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 be recorded or made available after the course.

• Certificates of Completion for the TDSS will be given to all individuals who successfully complete the course, online or 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 will 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.

Facilitators: Venerable Lozang Yönten and Namdrol Adams
Location: Maitripa College
Dates & Times: 7/17: 10-5, 7/18: 10-5, 7/19: 10-3 (all times PT)
Hybrid Model (In-person and Online)

The July 2026 FPMT Teacher Development Service Seminar (TDSS) at Maitripa College marks the next step in the evolution of training and support for Dharma teachers in the FPMT. Building on nearly a decade of collaborative effort within our community, this seminar embodies the insights, aspirations, and lived experiences of senior teachers, students, and the wider FPMT community around the world.

The foundations of this seminar were established in 2017, when experienced Dharma teachers and senior students came together to shape a shared vision for teacher development. Their work culminated in the first TDSS, piloted in various regions and contexts. It laid the groundwork for this iteration, now informed by refined pedagogy, flexible formats, and emerging best practices.

The 2025 & 2026 TDSS have been shaped by fresh feedback and evolving priorities identified at the April 2025 CPMT meeting, where FPMT teachers emphasized the need to better support emerging teachers, integrate contemporary pedagogy, and balance lineage fidelity with accessibility. This TDSS draws on the expertise and best practices developed across the international FPMT community.

In response to evolving needs, this TDSS has been designed as a hybrid-learning program combining online and in-person participation, to increase flexibility and accessibility. With a mix of asynchronous and hybrid modules, it aims to support diverse learners, reduce travel demands, and pilot new pedagogical approaches. This shift reflects a broader commitment to offering high-quality Dharma education beyond traditional formats, while preserving the integrity of the teachings and the value of in-person experience.

This training is grounded in the heart advice of Lama Zopa Rinpoche, Founder of FPMT, Khen Rinpoche Geshe Chonyi, Abbot of Kopan Monastery and member of the FPMT International Board, and Yangsi Rinpoche, Founder of Maitripa College. Their shared vision guides the development of compassionate, ethical, and skillful Dharma teachers prepared to meet the world with wisdom.

We welcome you and deeply appreciate your aspiration to teach and serve. May this seminar support your personal growth, confidence, and joyful commitment to the Dharma.

The 2026 FPMT Teacher Development Service Seminar will contain:

1. Asynchronous Pre-Seminar Modules – Available July 1, 2026 - To be completed by July 15, 2026: Foundational teachings, reflections, and preparatory content to complete at your own pace before the live sessions, helping ground and enrich your experience.
2. Live Online Seminar – Zoom & in-person at Maitripa College, July 17-19, 2026: An interactive, community-based environment with real-time teachings, group discussions, practicum sessions, and shared reflection—accessible both in person and online. 
3. Asynchronous Post-Seminar Modules – To be completed by July 31, 2026: Follow-up content for integration and continued reflection, supporting the deepening of understanding, the application of insights to teaching practice, and connection to ongoing mentorship within the FPMT.

Looking at Modules 1 to 4 and 8 to 9 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, In this opening day of the synchronous seminar, we explore the foundational elements of what it means to be a Dharma teacher and work in contemplative contexts. We begin with an investigation of the qualities of a teacher, rooted in traditional texts and contemporary perspectives. From there, we turn our attention to understanding learners—recognizing the diverse backgrounds, needs, and capacities of those we teach. Finally, we examine group dynamics and leadership, reflecting on how teachers serve not only as transmitters of knowledge but also as facilitators of group process, safety, and transformation. Together, these sessions set the groundwork for skillful, compassionate, and self-aware teaching. 

Module 6, This second day focuses on putting pedagogical principles into action. We begin with Course Planning I, which focuses on designing teachings for gompa and classroom settings, where physical presence and ritual context play a central role. Course Planning II then addresses how to teach effectively in online and hybrid environments, including tools, pacing, and presence across digital space. The day culminates in a practicum, where participants present a short teaching to the group and receive feedback. Through these sessions you will gain hands-on experience with translating your knowledge, values, and creativity into practical teaching formats. 

Module 7, The final day is dedicated to integrating learning and deepening our shared commitments as teachers. We begin with Ethics, Authority, and Cultural Relevance, examining the responsibilities that come with the teacher role, especially in diverse and shifting cultural landscapes. In Mentorship and Lifelong Development, we consider the teacher’s own path of growth, including the roles of spiritual friendship, feedback, and personal practice. We close with a Closing Circle that offers space for reflection, community sharing, and intentions for moving forward. This final module brings together the threads of knowledge, practice, and community into a vision of teaching grounded in integrity, humility, and ongoing transformation. 

Module 8, 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 9, 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.