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I Group
The National Training Institute was started in 1990 and was known as the “Instructor
Training Institute.” The initial purpose of the Instructor Training
Institute was to professionally train instructors teaching IBEW Apprentices and
Journeyman. The instructor training program employs Professional Educators
(PhDs) from different colleges and University’s from around the country.
The I group classes are called Professional Education classes because of the format
and educators used to deliver the training.
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There are four years of instructor training groups. If you are
an instructor and have never attended the National Training Institute or have no
professional education experience, you MUST register as a First Year “I Group”
participant. All other “I Groups” are taken in consecutive
order. For example, First and Second Year “I Group”
are the prerequisites for Third Year “I Group”. There are Advanced Professional
Education courses which are also considered a part of “I Group”. Third
and Fourth Year “I Group” participants need to register for one (1)
100 Level Technical Course. First and Second Year “I Group”
participants DO NOT attend Technical Training Courses.
The “professional element” of the I-group is based on several core components:
- The 4-year program is the major emphasis and focal point of the NJATCs National
Training Institute at The University of Tennessee.
- The Professional Sequence begins with basic “foundation” courses and
each ensuing year’s offering should build upon previous learning.
- The program will include courses which are relevant to all participants and which
relate to the particular teaching assignments and settings of JATC instructors.
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With these core elements considered, the following sequences of Professional Courses
are offered.
- First Year classes
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- Course # 10: PRINCIPLES OF LEARNING
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How people learn, remember, and apply related theory. Basic principles of learning.
Kinds, definition, nature, effect, reinforcement, habit formation, transfer of learning,
use of senses, retention, and motivation of the learner. Emphasis will be placed
on establishing student/instructor relationships and developing an effective learning
environment for adult learners.
- Course # 11: ELEMENTS OF TRADE TEACHING
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Nature of trade education and the trade teaching process. Goals of NJATC and trade
teaching. Uniqueness of trade education, apprenticeship, and trade instructors.
Nature of the subject matter taught, how it is identified, skills, knowledge, and
attitudes. Process of teaching related trade subjects: establishing lesson objectives,
preparing to teach, presenting new content, providing for application and practice,
evaluation of learning and teaching. Managing the learning environment. Role of
the related trade instructor and characteristics of good trade instructors.
- Second Year classes
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- Course # 20: PLANNING AND PRESENTING RELATED INFORMATION
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Process of teaching related lessons with the emphasis being placed on application
and putting theory into practice. Developing competency-based lesson plans using
NJATC curriculum materials. Planning lessons that use the senses so learners will
retain and use related information. Workshop in planning and presenting information
lessons.
- Course # 21: USING INSTRUCTIONAL TECHNOLOGY
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Overview of training aids available through NJATC. Review of the teaching process
and use of audio and visual materials to aid in retention of related information.
Emphasis is placed on computer applications in developing training material and
its use in presenting related information. Workshop in the preparation and use of
audio and visual training aids.
- Third Year classes
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- Course # 30: PERFORMANCE EVALUATION
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Justification and review of using performance-based evaluations. Relationship between
job analysis, teaching, and evaluation. Principles and practices of developing written
and performance tests. Developing performance standards based on trade practices.
Making observations while using checklists. Workshop in test construction.
- Course # 32: TEACHING AND MANAGING IN A TECHNICAL LABORATORY
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This third year course builds on information presented in the first and second year
courses in which participants gained knowledge about the teaching and learning process.
The focus of this course is on preparing instructors to establish a laboratory learning
environment and an instructional program where apprentices can develop essential
knowledge and skills required to competently perform selected electrical tasks in
a simulated work environment. Information will be presented on the major topics
of: laboratory learning environments, learning approaches used in technical laboratories,
preparing for instruction in technical laboratories, delivering laboratory instruction,
managing laboratory learning, managing student behavior, and maintaining a safe
and efficient laboratory.
- Fourth Year classes
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- Course # 42: CREATING AN ACTIVE TRAINING ENVIRONMENT
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This course takes the instructor deeper into the instructional design processes
that make training more successful. Students will learn to apply adult learning
principles to the NJATC curriculum materials. Students will also learn about the
instructional design process and will be able to design effective instructional
strategies for a variety of training situations. Special emphasis will be placed
on the design and use of "Active Learning Strategies" in both the classroom and
laboratory settings.
- Course # 41: DISCUSSION METHODS
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A planned discussion led by a trained discussion group leader can be an extremely
effective tool for instructing or teaching others how to perform a given set of
tasks. However, discussions also can be very useful tools for: gathering data and
information; problem-solving; testing comprehension; setting policy and strategy;
and of course, changing opinions and individual points of view. Facilitating or
leading a planned discussion touches many skill domains, including: group dynamics;
team building; interpersonal communications; active listening; and presentation
methods. From the outset, it is important to note that leading an effective discussion
involves preparation and advanced planning. For example, initial topic selection
and handling is critical to a successful discussion and quite often, requires detailed
research into the background of the topic. Another key component of a successful
discussion involves preparing solid, thought-provoking questions. Effective discussion
leaders recognize the importance of preparing themselves to ask good questions;
not only as a means of encouraging group interaction, but also as a tool for keeping
the discussion moving and on track. The intent of this course is to equip all participants
with a solid working knowledge of discussion leadership methods and techniques.
This course is highly experiential and interactive. In particular, all participants
will have multiple opportunities to practice leading discussion groups, as well
as functioning as a discussion group participant. Professional educators for this
course will focus on instructing participants in the fine points of discussion leadership;
but just as important, demonstrate and model these methods and techniques.
- Advanced Professional Education Training
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- Course # 52: SPECIAL TOPICS IN TRAINING
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This Seminar is divided into six (6) specific topic areas, all of which relate to
the professionalism and expertise of the trade/skill based educator. The five general
topics covered for this class are:
- Introduce Course and Change Model
- Managing Change
- Conflict Management
- Special needs learners
- Active Training Programs
- Contemporary Instructional Issues
A typical session begins with an instructor led discussion of the topic and culminates
with student led case study resolution, practical exercise, seminar type discussion
or other evidence of learner skill and ability.
Participants must complete the following assignment before attending NTI ‘s
I group classes. (Note: First year participants do not have a Pre-NTI assignment.)
These assignments must be completed before your arrival at NTI. Please bring
these assignments to your first “I Group” class that begins on Sunday.
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As a participant of the National Training Institute you will create a professional
portfolio as a continuing part of your professional instructor experience.
This portfolio will begin with year one and will continue through year four. Artifacts
for the portfolio will include exercises created and revised as part of the NTI
courses, as well as other trade- and career-related documentation. Activities
designed as connections between the years are also critical components of the portfolio.
Among these “connecting activities” are corrections and revisions of
previous work and exercises, along with other items deemed appropriate by you or
your NTI instructors that relate to the sections of the portfolio.
During year one, you will be exposed to the portfolio process. You will be given
a binder, with tabs for each of the sections of the portfolio. A matrix that lists
the NTI portfolio requirements will be given and discussed at the initial portfolio
seminar. The portfolio must be brought back to NTI during years two, three, and
four. At this time, the requirements matrix will be updated and newly created artifacts
will be included. By the time you complete years one through four of the National
Training Institute, you will have a professional portfolio that exhibits your competency
as a professionally-trained JATC Instructor.
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