Learning Objectives What is a Learning Objective? A learning objective is defined as a statement that describes the behavior the trainer expects participants to demonstrate as a result of the training, and can be used to evaluate the success of the session. Why have Learning Objectives? Creating clear learning objectives during the planning process of a session during a training course serves 3 main purposes: gives the learners a clear idea of what to expect to learn and what is expected of them after the session, gives the trainer a goal to achieve in presenting the content of a session, and forms the basis for evaluating the trainer, learner, and course effectiveness. What are the characteristics of Learning Objectives? Learning objectives should be S.M.A.R.T., that is: S – Specific – says exactly what the learner will be able to do M – Measurable – can be observed by the end of the training session A – Attainable for the participants within scheduled time and specified conditions R – Relevant to the needs of the participant and the organization T – Time-framed - achievable by the end of the training session What are the components of Learning Objectives? Learning objectives can include 3 components: performance, conditions, and criteria. Performance All SMART learning objectives contain a performance component. The performance statement describes what the learner will know or be able to do in specific, measurable terms. The statement should contain an action verb. Conditions A learning objective may include conditions. Conditions describe the circumstances under which the participant will learn. Conditions can include tools, situations, settings, or restrictions that will direct the activity. Criteria Criteria describe the required level of quality of performance. Criteria can be described in terms of accuracy (minimum/maximum), productivity level, time, and degree of excellence. Please note: Conditions and criteria are not necessary for an objective to be SMART, but can assist in the measurement and level of specificity of the objective. How can I create useful SMART Learning Objectives? To create Specific, Measurable, Relevant, and Time-framed objectives: • It’s helpful to start with the phrase “By the end of this session the participant will be able to….” (often abbreviated “BTEOTSTPWBAT”) and finish the sentence. • Add an observable action verb that describes what the participant should be able to do (see charts on attached pages for examples of action verbs). • Avoid difficult to define verbs that are open to a variety of interpretations (e.g., understand, learn, grasp); use instead terms that describe directly observable behaviors. • When necessary, specify criteria concerning expected standard of performance (e.g., “Design a plan for your girls to earn the ‘Movers’ Try-It, including supplies and equipment needed, time estimates, and a description of the activities.”) To create Attainable learning objectives: • Consider the lowest skill/understanding level of the participants and write your objective to move them to the next level. • Consider and specify the conditions under which the performance of the objective will take place (e.g., “On your next troop campout…..” or “At a Brownie troop meeting…..”) • Limit the number of objectives to major learning points you would like the participants to take from the session.

57

Remember that a SMART Learning Objective: • • • •

Is Specific, Measurable, Attainable, Relevant, and Time-framed. Is a statement describing an intended outcome. Describes intended participant performance by the end of the training session. Describes participant performance, rather than trainer performance or instructional procedure.

Writing a SMART Learning Objective - A Checklist To help your SMART Learning Objectives communicate what you intend, make sure that they answer the following questions with the answer “yes”. • • • • •

Is your main intent stated? Is the indicator behavior the simplest and most direct one you can think of? Is relevant to the topic of the training? Is it attainable in the time you have for the session? Have you described how well the learner must perform to be considered acceptable?

Suggested Action Verbs for Learning Objectives Here is a sample list of verbs that can be used when writing learning objectives. These verbs indicate activities that are measurable and specific.

assemble assess attempt calculate categorize challenge change choose classify combine compare compose conclude construct define demonstrate describe design determine develop

58

diagram differentiate discriminate distinguish document draw estimate evaluate explain fill in give example give in own words identify illustrate indicate judge justify label list locate

make measure memorize modify name operate organize originate paraphrase perform plan prepare produce propose rank rearrange recall recognize recommend record

relate repeat rephrase represent restate review select separate show specify state suggest summarize tell transform translate use verbalize write

Steps To Writing Objectives

STEP ONE:

Write down the goal.

STEP TWO:

Jot down, in words and phrases, the performances that, if achieved, would cause you to agree the goal is achieved.

STEP THREE:

Sort out the jottings. Delete duplications and unwanted items. Repeat steps One and Two for any remaining abstractions (fuzzies) considered important.

STEP FOUR:

Write a complete statement for each performance, describing the nature, quality, or amount you will consider acceptable.

STEP FIVE:

Test the statements with the question: "If someone achieved or demonstrated each of these performances, would I be willing to say they have achieved the goal?" When you can answer yes, the analysis is finished.

Reference: http://usagso-sg.tripod.com/22_learning_objectives.pdf

59

This page is purposely blank. Good for notes, or to paste in something useful…..

60

TEXAS TRAINER REGISTRY CHECKLIST Have you obtained your temporary username and password?

Online

Have you taken the Online Training Orientation? Have you reviewed the content for writing learning objectives, if necessary? Trainer Registration Form once submitted

Print and Mail In

Online Training Orientation Certificate once training is completed Proof of signed Trainer Agreement Trainer Qualifications Application with responses to each section

Evidence of education/credentialing – send copies, not originals

Qualifications and Supporting Documentation

Evidence of 15 clock hours or 3 college semester hours of Adult Learning/Adult Education courses or trainings Professional resume 2 professional letters of recommendation 1 letter of recommendation from an organization/agency for which you have presented training Training Proposal Form with responses to each section

Proposal and Supporting Documentation

Agenda, lesson plan, or outline for one class in each CKA you are submitting Sample handouts for one class in each CKA you are submitting

$40.00 non-refundable processing fee made out to “UT-Health”

Miscellaneous

Mail completed packets to:

Texas Early Childhood Professional Development System (TECPDS) Attn. Katie Chennisi 7000 Fannin St, Suite 1920 Houston, TX 77030

For questions:

Call 713-500-3832 or email [email protected]

Effective Date: January 1, 2012

Revised Educational Qualifications for the Texas Trainer Registry Each applicant must meet one or more of the following educational qualifications in order to become a registered trainer with the Texas Early Childhood Professional Development System:   

 

 



High School Diploma or GED and completion of 12 credit hours of Early Childhood or Child Development courses (or its clock hour equivalent of 192 clock hours of training*) High School Diploma or GED and Early Childhood certification (current and valid) Associate’s Degree in a related field to Early Childhood/Child Development and completion of 12 credit hours of Early Childhood or Child Development courses (or its clock hour equivalent of 192 clock hours of training*) Associate’s Degree in Early Childhood/Child Development Bachelor’s Degree in a related field to Early Childhood/Child Development and completion of 12 credit hours of Early Childhood or Child Development courses (or its clock hour equivalent of 192 clock hours of training*) Bachelor’s Degree in Early Childhood/Child Development Graduate Degree in a related field to Early Childhood/Child Development and completion of 12 credit hours of Early Childhood or Child Development courses (or its clock hour equivalent of 192 clock hours of training*) Graduate Degree in Early Childhood/Child Development

*The clock hours of training must have been taken in the last 5 years, fall under the CKAs for Early Childhood Practitioners and/or Administrators and be offered by any of the following: o o o o o o

Trainers registered with the Texas Trainer Registry Trainers approved to provide Continuing Professional Education (CPE) Units Instructors at public or private institution of higher education or online training offered through an institution of higher education Employees of a state agency with relevant expertise (agencies such as DFPS, TWC, TEA – incl. ESCs) Licensed professionals, such as physicians, psychologists, professional counselors, or social workers Education Associations that have offered professional development in Texas for at least five years and have tax-exempt status under federal law or state associations that are affiliated with a national association with tax-exempt status. For example, NAEYC, TAEYC, TLCCA, THSA, etc.

Special Considerations: The TECPDS also considers trainers who do not have education related to early childhood or child development, but have a degree or certification in an area of relevancy to the field and wish to provide training only in that area. Example: Applicants who have a certification or degree in Business Administration, and would only like to provide training in CKAs for Administrators that cover business practices, such as “Maintaining an Effective Organization”.

Training in Adult Learning/Adult Education

3 years of experience 5 years of exp.

15 clock hours of training in CKAs for Trainers (completed in the past 5 years) or 3 credit hour course in topics of Adult Learning/Adult Education (completed at any time)

High School Diploma and: ECE/CD Certification (ex. CDA, CCP, CYC Entry Level, etc.) Associates Degree in a related field and: 12 credit hours in ECE/CD coursework Or 192 clock hours of ECE/CD training Associates Degree in ECE/CD Or CYC Associate Level Certificate Bachelor’s Degree in a related field and: 12 credit hours in ECE/CD coursework Or 192 clock hours of ECE/CD training Bachelor’s Degree in ECE/CD Or CYC Professional Certificate Graduate Degree in a related field and: 12 credit hours in ECE/CD coursework Or 192 clock hours of ECE/CD training

3 years of experience

Degree or Certification in a non-related field to ECE/CD, but in a field that is beneficial for EC professionals to be trained in

High School Diploma and: 12 credit hours in ECE/CD coursework Or 192 clock hours of ECE/CD training

ECE/CD or related

Number of Training Hours Provided in the Past 5 Years

Work Experience in early childhood or field of training content

Non-ECE/CD related

Education/Training 0-10

11-20

21-30

31-60

61-90

91-120

121-150

151-180

181+

Prov Prof

Prov Prof

Prof

Prof

Prof

Prof

M Prof

M Prof

M Prof

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Prov

Reg

Reg

Reg

Prov

Prov

Prov

Prov

Prov

Prov

Reg

Reg

Reg

Prov

Prov

Prov

Prov

Reg

Reg

Reg

Reg

Reg

Prov

Prov

Prov

Prov

Reg

Reg

Reg

Reg

Reg

Prov

Prov

Reg

Reg

Reg

Reg

M Reg

M Reg

M Reg

Prov

Prov

Reg

Reg

Reg

Reg

M Reg

M Reg

M Reg

Reg

Reg

M Reg

M Reg

M Reg

M Reg

M Reg

M Reg

M Reg

Graduate Degree in ECE/CD

Prov Prof= Provisional Professional

Prof= Professional

M Prof= Master Professional

Prov= Provisional

Reg= Registered

M Reg=Master Registered

Instructional Plan Template  Training Title 

Competency‐Based  Learning Objectives 

Description of Target  Audience 

Benefits to Target  Audience 

Training Methodologies/  Strategies Utilized 

Sequence of Training 

 

      During this training, successful participants will (minimum of 3 objectives):  ‐  ‐  ‐  ‐  ‐                          ‐  ‐  ‐  ‐  ‐  ‐    Content  Methods/Activities  Time Allotment                                                                          Total Length  

Sample Instructional Plan Training Title: Orientation to the Texas Trainer Registry Target Audience Description: The primary learners for this training will be early childhood trainers or adults wishing to become early childhood trainers. Typically these individuals will have early childhood educational backgrounds and/or work experience in the early childhood field. Benefits to Target Audience: During the last legislative session, a senate bill passed (SB 265) which lists the requirements of those providing training to child care professionals. One of the 7 options is that training can be provided by individuals listed on the Texas Trainer Registry. For those interested in applying to become registered trainers, completing this training is part of the application process. Competency-based Learning Objectives During this training, successful participants will: 1. Identify what the TECPDS stands for 2. Match the 4 current & 5 upcoming components of the TECPDS to their descriptions 3. Complete a mock Texas Trainer Registry application packet 4. State one benefit to being listed on the Texas Trainer Registry

Training Methodologies/Strategies 1. PPT with Content & Lecture: Participants will review a PPT with information related to the TECPDS and the Texas Trainer Registry. Trainer will lecture participants on training content, giving participants open floor to ask questions at any time. 2. Handouts: Upon arrival, participants will be provided with a handout packet to include: - PPT handouts - Texas Trainer Registry application forms/supporting docs - Trainer Qualifications Application - Training Proposal Form - Application Checklist - Application Timeline - Sample Welcome Letter - TECPDS Marketing Flyer 3. Games: Participants will receive a sheet with a match-up game where they will have some time to match each component of the TECPDS with its description. Key words in the descriptions have been bolded in order to help make the game easy, rather than frustrating.

4. Hands-on Activities: Participants will be asked to get together in groups (or by themselves if it is not a big enough group) and open a manila envelope that includes several illustrated pieces of paper. Some of the illustrated items are to be included in an actual Texas Trainer Registry application packet, some are not. Groups are to work together to determine which items to include. First group to provide me with a correct application packet wins the game. 5. Question and Answers/Discussions: Sufficient time will be provided at the end of the session for additional questions; however, questions and comments will be allowed throughout the session. Throughout the training certain topics will be brought up for discussion, such as the benefits of being listed on the Texas Trainer Registry.

Sequence of Training Content Introduction of Trainer & Learning Objectives Introduction of the TECPDS: - The name - Organizational Hierarchy - Staff & Advisory Council - History - Purpose Components of the TECPDS

Current PD Trends in Texas Orientation to the Texas Trainer Registry: - Minimum Qualifications - Application Steps - Trainer Levels - Helpful Hits - Benefits

Methods/Activities/Strategies

Time 5 minutes

Activity: Identify what the TECPDS stands for

2 minutes

PPT Presentation w/lecture

18 minutes

Game: Match each component to its description

5 minutes

PPT Presentation w/lecture PPT Presentation w/lecture PPT Presentation w/lecture

10 minutes 5 minutes 10 minutes

Group Activity: Put together a mock application packet

5 minutes

Demonstration of sections in the application forms to be aware of

7 minutes

PPT Presentation w/ lecture 3 minutes Discussion of benefits Q&A Re-review Learning Objectives

Discussion Discussion

5 minutes 10 minutes 5 minutes Total: 1.5 hours

Trainer’s Name: Katie Chennisi

Trainer Number (if applicable): ____________

You must submit one complete proposal form for each Competency Area you wish to be approved to provide training in and/or for each topic area that you would like to see listed on the Texas Trainer Registry. Please duplicate these pages as needed. See the Manual of Processes & Procedures for a complete list of Core Competency Areas. 1. Core Competency Area: Professionalism 2. Title of the Training: Orientation to the Texas Trainer Registry

English

3. Language of the Training (select one):

4. Training Format (select one):

Spanish

Classroom/Face-to-Face

5. Will there be another Registry-approved trainer co-training?

Other: _______________________

Online/Distance

Yes

Blended

No

Co-Trainer: __________________________________________________ Trainer ID: ________________

6. Description of the training: In 50 words or less, provide the description to be used to advertise this training. See Training Proposal Score Sheet (page 4) for specific requirements that the description must meet.

Do you currently provide training to early childhood professionals? If so, by participating in this training you will learn what it takes to be listed on the Texas Trainer Registry. During this interactive presentation you will be provided with an overview of the entire Texas Early Childhood Professional Development System, the requirements for being listed on the Texas Trainer Registry, and the steps to take in order to complete the Texas Trainer Registry application process. 7. Competency-Based Learning Objectives: A minimum of 3 objectives must be listed, and they must be SMART: specific, measurable, attainable, realistic and time-bound. See Training Proposal Score Sheet (page 4) for additional requirements the Learning Objectives must meet. During this training, successful participants will: Identify what the TECPDS stands for Match the 4 current & 5 upcoming components of the TECPDS to their descriptions

-

Complete a mock Texas Trainer Registry application packet State at least one benefit to being listed on the Texas Trainer Registry

8. Minimum class size: 15

Maximum class size: 50

9. Length of presentation (select one):

2 hours

Can length of presentation be adapted?

Yes

4 hours

6 hours

8 hours

Other: _______

No

10. Training Methods (check all that apply): Audio-video w/facilitation

Case Studies

Demonstration & Practice

Handouts, printed materials

Hands-on activities

Lecture

Role-playing, simulations

Small group discussion

Brainstorming

Game

Other: ____________________________________________________

2 Revised 2-2012

11. Target Audience (select the target audience based on the age group they work with and/or the setting they work in. If more than one group is chosen, the instructional plan/outline/agenda must reflect the way in which differences in age/development/setting will be presented in the training or a separate proposal must be submitted for each group): Home-based care Special Needs Children Ages 7-8 Center-based

Children Ages 0-2

Family Services

Children Ages 3-4

Administration

Children Ages 5-6

12. Audience Experience Level (select one):

Beginning

Can content be adapted to a different experience level?

Trainers of Adult Education/Adult Learning

Intermediate Yes

Advanced No

13. Specify your education, training and/or experience that demonstrate your ability to train in this specific topic:

Since January 2009 I have been employed as the Texas Trainer Registry Coordinator and my main responsibility is to review all incoming application packets. I have also been involved in revising all application materials and working on the overall improvement of the system.

14. Please provide sample instructional plan/agenda/outline with time & sequence information Instructional Plan/Agenda/Outline provided must: list/state benefits to target audience support the learning objectives stated in section 7 outline content that is based on sound theories of child development, quality standards, and licensing regulations; and links theory to practical application be comprehensive without unnecessary details and reflect a commitment to recognizing diversity among children and families list the training methodologies to be used. These must support a variety of learning styles and be sensitive to the needs of adult learners. list the learning activities to implemented. These must be appropriate for content. 15. Please provide a sample of the handout(s) provided in this training Sample handout(s) provided must: be appropriate for target audience look professional and be easy to use support the learning objectives stated in section 7 include complete reference/copyright information

I attest that all supporting documentation (instructional plan and handouts) was developed by me, or I have written permission to use/distribute this documentation. TRAINING PROPOSAL SCORE SHEET Signature:



Date: 9/12/2012

3 Revised 2-2012

Texas Early Childhood Professional Development System (TECPDS) www.tecpds.org www.facebook.com/TECPDS Do work or want to work with young children? Do you know what knowledge and skills you need? Are you looking for professional development opportunities?

The Texas Early Childhood Professional Development System (TECPDS) offers several tools and resources to help early childhood professionals: obtain the knowledge and skills they need to best serve young children and their families understand the steps to take in order to progress in their careers

Reasons to visit the TECPDS website: Core Competency Areas Texas Trainer Registry Calendar of Events List of EC Degree Programs List of Training/Workshops Funding Resources Trainer Resources News & Announcements

What's to Come: Texas Workforce Registry Statewide Job Board Career Lattice And more!

Questions? Call: 1-866-282-7780 or Email: [email protected]

A collaboration between:

Key Components of the TECPDS The Core Competencies refer to demonstrated skills and abilities which are based upon basic concepts of early childhood. The Texas Core Competencies for Early Childhood Practitioners and Administrators help professionals know what knowledge and skills they should possess to be successful in their careers. This update of the Core Knowledge & Skills Areas (CKAs) includes additional domains organized into three levels: beginner, intermediate and advanced.

The Career Lattice is a tool to guide better professional development planning through a series of progressive levels. This tool can be utilized in three ways: 1) as a framework to evaluate progress in career development; 2) as a guide for professional development goals; and 3) as a way to assess and chart the progress of professionals registered with the Texas Workforce Registry.

The Texas Workforce Registry (TWR) is a web-based application for early childhood professionals to keep track of all of their education and employment history, as well as the clock hours of training they have accrued. Features of this system include the ability to create a professional development profile, view reports, list job openings on the Job Board and evaluate trainings.

The Texas Trainer Registry (TTR) lists approved early childhood trainers and their courses. In order for these trainers to be listed on the TTR, they must apply and meet certain eligibility criteria based on their education, training, and experience. Each training proposal submitted is also reviewed and approved based on the relevancy of its content, benefits to target audience and the inclusion of adult learning practices and proper training methodologies.

 

 

 

TRAINER QUALIFICATIONS APPLICATION PLEASE PRINT: ____Dr.____ Mr. ____ Mrs. ____ Ms.

Name: ______________________________________________________

E-mail Address: ___________________________________________________________________________________ Mailing Address: __________________________________________________________________________________ (Street) ________________________ (City)

___________ (State)

________________________ (Zip Code)

____________________________ (County)

Work Phone: ______________________ Home Phone: _______________________ Fax: _______________________ Employer: ____________________________________________ Job Title: ___________________________________

For Office Use Only: Date Received: __________________________ Date Reviewed: _____________________ Application Status: Trainer Level:

Approved

Deferred (letter sent)

Provisional Registered

Provisional Professional

Registered

Professional Registered

Trainer Registration Number: ________________

Master Registered Master Professional

Processing Fee Received _________

TRAINER QUALIFICATIONS APPLICATION CHECKLIST The following required information must be submitted. Failure to complete the application entirely will result in the deferral of the application and delay in processing time. Trainer Qualifications Application Signed Trainer Agreement (found on page 4 of this application) Copy of diploma, degree, credential/certification, or transcripts Documentation of adult learning/adult education (copy of certificates or transcript) Professional resume or curriculum vitae Professional letters of recommendation (2) Letter of recommendation (1) from one agency/organization for which you have presented training Copy of the Certificate of Orientation to the Texas Trainer Registry $40 non-refundable processing fee per applicant (check or money order made payable to UTHSC-H)

Revised 2‐2012

ADDITIONAL INSTRUCTION FOR COMPLETING THIS APPLICATION CAN BE FOUND IN THE MANUAL OF PROCESSES & PROCEDURES

1 

 

 

 

1. EDUCATIONAL BACKGROUND (Check all that apply): Attach copies of certificates or transcripts - for degrees, please include transcripts (for more information, see Manual of Processes & Procedures). A

High School Diploma/GED*: __________________________________________________________________ Early Care and Education Credential or Certification: _______________________________________________ Associate Degree in: ________________________________________________________________________ Bachelor’s Degree in: _______________________________________________________________________ Master’s Degree in: _________________________________________________________________________ Ed.D./Ph.D./Ed.S. in: ________________________________________________________________________

B

Courses/Trainings in ECE/CD: _________________________________________________________________ Prior Early Childhood Training in other states (list): ________________________________________________ * Note: If High School Diploma/GED is highest level of education, attach copies of the 192 clock hours of training

2. TRAINING/COURSE IN ADULT EDUCATION/ADULT LEARNING (Check the hours that apply): Select which of the following you have completed to meet this requirement: 15 clock hours of training in topics to include all five core knowledge and skills for trainers. Must be taken in the last 5 years (please include copies of certificates). CORE COMPETENCY AREAS FOR TRAINERS 1. 2. 3. 4. 5.

Adult Learning and Its Impact on Training Design Training Methodology, Techniques and Presentation Skills Group Process Skills Topic Selection and Training Preparation Evaluation and Training Outcomes

3 semester hours of academic credit in topics related to adult learning and/or adult education from an accredited college or university (please include a copy of the course description or syllabus). Course Title & Number: ________________________________________________________________________

3. EXPERIENCE WITH CHILDREN AND CONTENT Documentation of experience must be provided in professional resume. List the number of years of professional work experience you have with each group listed below: ____ Home-based care ____ Center-based care ____ Family Services ____ Administration ____ Special Needs ____ Children Ages 0-2 ____ Children Ages 3-4 ____ Children Ages 5-6 ____ Children Ages 7-8 ____ Trainers of Adult Education/Adult Learning

Please explain your role in the early care and education setting as indicated above (attach additional sheet if necessary): ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Revised 2‐2012

2 

 

 

 

4. EXPERIENCE IN THE CORE COMPETENCY AREAS With the passage of Senate Bill 265, effective January 1st, 2012, all trainers must have documented knowledge in one or more of the Core Competency Areas for Early Childhood Practitioners and/or Administrators (depending on the area they provide training in). Circle the Core Competency Areas for which you have received training, taken coursework or have had extensive experience (please provide copies of certificates, transcripts, and resume, in order to verify this information): Core Competency Areas for Practitioners 1 Child Growth & Development 2 Health & Safety 3 Professional Practice, Methods & Curriculum 4 Guidance 5 Family & Community Relationships 6 Cultural & Individual Diversity 7 Observation & Assessment 8 Professionalism

Core Competency Areas for Administrators 1 Maintaining and Effective Organization 2 Financial Management 3 Maintaining a Healthy & Safe Environment 4 Personnel Management 5 Implementing a Developmentally Appropriate Curriculum 6 Instituting Family-Centered Programming

5. EXPERIENCE CONDUCTING TRAINING SESSIONS Write the approximate number of training hours you have conducted in each setting in the last five years. ______ In-house (training in your own center or program) ______ On-site (training in other centers or programs) ______ Professional Meetings/Conferences ______ Other: Describe __________________________________________________________________ Write the number of hours you have served in each capacity: ______ Faculty at a Post-Secondary Institution (College/University) ______ Program Consultant/Technical Assistant Total Number of hours: ____________

6. TRAINING REGIONS List the counties in which you are willing to train (map available in the Manual of Processes and Procedures, Appendix section, or online at http://quickfacts.census.gov/qfd/maps/texas_map.html). Please be aware in listing counties that not all purchasers of training have available funds for supporting travel. ____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

____________________________

_______________________________

____________________________

_______ All counties in Texas

Revised 2‐2012

3 

 

 

 

CODE OF ETHICAL CONDUCT FOR EARLY CHILDHOOD TRAINERS 

Uphold ethical responsibilities of professional development for adult learners



Maintain a commitment to the professional development of the early childhood field



Present current, factual, research-based information



Value and acknowledge the early childhood practitioner and administrator



Demonstrate integrity and honesty about one’s own abilities, knowledge and theoretical perspective



Honor confidentiality of all training participants



Honor children and families by appropriately meeting their needs through effective preparation of early childhood practitioners and administrators



Present training that is respectful and inclusive of diverse cultures, education levels, differently-abled and diverse early childhood settings



Provide appropriate references and adhere to copyright laws



Advocate for educational opportunities for early childhood practitioners and administrators

TRAINER AGREEMENT Initial each line, indicating you have read and agree to each statement:

_______

As a Texas Registered Trainer, I agree to conduct myself in a manner which will enhance the integrity of the Early Childhood field and promote professional development among early childhood professionals

_______

As a Texas Registered Trainer, I agree to only conduct training in those Core Competency Areas that I have been approved to train in

_______

As a Texas Registered Trainer, I agree to adhere to the Trainer Code of Ethical Conduct for Early Childhood Trainers and my professional code of ethics

_______

I attest that the information provided on the Training Proposal Form, along with its supporting documentation, accurately reflects the training content and procedures of the training

_______

I attest that the documentation provided with the Training Proposal Form (instructional plan/outline and handouts) was developed by me or I have permission to use/distribute this information

_______

I understand that the certificates provided to training participants must reflect the actual number of clock hours, the Core Competency Area(s) of content that was delivered, and my Texas Trainer Registry number

_______

I understand that each training must have an assessment/evaluation tool

_______

I understand that approval of this application is contingent upon my agreement with the above statements

_______

I understand that violation of any of the above statements may place approval of this, and/or future training approval applications, in jeopardy

_______

I understand that failure to adhere to these guidelines will result in removal from the Texas Trainer Registry

I, hereby, agree to abide by the conditions set forth in this Trainer Agreement. Signature: Revised 2‐2012

Date:

4 

 

TRAINING PROPOSAL FORM

PLEASE PRINT: Dr.

Mr.

Mrs.

Ms.

Name: ___________________________ Trainer Number (if applicable): ____________

E-mail Address: _____________________________________________ Phone Number: ________________________

For Office Use Only: Date Received: _______________________

Date Reviewed: ______________________

Trainer Registration Number: ________________________

Training Proposal Checklist The following required information must be submitted. Failure to complete the application entirely will result in the deferral of the application and a delay in the processing time. All Training Proposals are subject to approval.

Training Proposal for each Competency Area you wish to be approved to provide training in and/or for each topic area that you would like to see listed on the Texas Trainer Registry Instructional Plan/Outline/Agenda for each proposed training Sample handouts for each proposed training

To teach is to learn. – Japanese Proverb

STEP BY STEP INSTRUCTIONS FOR COMPLETING THIS FORM CAN BE FOUND IN THE MANUAL OF PROCESSES & PROCEDURES

1 Revised 2-2012

  Trainer’s Name: ___________________________________________

Trainer Number (if applicable): ____________

You must submit one complete proposal form for each Competency Area you wish to be approved to provide training in and/or for each topic area that you would like to see listed on the Texas Trainer Registry. Please duplicate these pages as needed. See the Manual of Processes & Procedures for a complete list of Core Competency Areas. 1. Core Competency Area: _________________________________________________________________

2. Title of the Training: ____________________________________________________________________

English

3. Language of the Training (select one):

4. Training Format (select one):

Spanish

Classroom/Face-to-Face

5. Will there be another Registry-approved trainer co-training?

Other: _______________________

Online/Distance

Yes

Blended

No

Co-Trainer: __________________________________________________ Trainer ID: ________________

6. Description of the training: In 50 words or less, provide the description to be used to advertise this training. See Training Proposal Score Sheet (page 4) for specific requirements that the description must meet. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 7. Competency-Based Learning Objectives: A minimum of 3 objectives must be listed, and they must be SMART: specific, measurable, attainable, realistic and time-bound. See Training Proposal Score Sheet (page 4) for additional requirements the Learning Objectives must meet. During this training, successful participants will: -

______________________________________________________________________________________

-

______________________________________________________________________________________

-

______________________________________________________________________________________

-

______________________________________________________________________________________

-

______________________________________________________________________________________

-

______________________________________________________________________________________

8. Minimum class size: _________

9. Length of presentation (select one):

Maximum class size: ________

2 hours

Can length of presentation be adapted?

Yes

4 hours

6 hours

8 hours

Other: _______

No 2

Revised 2-2012

  10. Training Methods (check all that apply): Audio-video w/facilitation

Case Studies

Demonstration & Practice

Handouts, printed materials

Hands-on activities

Lecture

Role-playing, simulations

Small group discussion

Brainstorming

Game

Other: ____________________________________________________

11. Target Audience (select the target audience based on the age group they work with and/or the setting they work in. If more than one group is chosen, the instructional plan/outline/agenda must reflect the way in which differences in age/development/setting will be presented in the training or a separate proposal must be submitted for each group): Home-based care Special Needs Children Ages 7-8 Center-based

Children Ages 0-2

Family Services

Children Ages 3-4

Administration

Children Ages 5-6

12. Audience Experience Level (select one):

Trainers of Adult Education/Adult Learning

Beginning

Can content be adapted to a different experience level?

Intermediate Yes

Advanced No

13. Specify your education, training and/or experience that demonstrate your ability to train in this specific topic: ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

________________________________________________________________________________________ ________________________________________________________________________________________

14. Please provide sample instructional plan/agenda/outline with time & sequence information Instructional Plan/Agenda/Outline provided must: ‐ list/state benefits to target audience ‐ support the learning objectives stated in section 7 ‐ outline content that is based on sound theories of child development, quality standards, and licensing regulations; and links theory to practical application ‐ be comprehensive without unnecessary details and reflect a commitment to recognizing diversity among children and families ‐ list the training methodologies to be used. These must support a variety of learning styles and be sensitive to the needs of adult learners. ‐ list the learning activities to implemented. These must be appropriate for content. 15. Please provide a sample of the handout(s) provided in this training Sample handout(s) provided must: ‐ be appropriate for target audience ‐ look professional and be easy to use ‐ support the learning objectives stated in section 7 ‐ include complete reference/copyright information

I attest that all supporting documentation (instructional plan/outline/agenda and handouts) was developed by me,  or I have written permission to use/distribute this documentation.  Signature: _______________________________________ 

 

 

Date: _________________________  3

Revised 2-2012

 

TRAINING PROPOSAL SCORE SHEET For Office Use Only

Trainer Name:

Core Competency Area: _________________________________________________________________ Training Title: __________________________________________________________________________ Category Completed Trainer Qualification Application

Score Yes

No

Yes

No

Title Included and appropriate Description Description matches Core Competency Area and training content Is clear, grammatically correct, and marketable Competency-Based Learning Objectives Are written from the perspective of what the participant will be expected to do in the training Are SMART: specific, measurable, attainable, realistic and time-bound Are based on sound theories of child development, quality standards, and licensing regulations; and links theory and practical application Language was selected Training Format was selected Minimum & Maximum Class Size was listed Length of Presentation was listed Training Methods were selected Target Audience was listed Experience of Adult Learner was selected List of courses, training and experience in this topic was provided Instructional Plan/Agenda/Outline Lists/states benefits to target audience Supports learning objectives Content described is based on sound theories of child development, quality standards, and licensing regulations, and links theory and practical application Is comprehensive without unnecessary details and reflects a commitment to recognize diversity among children and families Includes how the training methodologies are to be used throughout the training Includes what learning activities are to be used throughout the training Sample Handout(s) Is appropriate for target audience Supports the learning objectives Looks professional and is easy to use Includes complete reference/copyright information

1

2

3

4

5

1

2

3

4

5

Yes Yes Yes Yes Yes Yes Yes Yes

No No No No No No No No

1

2

3

4

5

1

2

3

4

5

Total Score: Comments:

Proposal Status:

Approved

Deferred

Reviewers Initials: 4

Revised 2-2012

FOR OFFICE USE ONLY

Trainer Name: _________________________________ 

EXAMPLE TRAINER QUALIFICATIONS APPLICATION SCORE SHEET All of the following criteria must be met prior to approval (For detailed examples, please refer to the Reference Guide) Scoring Category Educational Background High School Diploma/GED & 192 clock-hours of training Early care and education credential/certification:_____________________ Associate Degree in: ___________________________________________ Bachelor’s Degree in:___________________________________________ Master’s Degree in:____________________________________________ Ed.D./Ph.D./Ed.S. in:___________________________________________ Prior Early Childhood Training Certification in other states: _______________________________________________________________ Comments: Education/Training in Adult Education/Adult Learning 15 clock hours of training in topics to include all five core knowledge and skills for trainers OR 3 semester hours of academic credit in topics related to adult learning and/or adult education from an accredited college or university Comments: Minimum of Three (3) Years of Experience with Children and/or Content Comments: Education, Training and/or Experience in the Core Competency Area they have submitted a Training Proposal under (see back) Comments: Experience Conducting Training Sessions Comments: Copy of professional resume or curriculum vitae Does the resume document experience for audiences selected? Professional letters of recommendation (2) Letter of recommendation from one agency/organization for which applicant has presented training Copy of Certificate of Orientation to Texas Trainer Registry $40 Non-Refundable Processing Fee Comments:

Revised 2-2012

 

Meets

Does Not Meet

Trainer Name: _____________________ CKAs For Practitioners

Child Growth & Development Health & Safety Professional Practice, Methods & Curriculum Guidance Family & Community Relationships Cultural & Individual Diversity Observation & Assessment Professionalism

For Maintaining an Effective Administrators Organization Financial Management Maintaining a Healthy & Safe Env. Personnel Management Implementing a Dev. App. Curric. Instituting Family-Centered Prog. Certification(s) Obtained Associates Degree Obtained Bachelor’s Degree Obtained Master’s Degree Obtained Doctoral Degree Obtained Other: Revised 2-2012

 

Assessment Date: ___________ Course Name & Number

Training

Specific Exp.