greet new instructor candidates as they enter the training room … · 2015-11-25 · greet new...
TRANSCRIPT
Welcome, 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 slide 1 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.
1© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
Review the Purpose of the ACA Accreditation Program
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?
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 2
Discuss the points on the slide.
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.
3© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
Review the course objectives for today.
1. Demonstrate comfort 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 teach courses
5. Demonstrate ability to evaluate peer/trainee performance
6. Demonstrate understanding of ACA structure and accreditation process
4© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
As your trainers for this course we ask that you:
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 could elicit points from the group on how they should treat each
other.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 5
Articulating What’s New and Different for 2016 Standards
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.
Show slide. In this next section we are going to discuss the pertinent changes to the program
that you need to know as an instructor.
Share this information with the instructors: IMPORTANT TO NOTE
WHEN new standards are now applicable for all camps.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 6
It is key to make sure instructor candidates have the most up to date pages in their APG – Share that
resources are available on the ACA website!!!
HR.3.3 Does the camp have hiring policies that: Define additional/periodic screening requirements for all
year round camp staff based on the camp property (directors, counselors, administrative staff, and support
staff) beyond the new-hire period (HR.5) and annual screening process stated in HR.4, consistent with their
role and relationship with campers, including a criminal background check at least every five years?‡
HR.4.3 Annual Staff Screening:
Does the camp require annual screening for all camp staff based on camp property (directors, counselors,
administrative staff, and support staff; seasonal and year-round)—paid, volunteer, and contracted that
includes:
FOR RETURNING SEASONAL STAFF ONLY: A criminal background check for staff eighteen (18)
years of age and older to be initiated prior to the arrival of campers or prior to the start of employment for
any late hires?‡
There is one NEW standard since the 2015 season that should be shared with participants: 1:1.
Provide participants with the 1 page insert.
HR.8.B One on One Camper/Staff Interaction:
HR.8.B.1:
Does the camp provide training to all staff to minimize the potential of any staff member being in a one on
one camper/staff situation when out of sight of others.
AND/OR
HR.8.B.2:
Does the camp advise rental groups to provide training to all staff to minimize the potential of any rental
group personnel being in a one on one camper/personnel situation when out of sight of others.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 7
Again – stress importance of making sure they always have the most up to date standards.
PD.29.3 – This decision was made due to a potential choking hazard should the helmet get hung-
up on a climbing hold.
Share:
It has been determined, the National Standards Commission will release any new standards
in September to be effective Jan. 1 of the following year.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 8
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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 9
NEW:
Any camp that misses four or more mandatory standards will be required to have a complete visit
the following summer (even if the ICA is accepted).
Rationale:
The National Standards Commission feels that as camps are fully aware of all mandatory standards
and the need for these standards to be continually met, this is an appropriate action to help
maintain and strengthen the integrity of ACA accreditation
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 10
Also, when new/revised standards are introduced, camps must come into compliance with the
addition /changes the next season. CHANGE: In the past it was only mandatory standards that
must be met immediately
Rationale:
As ACA moves to a five year cycle, the NSC felt it was too long between visits to allow camps to
wait until their next visit to come into compliance with any change/addition to non-mandatory
standards.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 11
Check for Changes
Camps cannot rely on old or inherited documentation and expect to sail through the new standards 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. All written documentation should be reviewed on an annual basis!
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 12
Transition Slide
Instructor Note: [animation] will appear on mouse clicks (4 panes).
State
An important tool to help the visitor plan the visit and begin to build communication between the
camp and the visitor is the Camp Information Form.
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 14
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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 14
• Aquatics
• Trip and Travel (three nights or more)
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 14
The Camp Self-Assessment (CSA)
One of the elements of the visit is completion of the camp self-assessment. Camps
should be in their 2nd cycle of completing this component of the visit. The CSA is
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. Any variance of this date is at the discretion of the
local ACA office.
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 are in their care.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 15
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
May 1st the start of staff training for the summer season. Your local office might
require an earlier completion date. Any variance of this date is at the discretion of
the local ACA office.
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 16
What the Camp Self-Assessment Does and Why It Helps Camps
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.
Note:
If a visitor/camp decide to use the My Accreditation/My Visits tools to complete the CSA the
visitor will use the same terms as they would from the paper version but will do so using the
comments portion of the Self-Assessment Customizations report form.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 17
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
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 18
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 19
Unit 5–Compliance Decisions Refresher
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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 20
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 21
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 (if it is an activity based standard - e.g., no lifeguard, lack of
helmets, lack of skills verification) in question until immediate correction is made.
• 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. NEW: Change from 10 days to 7 days!!!
Pass out Handout #5 — 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 SEVEN day limit.
22© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
Mandatory Standards - NEW FORM – Reflects new SEVEN day requirement for proof of
compliance AND link to examples of corrections for missed mandatory standards resource.
If possible have a few actual forms available for them to see. There is sample form for an activity in
the participant handout packet.
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
23© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
them and determine they contain the required elements in the standard.
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 it’s noncompliance status and the
review and appeal process information can be sent to them.
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!
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 23
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.
Show slide.
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.
24© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
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?
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 25
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
lease 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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 26
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 27
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 28
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 29
Scoring Errors Activity
If there are no questions, or once all questions have been answered, distribute Handout #4 —
“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 Handout
#4 “What’s Wrong with This Form?” 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?
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 30
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 30
Outcome Objectives
By the end of the session, participants will:
Become familiar with the use of curricula materials.
PPT slide deck
PDF of slide deck which includes a Training Map for that course
All-in-one handouts
Demonstrate a comfort level in finding and using the web based resources.
ACA Volunteer Standards Instructor/Standards Visitor Pages
PPT slide deck and
Other curricula materials
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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 31
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, Standards Update Course
and Associate Visitor courses are available on the flash drive you receive as a new
instructor. THEY ARE CURRENT FOR 2016!! They may not be current for 2017.
All course curricula materials are available on the Volunteer Standards Instructor
Pages - course materials on the ACA website are the most up to date!!!
32© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
My Accreditation
Explain: ACA has developed an 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
Ask for questions. For Instructors and Trainer use:
Username: trainer
Password: 12345
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 33
My Accreditation and My Visits are optional web tools camps and visitors can use to
prepare for a visit.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 33
My Visits – Share that this tool must be used if their assigned camp has chosen to use My
Accreditation
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 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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 34
My Accreditation and My Visits Basic Access
Navigate and Explain ACA’s Interactive Web-Based Tools
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
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/accreditation/resources-tools 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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 35
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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 35
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 36
Adult Learning Styles Review
• 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
Materials/Preparation
Participant should have a copy of their learning style inventory and be able to describe their
predominate teaching style
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 37
Review Common Learning Styles
Explain 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.
38© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
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.
39© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 40
Review Key Findings on Brain-Based Learning
Share: Recent research identifies specific findings on how to better engage the brain when it
comes to learning.
Show slide and explain: “The brain remembers best what is taught first, second best what
is taught last, and least what is taught in the middle.” — David Sousa*
*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.
41© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
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.
*Note: 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.
42© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
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.
43© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
Reflection on Training Styles (from online pre-course content)
Break group into smaller groups of 3-4 and have them spend some time sharing the answers to the
questions on the screen with each other.
Note: these questions should look familiar as they were the final assessment questions from the
online pre-course.
Ask for questions.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 44
Assessing Learning
Outcome Objective
• By the end of the session, participants will:
• Discuss evaluating self and peer performance accurately and objectively.
• Understand the reason for evaluation in this course.
Materials
Handout: Peer Review Form
Handout: Self-Evaluation Form
Handout: Trainer Review/ Instructor Candidate Evaluation
Handout: Associate Visitor Candidate Evaluation
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 45
Evaluation of Peers: Assessing Others
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:
What they have to evaluate?
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 46
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
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 46
Possible Outcomes of Instructor Course
Have candidates review the Trainer Review/Instructor Candidate handout. This is provided
so that they know what the trainers will be looking for throughout the course.
Indicate that at the completion of the course, candidates may be designated either as:
Associate Instructor - meaning they will work under the leadership of another experienced
instructor, or
Instructor - meaning they may be in charge of training courses in their section, or
Neither of the above, if trainers feel that candidate is not yet prepared to represent the association
as an Instructor or Associate Instructor.
Provided a successful outcome of completion of this course – they will in turn need to be able to
evaluate and determine the readiness of new associate visitors that they will be training. The
Instructor Review/ Associate Visitor Candidate Evaluation Handout shows a glimpse into the
types of assessment they will be required to complete as instructors
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 47
Directed Study and/or Practice Teaching (SEE Additional NOTES in TRAINER INFORMATION
PACKET)
Instructors will complete assigned modules, from the standards course, to either present main content to the
larger group or to practice teach.
Modules/Units, Presentation, and/or Practice Teach
Time to present: 2.5 hours
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 agreed upon 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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 48
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?
Evaluating Trainees – 15 min.
Associate Visitor Candidate Evaluation – and Associate Visitor Application Handouts
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.
(continued)
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 50
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.
Resources Scavenger Hunt
Since one of the roles of a standards instructor is for them to be a resource – have
them work together to complete the Resource Scavenger Hunt (handout) activity.
Then review the answers together and emphasize the benefit of each of the resources
to the accreditation process.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 50
Use the SAM Handout
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
supporting staff also have a SAM.
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
Part 2 The Importance of Training Reports
Be sure to cover the importance of Training Reports – Describe what is going to happen to after
this course that you (the Trainer) will:
Sign off/endorse each one of them on their official application
Complete the official training report
Send all the above to ACA, Inc. admin office.
(continued)
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 51
Explain the Admin Office will forward the endorsed applications to the appropriate
local offices for LCOL/Board approval and signatures.
LCOL/Board will then send forms back to ACA, Inc. admin office
At this point the candidate will “officially” be upgraded in the system.
This is the same process that occurs for the Associate Visitor candidates – noting is
official until LCOL/Board votes and returns the signed applications to ACA, Inc.
Admin office.
Face-to-face Standards and Standards Update Courses are tracked locally. It is always
important that a roster of attendance makes it to your local standards chair and/or
ACA staff person that will be responsible for updating the system.
Training reports for face-to-face visitor updates need to be sent to ACA, Inc. admin
office so that proper credit can be given for completion of course and visitor will
remain in good standing.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 51
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 52
Show slide. 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.
(continued)
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 53
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 53
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 might deliver one
module prior to another. Please do not edit or change the content.
Final Thoughts
Return to any unanswered Questions that were not appropriate to answer earlier.
(continued)
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 54
Have candidates evaluate the Instructor course (handout).
Thank them all for their interest in becoming Instructors.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 54
55© 2015 American Camping Association, Inc.
2015 ACA New Instructor Course
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.
Note to Trainers:
Time for trainers to meet between units….
After completing Unit 9 , trainers meet to discuss candidates’ performance, review peer and self-
evaluation sheets, and make recommendations. Use the following guidelines when making
decisions:
• Trainer assessment of skills (Evaluation form)
• Other participants' assessment of presentation skills (Peer Review form)
• 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)
• Demonstrates ability to use appropriate and varied instructional methods in
teaching
(continued)
Options for certification
Instructor - candidate is capable of taking the lead in teaching Standards courses
Associate Instructor - with the option of becoming an Instructor once the required
number of lead visits are completed
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
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.
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.
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!
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 55
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.
2015 ACA New Instructor Course
© 2015 American Camping Association, Inc. 55