The samples of interpretive products provided here (see links on left) have met peer review certification standards and are useful for training and coaching other interpreters. NOTE: If you have an example you would like to share, please see the criteria for training examples at the bottom of the page. We are especially in need of examples of 21st century, audience-centered techniques.
What is a training example?
- An example of one type of successful product
- A product that has met the certification standards for key interpretive elements of a benchmark interpretive competency, as defined by the peer review rubric for that competency
- A product that may be used as an example to aid you in learning, coaching, or instructing others in pursuit of professional interpretive development in this competency area
What a training example is not:
- A perfect example – all programs and products can always be improved!
- The only way a product should be delivered
- The subject matter accuracy and appropriateness of delivery have not been evaluated in these examples -- the assumption is that these elements have been assessed at the park level
Criteria for Training Examples
The following criteria are used to assess the suitability of interpretive products as training examples. If you have a product you would like to have considered, and that meets these criteria, please notify email@example.com
Each training example must clearly, cleanly and concisely
illustrate the national standard for a specific competency.
Clearly – the program/product could be used by field interpreters to help them learn to identify the interpretive elements described in the competency standard.
Cleanly– the program/product does not contain a lot distracting elements in the form of poor presentation style or mechanics, annoying or distracting elements, obviously inaccurate information or inappropriate techniques. Audio and video quality is good.
Concisely– the program/product illustrates the elements of the competency standard in a short or concise format that is a suitable length for classroom or on-line instruction. (5-15 minutes for a talk, less than 30 minutes for other types of programs). Out-takes from longer programs are useful if they are clear examples of successful elements.
Additional criteria for examples of 21st century skills:
We are especially in need of products that illustrate the effective use of audience-centered techniques such as dialog, resource immersion, directed experiences, and other types of facilitated engagement and co-creation strategies, and programs that focus on audience relevance.