If you choose to work through all 8 units, try to do it in several sittings. You will notice some repetition and overlap. The Guide is also intended to be a ‘living’ document. Space is provided for adding information, comments, ideas, contacts and resources.

Some of the tasks suggested in the units may be quite time consuming. Discuss with your trainer which tasks are most important and which can be postponed for later. Your trainer may choose to adapt the tasks or suggest additional ones.

I would have liked to job shadow a few experienced practitioners since everyone has his/her own techniques for dealing with students, explaining the curriculum, etc.
— New Practitioner

The Training Format

You know how you learn best so keep this in mind as you set up the training format with your trainer. Consultations with new practitioners showed that their training consisted of all 4 methods:

  • one-to one instruction with the manager
  • one-to-one mentoring/instruction by other LBS college practitioners
  • job shadowing experienced practitioners
  • reading program reports and ministry documents

One new practitioner also had the fortune to participate in a two-day college orientation for all new faculty.

It is also important to know how many hours of training will be available to you and what the time frame is. One of the new practitioners received 10 hours or less of orientation while another received more than 40. Three practitioners received between 11 to 20, and the other three, between 21 to 30. Seven felt their amount of time for their orientation was sufficient, but one did not. Six felt they were quite well prepared for their new position while two felt somewhat prepared. Time frames varied between 1 and 3 weeks.

Allow enough time for the new person to become familiar with the program’s resources. Give them a lot of opportunity to job shadow. It should be done at the site where they eventually will be delivering the program. Also make sure that new people are able to have frequent contact with experienced teachers.
— Experienced Practitioner

Of the twenty-eight experienced practitioners surveyed, nine teen had taken part in orienting new teaching staff. Job shadowing was identified as a particularly effective part of the orientation process by both new and experienced practitioners. Ongoing consultation with the trainer over a period of several months was also considered valuable. One practitioner suggested the use of a 'models' binder to show the new practitioner samples of exemplary assignments. Two others recommended that new practitioners be guided through the entire program from initial assessment/placement to exit, and that the learner’s journey act as the framework for explaining program features and processes. The writer has attempted to incorporate this recommendation in Units #4 and #5 which highlight the various roles and responsibilities of the practitioner.

Experienced practitioners also suggested a number of resources. These have been incorporated into the relevant units as much as possible. Others are listed in Appendix A along with key websites and professional development opportunities.

A list of acronyms used in the Guide is presented in Appendix B.