Running head: TEACHER CADET TRAINING 1

Teacher Cadet Training

James (Zan) Wiggins
Coastal Carolina University
EDIT 704, Section D1
August 2, 2018
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Learner Profile

Because of my position, many of the products I develop are aimed at training teachers

and students on use of a product or a process versus academic learning. Currently, my office

coordinates the Teacher Cadet Program throughout Horry and Georgetown counties plus

Florence District 5, partnering with seventeen high schools each year, offering nineteen sections

of the Teacher Cadet Course, which we give credit for at EDUC 101.

The target audience for this product is both the teachers of the course and the students

enrolled in the course. The teachers all have a minimum of a Master’s degree in education, and

all have taught at least fifteen years. The difference between them are the number of years they

have taught at their current school, ranging from two years to thirty years, and the number of

years they have taught the teacher cadet course, ranging from never to twenty years. Because of

their education experience and time spent teaching, there are reasonable expectations that the

teachers will know how to access the internet and perform basic functions on the internet, such

as finding the website and viewing videos and PowerPoint through the internet.

The students enrolled in the course are all either juniors or seniors and have at least a 3.0

GPA, but their backgrounds vary greatly. Students will primarily access this training in their

Teacher Cadet classroom, but some may access it at home after starting the training in their

classroom. All students state they have access to the internet in their homes and equipment to

view the training outside of the regular classroom.

Because some modules will be directed at the instructor while some will be directed at

the students, and different modules apply at different points in the semester, having smaller

learning objects will be best for this training.

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Performance Objectives

At the start of each EDUC 101/Teacher Cadet course, there are specific tasks each instructor

and student must complete to be listed as the instructor and to receive credit for the course. The

desired outcomes for the instructors are:

1. Instructors will complete and submit all beginning-of-year paperwork before classes start.

2. Instructors will be able to access Webadvisor for roster review, reporting any incorrect

information within the first three weeks of the class.

3. Instructors will provide requested information related to the campus visit before the

required deadline.

4. Instructors will correctly enter final grades and attendance no later than seventy-two

hours after the completion of the course.

The students must complete two processes in order to be enrolled in the course and for the

grade and credit to be reported to their chosen college. The desired outcomes for the students,

from this training, not the entire course, are:

1. Students will complete the application process no later than the third day of the start of

the academic semester;

2. Students will complete the transcript request form no later than one week after the

posting of final grades.

Within the training, the participants will first enter the cognitive domain, by gaining the

needed knowledge, comprehending and then applying that knowledge. The affective domain is

addressed because the participants must respond to the information received, place value on the

task, because if they don’t complete the steps outlined, they won’t receive credit for the course,
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and can organize and characterize this information into abstract knowledge that can be utilized in

their future college student or teaching career. Finally, participants achieve the psychomotor

domain because they go through the guided response of completing the paperwork or

application, but can adapt that information to future applications or grade entry. The knowledge

gained in this training can be applied to other situations where the participants have to complete

certain tasks to receive the credit or benefit of the task.

Lesson

The entire module will be entitled EDUC 101/Teacher Cadet Course Requirements. There

will be the following learning objects within the lesson:

1. Introduction for Instructors and Overview of the Training

2. University Paperwork and Processes for Instructors

3. Application Process for Students

4. First-Week Tasks for Instructors

5. Grading and Grade Entry

6. Transcript Request and High School Grade Reporting

The instructors need to know all of the information in case the students in their class have

questions about the process and procedures. Therefore, it will be required for instructors to

complete every learning object. Students will need to know numbers three and six, so they will

only be required to complete those two learning objects. The entire module will be presented in a

linear fashion, since the requirements are ordered the way they need to be completed. However,
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the students will have the ability to skip the learning objects they do not need to complete. The

goal will be to keep each learning object between two and five minutes long.

Learning Environment

This training will be delivered first to the instructors and secondly to the students. For the

instructors, the initial training will be delivered face-to-face, in a conference room with

appropriate technology. The conference table setting will work best for conversation and

interaction between the veteran instructors and the new instructors. The instructors will be

encouraged to follow along on the website, including taking the assessment quizzes in the

various sections of the training.

The students will receive this training in the classroom by myself or the teacher, or at

home in a self-paced mode. The student section is more individual based, but they typically have

questions because they may not have access to certain parental information. Therefore, it is best

for the parents to be at the home with them. Luckily, with technology today, students who are

completing the training and the application in the classroom can easily text their parents to

receive the required information.

Teaching and Learning Strategies

The full training will be available online for the instructors and student to view at any

point, as well as shortcuts to particular instructions that may be needed independent of other

parts of the lesson. The teacher portion will be delivered in-person, utilizing the instructional

videos along with real practice for the teachers utilizing their laptop computers. The students

enrolling in the course will be instructed in-person on the procedure for completing their

applications and where to find the instructions, but they will complete the applications on their

own time.
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Assessment

The assessments for this training will be through the submission of paperwork versus a test

or project. If information is submitted incorrectly, the learner will be notified individually with

instructions on correcting the issue. Per learning object, the assessments are:

1) Introduction for Instructors and Overview of the Training

a) Interactive quizzes asking years teaching, subjects currently teaching, and years teaching

Teacher Cadet

2) University Paperwork and Processes for Instructors

a) Submission of University Affiliate paperwork.

3) Application Process for Students

a) Submission of application from the students

4) First-Week Tasks for Instructors

a) Submission of student roster with requested information completed;

b) Submission of screenshot of class roster in Webadvisor to ensure access to the

appropriate class.

5) Grading and Grade Entry

a) Submission of grades before the deadline.

6) Transcript Request and High School Grade Reporting

a) Submission of transcript request before the deadline.

Technology

The technologies utilized for each learning object are:

1) Introduction for Instructors and Overview of the Training

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a) To develop the training, technologies utilized are video and audio recordings via camera,

PowerPoint with overview, and screencast of PowerPoint via Camtasia or similar

software.

2) University Paperwork and Processes for Instructors

a) To develop the training, technologies utilized are PowerPoint for instructions and

screencast of PowerPoint via Camtasia or similar software

b) Links to University Forms from website, ensuring the forms are PDF fillable and able to

be saved with text entered.

c) Limitations may exist using the University Forms as they are, so I may have to duplicate

the forms in a format that can be submitted (such as through Google Forms) or provide

additional instructions on how to print the documents to a PDF. Some forms require the

original signature of the instructor, so those forms would have to be mailed in.

d) Instructors may complete the required paperwork as the training progresses, utilizing the

PowerPoint for instructions.

3) Application Process for Students

a) To develop the training, the technology utilized is a screencast video of the completion of

the application process.

b) Students may follow along on their tablets or other electronic devices and complete each

section as the video progresses, pausing the video as needed.

4) First-Week Tasks for Instructors

a) To develop the training, technologies utilized are video and audio recordings via camera,

PowerPoint for instruction, and screencast of PowerPoint via Camtasia or similar

software
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b) Screencast of Webadvisor Roster check process via Camtasia or similar software

c) Links to appropriate required forms for submission.

d) Instructors will utilize the links in the training to access the forms through Google Forms.

Submission will also happen through Google Forms.

5) Grading and Grade Entry

a) To develop the training, technologies utilized are a screencast of online grade submission

process via Camtasia or similar software and PowerPoint for a summary of instructions.

b) A constraint will be not having access to the grading portal in Webadvisor at the initial

training time, but the screencast video will provide a visual for the instructor. The

instructor can utilize the video while inputting final grades.

6) Transcript Request and High School Grade Reporting

a) To develop the training, technologies utilized are video and audio recordings via a

camera, PowerPoint for instructions and a screencast of PowerPoint via Camtasia or

similar software

b) Links to University Transcript Request form from website.

c) Students will view the video and can utilize the video while completing the process of

requesting their official transcripts.

Continual Improvement

The purpose of this training is to educate the instructors as well as the students on the

processes, procedures, and tasks that must be completed so that students receive and transfer the

credit for the Teacher Cadet course to their post-secondary institution. After implementation of

this new training that is both in-person and online, I will review each learning object to ensure

timely completion, which translates into meeting the learning objectives of this training. If there
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are more than three instances of untimely completion of any learning object, I will analyze the

results to see if there is an issue with a particular instructor or school or if that learning object

does not provide sufficient instruction for proper completion.

OneDrive Link to the presentation – works best in regular PowerPoint, not the online version. I

will be uploading the appropriate pieces to the Teacher Cadet website next week.