| name | partner-training-program-design |
| description | Design partner-facing training programs for EdTech — train-the-trainer is the only model that scales in K-12. K-12 PD modality decision rule (live-in-person / live-virtual / hybrid / async-with-followup), PD-credit alignment with state frameworks, teacher-union overlay in unionized states. Used by `ravenclaude-core/documentarian` + `edtech-partner-success-manager` + `success-playbook-designer`. |
Skill: partner-training-program-design
Invoked by: ravenclaude-core/documentarian (when content-designing training materials), edtech-partner-success-manager (when planning a partner's training rollout), success-playbook-designer (when authoring an enablement play).
When to invoke: any question of the shape "how should this partner's staff be trained on our product?" Includes initial-rollout training, ongoing enablement, certification programs, learning paths, and the train-the-trainer model specifically.
Output: a training program (or single curriculum artifact) that respects the partner-segment's PD norms, modality preferences, and certification/PD-credit expectations.
The core insight
Direct vendor-to-end-user training doesn't scale in K-12. A district with 800 teachers cannot be trained by a vendor's PSM running 40 sessions. The only model that works is train-the-trainer — equip 2-3 internal champions per district to run the training cascade locally. This skill encodes that model + the K-12-specific PD norms that make it work.
The flow
- Identify the partner segment — K-12 / higher-ed / corp L&D. PD norms differ materially.
- Identify the training motion type:
- Implementation training — at go-live; covered by
implementation-90-day-arc.md week 5-6 + ../templates/train-the-trainer-curriculum.md
- Sustained enablement — quarterly waves, new-feature rollouts, refreshers
- Certification / learning paths — for partners that want formal completion tracking
- Train-the-trainer specifically — see the dedicated curriculum template
- Layer the segment-specific PD norms from
../knowledge/k12-pd-norms-and-constraints.md — teacher PD hours, in-service days, asynchronous-vs-synchronous norms, district PD-credit policies.
- Choose modality — live-virtual / live-in-person / hybrid / asynchronous-with-followups. Calendar-driven, not preference-driven.
- Author the curriculum using
../templates/train-the-trainer-curriculum.md as the starter shape (for train-the-trainer) or adapt for the broader motion.
- Build the measurement loop — how do you know the training landed? Feedback forms, post-training usage signals, champion-cascade tracking.
K-12 PD modality decision rule
| Modality | Use when | Don't use when |
|---|
| Live-in-person | District has in-service days scheduled + product is hands-on / requires troubleshooting + multi-school district (gather champions geographically) | Distributed champions; no in-service window available within target rollout time |
| Live-virtual | Single-school or geographically-distributed champions + product is workflow-oriented + ≤ 90 min sessions | Hands-on troubleshooting required; need-side-by-side device interaction; champion broadband / video conferencing constraints |
| Hybrid | Long-form (3+ hour) training where chunks can be async + champions need cohort cohesion | Short sessions (90 min or less); hybrid overhead exceeds value |
| Asynchronous + live followup | Self-paced learners; multiple sessions over weeks; reference-able content needed | First-touch training; teachers who need real-time questions answered |
Higher-ed PD modality (briefly)
Higher-ed PD respects faculty time differently than K-12 — academic-affairs office is the gatekeeper; faculty PD is opt-in not required; "training" framing often lands poorly (frame as "professional development for instruction" or "academic-technology integration"). Asynchronous-with-followup is the default; synchronous reserves for high-stakes or hands-on.
Corporate L&D PD modality (briefly)
Corporate L&D operates on quarterly business calendar + has dedicated L&D function. Cohort-based, often integrated with LMS-of-record. Certification is more important than in K-12. Mobile-first asynchronous + monthly cohort cohorts is the dominant pattern.
The certification / learning-path question
When should the program offer formal certification + learning paths?
- Yes, certify, if: partner specifically asks; partner segment values formal completion (corporate L&D leans yes); product surface is broad enough to warrant tiered learning; certifications drive sustained adoption.
- No, don't certify, if: partner segment doesn't value it (most K-12 districts treat certifications as nice-to-have, not load-bearing); product is narrow (one workflow doesn't need 5-level certification); vendor team doesn't have the bandwidth to maintain a certification program (a stale certification is worse than no certification).
Anti-patterns this skill flags
- Direct vendor-to-teacher training at scale. Vendor PSMs cannot personally train 800 teachers. Train-the-trainer is the only model that scales.
- Training without measurement. Sessions happen; feedback never collected; effectiveness unknown. Always include a feedback loop.
- Synchronous-only. Some learners need to re-watch; some districts have async-first PD policy; some teachers can't attend live. Always have async reference material even when sync is the primary modality.
- Generic "PD" framing in higher-ed. Higher-ed faculty don't see themselves as needing "PD" — frame as professional development for instruction, or academic-technology integration, or pedagogical-tools workshop.
- Train-the-trainer that's product-only. Champions need facilitation craft, not just product knowledge. The
../templates/train-the-trainer-curriculum.md has both Session 1 (product depth) and Session 2 (facilitation craft) for this reason.
- Certification without maintenance plan. Stale certifications signal stale product. If you ship a cert, plan the quarterly refresh.
- Ignoring district PD-credit conventions. Some districts award PD credit for vendor training only if the sign-in sheet + learning-objectives align with the state PD framework. Confirm at engagement start.
When NOT to invoke
- The partner already has a training program operating — defer to their motion + provide content reference material.
- The training need is < 1 hour of content. Use a quickstart guide / video instead.
- The partner is corporate L&D with their own LMS-of-record. Plug into their LMS rather than running a parallel program.
Refresh triggers
- A state's PD-credit conventions materially change
- A district-level PD modality shift (post-COVID async-first to in-person-first reversion, etc.)
- New product line that opens a new training surface
- Live engagement signal via
/wrap shows train-the-trainer cascading failing in a way this skill didn't anticipate
References
