CSBS Examiner Training Manual

Internal Use Only

Appendix B: Examiner Training Facilitation Rubric

Competency

1 - Developing Facilitator

2 - Proficient Facilitator

3 - Master Facilitator

Score

Preparation

Content Familiarity

Has limited familiarity with the presentation slides and activities and continually refers to

Has read and reflected on all presentations, activities, and instructor notes prior to the training. Can discuss key points fluently, only occasionally referring to the instructor notes. Appears comfortable in front of the learners, and limits body language “ticks” such as fidgeting or pacing. Facilitation Creates an environment in which all learners feel welcome. Encourages participation through clear activity instructions while monitoring participation levels in individual, small and large group activities as appropriate. Uses own familiarity of the content and real world experience to guide all content, activities, and discussion. Uses training materials as a guide and reference tool to transition between content delivery and activities. Asks debrief questions as written.

Has mastery over the presentation slides and all activities. Considers strategies for stimulating even deeper group discussion, beyond what is written in the instructor notes. Appears poised and confident, with every move, action, and element of body language in front of the learners having intention and purpose. Intentionally works to create and maintain a safe learning environment throughout the session, consistently acknowledging learners’ effort and, when necessary, redirecting disruptive participants. Uses participant experiences and needs to guide all content, activities and discussion.

instructor notes throughout the facilitation.

Confidence

Makes an effort to project confidence while delivering content and navigating activities, but may rely on the other instructors/facilitators and program manager to provide guidance. Occasionally encourages participation in all activities and to ask questions when there is a lack of clarity or confusion. Relies primarily on the instructor notes to guide all content, activities, and discussion. Can monopolize “airtime” for speaking, providing limited (or no) opportunities for transitioning between topics.

Learning Environment

Guidance

Transitions

Transitions fluidly between delivering content, giving clear

instructions for activities, monitoring activities, and asking questions to check

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