I. Participant will have knowledge of the history and theoretical basis of the TRIM model.

I. TRIM Overview

The Teaching Research Inservice Model (TRIM) represents a process for the design, development, and evaluation of continuing professional development. The model provides training personnel with a model for the development of both long and short-range staff development goals.

Current state-of-the-art inservice practices in education and business.

There seems to be a great deal of consistency among staff developers as to best practices in the area of training. However, while there is agreement as to what components a "good" staff development program should contain, there is a surprising lack of comprehensive implementation of these supported components. A great deal of the inservice literature emphasizes the need for design, however surprisingly little emphasis is given to the necessity of evaluation.

Some of the "best practice" components are used by many inservice educators: development of training objectives, group discussions, and demonstrations. Other identified best practices are used by a very few: videotaping, utilization of practica in training and role playing. Activities such as pre- and post-test measures of trainee knowledge acquisition and some direct observation of trainees during the training are some of the commonly used evaluation procedures. However many of the most agreed upon best practices in evaluation are used by only a handful of training programs. Some examples would be: in-field follow-up, posttraining questionnaires to trainees, in-field pre and posttest data and a competence checklist that is used at the time of the in-field follow-up.

The Teaching Research Inservice Model will guide you in designing and implementing a staff development program that incorporates the best practice components. Issues of design, training activities, evaluation, post-training follow-up and support, scheduling and staff planning will be some of the subjects covered during this training.

TRIM was developed by the Early Childhood and Training Department at Teaching Research and validated through the Program Effectiveness Panel (PEP) in the late 1980's and again in the 1990's. Funding for the TRIM dissemination was through the National Diffusion Network (NDN).

Effective Training Practices