably be glad to
contribute the relatively small amounts needed to get it going.
Funds
The funding is minimal and can usually be obtained from area church
funds, agency funds, or local businesses. You must ensure that
sufficient funds are available to support those who volunteer. The
program will need enough funding to pay for baby-sitting during
training sessions (either on-site or in the participants' homes);
travel to and from meetings; notebooks and note-taking supplies,
and monthly mailings. If any extra money is available, set some
aside for a token of recognition for volunteers (for example, a
pin, lunch with the trainer, or a neighborhood picnic).
INTRODUCING THE PROGRAM
Begin by finding out who really cares about poor
families in the
targeted neighborhood. Human service agencies with records of
effective, caring action will provide useful contacts. Educators
also need to inform housing administrations (when appropriate),
area clergy, and area decision-makers about what will be happening
in their community. It is important that all of those who address
the needs of the poor within the community understand and accept
the Master Teacher concept. With acceptance will come support.
Barriers
Those (whether social service agents, government
agents, or local
advocates) who view this model as a threat will respond
negatively - uninterested in the program or assessing the program
as inappropriate to the needs of the poor (The Poverty
Establishment, Roby). In some cases, they may appear to be
supportive at first, but set up blocks to the success of the
program (for example, reserved meeting places that suddenly become
inaccessible, disruptive group members, a lack of follow-through on
promised services).
Supporters
Those who want to see change will view this model as
very useful,
helping their service delivery system and enhancing their
programming. The educator must build strong relationships with
these potential allies to obtain their support as the program
develops. These are the leaders, formal or informal, who will help
the educator begin to connect with the natural helpers in the
targeted community. They will eventually become mentors to Master
Teachers working within the community.
Remember, action speaks louder than words. Agency
people who
support you actively in a timely fashion are those who really care
about empowering the poor.
BUILDING THE TRAINING GROUP
Group or Individual Recruitment
Your next task is to recruit the Master Teachers. You
have two
choices: you can either recruit a pre-existing group (such as a
local tenant council, a church group, or a group of Head Start
parents) or you can recruit individuals.
The advantages of recruiting a preformed group are that
recruiting
is simplified, a meeting place is probably already available, and
the organization may be able to provide financial support for
baby-sitting and transportation. Furthermore, individuals in the
group are probably already networking with the community. The
disadvantages are that the group already has an identity, a
mission, and an evolved set of interpersonal relationships. It may
be difficult to set your own agenda with such an established group.
If you decide to recruit from a preformed group, you
can present a
description of the Master Teacher in Family Life Program at a group
meeting. However, you should subsequently interview each group
member individually, in order to make sure group members are
natural leaders interested in community change. Then, in general,
follow the steps described below.
If you decide to recruit individuals, consult with the
agencies you
have already identified as helpful. They will have heard of the
"granny" everyone goes to for advice, the lady who loves to take
care of little ones, or the elderly man who always has time to talk
with the male teens in the neighborhood. (If agency personnel are
not sure what qualities you are looking for, refer them to the list
of characteristics listed under The Home Visit below.)
Interestingly, these recommended individuals may not be
obvious
leaders in the community. Rather, they often help quietly and
behind the scenes and are turned to because they are supportive and
nonjudgmental. Keep in mind, however, that these individuals may
be frustrated by dealing with chronic problems and afraid of
meddling in situations for which they lack the clinical skills.
One of your first tasks will be to assure them that you will
provide the support and information they need to expand their
accepted role of community helper.
The Initial Contact
The actual recruitment process should begin with a
telephone call.
(Do not eliminate any candidate simply because she or he lacks a
telephone, but remember that access to a telephone will greatly
increase a person's effectiveness as a Master Teacher.)
In this first phone call, you should:
- tell the individual who recommended him or her for the program.
- supply a brief overview of the program.
- explain why this neighborhood was selected.
- describe why this individual was identified as a good helper.
- state that you will be sending written material, including an
application to the program and will call back soon to see if they
need any other information in order to understand the program.
If the individual seems at all interested in the
program, send a
program description and an application immediately. (See both at
the end of this chapter. You may want to customize them to the
needs of the community.)
The Home Visit
Set up a home visit within one week of the initial phone contact.
Your goals during this visit are two-fold:
- to determine whether or not the individual is an appropriate
candidate for this program.
- to encourage appropriate candidates to apply.
When screening individuals, look for qualities such as the
following:
- maturity.
- a reputation as "the person to talk to" when there is a problem.
- the ability to look at others as equals rather than subordinates.
- a family life that shows a talent for empathy and responsibility.
- the ability to balance one's life and not overextend to the point
of being ineffective.
- the ability to empathize.
- a willingness to share power as opposed to a tendency to be in
control.
- a self-confidence that can instill confidence and trust in
helpees.
If you decide that the candidate is appropriate, the
following
suggestions may help you convince her or him to join the program:
- Refer again to the person who recommended this individual and the
reasons for the recommendation.
- Explain that you recognize the sacrifices that a commitment would
entail, and remind the candidate that travel and baby-sitting are
reimbursed.
- Emphasize that this program is different from other poverty
programs in that it relies on individuals within the community
for change. Bring along a sample graduation certificate (at
end of chapter) to emphasize the professional respect accorded
to graduated Master Teachers.
- Emphasize that the graduated Master Teacher will not be alone;
explain the chain of mentoring that will extend from you to the
Master Teachers and on to families in need. Point out that
through the program, Master Teachers will make contacts outside
the poor community.
- Solicit the individual's opinion about important issues in the
community and ideas about how to address them.
- Review the application process. Remember to bring an application
(sample at end of chapter) with you; the one you sent earlier may
have been lost. Give the candidate the option of filling it out
with you or completing it later. Remember to be tactful if you
complete it jointly; certain questions, such as those about the
applicant's education, may be painful for the candidate to
answer.
Seek suggestions for other candidates for the program.
Natural
leaders tend to know others like themselves and may feel more
comfortable coming to training sessions with friends rather than
alone. (Furthermore, each time you solicit advice from the
applicant, you demonstrate that you see him or her as your equal.)
If the candidate recommends someone, take down the name and be sure
to contact that person. The candidate will find out whether or not
you follow up on this tip and will judge you accordingly.
Let the applicant know what will happen next. Tell him
or her the
starting date for the program, and keep in contact by phone or
letter in the meantime. If the candidate seems to have the time
and energy to join the steering committee, invite him or her to do
so.
Throughout the interview and afterwards, remember to be
persistent
and consistent. Remember that people who have lived in poverty for
a long time view missed appointments and tardiness as the norm
rather than the exception. Do not overreact if potential
candidates are difficult to contact at first or miss their first
appointment. Give them the benefit of the doubt; leave the message
that you tried to make contact, say when you will try again, and
follow through at the appointed time. By demonstrating
reliability, you will set an example that will ultimately be
followed by participants in the program. (The most important
supporter of my program in Springfield avoided appointments with me
three times. It wasn't until he saw my persistent follow-through
that he began to respect me.)
When trying to determine how many applicants to accept
in the
program, a rule of thumb is that a pool of fifteen candidates
(applicants, not contacts) at the beginning of the training should
result in approximately ten graduated Master Teachers.
STEERING COMMITTEE
As you enlist the support of resident trainees, select four
trainees to serve on the steering committee. Representation of
both sexes and mix of varying ages will result in well-rounded
training modules. Remember that the recruits will eventually work
on family, youth, and community activities. A mix of planning
members will reflect these different directions.
Once you have established your steering committee, it should begin
to meet. Concurrently, you can line up the rest of the potential
Master Teachers.
The steering committee will meet weekly for four to six
weeks
before the Master Teacher training. During the program year, a
monthly steering committee meeting will be sufficient. In some
cases, committee members will become involved in their own pet
projects and move away from the original group. The trainer should
support the individual directions.
Steering Committee Responsibilities
1. Program Modification. This manual contains a list of topics to
be presented in the training (Workshops section). Discuss these
topics with the steering committee to see how they should be
modified to fit the community's needs. Focus on:
- issues that specifically affect the steering committee's
neighborhood.
- cultural issues in the targeted neighborhood which may affect
the success of the training program.
- the steering committee's assessment of area support services
for neighborhood families in crisis. (Which have been
effective - or ineffective? Which would they feel comfortable
recommending to their helpees?)
- programs needed to improve the quality of life in the
neighborhood.
- potential follow-up activities after the ten-week training.
- specialized trainings that might be necessary to meet the
needs of the community.
2. Begin the Community Development Process. The steering committee
can help the educator by identifying potential blockers within
the community, including: informal leaders who see this model
as taking power from them; programs that have already begun, but
are having little success; or potentially dangerous situations
that should be avoided. Awareness of these potential problems
will give the educator time to work out strategies to deal with
them before the training begins.
More importantly, this steering committee will be the base upon
which the rest of the program will be built. Through
participation in steering committee responsibilities, members
will get to know the program and the effect it will have on
the community, thanks to the partnership between them and the
educator. As natural leaders, they will share these feelings
with their friends, neighbors, and relatives. They will begin
building confidence in the program.
3. Where, When and How. The steering committee knows the community
best. They know:
- The most appropriate place to hold the training - not only
convenient to all, but comfortable and accessible for
subsequent activities.
- Transportation possibilities. They can devise ways to make
sure all trainees can attend trainings consistently.
- Baby-sitting needs. What will work best? Daytime programming
with baby-sitting on-site? Night-time programming with
stipends for baby-sitting?
4. Naming the Group. The program is more likely to have a long-
term effect if it has a clear identity - a name that will
attract residents. The Springfield Master Teacher Program
chose the name "Guiding Hands." It combined concepts that
many of the Master Teachers' friends, neighbors, and relatives
would relate to. The black and Hispanic neighbors were very
religious; therefore, there was a religious connotation. Many
of the young parents, especially teens, enjoy TV soap operas;
for them, the name alluded to the show "Guiding Light." The
name has been in use for three years, and the group is
expanding. If funds are available, a poster or window card
displaying the group name should be printed to add an air of
professionalism to the neighborhood project.
BEGINNING THE PROGRAM
About three months after initiation of the project,
potential
Master Teachers should have completed their applications and the
steering committee should have completed their revisions to the
curriculum. The actual training can then begin.
Attendance
Historically, attendance has been the most challenging
aspect of
programs for the poor. These families are often dealing with
external crises, and internal conflicts about the wisdom of getting
involved. Many are accustomed to social workers who keep them
waiting and to programs with no follow-through. Timeliness and
consistency need to be encouraged. Again, the trainer must
exemplify these traits first. The trainer will be the role model
for all the future mentors/Master Teachers who begin this chain of
mentoring.
The first two weeks of the training sessions are
critical to making
sure that all trainees continue to attend the sessions. At this
stage, they probably see the program as useful but are still unsure
if the program can give them what it promises. During the week
before each of the first two training sessions, the educator should
contact all of the potential trainees to emphasize how important
they are to the program and to make sure they have arranged
baby-sitting and transportation. A letter announcing the beginning
of the program would also prevent confusion about the time and
place (refer to the sample letter at the end of this chapter).
During the sessions themselves, the trainer should encourage an
atmosphere of mutual respect, noting the skills of each individual
member and how these skills will create community change. After
the first two weeks, trainees are usually engaged in the group
process. Except in a few cases, preliminary phone calls will no
longer be necessary.
The Meeting Place
Schedule the meetings for a pleasant, comfortable, easily
accessible place within the targeted community. If baby-sitting is
to be on-site, try to have children cared for in a separate room.
Set up chairs in a circle before participants arrive.
Try to keep
the atmosphere warm but professional. Refreshments during a break
are always appreciated, but make them your own responsibility;
even though participants may offer to help out, you don't want to
place any extra burdens on them.
Facilitating the Group Process
Begin the training by explaining that you have a double
role:
first, to provide factual information and prepared activities, and
second, to facilitate discussion.
Stress that each member of the group has a
responsibility to
question and comment on the issues that arise. Explain that your
goal is not to mold trainees in a certain way, but to help each of
them find her or his natural style of helping.
At first, you may need to do most of the talking in
order to get
the ball rolling. Just remember not to focus too much on providing
factual information (which will be available in handouts).
Instead, suggest certain issues and approaches and then try to get
trainees to apply these to the situations in their neighborhoods.
It is important to know when to urge trainees to
participate and
when to leave them alone. Remember that at any moment, a group
member may be dealing with a private crisis. Also remember that
trainees may have had bad experiences in the past disclosing
personal information to social service workers. Respect occasional
reticence.
On the other hand, once trainees start to develop trust
in you, you
may have the opposite problem: too much candor. You have to make
sure the training sessions don't turn into group therapy. Too much
emphasis on their own problems will distract group members from
their purpose: to help others. Also, a trainee who discloses too
much personal information ("My son has AIDS." "I used to beat my
kids.") may feel uncomfortable afterward and drop out of the group.
Should sensitive, personal issues surface during a session,
encourage the group member to talk to you about it privately after
the group meeting.
Take Time to Empower Your Master Teachers
Remember that, in their previous encounters with social
workers and
other "professionals," your trainees were accustomed to having to
take advice rather than being asked for their own opinions. It may
take them a while to become comfortable with their new role.
Remember to encourage them and to listen carefully,
When a Crisis Arises
During the training, it's possible that a crisis may
erupt within
the targeted community. The natural leaders are preoccupied with
the issue at hand. This is an instance where consistent contact
with steering committee members proves important. The Master
Teacher group may not be able to focus on the session you have
scheduled. You will need to be prepared for a problem-solving
session relative to the crisis and present problem-solving
strategies that will help them at the scheduled training. Building
flexibility into the program format will give you the ability to
cope in such situations.
The Training-The-Trainer Model
In the Workshops section of this manual, the ten
training sessions
for Master Teachers are described in full. Included are the
research base that supports the need for the specific training, the
goals and objectives to be accomplished, and the learning
activities and support materials. Keep in mind that the steering
committee will be modifying each module; however, the basic goals
should remain the same.
The goals of the training are:
- To help trainees better understand themselves and others so that
they can deal with issues that arise in their neighborhood in a
flexible, nonjudgmental fashion.
- To reinforce interpersonal skills that are necessary in order to
be effective mentors.
- To provide an information base on topics including education,
employability, parenting, health, sexuality, substance abuse,
consumerism, and family life so that Master Teachers will be
better prepared to respond to the needs of their community.
- To share information about agencies supportive of families trying
to improve their quality of lives, so that Master Teachers will
better understand the agencies' roles and more easily gain access
to their services for themselves and others.
- To provide mutual support for the group, so that Master Teachers
will be able to connect with each other when they need support or
information.
- To begin the community building process, starting with the core
group of Master Teachers and expanding to other individuals
addressing poverty issues.
The Program Structure
Training during the ten weeks will focus on issues that
affect the
trainees and those they help. At first the program will tend to
address personal and family issues; then it will focus on community
problems.
The educator will be the principal group leader
throughout the ten
weeks. Three of the sessions will feature guest specialists. It
is important that these invited guests understand the goals of the
program and the expectations of the trainees. An ineffective or
disrespectful guest will not only result in a wasted workshop, he
or she may jeopardize participants' trust in the whole program.
The Guest Trainer
In preparing for the Guest Trainer:
1. Make sure the guest understands and respects the program.
2. Let the guest know what the trainers would like to get from
the presentation, what handouts might be helpful, and any
specialized needs (e.g., translated materials).
3. Ask the guest if there is any other information he or she
would like to share with the group. (In addition to the
workshop topic, the guest may have information that would be
very helpful to the trainees and you.)
4. Give the guest speaker the option of letting you facilitate
the group.
5. Make sure the speaker is sure of the location and time of the
group meeting. Ask a Master Teacher to watch for the
speaker's arrival.
Program Flexibility
If a neighborhood crisis arises and one training
session must focus
on that specific crisis situation, skip one of the last three
trainings rather than extend the twenty-hour initial training.
Then reschedule the session for one of the monthly programs
subsequent to graduation. Again, predictable program design
reinforces the need to be consistent and the professional aspect of
the training.
SAMPLE PROGRAM DESCRIPTION
Funded by:
Cooperative Extension
Eugene Dexter Foundation
The Master Teacher in Family Life Program is designed
to train
community people to offer others in their neighborhood skills that
can result in a better quality of family life. The program design
offers strategies to promote networking among adults and youth in
neighborhoods struggling with inner-city barriers related to
isolation and inadequate resources. In order to support long-term
change in the targeted neighborhood, a program specialist not only
conducts volunteer specialized trainings that focus on issues that
affect the neighborhood, but also supports trained volunteer/Master
Teachers as they work for change in their neighborhoods.
The Eugene Dexter Foundation has funded this program to
be aimed at
helping family members, especially youth, living in the Mason
Square community. Because city residents are especially concerned
with youth issues - teen dropout rates, substance abuse, premature
sexual activity, and a general feeling of discouragement related to
long-term goals of self-sufficiency - this program will focus on
helping youth and their families work toward a better quality of
life.
Goals of the Program are:
To provide for youth an internal base of knowledge,
skills, and
support through the services of well-informed natural support
leaders trained as Master Teachers.
To help parents in inner-city Springfield better deal with
parenting issues through the sharing of parenting information,
youth development information, and knowledge to help discouraged
adults better understand the needs of their teens and better deal
with the barriers associated with poverty. As parents begin to
understand how to better deal with issues affecting family, their
feelings about themselves will improve and their relationships with
their children will improve also.
To help youth living in inner-city Springfield set
goals toward
long-term self-sufficiency through offering them opportunities to
build positive support systems among themselves, learn new skills,
and network with mentors who care on a long-term basis. To build
a community of support within neighborhoods in Mason Square.
The key to successful preventative ongoing programming
in the Mason
Square area is a long-term availability of knowledge and support.
Through creating internal support by trained and trusted natural
leaders, the Master Teacher in Family Life Program will create an
enduring structure of supportive community relationships that will
have the power to transform lives of many residents of the Mason
Square area.
APPLICATION - Mason Square Master Teacher Program, March 13, 1990
Name__________________________________________________
Address_______________________________________________
______________________________________________________
Phone Number_________________________________
1. Are you familiar with the Master Teacher program currently being
offered?
2. How did you hear about this program?
3. Why are you interested in becoming involved in this program?
4. Please list any experience you have in working with teens and/or
young families.
5. Please list any areas of specialization, skills, or hobbies you
enjoy.
6. Have you had any experience in public speaking or teaching?
7. Please list any volunteer work or community activities.
8. Do you have a driver's license and access to an automobile?
9. When would you prefer to offer education related to this
program?
| _________during the day | ____________evening |
10. Do you have a special group of people you prefer to work with?
11. How do you see this program as being helpful to you?
Date:_________________
Signature:________________________________
BABY-SITTING/MILEAGE FORM
Please fill this in each week and leave with the group leader.
DATE_______________________________________________
NAME_______________________________________________
SS#________________________________________________
STREET ADDRESS_____________________________________
___________________________________________________
TOWN______________________________________
ZIP________________
WORKSHOP NUMBER_____________________________
NAME OF BABYSITTER_________________________________
HOURS______________________________
COST_______________________
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
MILEAGE____________________________________________
WHERE______________________________________________
WHEN_______________________________________________
MILES_____________________________
X .22 = __________________________
SIGNATURE___________________________________________
UNIVERSITY OF MASSACHUSETTS COOPERATIVE EXTENSION
MASTER TEACHER
Fiscal '88-'89
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