| Training There are two types of training to consider: Cisco TrainingCisco provides instructor training through Regional Networking Academies and CATCs. In 22 days of classroom didactic and practicum, instructors cover all four Cisco courses. To become a Cisco Certified Academic Instructor (CCAI), the instructor must complete all four courses, pass the CCNA certification exam, and complete additional Cisco requirements."We make it clear to instructors that they need to attend all the training sessions. In order for them to pass the certification test, it is necessary for them to understand the material. They need to be there to learn it." Phil Benfield Santa Clara County Office of Education San Jose, CA Networking Academies recommend sending at least two people to Cisco training. If one person leaves, the program can continue. Also, team teaching helps instructors learn the curriculum better. "We have one Networking Academy where the school sent only one teacher and before he could begin teaching, he left. As a Regional we now ask schools to send at least two teachers." Dennis Quatrine, Henry Ford Community College Regional Academy Detroit, MI Regional Academies are responsible for a minimum of 16 hours of professional development that follow the mandatory 22 days of Cisco training. Some Regional Academies are creative about how they provide it so that those who need more have access. "We have Summer Boot Camp and, if necessary, Christmas Boot Camp. During the year, I hold an open lab for instructors every Wednesday from 6 to 9 p.m. and Saturday from 9 a.m. to 12 p.m. They practice, they bring their technology questions and their teaching technology issues." Anne Urevick, Philadelphia Public Schools Philadelphia, PA
Pedagogical TrainingIn non-traditional environments, the extent of instructor training depends on the person selected to deliver the instruction. Traditional, experienced faculty have had education courses and participated in a teaching internship. For these individuals, the Networking Academy preparation is sufficient. Instructors recruited from industry, the community, or from within the organization may not have pedagogy."We help Local Networking Academies achieve success. We had to implement new strategies and classroom management. How do you teach Cisco to 30-year-old inner-city kids who don't want to be there? How do you deal with difficult situations, for example, language learners who have a hard time with the text? How do you do more hands-on? Those are things we've learned to make accommodations on. Our instructors are great." Mark Alvarado Mission High School San Francisco, CA In addition, to strategies for working with underserved individuals, Networking Academies in non-traditional academic settings work with a faculty that has diverse backgrounds and skill sets. "I have had people with extensive computer and networking knowledge so they can rapidly adapt to ... the subject matter, but they need a lot of instruction on instructing vs the person with extensive teaching experience and minimal computer/networking knowledge. At ITC, we use a model of teaming an instructor with a teaching assistant (TA). This enables a person to start as a TA working along with instructor thru the whole curriculum. It gives us an opportunity to evaluate the TA in our program before enrolling them in instructor training. " Linda Hanks Focus: HOPE A "train-the-trainer" program or instructor training covering basic pedagogy, teaching methods, and strategies helps instructors with class management skills and provides insight into different learning styles. The American Society for Training and Development  (ASTD), Training Magazine and the Regional Networking Academy can assist with this."We wait until there's a break in semesters. We look for a one day Train-the-Trainer workshop offered in the area, and we invite our instructors both new and experienced to brush up on their platform skills." Acte Maldonado Borough of Manhattan Community College New York, NY |
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