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

•
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.
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?
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 diagram make relate categorize document name restate challenge draw operate review combine fill perform specify example state compose give in own words prepare suggest conclude identify produce summarize construct illustrate propose tell demonstrate judge rearrange translate describe justify recall use determine list develop locate record
58

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

Have you obtained your temporary username and password?
Have you taken the
Online Training Orientation
?
Have you reviewed the content for writing learning objectives, if necessary?
Trainer Registration Form
once submitted
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
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
Agenda, lesson plan, or outline for one class in each CKA you are submitting
$40.00 non-refundable processing fee made out to “UT-Health”
Sample handouts for one class in each CKA you are submitting
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 Catherine.E.Chennisi@uth.tmc.edu

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 Trainers registered with the Texas Trainer Registry o Trainers approved to provide Continuing Professional Education (CPE) Units o Instructors at public or private institution of higher education or online training offered through an institution of higher education o Employees of a state agency with relevant expertise (agencies such as DFPS, TWC, TEA – incl. ESCs) o Licensed professionals, such as physicians, psychologists, professional counselors, or social workers o 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”.

Education/Training
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
0-10
Prov
Prof
Number of Training Hours Provided in the Past 5 Years
11-20 21-30 31-60 61-90 91-120 121-150 151-180 181+
Prov
Prof
Prof Prof Prof Prof M Prof M Prof M Prof
High School Diploma and:
12 credit hours in ECE/CD coursework
Or
192 clock hours of ECE/CD training
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
Graduate Degree in ECE/CD
Prov Prof= Provisional Professional Prof= Professional M Prof= Master Professional
Prov
Prov
Prov
Prov
Prov
Prov
Prov
Reg
Prov
Prov
Prov
Prov
Prov
Prov
Prov
Reg
Prov
Prov
Prov
Prov
Prov
Reg
Reg
Prov= Provisional
Prov
Prov
Prov
Prov
Prov
Reg
Reg
Prov
Prov
Prov
Reg
Reg
Reg
Reg
Prov
Prov
Prov
Prov
Reg
Reg
Prov
Reg
Reg
Prov
Reg
Reg
M Reg M Reg M Reg M Reg M Reg M Reg M Reg
Reg= Registered
Reg
Reg
Reg
Reg
Reg
Reg
Reg
Reg
Reg
Reg
M Reg M Reg M Reg
M Reg M Reg M Reg
M Reg=Master Registered

Training
Competency
Learning
Description
Audience
Benefits
Audience
Title
‐ Based
Objectives to
of
Target
Target
Training   Methodologies/
Strategies   Utilized
Sequence   of
Training
‐
‐
‐
‐
‐
‐
‐
‐
‐
During   this   training,   successful   participants   will   (minimum   of   3   objectives):
‐
‐
Content
Methods/Activities
Time   Allotment
Total   Length

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
Q & A
Re-review Learning Objectives
Methods/Activities/Strategies
Activity: Identify what the TECPDS stands for
PPT Presentation w/lecture
Game: Match each component to its description
PPT Presentation w/lecture
PPT Presentation w/lecture
PPT Presentation w/lecture
Group Activity: Put together a mock application packet
Demonstration of sections in the application forms to be aware of
PPT Presentation w/ lecture
Discussion of benefits
Discussion
Discussion
Time
5 minutes
2 minutes
18 minutes
5 minutes
10 minutes
5 minutes
10 minutes
5 minutes
7 minutes
3 minutes
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.
Professionalism
Orientation to the Texas Trainer Registry
3. Language of the Training (select one) : English Spanish Other: _______________________
Format Classroom/Face-to-Face Online/Distance Blended
5. Will there be another Registry-approved trainer co-training? Yes 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.
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 size: Maximum
9. Length of presentation (select one): 2 hours 4 hours 6 hours 8 hours Other: _______
Can length of presentation be adapted? Yes No
10. Training Methods (check all that apply):
Audio-video w/facilitation Case Studies Demonstration & Practice
Handouts, printed materials
Role-playing, simulations
Game
Hands-on activities
Small group discussion
Lecture
Brainstorming
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
Family Services
Children Ages 0-2
Children Ages 3-4
Trainers of Adult Education/Adult Learning
Administration Children Ages 5-6
12. Audience Experience Level (select one): Beginning Intermediate Advanced
Can content be adapted to a different experience level? Yes 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 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 easy 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
Signature:

Date: 9/12/2012
3
Revised 2-2012

The which are based upon basic concepts of early childhood.
The
refer to demonstrated skills and abilities
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
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
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
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: Approved Deferred (letter sent)
Trainer Level: Provisional Registered Registered Master Registered
Provisional Professional Professional Registered Master Professional
Trainer Registration Number: ________________ 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)
ADDITIONAL INSTRUCTION FOR COMPLETING THIS APPLICATION
CAN BE FOUND IN THE MANUAL OF PROCESSES & PROCEDURES
Revised 2‐2012
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: _______________________________________________
B
Associate Degree in: ________________________________________________________________________
Bachelor’s Degree in: _______________________________________________________________________
Master’s Degree in: _________________________________________________________________________
Ed.D./Ph.D./Ed.S. in: ________________________________________________________________________
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. Adult Learning and Its Impact on Training Design
2. Training Methodology, Techniques and Presentation Skills
3. Group Process Skills
4. Topic Selection and Training Preparation
5. 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 7-8 ____ Trainers of Adult Education/Adult Learning
____ Children Ages 5-6
Please explain your role in the early care and education setting as indicated above (attach additional sheet if necessary):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
2
Revised 2‐2012

4. EXPERIENCE IN THE CORE COMPETENCY AREAS
With the passage of Senate Bill 265 , effective January 1 st
, 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
4 Guidance
3 Professional Practice, Methods & Curriculum
Core Competency Areas for Administrators
1
3
Maintaining and Effective Organization
Maintaining a Healthy & Safe Environment
5
6
Family & Community Relationships
Cultural & Individual Diversity
7 Observation Assessment
8 Professionalism
5
6
Implementing a Developmentally Appropriate
Curriculum
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)
Total Number of hours : ____________
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
3
Revised 2‐2012

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

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: ____________________________________________________________________
3. Language of the Training (select one) : English Spanish Other: _______________________
Format Classroom/Face-to-Face Online/Distance Blended
5. Will there be another Registry-approved trainer co-training? Yes 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: _________ Maximum class size: ________
9. Length of presentation (select one): 2 hours 4 hours 6 hours 8 hours Other: _______
Can length of presentation be adapted? Yes No
2
Revised 2-2012

10. Training Methods (check all that apply):
Audio-video w/facilitation Case Studies Demonstration & Practice
Handouts, printed materials
Role-playing, simulations
Hands-on activities
Small group discussion
Lecture
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
Family Services
Children Ages 0-2
Children Ages 3-4
Trainers of Adult Education/Adult Learning
Administration Children Ages 5-6
12. Audience Experience Level (select one): Beginning Intermediate Advanced
Can content be adapted to a different experience level? Yes 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

For Office Use Only Trainer Name:
Core Competency Area: _________________________________________________________________
Training Title: __________________________________________________________________________
Category Score
Completed Trainer Qualification Application Yes No
Title
Included and appropriate Yes No
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
1
1
1
2
2
Yes
Yes
2
2
3
3
Yes
Yes
Yes
Yes
Yes
Yes
3
3
Total Score:
Comments:
Proposal Status : Approved Deferred Reviewers Initials:
4
4
4
4
5
No
No
No
No
No
No
No
No
5
5
5
4
Revised 2-2012

FOR OFFICE USE ONLY Trainer Name:   _________________________________
All of the following criteria must be met prior to approval
(For detailed examples, please refer to the Reference Guide)
Scoring Category Meets Does Not
Meet
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

For
Practitioners
CKAs
Child Growth & Development
Health & Safety
Professional Practice, Methods &
Curriculum
Guidance
Family & Community
Relationships
Cultural & Individual Diversity
Observation & Assessment
Professionalism
For
Administrators
Maintaining an Effective
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
Course Name & Number