TOY - Trainers Online for Youth
This is a reference for Bruno Pizzini
Training Activity Objectives:
The training aimed to certify trainers under the "Remote Teaching Competence Model," part of the KA2 project called "Remote Teaching Competence Model." It aimed to equip trainers with the skills to propagate the Model, independently use it in their own schools/organizations, and implement project tools effectively.
Addressed Needs:
The training addressed Anthropolis' need to build capacity by certifying trainers proficient in the "Remote Teaching Competence Model." It fulfilled the organization's goal of promoting the Model's adoption and fostering innovation in remote teaching practices.
Alignment with Anthropolis' Goals:
By preparing certified trainers, Anthropolis could expand the reach and impact of the "Remote Teaching Competence Model." It empowered trainers to lead educational initiatives and furthered Anthropolis' reputation as a leader in innovative education within the KA2 project framework.
The training brought together an elite group of trainers from Hungary, Poland, and Italy, who were already collaborating with participating organizations. These trainers were selected to be the first certified trainers using the "Remote Teaching Competence Model." The training aimed to equip them with new skills, knowledge, and competencies to significantly influence their work environment and enhance their opportunities in the job market. The international composition of the group allowed for cross-cultural collaboration and enriched the learning experience, promoting the exchange of best practices and ideas from diverse educational backgrounds.
Assessing Remote Teaching Competence: Participants explore effective methods for assessing and certifying teachers' competence in remote teaching using the Model. Trainers develop rubrics and evaluation criteria for measuring educators' proficiency in the Model's application.
Building a Community of Practice: This workshop focuses on creating a supportive community of practice among trainers, where they share experiences, resources, and challenges related to using the Model. Trainers collaborate on joint projects and establish a network for ongoing professional development.
Project-Based Learning with the Model: Participants explore project-based learning approaches integrated with the Model's concepts. They collaborate on designing and presenting project-based lessons that foster critical thinking, problem-solving, and creativity among students.
Empowering Teachers through Model Training: Trainers learn how to facilitate workshops for teachers, introducing them to the "Remote Teaching Competence Model" and guiding them on effective implementation strategies. This workshop equips trainers to spread the Model's adoption among their colleagues.
the "Remote Teaching Competence Model" under the KA2 project hosted by Anthropolis aimed to achieve several outcomes, which can be evaluated to determine its success:
1. Certified Trainers: The training successfully certified trainers as the first batch of educators proficient in the "Remote Teaching Competence Model." The attainment of certification indicates that participants acquired the necessary skills and knowledge to effectively use and propagate the Model.
2. Enhanced Skills and Competencies: Trainers gained new skills and competencies related to remote teaching, integrating the Model's principles into their teaching practices. Their ability to implement the Model's tools and methodologies was developed during the training.
3. Expanded Knowledge Sharing: The workshop fostered a supportive community of practice among trainers. The exchange of experiences, resources, and best practices created a collaborative learning environment, promoting continuous development among participants.
4. Successful Project-Based Learning: The workshop on project-based learning with the Model enabled trainers to design and present project-based lessons that fostered critical thinking and creativity among students. The trainers' proficiency in developing engaging and effective learning experiences can be considered a success.
5. Empowerment of Teachers: Trainers were equipped with the necessary skills to facilitate workshops for teachers, introducing them to the "Remote Teaching Competence Model." Their ability to inspire and guide colleagues demonstrated successful empowerment.
6. Effective Assessment Techniques: Trainers explored and developed various assessment methods to evaluate teachers' competence in remote teaching using the Model. The adoption of effective assessment strategies showcases successful training outcomes.
7. Positive Feedback and Impact: Feedback from participants and stakeholders, such as participating organizations and teachers, can provide valuable insights into the success of the training. Positive feedback and observable improvements in teachers' remote teaching practices indicate a successful outcome.
8. Proliferation of the Model: The success of the training can be measured by the extent to which the "Remote Teaching Competence Model" was adopted and implemented in various educational institutions and organizations after the training. A widespread dissemination of the Model would signify a successful impact.
As a full-time trainer in the team, my tasks and responsibilities would include:
Training Delivery: Conducting training sessions and workshops to effectively convey the content and objectives of the "ToT"
Content Development: Designing and developing the training content to align with the "Remote Teaching Competence Model" objectives and the needs of the participants.
Methodology Design: Designing the training methodology using preferred techniques and non-formal education principles.
Facilitation and Guidance: Facilitating discussions, group activities, and exercises to foster collaborative learning and provide guidance to participants.
Assessment and Feedback: Assessing participants' progress and providing constructive feedback to support their growth as certified trainers.
Community Building: Fostering a sense of community among the trainers, encouraging knowledge sharing, and creating a supportive network for ongoing professional development.
Continuous Improvement: Evaluating the effectiveness of training methods and content, making necessary adjustments for an optimized learning experience.
Collaboration with Stakeholders: Working with Anthropolis and other stakeholders to ensure the training aligns with the project's goals.
Empowering Teachers: Equipping trainers with skills to facilitate workshops and promote the Model's adoption among their colleagues.
Monitoring and Reporting: Tracking the progress and outcomes of the training, generating reports for evaluation and future improvements.
Bruno is a very reliable trainer who can deliver the program not only in a really high quality but also in a smooth way with some pleasant elements and a sense of humour.