Pathways-to-success Train- The-trainer Manual
Pathways Train-the-Trainer Manual !1PATHWAYS-TO-SUCCESS TRAINTHE-TRAINER MANUALDaphna OysermanJune 2017University of Southern California
Pathways Train-the-Trainer Manual !2OVERVIEW: AIM AND OUTLINE .5AIM .5TRAIN-THE-TRAINER MANUAL OUTLINE .5INTRODUCTION .7THE PROBLEM .7THE SOLUTION .8POTENTIAL ADVANTAGES FOR SCHOOLS .9Why Teachers and Why School? .9Why Middle School? .10Why Pathways: Teacher Testimonials .10DEEP STRUCTURE OF THE PATHWAYS INTERVENTION . 11Teaching is an Influence Attempt, It Can Fall Flat . 11Teachers Transmit Knowledge and Help Their Students Generate Knowledge . 11TRAINING OUTLINE.12The What .13The Why .13The How .14RATIONALE: IDENTITY-BASED MOTIVATION .15PURPOSE, MEANING, AND TEMPORAL CONTINUITY .15IDENTITY-BASED MOTIVATION .16Three Core Components of Identity-Based Motivation .17BUILDING THE ROAD: USING INSIGHTS FROM SOCIAL AND COGNITIVEPSYCHOLOGY TO STRUCTURE PATHWAYS .22PATHWAYS AS SOCIAL INTERACTIONS .22Thin Slices .22Social Norms .23Public Commitment .24Unskilled and Unaware of It .25CREATING AN EXPERIENCE OF EASE .25Experience Ease .26Fun! Action!.28Moving from Fantasy to Action (But NOT a Career Plan) .28
Pathways Train-the-Trainer Manual !3Experience and Flow as a Means, NOT an End .29REACTANCE AND BOOMERANG EFFECTS.31Teachers’ Skill at Delivering Messages Matters: A firm Hand can Backfire. .31CONCEPTUAL METAPHOR THEORY .33STRATEGIES TO ENSURE PATHWAYS IS EXPERIENCED AS EASY .34Show Ownership Use Students’ Names .34Time is Short .35Keep Your Focus .35Positively Reinforce .35Be Prepared .36Know How to Facilitate .36Present a Clear Path .37Have a Routine .38Collaborate.38PATHWAYS TEACHER TRAINING IMPLEMENTATION .39OVERVIEW OF SESSIONS .40TRAINING MATERIALS .44USING THE TRAINING IMPLEMENTATION SECTION .48DAY 1 .50Pre-Training (30 minutes) Breakfast .50Welcome and Introduction (30 minutes 5 minute break) .50Implementation of Sessions 1-4 (2 hours 10 minute break).56Lunch (30 minutes).57Implementation of Sessions 7-9 (2 hours 30 minutes 10 minute break) .57Adjourn (5 minutes).58End of Day Trainer Preparation for Day 2 .58DAY 2 .60Pre-Training (30 minutes) Breakfast .60Welcome and Introduction (5 minutes) .61Implementation of Sessions 10-12 (1 hour and 30 minutes 15 minutes in breaks) .61Empirical and Theoretical Background (65 minutes 5 minutes break) .62Manual Dissemination and Set up for Weekly Call-ins (10 minutes) .78
Pathways Train-the-Trainer Manual !4Lunch (30 minutes).79Homework (5 minutes) .80Session organization (45 minutes 5 minute break) .80Manual and Website Familiarization (50 minutes) .84Guidelines and Tips in Prepping for and Delivering Pathways (10 minutes) .90PTS Logistics (15 minutes) .92Adjourn (1 minute) .92End of Day Trainer Preparation for Day 3 .92DAY 3 .93Pre-Training (30 minutes) Breakfast .94Welcome and Introduction (2 minutes) .94Facilitation Tips (8 minutes) .94Teacher Implementation of Pathways Sessions 1-7 (2 hours 55 minutes 15 minutes ofbreaks) .97Lunch (30 minutes) .104Other Implementation Tips (10 minutes).104Teacher Implementation of Pathways Sessions 8-12 (2 hours 5 minutes 5 minutebreak) .106Using Pathways Outside of Sessions (5 minutes) .111Wrap and Adjourn (1 minute) . 112WEEKLY CALL-IN INFORMATION . 113Reminder email. 113Reflection on sessions already implemented . 113Preparation for the next session . 113Appendix A: Sample Agenda. 114
Pathways Train-the-Trainer Manual !5OVERVIEW: AIM AND OUTLINEThis Pathways to Success Train-the-Trainer Manual (TtT) teaches you to teach others toimplement the Pathways to Success (Pathways) with fidelity. The Pathways program is ashort social-psychological intervention designed to change student “mindsets”, the waythat they think about their futures and interpret difficulties along the way. TtT is intendedfor experienced Pathways teachers to train other teachers to deliver the Pathwayscurriculum with skill and fidelity. Successful training means that the average teacher will:(a) deliver activities as intended with high quality, (b) have students who respond andexperience the curriculum as intended, and (c) have students who experience eachsession’s take home point as inherent, obvious, and emerging organically from theactivities as student-generated insight rather than as a teacher-driven opinion. To translateidentity-based motivation into intervention, Pathways uses insights from social andcognitive psychology as well as best preventive intervention practices.This train-the-trainer manual provides detail as to how experienced Pathways teachersshould go about training other teachers. A key feature of the training is that teachersactually experience (not just watch and talk about) the intervention as participants,actively learn the rationale and empirical evidence for each element of Pathways andpractice delivering Pathways with structured feedback. Training led by teachers who havedelivered the intervention provides teachers the opportunity to gain valuable experience.We provide video and worksheets to structure active learning of the theory and rationale.Pointers for prepping for successful delivery of Pathways are presented as part of trainingand practice sessions.AIMThe aim of this manual is to provide the tools experienced Pathways teachers need totrain and support other teachers so that they can deliver the Pathways curriculum withhigh skill and fidelity.TRAIN-THE-TRAINER MANUAL OUTLINEThis manual provides information experienced Pathways teachers need to train otherteachers. Since one of the key elements of training teachers is guiding them through thePathways intervention, this manual provides information to relevant to the theory anddeliver of Pathways, as well as information about learning theory that is relevant to goodtraining of teachers and good delivery of Pathways. The Pathways Train-The-Trainermanual includes four sections: introduction, rationale, building the toad and background,and training implementation.
Pathways Train-the-Trainer Manual !6The Train-the-Trainer Manual should be used incombination with the other Pathways materials, whichinclude: Implementation ManualPowerPoint deck to use for implementation of eachsessionSession handouts (2 sets of copies for training)Pathways website (http://www.pathwaysintervention.com/), which includes:o Video library showing session-by-sessionimplementationo Video library with Dr. Oyserman describing thecore identity-based motivation conceptso Video library with Dr. Oyserman describing thehow Pathways worksLinks to Pathways publicationsHow will this help me in training?The first three sections, entitledIntroduction, Rationale, and Buildingthe Road and Background, are designedto help you, the teacher trainer, gainadditional insights into the Pathwaysintervention and the theory and researchbehind Pathways. The final section isentitled Training Implementation andprovides the step-by-step informationyou need. The expectation is that youcan use this knowledge during theTraining Implementation. We include“how will this will help me in training”text boxes to insure your success andhelp you connect what you are learningto specific aspects of training. At eachstep along the way, needed PowerPointdeck, handouts, and video are provided. Introduction. This section provides an explanation of the problem that Pathwaysattempts to address, the way in which Pathways attempts to solve the problem,and overall structure of the Pathways teacher training. Rationale. This section explains the principles of identity-based motivation thatmake Pathways work. Setting the State and Background. This section highlights the cognitive andsocial psychological basis for Pathways design and delivery/ Training Implementation, This section provides specific information about thetrain-the-trainer training, including what trainers will say and do during thetraining, information on the basic structure of each Pathways session, the takehome point for each session, and pointers and pitfalls for each session.
Pathways Train-the-Trainer Manual !7INTRODUCTIONTo successfully train teachers who are first implementing Pathways, it is important forteacher trainers to have a solid understanding of the Pathways intervention. Specifically,this Introduction provides you with an overview of (a) the problems and associatedsolutions that Pathways addresses and (b) an explanation of how you will help teachersunderstand the underlying Pathways concepts as part of the Pathways training.THE PROBLEMWhen engaging teachers in a professional development experience or consideringimplementing a new intervention, it is useful to highlight the “pain point” or problem thatthe professional development or intervention seeks to resolve. The “pain point” thatPathways addresses: Reality falls short of promise. The promise ofeducation is that it is transformative, changingthe trajectory of students’ lives by providingthem not only with substantive knowledge butalso with a platform to spread their wings andpoint their life in meaningful directions. Yet forall too many students, this promise remainsunfulfilled. These students obtain too littlebenefit from their teachers and from schooling ingeneral because they fail to see the connectionbetween the content knowledge provided in theclassroom and their own possibilities for thefuture.How will this help me in training?The Problem and Solution sections will helpyou deliver with fidelity in Day 1 and helpyou discuss why teachers should implementPathways in Day 2, discussing the painpoints teachers face, and how Pathwayshelps resolve them. Trying matters. Sustained effort reduces risk of school failure, but adolescentsreport less effort and engagement with schoolwork than younger students do(Barber & Olsen, 2004; Roeser et al., 1999; Seidman et al., 1994). School failureis associated with increased risk of drug and alcohol use, and of becoming ‘offtrack’ in other ways (e.g., involvement with crime and delinquency, becomingpregnant). But students quit too soon. Students quit trying in part because they misinterpretexperienced ease and difficulty with schoolwork as meaning that schoolwork iseither trivial or impossible and hence not worthwhile or ‘not for me’ (Elmore &Oyserman, 2016; Oyserman, 2015; Smith & Oyserman, 2015). This risk isparticularly high for low-income and minority adolescents who are stereotyped asless academically able (Fiske, Cuddy, & Glick, 2007). If they come to mind, thesestereotypes put low income and minority adolescents at risk for effort-
Pathways Train-the-Trainer Manual !8undermining interpretations of experienced difficulty (Oyserman & Fisher, 2017;Oyserman & Lewis, 2017). Instead of interpreting difficulty as importance. Schoolwork, and indeed,anything meaningful, is often experienced as difficult, and failures along the wayare part of the process (Oyserman, 2015). Interpreting experienced difficulty as asignal of importance and experienced ease as a signal of possibility increasesstudents’ experience of schoolwork as an identity-congruent, ‘me’ thing to do, andincreases their engagement and experience of meaning and purpose. The questionwe address in Pathways is how to set conditions for these productiveinterpretations of experienced ease and difficulty.THE SOLUTIONThe solution we are suggesting is to use Pathways. Pathways uses Identity BasedMotivation (IBM) Theory in a whole-classroom universal intervention that providesstudents the skills and mindsets they need to successfully engage with school and to setthemselves on their path to adulthood. Teacher training focuses on providing teachers theskills to support shifting student mindset in a way that avoids common pitfalls that occurwhen attempting to change mindsets. Identity-based motivation (IBM) theory predicts, and research shows, thatstudents will keep trying and succeed more if they interpret their ease anddifficulty with schoolwork as meaning that schoolwork is worthwhile and ‘for me’(Alenei, Lewis, & Oyserman, 2016; Elmore, Oyserman, Smith & Novin, 2016;Fisher & Oyserman, 2017; Oyserman, 2015; Smith & Oyserman, 2015). Studentsare more likely to interpret difficulty as a signal of value (“this is important forme”) if they experience schoolwork as identity-congruent – a “me” thing to do(Oyserman, Destin, & Novin, 2015). They are more likely to engage withschoolwork if their current and adult future selves feel connected (Nurra &Oyserman, in press). Identities are not fixed but dynamically created in context.One way to create a connection between current and adult future selves is to use ajourney metaphor (Landau, Oyserman, Keefer, & Smith, 2014), which is usedthroughout the Pathways intervention. Pathways-to-Success active ingredients. Pathways helps students see their adultfutures as connected to the right now of school and to see failures and difficultiesalong the way as normal parts of an important process --becoming an adult. ThePathways intervention does this by focusing on three active ingredients thatreoccur throughout the 12 sessions of Pathways. The active ingredients are:ooFuture self: Making next year and adult future “me” feel connected to right now.Relevant strategies: Making now seem the time to start and strategies to getgoing feel like “me” things to do.
Pathways Train-the-Trainer Manual !9o Productive interpretation of experienced difficulty: Framing experienceddifficulty as a signal that a task is important, valuable and “for me” rather thanimpossible, having low odds and “not for me.”Implementation matters: People respond negatively to having their autonomylimited and having others tell them what to think or do (Chirkov & Ryan, 2001;Grandpre et al., 2003; Miller et al., 2006; Steinberg & Silverberg, 1986). Peopleare likely to interpret experienced difficulty as meaning that the odds of successare low, that this is not ‘for me’ (Fisher & Oyserman, 2017). So the interventioncannot feel like a heavy-handed influence attempt and activities should be set upto feel easy to do. The Pathways Implementation Manual and associated activitieswere carefully designed so that the students feel as though they can do this. Thus,it is important to implement Pathways the way in which it is designed, and thatteachers are practiced enough in each session, so that students walk away with thefeeling “that made sense,” “this must be true.”POTENTIAL ADVANTAGES FOR SCHOOLSThe Pathways intervention is designed to: (1) supportteachers in helping students connect what they do inHow will this help me in training?school now to their next year and adult possible selvesPotential Advantages for Schools(2) Identify and implement strategies that they can take Thesection will help you on Day 1 as younow to help them move toward desired and away from introduce Pathways and discuss whyteachers should engage in the intervention.undesired adult possible selves. And (3) InterpretThis will also help with Day 2 when youexperienced difficulty as implying importance (“this is discuss logistics.important to me” and not impossibility (“this isimpossible for me”). These skills and mindsets arerelated to important outcomes for students, such as improved GPA, increased attendance,and decreased negative behaviors. Research has identified that Pathways has potentialadvantages, but why should you and your teachers implement in your school and withyour middle school students?Why Teachers and Why School?Pathways can and has been successfully delivered in multiple settings, including inclassrooms with teachers, in classrooms with outside trainers, and during afterschoolprograms. Although it is not that teachers are the only way to deliver the powerfulmessages of Pathways, there are a number of benefits of having teachers lead Pathwaysin their own classrooms: Teachers have a yearlong relationship with their students.Teachers can connect the language and insights from Pathways seamlesslyinto other aspects of teaching and learning.
Pathways Train-the-Trainer Manual !10 Students can use Pathways concepts and apply Pathways insights in theirdaily school routine with their classmates and teachers without explainingthemselves.When students experience Pathways with classmates in their regularclassroom, they understand that Pathways is relevant to school. This isimportant given that change in one context rarely carries over to change inother contexts. Failure to generalize (take insights from one setting to another)is a huge issue for many interventions. For example, if students engaged inPathways in a community center, they might have a more difficult timegeneralizing the Pathways concepts to a new setting (i.e., school).Why Middle School?The identity-based motivation concepts are relevant across a large age span. Theempirical evidence supporting the predictions of identity-based motivation come fromchildren as young as nine years of age through middle school, high school, the collegeyears and adulthood. However, the adolescent years are a peak time of speculating aboutone’s future self. This is especially true for the years in which adolescents move towardemancipation – during the span between 16 and 21 years of age (Abram, Picard, Navarro,& Piolino, 2014). Choices made prior to age 16 are enormously consequential. Thus,middle school is particularly powerful if Pathways can be delivered as students begin toimagine their high school years, which is why Pathways is usually delivered in the fall ofthe year prior to high school.Why Pathways: Teacher TestimonialsTeachers who have engaged in the Pathways training and implemented Pathways in theirclassrooms have provided testimonials about the benefits of the intervention with theirteaching and with their students. Some examples of what teachers have stated aboutPathways include: The skills you learn in Pathways are transferrable to other aspects of yourteaching. At the end of Pathways training that you will start seeing yourteaching in a different way.o Pathways provides you and your students a common skill set toengage with difficulties, laying the groundwork for more classroomengagement and fewer classroom management problems.o Pathways makes you a better teacher, providing new and differentways to engage your students and build relationships with them.Pathways helps students get going in the first six weeks of the school year, acritical time which can be a difficult transition for students.
Pathways Train-the-Trainer Manual !11 o Pathways helps you set up your school year, providing a languagestudents can grasp and we can use all year.Pathways is a Tier 1 intervention that everyone gets and provides somethingall the 8th graders can relate to.o Pathways language helps students grasp how school now connects totheir far future selves and gives school meaning.o Pathways helps middle school students look to the future and highschool, providing concrete tools to help students get ready for highschool whether they got into the high school they wanted or not.DEEP STRUCTURE OF THE PATHWAYS INTERVENTIONWhether in the train-the-trainer context or in theclassroom context, teaching is an influence attempt that How will this help me in training?requires that content be appropriately scaffolded toThe Deep Structure section will help you onfacilitate learning. To use Pathways successfullyDay 2 when you discuss “Guidelines andTips” with teachers.teachers need to have clear understanding of thePathways concepts and know how to engage students inunderstanding and applying Pathways concepts. Comfort with identity-based motivationtheory and clear understanding of the social and cognitive psychological rationale forPathways structure is critical to both training teachers and to delivering Pathways as ateacher.Teaching is an Influence Attempt, It Can Fall FlatTeaching can fall flat if students do not engage and can even backfire if students activelydisengage or counter argue. The challenge is that students need to experience theclassroom setting and school generally as a place in which something valuable happens ifthey engage deeply. But if students feel coerced in the classroom setting, they maydisengage or even actively counter argue the messages teachers are attempting totransmit.Each part of the manual addresses this challenge: The Rationale and Building the Roadsections help you give teachers tools to succeed in their influence attempt and to preventfalling flat by focusing on the relevant social science about social influence. The TrainingImplementation section supports you in providing teachers the necessary tools andknowledge to implement Pathways with fidelity and provide suggestions on how tosupport student engagement during the Pathways intervention.Teachers Transmit Knowledge and Help Their Students Generate Knowledge
Pathways Train-the-Trainer Manual !12Teaching involves passing on content knowledge and helping students generateknowledge. That is, teaching is not just telling studentsTeaching can backfire or fall flat ifcontent and having them memorize it but having studentsteachers do not have in-depthengage with material and helping them discover theimportant properties. In your role as a coach in a “train-the- understanding of relevant contentneeded to address novel questions ortrainer” model, your job is to teach teachers how tosituations and so cannot properlyintervene in ways that bolster rather than underminescaffold new concepts. Teachers maystudents’ sense that they have ownership over the process.Doing so requires that you model this behavior in the ways also fail to scaffold new conceptsproperly if they do not have anin which you train teachers. Like student participants inunderstanding of how sessions buildPathways, the teachers you train also have to build theiron one another and how studentown competence.understanding emerges throughEach part of this manual addresses these challenges: TheRationale section communicates the core theory (identity-based motivation theory) andsupporting evidence, the Building the Road section communicates core cognitive andsocial psychological insights about how people make meaning in their everyday lives.The Training Implementation section aims lays out how trainers should train teachers.TRAINING OUTLINEThis manual provides the tools experienced Pathwaysteachers need to train and support other teachers so thatthey can deliver the Pathways curriculum with high skilland fidelity. These tools will guide you as you implementthe Training Implementation with your cohort of teachers.Briefly, you will be supporting in learning: How will this help me in training?The Training Outline section will help youas you prepare for Pathways training. Thissection provides an overview of how youwill engage teachers in the training.Pathways’ theoretical rationale (identity-based motivation theory) andsupporting evidence for the theory and the intervention.Social and cognitive psychology knowledge undergirding how to influenceand scaffold knowledge generation in students.A clear grasp of the Pathways intervention.A framework for constructive structured feedback on Pathwaysimplementation to support teacher success based on the criteria forimplementation fidelity.This manual provides the knowledge, tools, and resources fo
Pathways Train-the-Trainer Manual !6 Introduction.This section provides an explanation of the problem that Pathways attempts to address, the way in which Pathways attempts to solve the problem, and overall structure of the Pathways teacher training. Rationale. This section explains the principles of identity-based motivation that
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