Trainer Prep: Microsoft 365 Enterprise Administrator series 1

Microsoft 365 Enterprise Administrator

Trainer Preparation Guide

Design of the Courses

The Microsoft 365 Enterprise Administrator series of Modern ILT training courses consists of the following
six courses:

• MS100t1 – Office 365 Management

• MS100t2 – Microsoft 365 Tenant and Service Management
• MS100t3 – Microsoft 365 Identity Management
• MS101t1 - Microsoft 365 Security Management
• MS101t2 - Microsoft 365 Compliance Management
• MS101t3 - Microsoft 365 Device Management

This Trainer Prep Guide encompasses all six courses; there is not a separate guide per course.

ATTENTION – THESE ARE NOT ASSOCIATE-LEVEL

COURSES!
There appears to be a misunderstanding among some in the MCT community that these courses are
“introductory” courses intended for students who are new to Microsoft 365. This is not the case. Here is
the official prerequisite for the courses:
These courses are designed for persons who are aspiring to the Microsoft 365 Enterprise Admin
role and have completed one of the Microsoft 365 role-based administrator certification paths.
In other words, these are NOT beginner-level courses; in fact, students taking these courses should
already possess a basic understanding of Microsoft 365 core competencies.
Part of this misunderstanding may be due to an incorrect assumption made by MCTs who see these 100
and 101 series of course numbers and assume that means these are basic, 100-level courses for students
who are new to Microsoft 365. This may also be compounded by the fact that the role-based admin
courses, which are actually lower in technical competency than these Enterprise Admin courses, have
higher course numbers (i.e. 200 series, 300 series, etc.). As a result, some MCTs have assumed these are
beginner-level courses, when in fact, Microsoft has placed no significance in the course numbering
schemes.
As you review the course outlines in the course syllabi, please keep in mind that these courses are
designed for an intermediate audience with proficient administrative experience in one or more of our
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workload tracks (i.e. Messaging (Exchange), Collaboration (SharePoint), etc.), and who are looking to move
into the Enterprise Admin realm.

The prerequisites for students who plan to take these Enterprise Admin courses include:
• Students should have completed a role-based administrator course such as Messaging, Teamwork,
Security and Compliance, or Collaboration before taking any of the Enterprise Admin courses.
• Students should have a proficient understanding of DNS and basic functional experience with
Microsoft 365 services.
• Students must have a proficient understanding of general IT practices.

Required Materials to Teach This Course

To teach each of the courses in this track, you need the following materials:
• Microsoft PowerPoint files
• Student manual
• Student lab manual
• Optional videos and additional reading links

Prerequisite Knowledge to Teach This Course

To successfully teach these courses, instructors must have a working knowledge of Microsoft 365
workloads, and they should have prior experience in at least one Microsoft 365 administrator role
(Messaging, Teamwork, Desktop, or Security).
Instructors should also have a working knowledge of networking, server administration, and IT
fundamentals, such as DNS, Active Directory, and PowerShell.

Preparation Tasks
Instructors should complete the following tasks to prepare for each of the courses in the Microsoft 365
Enterprise Administrator series:
• Review all topics in the student manual. You should be well-versed in every topic.
• Review all PowerPoint slides.
• Be able to speak to each of the talking points on the slides. Some slides simply provide a graphic from
the associated topic. These are provided so that you can speak to the graphic and use it to help
explain the key talking points in the topic.
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• Review the Additional Reading links provided in the student manual. It is recommended that you
present key points from this material to the students as the value-add that you provide as an
instructor.
• At the end of each lesson is a Review Activity. These are games designed to test the student’s
knowledge of the key points in the lesson. You should be able to complete all review activities.
• You should perform the labs yourself prior to class so that you become familiar with them and with
any of the difficult points in the lab exercises. This will prepare you for helping students in case they
get stuck.

Technical Preparation
Instructors should consider the following items when preparing to teach each class:
• Video and demonstration links are provided in the student manual. You have several options as to
how you can present these videos. This is your decision based on how you prefer to run your
classroom. You can:
o Let students take the time during class to watch each video that is presented in the course.
This option will work best in a virtual/online classroom environment, and not as well in a
physical classroom.
o Instruct students to watch the videos and demonstrations after class. This is your opportunity
to present the material to the class as your “value-add”. Given the time constraints that you
face in a classroom setting, there simply may not be enough time to let students watch videos
during class.
o Run the videos and demonstrations yourself for the entire class.
• You can obviously pick and choose which videos and demonstrations you wish to show to the class or
have the students watch during class. You should watch each video on your own prior to class so that
you’re well versed in the topic being discussed or the task being demonstrated. That way, if you
decide to skip a video or demonstration, you can still present the key points to the students as your
own knowledge. To the students, this is the extra “value-add” that they expect to receive from the
instructor that is above and beyond what is in their student manual.

As for the demonstrations, you can either let the students watch the videos, or you can demonstrate
the tasks yourself to the class. If you cannot set up the necessary network infrastructure in class to
perform a demonstration yourself, then you should either show the video to the class or have the
students watch it themselves.

General Note: Depending on the combination of courses that are being taught, there are some repeated
topics to maintain course solidarity. If you are instructing these courses in the following combinations, you
should make note of the following topics that are similar so as not repeat it twice in the same
presentation.
 Trainer Prep: Microsoft 365 Enterprise Administrator series 4

MS100.1 MS100.2

Module 1, Lesson 1, topic - Planning a Module 2, Lesson 1, topic - Planning Your Network
Microsoft 365 On-premises infrastructure with Office 365

MS100.1 MS100.2

Module 2, Lesson 2, topic - Planning for Module 2, Lesson 2, topic - Planning Directory
Active Directory integration Synchronization

MS100.1 MS100.2
Module 3, Lesson 2, topic - DNS Records
Module 2, Lesson 4, topic - DNS Record
Required for Automatic Client Configuration
Requirements

Lab Preparation

The MS100 series provide two sets of lab instructions in each Student Lab Manual.
• High-level, summarized instructions in the front of the manual
• Detailed, step-by-step instructions, also known as the Lab Solution, in the back half of the manual

The MS101 series provides the detailed, step-by-step instructions only.

MS100 courses
For the MS100 courses, you should encourage students to perform the labs using the high-level
instructions. These summarized instructions offer students guidance on what tasks need to be performed
and what, if any, data needs to be entered, but in most cases they do not provide detailed click-by-click
instruction on how to complete each task (in some cases they do, depending on the task being performed
given the complexity of the task).

The point of the labs is to apply what have learned in the course by working their way through the tasks
without being guided through each mouse click. Using these high-level, summarized lab instructions forces
students to work their way through the problems, which provides a far better learning experience for
them as opposed to simply following click-by-click instruction.

Should students find themselves stuck or unsure on how to proceed with a certain task, or if they are
unable to complete a lab exercise successfully, then point them to the detailed, step-by-step lab solution
at the back of this manual. The lab solution should only be used as a last resort if students find themselves
needing help.
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Course Timing
While these courses have not been put through a beta test to determine the exact timing of each module,
it is estimated that instructors should be able to complete two modules per day. Across all six courses,
there are 22 modules of content, not counting labs.
If you decide that you want to watch all the videos and demonstrations in class, then be aware that you
may not be able to get through all the courses in the estimated amount of time, especially if you are on a
tight schedule. As you present the material, you will need to monitor how you are tracking on each
module, and from there you can determine whether you have time to watch all, or just selected, videos
and demonstrations.
The same recommendation holds true for the review activities. If you allot, say, 10 minutes per review
activity, over an entire course that could amount to anywhere from 90 to 120 minutes just to complete
review activities. Therefore, doing review activities in class may not be feasible if you are working on a
tight schedule. In that case, it may be advisable to have students do the review activities outside of class
(for example, as homework), and then suggest to them that if they don’t do well on the activities, then
they should spend non-class time reviewing the lesson material again on their own.