Bridges to Practice (B2P) Facilitator Rubric - Depth and Breadth of Knowledge Base
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Knowledge
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Novice Trainer
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Intermediate Trainer
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Advanced Trainer
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| B2P Roots: History of Development and Research Traditions |
1. Identifies the key phases
2. Describes in simple terms how B2P's history supports customer-driven, standards-based system reform |
1. Describes the results that B2P aims to achieve for learners, programs, and the adult learning system.
2. Describes the need for system reform.
3. Describes the theoretical foundations of B2P and its implications for changes in teaching/learning, and program improvement.
4. Describes current B2P work, how it builds on earlier work, and how it is consistent with current research on adult learning disability theory and connected to system reform. |
1. Can organize knowledge about B2P in a variety of ways, adapting to audience and context in order to:
a. explain how system reform works at different levels, and how levels need to be aligned (includes discussion of teaching and learning, assessment and reporting, program improvement, and accountability for results);
b. connect educational theory and research with B2P's core messages, components, and development;
c. identify related systems (education, training, human resources, etc.) and can explain the connections to B2P;
d. explain current B2P work, how it builds on theoretical foundations, research, and connects to system reform. |
| Framework of B2P |
3. Identifies and defines the key components of B2P:
 LD Awareness
Disability Law
Screening/Diagnosis
Planning Instruction
Choosing curriculum
Teaching Methods
LD Specific Models
4. Describes ways has used/could use each of the B2P components |
5. Can organize knowledge about B2P in different ways to suit audience needs and address the following:
a. how all parts of the content, the report cards, the program standards, support each other.
b. how accommodations and assistive technology are related to instruction in the adult classroom and support instruction.
c. how to use the content of B2P for program improvement within a particular type of program. |
2. Describes use of contents, standards, and relates to program assessment;
3. Describes use of B2P materials to facilitate system reform at the classroom, state, and federal levels.
4. Explains how B2P training builds the results described in the B2P Standards.
5. Explains how the B2P methodology supports an approach to skill development that is research-based, and appropriate for all adult learning and training experiences (novice to expert and classroom to workplace). |
| Applications |
5. Connects personal experiences to the framework. |
6. illustrates use of B2P with a variety of personal and field examples that are chosen to address audiences needs and interests.
7. Offers examples of specific program use of B2P for planning, instruction or agency placement and assessment. |
6. Uses a variety of illustrations and analogies from different agency perspectives to explain B2P implementation in the classroom, program, human service agency, and at all levels, including local, state, and federal. |
| Facilitation |
6. Describes own approach to working with groups (teaching, facilitating), explains why uses that approach (as opposed to other approaches), and what results they have seen. |
8. Demonstrates purposeful, contextual, constructivist approach to working with groups that enables participants to leave feeling confident that they can train others appropriately by using similar approaches and training materials.
9. Can describe the full range of facilitation skills related to LD communication for all areas of B2P LD characteristics. |
7. Explains purposeful, contextual, constructivist approach to working with groups, including individuals with a range of learning styles, learning difficulties, and learning disabilities, models these approaches in the training and makes clear what other trainers should do by providing clear, constructive feedback.
8. Can use the full range of facilitation skills related to LD communication for all areas of B2P LD characteristics. |
| Fluency |
7. Reviews and rehearses scripts for workshops in order to build knowledge
8. Demonstrates basic communication skills when working with groups, including
Reading audience's body language
Listening
Modulating voice appropriately for volume, speed, and expression. |
10. Ease in planning and presenting workshops varies from situation to situation.
11. Few factual/informational errors in presenting B2P.
12. Can answer questions within range of comfort and refer questions outside comfort range to others.
13. Can present scripted information on history, theory, and current work in the LD field.
14. Demonstrates ability to use questions effectively to engage audience.
15. Able to facilitate dialogue as well as formal presentations. |
9. Considerable ease/automaticity in drawing on B2P information for planning and presenting.
10. Effectively addresses questions/issues that arise outside own area(s) of preparation.
11. Easily relates audience experiences, issues, and questions to B2P framework, core messages, etc.
12. Effortlessly creates an environment in which participants feel comfortable enough to share and ask questions. Able to identify and overcome logistical barriers with ease.
13. Addresses with ease unexpected audience gaps in knowledge, expression of discomfort or conflicts between group members.
17. Demonstrates facility in planning and facilitating activities which require problem-solving and discovery. |
| Independence |
9. Serves as participant/observer on training team, paying attention to how intermediate and advanced trainers work with scripts to adapt workshops to needs of audiences.
10. Follows script exactly to make sure presentation covers all key points.
Uses overheads and notes extensively to make sure to include all components. |
16. Practices constructivist, contextual approach to training that engages participants in activities that build comfort in using the framework and standards for integration into regular classroom or job placement situations.
17. Understands own strengths and weaknesses as a trainer and uses this knowledge in working with a training team.
18. Presents less familiar and more complex material with support from team.
19. Needs some help from others to address questions and adapt knowledge for presentation to different audiences. |
15. Leads the planning process and manages the materials and personnel involved.
16. Clearly explains to participants how training approach/activities model a constructivist, contextual approach to teaching adults with learning disabilities, and draws the links clearly between examples and theory so participants understand how and why something works.
17. Actively monitors participant engagement and learning and is able to revise session plan in response to audience needs and/or circumstances. |
| Range |
12. Assists in scripted workshops only, with supportive and familiar audiences. |
20. Can lead scripted workshops for a variety of audiences.
21. Can serve as active participant on training/TA team for a wide range of audiences, taking a number of different roles as appropriate to team and audience.
22. Can work effectively with familiar and unfamiliar audiences, in structured and semi-structured situations, is not comfortable taking the lead in unstructured or high stakes situations. |
18. Leads planning and facilitation of B2P training activities for diverse audiences.
19. Can present to high stakes policy groups, making clear the policy supports that need to be in place for system reform.
20 Develops and leads well-paced technical assistance efforts that are well integrated with "host" systems, and link teaching and assessment and program effectiveness with system reform. |
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