Teaching Research Inservice Model, Teaching Research, Western Oregon University
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TRIM Model

I.  TRIM Overview

II.  Effective Training

III.  Adult Learners

IV. TRIM Process
 1. Identify Needs
 2. Specify Outcomes
 3. Determine Objectives
 4. Develop Activities
 5. Evaluation Measures
 6. Follow-Up Activities
 7. Schedule Training

V.  Develop Your Training

VI. Providing Feedback

VII. Evaluate Your Training

IV. Participant will demonstrate knowledge of the components of the TRIM process

Step one   TRIM Process - Identify Needs

The identification of training needs is the first step in developing your professional development profile. Areas of focus come from monitoring issues, school vision and goals, issues in the field and the needs of participants.

Click for form Click the icon at right to view a sample Professional Development Profile form in pdf format. Or, view the form in Word format.

The following is a list of factors that could be considered when making decisions about professional development.

  • Monitoring Issues identified by the State Department of Education's monitoring of statewide goals - staff development needs are identified as each district assesses their strengths and weaknesses in relation to these goals.
    List current issues from the field that relate to your goals or areas of early educator professional development. Current examples would be: NCLB Benchmark testing, working with families.
  • Vision or Goals from district or school level improvement plans and/national vision and goals derived from sources such as NCLB.
    List those goals and visions that relate to your professional development program.
  • Issues in the Field
    List any issues that relate to professional development, e.g., length of time from eligibility determination to IEP development; problems with sufficient documentation.
  • Assessed needs of potential participants and/or any internal or external assessment of program performance. After compiling assessment results, list the top rated areas. More information

    Click on icon at right for more information about assessing staff needs.

  • The Unique Characteristics of Participants should also be considered including their level of professional experience and education, their preferred learning styles and/or their need for special accommodation.

Consider the top rated competencies and areas from the Needs Assessment, then examine other factors such as field issues, monitoring issues and mission-vision-goals. Taking into account all of these factors, choose those that are most relevant to your school, district, teachers, and students.

 

Next section - Specify Outcomes 2. Specify Outcomes


 To identify training outcomes, consider program monitoring results, vision and goals, issues in the field, results of needs assessments, characteristics of clientale.
 

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