How to best deliver training to teachers
During their Certified Trainer training, the Instructional Technology Team discussed tactics for “pushing down” the training to teachers throughout the district—such as in-depth training, and recognition for those who completed it.

Post-training, the ed tech team wanted to recognize teacher accomplishments, and continually share ideas with teachers. To highlight teachers’ new roles as coaches for their colleagues, the ed tech team created classroom door decorations featuring a “21st Century Classroom” banner. “Those teachers became the go-to people in their schools if other teachers needed support,” Rachell says.

“Even though we’re adults, we all love a badge or a banner,” Henderson-Rosser says. “We wanted teachers to put the Google Certified badges in their emails so people could see what they accomplished.”

During professional learning days, ed tech staff offered in person-trainings, such as classes on digital citizenship based on lessons from Common Sense Education. For a PD workshop on working around bad-weather days, the Department of Instructional Technology taught teachers to set up Google Classroom with pre-planned lessons. That way, if bad weather occurred, students could complete their assignments while they were at home. Instruction never stops. “We’ve made it clear to teachers that at every opportunity, we’re going to give them instruction on using on best practices for integrating technology into the curriculum, using tools like the Google Suite to enhance instructional practices,” Rachell says.

The ed tech staff also refresh their own skills through monthly team meetings. They invite specialists from other departments, such as media services, to talk about new technology and its application in classrooms. In addition, staffers use Twitter and email to share ideas for creative lessons using technology, or to simply give a pat on the back to teachers who’ve achieved certification.

“Twitter is huge for us,” Rachell says. She and her ed tech colleagues to try to tweet daily so teachers get in the habit of checking Twitter for news about upcoming training, or to see fellow teachers get a shout-out. Other ETS or DLS staff send out either “Tech Tip Tuesday” or “Feel-good Friday” newsletters to share digital learning ideas.

To streamline coaching services, the ed tech staff created “request” and “feedback” forms using Google Forms. Teachers complete the request form with information including the lesson or standard that they are requesting services for, the date, and what type of service they are requesting: co-teaching a lesson, lesson planning, modeling a lesson, etc. After the service is delivered, trainers share the feedback from to collect feedback on their coaching skills and effectiveness of the training delivered.

In this way, trainers can track the type of coaching commonly requested, which helps them plan future training sessions.

Creating a sharing culture around digital learning
The Instructional Technology Team measures the success of the “train the trainer” program by the numbers, as well as feedback from teachers and within their own team. By the numbers, 15 teachers have now achieved Level 2 certification, while over 100 have Level 1 Certification.

In addition, in 2018 teachers created 32,000 Google Classrooms to manage teaching and learning, a big increase over the 6,400 Classrooms created in 2017—another sign that teachers are putting their training into practice.

Now that teachers and the Instructional Technology Team are more confident in their skills, they are more likely to trade best practices with colleagues. “The sharing culture has changed, even among the technology educators,” Rachell says. “Before the training and before we rolled out Google, many of the ETS team were working in silos. Now everyone pulls from a shared library of ideas in Google Drive that we created and curated as a team.”

The training has also changed how teachers employ technology to engage students. More teachers have adopted the flipped-classroom model, where students can work at their own pace and use a blend of online tools to complete lessons. “Instead of worksheets, teachers are giving their students the resources to problem-solve on their own,” Rachell says.

The “train the trainer” program has also helped build senior-level support for the district’s 21st Century Classroom initiatives. Kevin Maxwell, principal of Inman Middle School, has Google Certified Educator Level 1 and 2 Certifications, and now requires teachers to complete at least Level 1 Certified Educator training.

“Had we not had our Train the Trainer program, the impact of the 21st Century Classroom initiative would not have been as huge,” Rachell says. “We’ve taken teachers who might have been fearful of new technology, and made them comfortable with it. And once they have that comfort and confidence, you can do so much more.”

“It’s the way that training should happen—with a groundswell of support,” says Henderson-Rosser.

How to build a successful Train the Trainer program
Bring your educational technology team up to speed. As a first step, the Atlanta Public School’s education technology and digital learning specialists became Google Certified Trainers, giving them the skills and confidence to train teachers in depth.

Set up easy-to-attend training for teachers. The trainers scheduled Google Certified Teacher Level 1 and Level 2 classes during planning periods, online, or after school; trainers used a checklist to ensure classes covered key skills in Google certification exams. The Google Train the Trainer plan offers step-by-step instructions for structuring the program; the Google Teacher Center includes links to specific skills training.

Refresh trainers’ skills. Monthly team meetings helped the Department of Instructional Technology keep skills current.

Share ideas through social media. The Instructional Technology Department uses Twitter (follow them at @apsinstructtech) and emails to offer creative lessons using technology, or to congratulate teachers who’ve achieved certification.

Identify skilled teachers as go-to sources for peers. The Instructional Technology Department created “Fathead” classroom door decorations featuring teacher photos and a “21st Century Educator” banner.

Create feedback loops. Teachers fill out “request and feedback” forms to ask for training help and submit feedback.Trainers use responses to plan future training sessions.