Training Rubric

This rubric has been designed for educators teaching technology & software. It is not for the participants of the workshop or training session, rather the instructor should use this rubric to assess presentation and training methods prior to delivering the training. For example, if you will be teaching a 1 hour session on creating web graphics using Photoshop, consider reviewing your proposed methods against this rubric before you present your session.

	Acceptable	Preferred	Ideal
Presentation of material	Emphasis is placed on mastery of skills within software.	Some problem-solving strategies are discussed, (such as online help and similarities among programs) emphasis is on mastery of skills.	Emphasis is placed on developing problem-solving skills within software, while offering skill-specific instruction. (For example: has attention been paid to using menus, reviewing online help using proper vocabulary? Do learners feel comfortable initiating their own learning, or simply 'following the steps' of the lesson.?)
Organization of course outline	Session begins with a conceptual overview on what will be covered. Samples of files 'before' and 'after' are presented before training begins. No more than one conceptual idea is given per hour.	All measures from "acceptable", and Demo files are provided so that learners can learn with same files as presenter	All measures from "preferred", and Extension activities are provided for 'after' the learning session.
Responsiveness to needs of learners	Instructor understands context in which software will be used by learners & can verbally make connections. Instructor strives to build confidence in learners by offering digestible information.	Instructor has provided relevant tutorials, examples or images that are directly tied to potential use of learners. Confidence is built in learner by offering relevant information, and providing links between other programs.	Instructor has provided relevant tutorials, examples or images that are directly tied to potential use of learners. Additionally, pedagogical or instructional design issues are addressed through materials. (For example, in teaching the ability to create beveled buttons in Photoshop, has the instructor addressed why beveled buttons improve navigation in websites?). Instructor takes step to build communities of learning, through encouraging interaction between learners and taking steps to sustain those relationships.
Supplemental materials	Resources are provided that encourage learner to initiate learning -or- tutorials are provided that may not directly relate to learners' needs.	Hands-on tutorials are provided, even if not directly tied to needs of learners.	Hands-on, detailed tutorials are offered that replicate the presentation materials. Tutorials provide cross-platform directions. Tutorials print well.