aca new standards instructor training curriculum 2015 · · 2015-11-25instructor training camp...

ACA

New Standards Instructor

Training Curriculum

2015

© American Camping Association, Inc., 2007 ACA Instructor Course 2

January 2007, October 2012, November 2015

Instructor Training

Camp Accreditation Courses

Purpose

To train persons to assume the role of Instructor or Associate Instructor in the

American Camp Association’s accreditation program.

Participants

Must have served as a Visitor for at least five visits over a minimum of two years

and be a current ACA member. This course assumes the candidates have

knowledge of the standards and have previous teaching/training experience.

Time

Approximately 14-16 hours –including online pre-course obligation

Curriculum Guide

Includes suggestions for preparing for the course, a guide for leading the course,

copies of course handouts, samples of pre-course communication, Power point

outline, and supplemental information for Trainers.

Course Objectives

At the end of the course, participants will have:

Demonstrated comfort level with standards content

o Landlord/in loco parentis concepts

o Interpretations, intent, compliance demonstrations

o Year round applicability/modes

o Compliance within each of the 8 sections of standards, DNAs, staffed

public facilities

Established comfort level with materials:

o Accreditation Process Guide

o Curriculum guides for courses

o Use of technology and visual aids

o Handouts, activities, and other resources

o Discussed and applied adult education principles/theories

Demonstrated ability to instruct courses:

o National curriculum, training skills, team teaching, ACA advocate of

accreditation

Demonstrated ability to evaluate peer/trainee performance accurately and

objectively

Demonstrated understanding of ACA structure and accreditation processes:



o Local Standards Committee, National Standards Commission,

National Staff, Volunteer leadership structure

Course Goals

To develop skills in instructing and utilizing the curriculum

To assess whether or not the candidates have accomplished the stated

objectives

Course Design

Since we learn best that which we teach, the course will consist to a large degree of

directed study and/or practice teaching. Instructor candidates will complete

assigned modules, from the standards course and associate visitor course, to either

present main content to the larger group or to practice teach. Some units may be

instructed by the Trainers. Trainers should model various teaching techniques

(other than lecture). See the Trainer resource for sample schedules.

Some of the Standards Course and some units from the Associate Visitor Course

sessions will be presented and/or taught by the course participants. It is

recommended that each participant teach or present two to three times. (One short

segment alone, and one or two longer segments as part of a team). Following each

presentation, time should be allowed for discussion, idea sharing, and constructive

feedback.

General Schedule (sample)

Typically over a weekend, but not required:

Day 1 (afternoon and evening) - Course will begin in the afternoon with instruction

by Trainers. Provide time for participants to finalize preparation for teaching

assignments.

Day 2 - Begin after breakfast having Instructor Candidates practice teaching or

directed study of the assigned Standards Course (SC) units. After a break, begin

with the Associate Visitor Course assignments (AVC) and a mock visit (or directed

study of mock visit, followed by practice scoring. Trainers should meet this

evening to discuss candidates’ performance and final recommendations.

Day 3 (morning) – One trainer will focus on additional policies and procedures,

reviewing the Standards Administration Manual (SAM), web site, support

products, etc. and answer questions. The other trainer meets individually with

candidates to evaluate their participation and to make recommendations. The

intent is to finish for a noon dismissal (no lunch service).



Topic Areas

Approx.

Time

Slides from

Trainer PPT

Unit 1–Introductions/Mixers 30 min. Slide 1

Unit 2–Purpose of Accreditation 30 min. Slides 2-5

Unit 3–Quick overview of changes 15-30 min. Slides 6-12

Unit 4–Key Elements to Program 30 min Slides 13-19

Unit 5–Compliance Decisions Refresher 60 min Slides 20-30

Unit 6–Using Resources 30 min Slides 31-36

Unit 7–Adult Learning Styles (Review) 30 min Slides 37-44

Unit 8–Assessing Learning 20 min Slides 45-47

Unit 9– Practice Teaching or Directed Study of the

Standards and Associate Visitor Courses 6.0 hours Slide 48 (See

Trainer Materials) Unit 10–SAM/Wrap up/Evaluations 2 hours Slides 49-55

Total Time 12 hours

Materials – See Instructor Resource packet for suggested list

Pre-course communication

Participants are recruited/identified through the local offices. Local personnel

recommend participation through an application and registration process with the

ACA, Inc. administrative office. In preparing for the course, responsibilities are as

follows:

National Staff (see Course Resources for samples)

6-9 mos. before course - Establish dates/location of training, assign Trainers,

publicize course to local offices. Set deadline for accepting applications no

less than 2 weeks before the class begins.

• 4 – 6 weeks before course - Send Welcome letter (confirmation of course),

Curriculum guides, agenda/schedules, head-up that teaching assignments

will follow, travel and site details, a roster of those registered to date to

participants and online pre-course online enrollment obligation and access

information. Continue sending as registrations are received prior to the cut-

off date. Include travel information form to be returned.

Arrange for course to receive needed course handouts, and to have Power

point CD, laptop and LCD projector, at least one copy of SAM, evaluation



forms. Arrange to have a screen available. Find a local ACA liaison that can

serve as on-site liaison with facility management.

Trainers (see Instructor Resource packet for samples)

6weeks -2 mos. before course - Send Welcome letter (ACA, Inc. has

templates). Include in this letter some words of encouragement that reflect

your understanding of the participants feelings of hesitancy/concern over

having to teach segments of the curriculum to their peers. (Sample letter is

also in the Instructor Course Resources).

Use one of the sample templates in the Instructor Course Resource packet to

make teaching assignments for candidates. (Try to give each candidate a

variety of teaching methods.)

Send assignments directly to participants via email and remind participants

of their online pre-course obligation. This will accompany the assignment

letter and will include contact information of all participants, so teams can

do some planning before arriving at the course.

2 weeks prior to the course send practice teaching assignments to

participants. Be sure participants know to make and bring own copies of

handouts related to their assigned units



Unit 1–Introductions/Welcome/Overview 30 minutes

Outcome Objectives

By the end of this session, participants will:

• Get acquainted.

• Recognize experience and expertise of group members.

Materials/preparation

PPT

Handout – Final Course Schedule

Welcome, Introductions, Overview Time to present: 30 minutes

Greet new instructor candidates as they enter the training room and have them

make a name card tent that will sit on the table in front of them.

1. Gather group together, start on time! Have title slide on screen.

2. Introduce yourself and co-trainers.

3. Briefly review time line of the session (length, planned breaks, intention to

end on time, etc.) and make reference to the printed schedule so candidates

see where they are teaching. Handout final course schedule (if different than

what was sent)

4. Identify locations of restrooms, telephones, smoking areas, snacks, etc. Also

discuss meal times, ground rules specific to the facility, etc.

Conduct a short icebreaker that encourages the group to begin to network.



Unit 2 –Review the Purpose of the ACA Accreditation Program 30 minutes

Materials

PPT Slide Deck

Slide. Main Purpose of Accreditation

In all seriousness, we want you to remember that the main

purpose of the ACA Accreditation Program is EDUCATION

More specifically:

• The main purpose of the ACA Accreditation Program is

to educate camp owners and directors in the administration of key aspects of

camp operation, particularly those related to program quality and the health

and safety of campers and staff (APG, p.12).

• The standards establish guidelines for implementing policies, procedures,

and practices. The camp, then, is responsible for implementing and ensuring

policies are followed (APG, p.12).

• Another purpose of ACA accreditation is to assist the public in selecting

camps that meet industry-accepted and government-recognized standards

(APG, p.12).

• Accreditation does, however, indicate to the public that the camp

administration has voluntarily allowed its practices to be compared with the

standards established by professionals in the camp industry (APG, p.12).

• Accreditation focuses on education and evaluation of camp operations, using

standards that often go beyond the minimum requirements of licensing

(APG, p.12).

Spend time, before progressing any further, discussing the following questions

with the group.

When did YOU last help a camp director with an AH-HA moment? (Capture

responses on flip chart)

How have you helped a camp experience a successful visit? (Capture

responses on flip chart)

So, with these things in mind — from an INSTRUCTOR’s (potential

instructor’s) point of view

What does education look like?

What does it sound like?

How do we, as instructors, facilitate education?



Slide. Review Main Purpose

The main purpose of the ACA Accreditation Program

is to educate camp owners and directors in the

administration of key aspects of camp operation.

• Related to program quality and the health

and safety of campers and staff.

• Establishes guidelines for implementing

policies, procedures, and practices.

• Assists the public in selecting camps that meet

industry-accepted and government-recognized standards. • ACA accreditation is voluntary.

• The visit process is educational in nature and design.

Slide. Review general course objectives. 1. Demonstrate comfort level with standards content

2. Establish comfort level with materials

3. Understand learning styles and be able to use a

variety of training styles

4. Demonstrate ability to instruct courses

5. Demonstrate ability to evaluate performance

accurately and objectively

6. Understand ACA structure and accreditation

process

Slide. Review Trainer Expectations of Participants 1. Ask for help when needed.

2. Know your section of course content.

3. Participate as a student (as “new” director, visitor

trainee, etc.).

4. Be honest and kind in your peer evaluations...

5. Others expectations? Trainer should elicit points

from the group on how they treat each other.

Trainer Tip: This is a good time to ask the group about their expectations and

to allow a discussion to evolve.



Unit 3–Overview of Changes to Standards

Outcome:

Understand pertinent changes to the program that you need to know as an

instructor

Materials/Preparation

PPT Slide Deck

Poll group to see who did a visit last year or prepared for a visit. If there are folks

that were involved let them know that there are additional changes – even since

then.

Slide. Articulating What’s New and Different in 2015 Standards

In this section we are going to discuss the pertinent

changes to the program that you need to know as an

instructor.

Reminder, despite the changes to the standards and to

some procedures —

Slide. Changes to Standards 2015/2016

HR.3.3: The hiring policy must now indicate a

criminal background check at least every 5 years for

year-round staff. MANDATORY for 2015

HR.4.3: Now requires a criminal background check

ANNUALLY for all seasonal staff based on camp

property. MANDATORY for 2015

HR.8.B NEW Standard Requirement for staff to have training to minimize 1:1

camper staff interaction when out of sight of others. MANDATORY for 2016

Slide. APG Changes to Standards and DNAs*



Additional changes include: PD.25 Archery Safety:

Added in the component that equipment must be

locked when not in use and all parts are

MANDATORY (2015)

PD.26 Rifle, Pellet, & Air Gun Safety: All parts

MANDANTORY for 2015

PD.29.3: Added another DNA: DNA helmet use on manufactured (man-made)

climbing wall when an auto-belay system is used. For 2015

Options to find/include ANY changes

/corrections/clarifications to the APG depend upon

when your book was printed. Depending on when your

book was printed and ordered you may need to:

• Use the pull-and-replace pages that came with

your book OR

• Can be found online on the Accreditation

Resources/Tools page at

www.acacamps.org/accreditation/resources-tools to print and insert

*Always check the Accreditation Resources/Tools page for

changes/corrections/clarifications

Slide: NSC Decision

The NSC feels that as camps are fully aware of all

mandatory standards and the need for these standards

to be continually met, it is appropriate for any camp

who misses four or more mandatory standards to be

required to have a revisit the following year. Camps

still have the opportunity to FIX the missed

mandatory standard which means they will not lose

accreditation due to the miss.

http://www.acacamps.org/accreditation/resources-tools



Slide: NSC Decision

As ACA moves to a five-year visit cycle, the NSC

feels waiting 5 years to come into compliance with

any new or revised standard is too long.

Therefore, starting in 2016, camps must come into

compliance with all new/revised standards the next

season. The NSC will release new/revised

standards in the fall and they will become effective

the next season.

Slide. Check for Changes

Camps cannot rely on old or inherited documentation

and expect to sail through their visit without some

problems. Camps and visitors need to know that

some things are different and they will need to take

the time to prepare for their visits. Stress the

importance of reviewing all written documentation

on an ANNUAL basis!

Unit 4–KEY Elements to Accreditation

Program – 45 minutes

Objectives:

Examine and discuss the Camp Information Form

Examine and discuss the Camp Self-Assessment and

Review


Flipchart and Markers

Camp Information Form

Camp Self-Assessment Review Checklist

Slide. Using Camp Information Form (has 4 transitions)

Distribute the Camp Information Form (if not already

done), AND If available, show participants where to

locate this form on the Resources and Tools page of the

ACA Web site.



Introduce the Top Portion of the Camp Information Form.

Ask Attendees to Complete Camp Information, Winter Address, and Standards

Course.

Give participants Camp Information Form Handout

Have participants examine form and brainstorm ways to use it related to assisting

with a successful visit. Capture responses on flipchart.

Ask which form they would guess this replaces from previous version of

standards? Answer: Camp Profile

Explain the Camp Information Form is a helpful tool for both the camp and the

visitor to determine what modes and activities are to be scored.

Visitors will retrieve a copy of the camp information form that the camp

completed in preparation for the visit.

Trainers: Please use the actual handout to review the elements of the Form Explain the front side:

Camp name and ID number

Contact (specifically for the visit)

Addresses — both summer and non-summer

Camp Web site address

Information regarding completion of standards course requirements

Camp self-assessment general inquiry

Modes to be scored

Program sections to be scored

Multi-site distinction

Point out the areas to be visited box in the lower third of page one. Have

participants take a closer look.

In particular, direct them to the bottom third of the first page. Point out and have

them take notes, particularly on the sections regarding the Camp Self-Assessment

REVIEW DATE of MAY 1st (NSC mandate) for successful COMPLETION of

REVIEW by visitor. Any variance of this date is at the discretion of the local ACA

office.

IMPORTANT NOTE FOR ALL: The intent is that the Camp Self-Assessment

REVIEW (by visitor) will be completed BEFORE camp starts with staff training.

Remind candidates that the local office may deny an onsite visit if this is not



completed. As Instructors, YOU need to know how your local office expects these

to be completed and tracked.

Also note modes of operation to be scored.

Point out the section on program areas to be scored and that it highlights three

areas:

Specialized Activities

Aquatics

Trip and Travel (three nights or more)

SAME Slide. Review the back side of the Camp Information Form (together):

Specialized Activities Offered — this should look familiar as it is similar to what

used to be on the Camp Profile.

During the Standards Course, camp directors were instructed to check any

activities that they offer and to CIRCLE any activities that they offer through a

staffed public facility — a third party.

List specific aquatics activities — aquatic activities are not listed specifically on

page two of the Camp Information Form. Rather, camps need to list what aquatics

activities they provide. As a visitor it is important that you review this box with the

camp director so both of you know whether to score swimming, watercraft, etc.

Explain to participants they need to take particular note of page two as to how it

pertains to specialized activities and scoring.

Share that the camp information forms are passed out at the Standards Course.

Camp directors are also emailed a link to a fillable form that can be returned to

ACA. It the goal to have all camps to have completed the CIF. Visitors should get

the completed form from their local office, either with their visitor packets or via

mail or e-mail. If they (the visitors) did not receive the Camp Information Form in

their visitation “packet”, they need to contact their standards chair and request it

AND/OR complete it as they are having a conversation with the camp director.

You’ll need to remind visitors that if a camp loses their form or needs another

copy, they can contact their local office on how to obtain one. Because these forms

are useful to visitors in planning the visit, it is up to the local office to determine

how they will collect them and distribute to the standards chair and subsequently

the assigned visitors.



Instructors, be sure to know what the procedure is for your local office so that you

can share the procedure with the visitors during the Visitor Update Course!

Regardless of the information available on the form — it is always a good idea to

check the camp’s Web site out prior to reviewing the camp self-assessment and

prior to the day of the visit. This will help you verify the activities indicated prior

to any reviews or scoring.

Be sure to use this form as an informational tool.

Finally, BE SURE TO SEND THIS FORM TO ACA, INC. ALONG WITH THE

SCORE FORM!

Ask for questions.

Slide. The Camp Self-Assessment

One of the recent changes to the visit is completion of the camp self-assessment.

The camp self-assessment REPLACES the Written Documentation Preview or

WDP. The difference is that it’s REQUIRED and it consists of a PRE-

IDENTIFIED set of twenty (20) standards. Let’s look at how it works.

A camp’s assigned Visitors will review the Camp’s

Self-Assessment using a checklist and inform camp of

areas of concern or those needing attention to be in

compliance on the day of the visit. This required

review by the visitor MUST be done by MAY 1 (and

at the very least by the time camp starts staff training).

NO camps should start their season without this

review.

The camp self-assessment review prior to camp start allows the camp time to

assure everything is in compliance with the carefully selected representation of

standards BEFORE any campers or staff is in their care. Any variance of this date

is at the discretion of the local ACA office.

Slide. Camp Self-Assessment – by Definition

Read the definition — A camp self-assessment is a

required review of the written documentation for

twenty pre-identified standards and must be completed

prior to the start of staff training for the summer



season. Your local office might require an earlier completion date.

Important Note to Share: It is perfectly acceptable (in fact encouraged) that

additional written documentation be reviewed prior to camp starting.

More is better regarding the EDUCATIONAL purpose of the program. Local

offices may require additional standards for the camp self-assessment. Be sure

YOU know what your local office requires.

Slide. What the Camp Self-Assessment (CSA)

• Helps camps prepare for a standards visit

• Allows select written documentation to be

reviewed PRIOR to scoring by the visitor

• Stresses the importance of the camp being

prepared BEFORE the camp season

begins.

Look at your Camp Self-Assessment Handout

and notice that it looks similar to the former

Written Document Preview (WDP). It was designed intentionally to be familiar so

that visitors easily able to mark the document. The directions are clearly indicated

on the form for review before starting the process.

Slide. Locating the Camp Self-Assessment Form

CHECK FOR ANIMATION

You can find a copy of the Camp Self-

Assessment

1. In the APG pages 261-265

2. On the ACA website on the Accreditation

Resources/Tools page (Two versions)

a. Version with only the required

twenty standards

b. Expanded version with all standards

that require documentation

3. Through My Accreditation/My Visits Camp Self-Assessment Report

Recommendation to Instructor If possible show attendees to the Camp Self-Assessment on the Resource/Tools

page at www.ACAcamps.org/accreditation/resources-tools

http://www.acacamps.org/accreditation/resources-tools



Ideally it is best for the assigned visitors to review the camp self-assessment but it

can be done by any visitor as long as it is communicated between the assigned

visitor and the visitor who is reviewing material.

Visitors need to be sure to notify their local office upon completion of the review of

the camp self-assessment.

Slide. Review by Date: May 1 (NSC mandate) Discuss additional points:

• The camp self-assessment must be

completed prior to the start of staff training

or MAY 1st (date determined by NSC)

• The local office might require an earlier

completion date (not on slide)

• The local office may deny an on-site visit

if the required camp self-assessment and

review is not completed

Any variance of this date is at the discretion of the local ACA office.

Ask for questions to this point.



Unit 5–Compliance Decisions Refresher (Slide)

45 minutes

Materials

Handout - Immediate Corrective Action Notice Sample

Page

Handout- ICA Notice Form (copy)

Handout — “What’s Wrong with This Form?”

Instructor Resource — “What’s Wrong with This Form

–Answer Key?”

Objective

Review of the major elements that impact making compliance decisions including:

ICA Process

72-Hour Rule

Written Documentation (Brief)

Scoring Reminders

Score Form Completion

Slide. Immediate Corrective Action

Missed Mandatory Standards

Remind participants: Mandatory standards are

critical to the health and safety of campers and staff,

and ACA requires immediate compliance with these

standards to maintain accreditation and allows a

missed mandatory to be remedied through the process

of Immediate Corrective Action or ICA.

Ask for a show of hands as to who has applied an ICA during a visit.

Slide. Emphasize that the ICA is for MANDATORY STANDARDS ONLY

Explain the graph and add that:

• Immediate Corrective Action (ICA) MUST

be taken for any and all missed mandatory

standards. The ICA process is ONLY for

missed mandatory standards — it cannot be

used for nonmandatory standards.

• Camp must cease the activity in question

until immediate correction is made (If it is



an activity based standard -e.g., no lifeguard, lack of helmets, lack of skills

verification).

• Visitors will determine compliance and inform director of required

correction(s) using the ICA notice form.

• ANY and ALL documentation of correction of the standard gets sent to

ACA, Inc. who will forward to the visitor for review.

• The ICA process gives the camp seven (7) days to submit proof of

compliance with the standard. 7 days is NEW time frame!!!

Pass out Handout — Immediate Corrective Action Notice Sample Page

Trainer Note: An ICA notice form is to be completed even if the standard is

corrected during the visit. So, a visitor will either send in the documentation of

proof of compliance and the ICA notice form with the score form, or the camp will

send proof of compliance within the ten day limit.

Slide. Review the ICA Notice Form and note:

• The visitor and director each get a copy of the

form

• The original is sent to ACA, Inc. with the

completed score form

• Once ACA, Inc. receives the documentation of

the correction, the lead visitor will be copied to

verify whether or not it meets the requirements

for compliance with the standard.

• Review elements of the form – and discuss that the corrections need to be

prescriptive. They must specify an ACTION that the camp needs to take to

come into compliance and the PROOF that will satisfy this action.

• The proof may NOT include sending copies of health exams, health

histories, background checks, voluntary disclosure statements or any

other document that would convey personal or confidential

information about a camper or staff person. If a camp missed one of

these types of standards they can submit an “official” letter of their

actions.

Instructor Note: We stated this earlier but it is important to review again.

Remind visitors that the purpose in reviewing forms such as health exams, health

histories, background checks, voluntary disclosure statements or any other

document that would convey personal or confidential information about a camper

or staff person, is to SPOT CHECK NOT AUDIT them and determine they contain

the required elements in the standard.



ALERT: For HW.23-Staff Health History review BLANK form ONLY. DO

NOT request to see ANY completed staff forms (including Director’s).

Explain that they can closely review a BLANK copy of the form for those

elements, and then during the visit spot check without reviewing personal

information, for completed forms.

Remind the visitors that if they are designated as the lead visitor and an ICA

notice has been issued that they will be the person that will be sent any

documentation of proof that a camp submits and that they in turn must make a

compliance decision, complete the ICA response form and send their response to

the local standards chair/contact person as soon as they are able.

After reviewing the documentation, IF THE VISITOR DETERMINES THAT A

CAMP IS NOT IN COMPLIANCE, IT IS CRITICAL THAT THIS FORM

GETS SENT ALONG TO THE LOCAL CONTACT, ASAP so that the camp can

be notified of its noncompliance status and the review and appeal process

information can be sent to them.

Examples of Corrections for Missed Mandatory Standards Resource – In the

Associate Visitor Course we introduce a document that has sample corrections for

each mandatory standard. Ask if they have ever seen this document? Ask if they

have ever used the document?

Finally, we recommend that ALL visitors, no matter how experienced, carry a copy

of the “Examples…” document with them to visits. The document can be found on

the volunteer standards visitor page and is called “Examples of Corrections for

Missed Mandatory Standards.” Gotta have it!

Slide. The 72-Hour Rule

Ask: How do the ICA and 72-Hour Rule processes

differ?

You should get a response that the ICA is for

mandatory standards only, and the 72-Hour Rule is

for written standards with documentation already

in existence.

http://www.acacamps.org/sites/default/files/images/Examples-of-ICA-Corrections-2012.pdf

http://www.acacamps.org/sites/default/files/images/Examples-of-ICA-Corrections-2012.pdf



Review: The 72-Hour Rule is a courtesy that may be extended at the discretion of

the visitor.

• May ONLY be used for non-mandatory standards that require written

documentation that can be verified to already be in existence.

• For written documents that exist elsewhere (i.e., a central office) but for

some inexplicable reason are NOT present at the time of the visit.

• Examples include: insurance policies, certification cards.

• Camp has seventy-two hours to produce and forward a copy to the lead

visitor.

• There is NO other paperwork.

• Lead visitor scores the standard “no,” then based on the material forwarded

(or not), may change the score to “yes,” and will then send the score form to

ACA, Inc.

Ask for questions.

Slide. Acceptable Written Documentation - Review

Review the criteria for written documentation.

• Pertinence – Does the document deal with the

subject of the standard? (A lifeguard card is not

pertinent to a first aid and CPR requirement,

OR you cannot accept general emergency

procedures for vehicle emergency procedures)

• Currency – Does the standard require a date or

currency of the document? (it’s not expired)

• Dissemination--Does the standard require that the document is distributed to

specific people? (its provided to all audiences stated)

• Inclusiveness of ALL Parts – It is important to correctly determine what it is

that the standard requires and to be sure that your policy or procedures

covers all items listed in the standard. (must include ALL components of

the standard)

• Location--Does the standard specify where the document must be located?

(e.g., blueprints onsite or home office, or written description of locations of

utility systems, posted signs for traffic control or access to areas that may be

off limits or unavailable without trained staff present).

• Communication--Does the standard require communication with specific

people? (is communicated with appropriate audience)

• Campers-- policies for use of the challenge course

• Staff – time off policies

• Rental groups – refund policies



• Practiced or Rehearsed – Does the standard require not only writing the

documents but practice of the procedures stated in the document? How can

this rehearsal be verified by the Visitor?

Slide. Documented Training and Documented Endorsement

Explain that some standards require documented

training and experience and other standards will

require documented endorsement but essentially they

are the same thing. Tell participants to look at

PD.12.1 (Supervisor Qualifications) and PD.14

(Horseback Riding Supervisor Qualifications)

Review: PD.12 – Supervisor Qualifications requires

either current certification OR Documented Training. Documented training needs

to ideally be FROM A THIRD PARTY and/or at the very least be VERIFIABLE

and is defined as:

• Job reviews from former employers

• Job performance review from the camp for years of service – can come from

your own camp documented by evaluations or a letter from the camp

director

• Letters of recommendation

• Course record sheet

• Certification or training cards

• When nothing else is available: a detailed list of experiences regarding that

activity will suffice

Slide. Documented Training and Documented Endorsement (continued)

Review: PD.14 – Horseback Riding Supervisor

Qualifications requires current certification OR

Documented Endorsement. Documented

Endorsement may include:

• A letter of reference from former employers,

students or co-workers

• Brochures or advertisements announcing

programs where the individual is listed as

instructor

Instructor Note: BE CLEAR that visitors know and understand that, in general,

resumes, employment applications, vitas, and other sources generated by the

individual staff person are NOT acceptable forms of documentation regarding an

individual’s qualifications – unless they are somehow VERIFIABLE.



Slide. Scoring Reminders

SCORE THE STANDARD! – the questions written in

the text box outlining the standard such as the ones on

the slide, are what need to be scored NOT the

clarification in the Contextual Education Section.

Look to the compliance demonstration to better

understand what the visitor will expect to see or hear

on the day of the visit.

Slide. Scoring Reminders (continued)

Verify Written Documentation Exists – your role as

the visitor is to verify the camp has the written

documentation required and it incorporates all

elements asked for/required in the standard. Your job

is not to evaluate the quality of what is written – even

if you feel it could be a stronger document. The

question you need to ask, “Does the written

documentation include ALL elements asked by the

standard?”

Note: If you get questions about this from visitors. State: if a visitor has strong

concerns related to the quality of the camp’s written documentation, they should

notify their Standards Chair, in writing, AFTER the visit.

If written documentation is not complete the standard is scored “NO”. It is

not appropriate for camps to add to or change documentation during your visit.

You need to score the standard based on what is available at the time you are

reviewing the standard.

• Camp staff cannot complete and/or update written documentation on the day

of the visit.

• All standards scored “NO” must have a written comment.

Slide. Scoring Errors Activity

If there are no questions, or once all questions have

been answered, distribute

Handout — “What’s Wrong with This Form?” Have participants review individually. Come back

together after ten minutes and review the errors on the



form and what needs to be done to correct those errors.

Use Instructor Resource– “What’s Wrong with This Form? Answer Key” for

your answers.

SF Section SF.1.2 Scored “Yes” and DNA

SF.4.1 Needs “No” whited out

SF.4.1 Comments need to be initialed “VIS” — not w/ personal initials

SF.13.1 Scored “No” needs comment

SF.17.1–SF.21.1 Need to be scored with “X,” not scribbles

SF.11.1–SF.23.1 Scored both “DNA” and “Yes”

TR Section Cannot “DNA” TR.3.1–TR.12.1, if TR.13.1–TR.15.1 are scored.

Other Issues with Page 1 No camp name

HW Section HW.1.3 Scored “Yes” and “No” — Is the camp special needs?

HW.2.3 and HW.1.4 Do not agree with each other — Is camp non-med religious?

HW.5.1 Blank, if to be scored as “No” will need ICA, as it is a mandatory.

HW.8.1 Is this a day camp?

HW.8.2 Is this a special needs camp?

HW.13.1 Blank, needs score

HW.12.1 Is “DNA” correct? Non-med religious?

HW.17.1 May only be scored “DNA” if camp is Non-med religious.

HW.19.1 Cannot “DNA,” it is very likely that resident camps will have

medications on site.

HW.26.1-HW.28.1 Should be “DNA” — not scoring Camp That Rents to Others

mode

OM Section OM.3.4 May not be “DNA” — Check TR section

OM.4.1 Should be scored “No,” if comment is correct. Cannot allow directors to

fabricate documents on day of visit — or for 72-Hour Rule

OM.6.1 Mandatory scored “No” — needs ICA, comment should reflect this

OM.10.1–OM.13.2 Scored “DNA” and “Yes”

OM.12.1 Scored “DNA” and “Yes”

OM.14.1–OM.15.1 Needs to be scored (because of modes being scored)



Other Issues with Page 2 Camp name needs to be legible

Camp number different then number on page 1

HW.11.1 has an editorial comment that is not needed — Plus, has misspelled word

(barley v. barely)

HW.11.1 Also has personal initials. If valid, comment would be initialed “VIS”

Ask for questions.

Unit 6–Using Resources 30 min.

Outcome Objectives

By the end of the session, participants will:

Become familiar with the use of curricula

materials.

o PPT slide deck

o PDF of slide deck (includes the Training Map)

o All-in-one handouts

Demonstrate a comfort level in finding and using the web based resources.

o ACA Volunteer Standards Instructor/Standards Visitor Pages

PPT slide deck and

Other curricula materials

o Resources and Tools Page

My Accreditation

My Visits

Resources by Section of Standards

Have improved skills that will allow them to be successful in the use of

technology and resources during their practice teaching and in the field


Set of curricula materials to show

Internet access –if available (if using live internet for demo add 15 min to

this unit)

Slide. Supporting Course Instruction with Technology and Media Use and Explain PowerPoint Slides and Notes in the

Delivery of Standards Program Courses

Explain that the PowerPoint and PowerPoint notes

page are the curricula for the AV course.



The PDF copy of the notes pages can be downloaded from the ACA Web site for

use in delivering the curriculum for the Standards Course, Associate Visitor

Course, and when appropriate the Visitor Update/Refresher. The Standards Course

and Associate Visitor courses are available on the flash drive you receive as a new

instructor.

All course curricula materials are available on the Volunteer Standards Instructor

Pages at www.acacamps.org/volunteers/standardsinstructors

Slide. My Accreditation – Use of this tool is Optional for camps.

Explain: ACA has developed interactive Web-

based tools that will help streamline the

accreditation process by helping camps identify

exactly which standards need to be scored.

The following functions are available for use

through the “My Accreditation” site:

• Ability to customize a set of standards based

on the programming and modes of the user’s

camp

• Ability to sort/filter the standards by pre-determined areas (example: Filter

to see only mandatory standards, etc.)

• Ability to upload camp documents to the site (up to three per standard)

• Ability to generate custom reports showing only standards applicable to the

user’s camp

• Ability to generate custom checklists

• Visitors will access accreditation customizations from “My Visits” from the

visitor point of view to:

• Access basic information about assigned camps – such as written

documentation, perceived compliance, make comments

• Review documents and other visitor resources

My Accreditation and My Visits are optional web tools camps and visitors can use

to prepare for a visit.

Slide. My Visits – Used with Assigned Camp(s)

The following functions are available for use through the “My Visits” site: • Ability to convey your availability as a visitor to your

local office

• Ability to review your visit assignment information

• Ability to review the camps customizations to the

http://www.acacamps.org/volunteers/standardsinstructors



standards based on the programming and modes of the camp/program

• Ability to sort/filter the standards by pre-determined areas (example: Filter to see

only mandatory standards, etc.)

• Ability review camp documents that have been uploaded

• Ability to make comments regarding documentation or perceived compliance

• Ability to generate custom checklists for assigned camps

Slide. My Accreditation and My Visits Basic Access

Instructor Note: If you have Internet access, log

onto the ACA Web site and walk through the

process. If not, use the PPT to explain the process.

Explain: The main ACA Accreditation Resources

/Tools page found at

http://www.acacamps.org/accreditation/resources-

tools will lead to My Accreditation, My Visits, and

to Resources by Section of Standards. (Resources by Section of Standards is the

place where all the sample policies, procedures, sample checklists and other

resources that formerly lived on the resource CD that came with the APG can be

found).

To access the My Accreditation and/or My Visits customizations: If you have

Internet access, log onto the ACA Web site and walk through the process. If not,

prompt them to check the materials out as soon as they are able.

Username = Trainer

Password = 12345

Step 1. Camps go to www.ACAcamps.org/standardstool. Choose My

Accreditation or My Visits

Step 2. Take the TUTORIAL — proceed to the custom portal

Step 3. Log in as yourself (an individual). The system will know who you are and

what camp you are with and assigned to — from your member information.

Step 4. Complete the Camp Intake Questionnaire (in “My Accreditation” section)

or Complete Visitor Information (in “My Visits” section)

Step 5. Review the document produced and proceed as necessary

Step 6. Print out the filtered/customized list of standards for your program or list

of camps to be visited and pertinent info.

Other REALLY COOL features:

Documents can be uploaded for the camp self-assessment to be shared with

and reviewed by you, the visitor



Will allow the camp to upload written documentation for those standards

that require it

Accepts most formats such as MS Word, Excel, and PDF files

The camp can print out a customized set of standards from this Web page — one

standard per page to use for your preparation

Slide. Customization Tools Reminders

Use your common sense and work with your assigned

camps well before the day of the visit to verify the

applicable areas of the camp program. Completing the

camp self-assessment and being able to review other

written documentation as early as possible will help

everyone better understand applicability of

questionable areas or standards. Your local standards

chair and ACA, Inc. can also help if you have

difficulty in determining applicability.

However, we do need to be sure you understand the following disclaimer:

• ACA, Inc. has designed the standards online tool product primarily as an

educational resource for camp professionals.

• The ACA, Inc. makes no claim that use of this published informational

tool will assure a successful outcome.

• In determining the applicability of any specific standard, the camp

professional should apply his or her own professional judgment to the

specific circumstances presented by the particular information/situation.

• If using the site to determine what standards will be applicable to obtain

accreditation, the user is responsible for scoring any and all standards

applicable to their program, whether gathered through the customized

version of standards Web site or not.

Ask for questions.



Unit 7–Adult Learning Styles Review 30 minutes

Participants will review different learning styles and

characteristics of adult learners and how brain-based

theories enhance the learning process that was introduced

in the online pre-course requirement including:

• Review Common Learning Styles

• Review Characteristics of Adult Learners

• Review Key Elements of Brain-Based Learning


Participant should have a copy of their learning style inventory and be able to

describe their predominate teaching style

Slide. Three Types of Learning

Review that trainers of adults address three types of

learning: knowledge, skills and influencing attitude.

In standards training, all three are crucial to the success

of the training.

Slide. Three Learning Styles Remind instructors that there are three preferred

learning styles:

• Visual (seeing)

• Auditory (hearing)

• Kinesthetic (doing)

Typically in any adult learning situation, participants

(and trainers) will represent all three learning styles

above. The curricula for the ACA Standards Program incorporates all three

learning styles in the delivery of content. Diversity in delivery systems and

reinforcement of learning will be key to the effectiveness of any training.



Slide. Training Styles Each training style has its own characteristic

strengths and challenges. When reviewing each style,

look at its place on the graph, i.e. presenting is a

blend of task and content focus, guiding is a blend of

task and process focus, etc. Review the following as

strengths and challenges of each style that you should

be aware of as a trainer. Self-awareness will make

you a better trainer.

PRESENTING - Enjoys delivering content, is organized and in control.

GUIDING - States clear expectations, is systematic in delivery and uses a logical

approach.

COACHING – Motivating, helps participants find the answers, and cheers them on

to stretch for their potential.

FACILITATING – Great listener, encourages discussion, confirms and reinforces

participants.

Slide. Review Key Findings on Brain-Based Learning Recent research identifies specific findings on how to

better engage the brain when it comes to learning.

“The brain remembers best what is taught first,

second best what is taught last, and least what is

taught in the middle.” — David Sousa*

Slide. Optimum Times

David Sousa* has identified optimum times for learning. Through his research he

has discovered that:

Twenty-minute learning segments are ideal, and can

engage the brain (and the learner) most effectively v.

longer learning segments.

*Dr. David A. Sousa is an international educational

consultant and author of several books that suggest

ways that educators and parents can translate current

brain research into strategies for improving learning. A member of the Cognitive

Neuroscience Society, he has conducted workshops in hundreds of school districts

on brain research, instructional skills, and science education at the Pre-K to 12 and

university levels.



Slide. Delivery Style and Rate of Retention Matter How information is delivered will affect a learner’s

retention of the content twenty-four (24) hours later.

Delivery of Information Retention

Rate after 24 Hours Lecture 5%

Reading 10%

Audio/Visual 20%

Demonstration 30%

Discussion Groups 50%

Practice by Doing 75%

Teaching Others 90%

These statistics were used as a guide in the development of the standards courses.

Emphasize it is extremely important that the courses are delivered as they were

written to maintain the integrity and consistency of the standards program

throughout the country.

Slide. Reflection on Training Styles (from online pre-course content)

Activity: Break group into smaller groups of 3-4 and

have them spend some time (5-10 min) sharing the

answers to the questions on the screen with each other.

What are your training style preferences?

Are you balanced in your use of all 4

dimensions?

What areas might you need more attention?

What insights have you gained by thinking through this context?

What can you do differently as a result of the knowledge you have

learned?

How can we work more effectively (with each other) as training teams

knowing this information?

Note: these questions should look familiar to candidates as they were the final

assessment questions from the online pre-course.

Ask for questions.



Unit 8–Assessing Learning 20 minutes

Outcome Objective


Discuss evaluating self and peer performance

accurately and objectively.

Understand the reason for evaluation in this

course.


Handout – Peer Review – 1 set per candidate equal to the number of candidates)

Handout – Candidate Self Evaluation

Handout – Instructor candidate Evaluation (1 sample for each participant, a set for

each Trainer)

Slide. Assessing Others: Evaluation of Peers

Informal assessment is occurring whether or not you

ask for it, and you must live with its results (good

and bad). If the information/feedback is not

gathered, it often can’t help.

Discuss the results of assessment and of gathering a

formal evaluation.

Knowledge of quality - consistent quality control.

People need feedback visitors/trainees can remedy poor habits, expand on

strengths.

Developing skills you will then need in instructing the AV Course.

Peer Review - Handout

Hand out a set of peer evaluation forms to each participant. Have them put their

own name at the top of each one by “Your Name”. Indicate that they will turn

these forms in at the end of the presentations as evidence of their ability to evaluate

the performance of themselves and others.

Objectivity is key. In addition to these forms, verbal feedback will be given to

each presenter following their teaching segment. Tactful honesty is important.



Indicate that Trainers will use this form and observations of the candidates’ verbal

feedback to evaluate them. Read through the categories on this evaluation form,

describing:

1. What they have to evaluate?

2. What they will use as a basis for their evaluations?

Explain how to fill in the evaluation form using the rating system described.

Candidates will fill out evaluation forms for each other as well as for themselves

after each practice teaching session.

Self-Evaluation and Instructor Candidate Evaluation - Handouts

Discuss the value of self-evaluation.

Discuss what will be used as a basis for the Trainer's evaluation of each

candidate's performance in each of the categories.

Hand out sample form.

Slide. Possible Outcomes of Instructor Course

Indicate that at the completion of the course,

candidates may be designated either as:

1. Associate Instructor - meaning they will work

under the leadership of another experienced

instructor, or

2. Instructor - meaning they may be in charge of

training courses in their local area, or

3. Neither of the above, if trainers feel that candidate is not yet prepared to

represent the association as an Instructor or Associate Instructor.



Unit 9–Practice Teaching and/or Directed

Study

X hours (depending on # of participants and time

taken in transition and assessment)

Outcome objectives


Demonstrate instructional competency by presenting training programs and

activities, utilizing current adult education theory and methodology;

Conduct teaching sessions that thoroughly and accurately cover the content

and objectives for the Standards Course and Associate Visitor Course.

Show confidence in answering questions concerning the interpretation and

intent of specific standards;

Evaluate self/peer performance accurately and objectively.


Handouts – Handouts for units being taught by participants should be provided by

participants

Handout - Self-Evaluation Forms for candidates

Handouts - Peer Review and Trainer Candidate Evaluation forms

Equipment- PowerPoint CD, laptop, LCD projector, screen, flip chart, markers –

these should all be pre-arranged with the training site and/or the national office.

Part 1 - Participants Teach the Courses or Provide Directed Study of Content This part of the course is structured to allow candidates to present actual

curriculum segments from the courses. So that they may follow the flow of the

courses, complete one course before going on to the second.

Plan for at least a 30 minute break between the two courses.

Instructor candidates will complete assigned modules, from the standards and/or

visitor update courses, to either present main content to the larger group or to

practice teach.

Trainers: The choice is up to you. Feel free to do either or both options.

Directed Study and/or Practice Teaching

Trainer will assign participants to prepare a module to present to the group. If the

instructor pool is large, split into two groups to present (two trainers would be



needed). If you split group all candidates need to see all modules –otherwise there

may be knowledge gaps – especially as it may have been a while since candidate

took the AV course.

If necessary, allow instructors twenty to thirty minutes of preparation time (be sure

this time is accounted for in your schedule).

Instructors should plan on at least ten to fifteen minutes to convey the main points

of their learning module (depending on group size and time). Build in time for peer

evaluation and overall feedback.

Trainers should be interactive with the groups, providing constructive feedback as

the content is being developed and presented/taught. For those that practice teach,

trainers should listen for appropriate questions, wait time, accurate content, and

instructional styles appropriate for the content.

Use the following modules for assignments: These can be altered as necessary

HOWEVER, it is important that ALL candidates see all presentations as some

content will only be covered through these assignments.

Trainers Note: Be sure any CRITICAL information is covered CORRECTLY

even through the critiques (if necessary) – cannot have candidates leaving with

gaps or incorrect information/knowledge.

As time allows, it is recommended that each candidate have three opportunities

to teach, and that those opportunities be separated by other persons'

presentations.

When it is not possible to teach an entire segment because of its length, it is

important that the participants actually teach a portion of the unit and not just

explain what they would do if they were teaching it. This will allow them

opportunity to practice the skills they will be using when instructing.

Trainers should build in time before participants have second teaching opportunity

for informal discussion between trainers and staff to identify any participants who

may need additional coaching/support mid-course.

After each segment is taught, have the trainees fill out the assessment tool (Peer

Review) on the presenters (and presenters on themselves). This will help to focus

their minds on their assessment responsibilities, and will help them evaluate if their

observation skills are adequate. It may be necessary for them to change some of



their instructional techniques or group involvement exercises in upcoming lessons

to be more effective instructors.

Adequate time should be provided to allow for discussion/evaluation following

each presentation (5 minutes minimum). The focus of this discussion should

include:

1. Presenter comments on their own performance.

2. Questions on content of the standards or curriculum unit.

3. Suggestions to the presenter.

4. Alternate methods of presenting the same material.

5. Trainers address any pertinent teachable moments that occurred.

Once all courses have been taught, participants should turn in final peer evaluation

forms and their self-Evaluations to the Trainers. (Trainers may ask to review

evaluations mid-course also, just to see how everyone’s doing.)

RECOMMENDED Modules from the Standards Course:

Preparing for a Visit, Slides 26-29

Effectively Navigating the APG, Slides 35-42

Modes of operation, Slides 43-48

Who’s Responsible, Slides 49 - 58

Specialized Activities, Slides 59 - 73

Compliance Demonstration, Slides 74 - 80

Training/Endorsement/Missing Parts, Slides 81-86

Organizing Your Written Documentation, slides 91 – 94

Scoring During the Visit, Slides 95 - 100

RECOMMENDED Modules from the Associate Visitor Course:

Introduction to the Associate Visitor Course, Slides 2-11. Include “Real Visit

Stories”, if you choose.

Role of Visitors, Slides 13 - 15. Conflict of Interest Statement, Lead vs.

Associate Visitor, Accreditation vs. Licensure, Legal Implications

Four Hats of the Visitor Slides 16 - 22

Information Gathering, Slides 23 - 31. Open-ended Questions vs. Closed

questions and Observation Eyes

Online Resources, Slides 32-39, My Visit, Slides

Visited Related Forms, Slides 43 – 48 Camp Information Form and Camp Self-

Assessment

The Score Form, slides 50 - 57



Mandatory Standards, Slides 59 – 63

Compliance Decisions, Slides 65 – 70 (see p. 314 for activity resource)

MOCK VISIT: Have a group discussion on how to SET-UP and facilitate this event. This

is as important (if not more important) as conducting this activity.

UNIT 10–Policies/Wrap Up/Evaluations 2 hours

This Unit will usually be led by one trainer while the other trainer meets

individually during this time with each participant to provide feedback on his/her

strengths and areas to work on, and to indicate your decision concerning his/her

certification status. Each participant will meet with the trainers for 5 – 10 minutes.

Outcome objective –

By the end of this session, the participants will:

Review Instructor Job description and

assessing others

Become familiar with the Standards

Administration Manual, especially with most

relevant pieces.

Review the structure of ACA, available

resources and support tools.

Evaluate the course.

Material/preparation

SAM Handout for each participant, power point slides #50-53, flipchart, and

marker, end of course Evaluation.

Evaluating Trainees – 15 min.

Slide. Review Job Instructor Description

Have candidates quickly review the instructor job

description (handout) one final time and ask if there any

areas of concern or discomfort? Ask where they feel

most confident?

Associate Visitor Candidate Evaluation – and/or Associate Visitor Application

Handout



Look at the handout(s). Discuss each point and why it is important that ACA

visitors can do it well.

On the Instructor and the Associate Visitor application form (copies of visitor

application available as handout), Trainers/Instructors will fill in how many

courses/visits they feel each person needs to complete under the supervision of a

Mentor. A minimum of two training/visits is required, but Instructors may assign

several more, even spread over a period of two or three years.

Brainstorm reasons an instructor might recommend an AVC participant have more

than two visits as an Associate before becoming a Visitor.

Instructors are responsible for determining WHO in your local area is to get the

confidential information, and for communicating with the local leadership your

observations about Associate Visitor performance.

Ask participants if there are any questions about the form and if they feel

comfortable assessing candidates in an Associate Visitor Course.

After all of the course segments have been taught, take some time to discuss in

depth the evaluations that they’ll be responsible for once they become Instructors.

Define “assess”: “To determine the amount or value of”. Assessment and

evaluation are going on all around us, and need to be one of the specific tasks of an

Instructor. All participants have had the opportunity to assess each other. Now we

need to discuss another assessment responsibility you will have as ACA Standards

Instructors.

Slide. SAM (Use the SAM Handout)

• Standards Administration Manual

o Found on the Standards Chair volunteer page

o Feel free to download a copy of document for

your reference

• Importance of Training Reports

Overview of Standards Administration Manual– 20 min.

Describe the contents of the SAM, pointing out the National and Local

responsibilities, the division of general topics and the specific policies and

procedures included in the manual. Indicate that the SAM is provided to

Instructors as a resource, to help in answering questions that may not be



specifically covered in the training outline and materials. All Local Standards

Chairs and Executives also have a SAM.

These sections should be highlighted:

These sections should be highlighted:

Chapter II Page 9, Visitor/Instructor Responsibilities

Chapter III Training of Section Personnel

Chapter IV Page 19, Visit Consistency, Page 22-23 Multi-camp and Multi-site

Operations, and Page 25, Extensions

Chapter V Page 28-30, Visitation Procedures, Page 32 #6, “Aborting the Visit”

Chapter VII Page 43, Discuss local Review procedures and NSC appeal

procedures

Chapter IX Page 55, Discuss Ethical Behavior of Visitors and Conflict of

Interest

Briefly review the following policies that may not have been covered in the

Instructor course:

Highlights from the SAM Handout

Go through the handout as you introduce each of the pieces. Participants can take

notes on the handout.

Clarify any policy questions. Answer any final questions on the SAM.

Other instructor resources:

Local staff, National staff, Instructor Discussion Group (e-mail list serve),

Accreditation Message Board

Slide. Where do Standards Come from? – 10 min.

Briefly review process of standards development –

feedback from field offices (Standards Chairs,

visitors, camp directors), Role of NSC, on line

Discussions, Role of National BOD

Explain the process, using the outline on the power

point as a guide.

Slide. Main Purpose of Accreditation Remind instructors to emphasize that accreditation is an

educational process for the visitor and their role is to



work with a camp as a resource and an observer to help achieve accreditation. We

appreciate everything that each of our instructors does and the time and effort

required to help with this national program. It is through the delivery on a local

level because of our volunteer instructors and visitors that the ACA Accreditation

Program is successful.

ACA has the tools, services, resources, and courses you need! Our Professional

Development Center (PDC) —a learning community that connects learners to

professional development opportunities — will help propel your work and your

career along the path you choose. It’s time to invest in yourself and your future!

Highlight the Instructor’s role in this whole system as potentially the only

contact for many members! Participants in all courses may look at you as a very

knowledgeable representative of the association! Instructors have a responsibility

to be positive, and get answers if you say that you will.

Optional ACTIVITY (Time permitting) Please have participants share times that they have had challenging or unique

situations around the following topics and have them share how they approached

and/or resolved the issue(s).

Depending on the size of the group, this could be done in small groups that report

back to the larger group. Another method may fit your group better — just be sure

to discuss these topics.

Topics Visitor v. Inspector

Challenging Situations

Compliance Demonstration

Education v. Compliance

When Visitors Disagree with One Another

Visitor’s Role as a Mentor for Associate Visitors

Ask for any questions.

Slide. Wrap-Up

• Resources

• Toolkit

• Altering a Course

• Evaluate the Course



Resources - Locating Information in the Curricula and Supporting

Accreditation Materials

Use the Resources Scavenger Hunt Handout to allow participants to find specific

elements listed. Participants may work together. Go over answers- which may

include the ACA website, the Curricula (specify course) and/or specific

individuals.

Instructor Toolkit Pieces

Distribute the balance of the Instructor toolkit elements. When possible try to

distribute them when they are most appropriate.

Altering an ACA Standards Course Alterations may be made to accommodate your style of delivery – meaning you

can change the order of the modules. Please do not edit or change the content.

Final Thoughts

Return to any unanswered Questions that were not appropriate to answer earlier.

Have candidates evaluate the Instructor course (handout). Thank them all for their

interest in becoming Instructors.

Slide. Thanks

Thank instructors for coming and for

volunteering with ACA.

ACA’s accreditation program would not be

successful without the dedication and

commitment of each and every one of you.

National Staff and Trainers must fill out at

Training Report form which is submitted to the

national office.



If you designate someone as an Associate Instructor for lack of the required

number of lead visits, be sure to indicate the follow-up specifics on that person's

Application Form which is sent back to their Local Standards Chair.

Note to Trainers:

Time for trainers to meet between units….

After completing Unit 9 trainers should meet to discuss candidates’ performance,

review peer and self-evaluation sheets, and make recommendations. Use the

following guidelines when making decisions:

A. Trainer assessment of skills (Evaluation form)

B. Other participants' assessment of presentation skills (Peer Review form)

C. Ability of the candidate to perform at a high level in interpreting correctly

the requirements of the standards (doesn't "make up" standards or read

things into standards that are not there or leave out important parts of the

standards)

D. Demonstrates ability to use appropriate and varied instructional methods in

teaching

Options for certification

A. Instructor - candidate is capable of taking the lead in teaching Standards

courses

B. Associate Instructor - with the option of becoming an Instructor once the

required number of lead visits are completed

C. Associate Instructor - candidate needs to get additional experience in

instructing and/or interpreting standards and re-take the Instructor course

to seek Instructor level certification

D. None of the above - if the candidate does not demonstrate knowledge of

standards or positive attitude toward ACA or accreditation, or seriously

lacks instructor skills.



Trainer tip

Teachable moments

Throughout the course, the trainers should be on alert for teachable moments –

situations that can be discussed to add value to the course and help instructor

candidates become better instructors. These situations might be:

Alternative ways to teach a segment

Effective ways to bring a group back on task

Effective use of humor

Creative solutions to low energy or high energy as they occur

And plenty more!

Share your knowledge and insight. The goal is to help instructor candidates perfect

their training techniques as well as to assess their current performance.

If complicated questions about policy or issues not related to the content of the

course arise during this discussion, make note of them (Parking Lot) and return to

them at a later point. Try to keep the focus of this time on course content and issues

related to the presentation of the curriculum materials.