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Practice Texts, Instructions, and Prayers
The updated Teacher Development Service Seminar (TDSS) is now being offered in a hybrid format, with options for both in-person and online participation. At this time, the course is available only in English.
Please note the following important details about access and participation:
- The online course content will be made available only to individuals who are enrolled in the full course—whether attending in person or online
- Once enrolled, participants will have ongoing access to these materials for personal study and review.
- Live sessions and breakout group work will not be recorded or made available after the course.
- Certificates of Completion for the TDSS will only be given to individuals who attend the entire course in person
We understand that time zones and schedules vary. If you are interested in doing the full course online but are unable to attend the synchronous sessions at all, please email us directly at education@maitripa.org, and we do our best to support your participation.
We are currently experimenting with various modes of delivery for the TDSS to be made available in the future. We appreciate your understanding and flexibility as we offer the most comprehensive experience currently possible.
Thanks to a grant from FPMT, this seminar is being offered to registered participants at NO COST live in Portland, Oregon and online. Please see registration for housing support options in Portland.
With: Venerable Lozang Yönten and Namdrol Adams
Location: Maitripa College
Dates & Times: 7/11: 10-5, 7/12: 10-5, 7/13: 10-3 (all times PT)
Hybrid Model (In-person and Online)
ANSWER:
Looking at Modules 1–6 of the Teacher Development Service Seminar, an average student working asynchronously and independently—without group engagement or live sessions—can expect to spend approximately 10 to 15 hours total to complete the asynchronous coursework. Here’s a sense of the time commitment and learning involved in each module:
Module 1, Introduction to the Teacher Development Seminar, is primarily orientation-based. It includes a short video and an overview reading that introduces the purpose and structure of the seminar. Because the content is mostly informational and designed to help participants get their bearings, most students will likely spend about 1 to 1.5 hours on this module.
Module 2, Introduction to the Qualities of a Dharma Teacher, invites deeper engagement. It includes recorded talks from FPMT lineage teachers and reflection prompts related to ethical conduct and the foundations of Dharma teaching. Given the importance of these teachings and the space for personal reflection, students will likely spend 2 to 3 hours listening, reflecting, and journaling meaningfully.
Module 3, Understanding Learners, presents a more academic engagement with pedagogy, including content on learning styles, trauma-informed teaching, and sequencing teachings for new students. It includes slides, short quizzes, and a peer forum post. To read through the materials, complete the quizzes, and participate in the discussion, an average student would spend 2 to 3 hours on this module.
Module 4, Facilitation Foundations, continues the pedagogical thread with a focus on creating inclusive learning environments and navigating group dynamics and power. Students are asked to complete guided reflections and contribute to a forum. The nature of this material typically elicits thoughtful writing, so students should expect to spend another 2 to 3 hours on this module.
Module 5, Reflective Teaching Practice, appears after the live seminar but can be considered part of the asynchronous arc. It invites students to integrate what they’ve learned through personal journaling and the setting of teaching intentions. Because of its reflective and inward focus, this module will likely take 2 to 3 hours, depending on the depth of engagement.
Module 6, Mentorship Paths in FPMT, is shorter and more administrative in nature. It includes a brief video and a form to help students begin the process of selecting a mentor. Since the task is more straightforward, most students will spend about 1 to 1.5 hours completing this final module.
Altogether, these modules are thoughtfully designed for adult learners and can be completed with a time investment of about 10 to 15 hours. The total time will vary slightly depending on the student’s pace, the depth of reflection, and familiarity with the material, but this estimate reflects a reasonable expectation for an average participant.
Looking at Modules 1–6 of the Teacher Development Service Seminar, an average student working asynchronously and independently—without group engagement or live sessions—can expect to spend approximately 10 to 15 hours total to complete the asynchronous coursework. Here’s a sense of the time commitment and learning involved in each module:
Module 1, Introduction to the Teacher Development Seminar, is primarily orientation-based. It includes a short video and an overview reading that introduces the purpose and structure of the seminar. Because the content is mostly informational and designed to help participants get their bearings, most students will likely spend about 1 to 1.5 hours on this module.
Module 2, Introduction to the Qualities of a Dharma Teacher, invites deeper engagement. It includes recorded talks from FPMT lineage teachers and reflection prompts related to ethical conduct and the foundations of Dharma teaching. Given the importance of these teachings and the space for personal reflection, students will likely spend 2 to 3 hours listening, reflecting, and journaling meaningfully.
Module 3, Understanding Learners, presents a more academic engagement with pedagogy, including content on learning styles, trauma-informed teaching, and sequencing teachings for new students. It includes slides, short quizzes, and a peer forum post. To read through the materials, complete the quizzes, and participate in the discussion, an average student would spend 2 to 3 hours on this module.
Module 4, Facilitation Foundations, continues the pedagogical thread with a focus on creating inclusive learning environments and navigating group dynamics and power. Students are asked to complete guided reflections and contribute to a forum. The nature of this material typically elicits thoughtful writing, so students should expect to spend another 2 to 3 hours on this module.
Module 5, Reflective Teaching Practice, appears after the live seminar but can be considered part of the asynchronous arc. It invites students to integrate what they’ve learned through personal journaling and the setting of teaching intentions. Because of its reflective and inward focus, this module will likely take 2 to 3 hours, depending on the depth of engagement.
Module 6, Mentorship Paths in FPMT, is shorter and more administrative in nature. It includes a brief video and a form to help students begin the process of selecting a mentor. Since the task is more straightforward, most students will spend about 1 to 1.5 hours completing this final module.
Altogether, these modules are thoughtfully designed for adult learners and can be completed with a time investment of about 10 to 15 hours. The total time will vary slightly depending on the student’s pace, the depth of reflection, and familiarity with the material, but this estimate reflects a reasonable expectation for an average participant.
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