Professional Development Training Outline

A Microsoft Word Document showing the active agenda of a class using Granite City's Professional Development Training Outline (doc)

  1. Introduction to Teen REACH
  2. Job Description
    1. Duties
    2. Qualifications
  3. Policies
    1. Medical Issues
    2. Staff Communication
    3. Discipline
  4. Discipline/Rules
    1. Expectations
    2. Observation
    3. Documentation
    4. Problem Solving
  5. Mentoring
    1. Relationship Building
  6. Mentoring
    1. Rapport Building
    2. Assertiveness
    3. Boundaries

In this HTML version of the example training outline:

  • Slides are linked to their text version below.
    The print friendly version of this slide show is linked at the top of page: Teen REACH Professional Development Training with page numbers equaling the slide number.
  • Handouts are linked to their text version below.
    The print friendly versions are found at the top of their pages.
  • Named Activities are inserted into the Text version below.

Right clicking on the links and choosing "Open in New Window" will allow you to view the link without losing your place in this document.

(Show Slide 1) Participants introduce themselves - Intro game

Review Agenda

(Show Slide 2) Overview of Teen REACH - 1) Out of school programming,

(Show Slide 3) 2) Community Partners, 3) Teen REACH goals

(Show Slide 4) (Show Slide 5) Intro Supervisors and Coordinator

Review Job Descriptions

(Show Slide 6) Duties of all staff

(Show Slide 7) Qualifications of all staff

(Show Slide 8) Discuss Professional behavior or body outline activity

(Show Slide 9) Review each policy significant to frontline staff

Administering Meds. - never, prescription or OTC

Asthma - Most common child chronic disease

  • Info kept on any asthmatic child
  • Asthma signs, symptoms, and care

Head Lice - No Nits

Child Abuse - Mandated Reporters

Staff Communication - Report concerns or issues to the Supervisor ASAP. Verbally or written.

(Show Slide 10) Discipline - Not punishment

  • Review Do's and Don'ts in handbook

(Show Slide 11) Rules - Discuss discipline components in handbook

Observation - Assist keeping a lookout for inappropriate behavior, address it, and document it on Documentation Sheet - role play a common discipline problem and have all staff document it

(Show Slide 12) Problem Solving

(Show Slide 13) Review the 7 Step Model

(Show Slide 14) Review the Three C's Model

Solve the above role play problem using the Problem Solving Worksheet


(Show Slide 15)

Relationship Building (Rapport)

Leadership, Motivating Others

(Show Slide 16) Power - Referent power the best, people look up to you and are willing to work for you

(Show Slide 17) Rapport - We need to build rapport to be able to assist

(Show Slide 18) students to realize their potential, open up their blankets.

(Show Slide 19) Respectful communication is the key. It doesn't mean we are not in authority; we are responsible for their safety. It means we are willing to listen in neutral, focus on what they are really saying without thinking about what we're going to say next. That builds an Emotional Bank Account.

Appointment activity - Have participants schedule appointments with each other, then call out a time and have them discuss their favorite teacher, family member, friend. Discuss with the whole group how these people built rapport with them.

(Show Slide 20)


We respectfully communicate by remaining in an assertive attitude. It is a behavior style; the best way to get our needs met and express ourselves, the best way to build relationships yet maintain discipline.

Other behavior styles - Aggressive, Passive Aggressive, and Passive (Show Slides 21, 22, 23)

(Show Slide 24) Assertiveness and Problem Solving

Getting Needs met - discuss needs VS wants. "What needs do you have in regards to Teen REACH?" "What is the best way to get those met?" (Show Slides 25, 26)

(Show Slide 27)


Sets limits, defines relationships. Boundaries are learned, pain is a teacher. Some children are given messages that teach them to deny pain, i.e. "That didn't hurt."

(Show Slide 28) Boundary impairments -

No boundaries

Invasive - invasive people zap energy

Victim - Doesn't know they have rights

(Show Slide 29) Damaged boundaries

(Show Slide 30) Walls instead of boundaries - Johari Window

(Show Slide 31) Boundaries define relationships - we have professional (32) relationships with our students and each other.

(Show Slide 33) List appropriate boundaries

(Show Slide 34) Mentoring - Positive Adult Role Models, Professionalism

Learner Objectives

The participant will:

  • identify the Teen REACH six core services areas
  • know the duties and qualifications expected of Teen REACH frontline staff
  • discuss professional behavior on the job
  • describe each policy significant to frontline staff
  • differentiate between punishment and discipline
  • list the steps in two problem solving/conflict resolution models
  • describe the key components in building relationships with others
  • identify assertiveness as the best behavior style for getting our needs met and expressing ourselves, the best way to build relationships yet maintain discipline
  • list appropriate boundaries in working relationships