Palm Beach County
Early Childhood Registry
A Guide to Quality Assurance of Trainers and
Training to include:
Trainer Approval Process
&
Training Approval Process
Developed by:
Palm Beach State College
Institute of Excellence in Early Care and Education
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Table of Contents
Part I: An Overview: Components of the Trainer and Training Quality Assurance System
The Palm Beach County Professional Development Community Collaborative, PD2
The Registry Advisory Committee
Palm Beach County’s Professional Development System Components
Florida/Palm Beach County Core Competencies for Early Care and Education
The Registry: Trainer & Training Quality Assurance
Florida Trainer Competencies and Trainer Standards
The Registry Quality Assurance System for Trainers & Training
Palm Beach County Trainer Qualifications
The Palm Beach County Career Pathway
Core Knowledge Area Standardized Training Modules (STMs)
Part II: Palm Beach County Registry Approved Trainer Policies
Registry Approved Trainer Qualifications and Classifications
The Application Process for Registry Approval of Trainers
Registry Trainer Approval Series
Trainer Benefits
Part III: Palm Beach County Registry Approved Policies Training
Registry Training Approval Designations
Registry Training Approval Submission Process
Registry Approval for Online and Mixed Delivery Pathway Training
Registry Training Review Process Timeline
Registry Training Attendance and Completion
Part IV: Quality Assurance of Trainer and Trainings
Trainer/Training Evaluation Process
Part V: Oversight
The Palm Beach County Early Childhood Registry Advisory Committee
The Grievance Process
Part VI: The Registry Training Calendar
Part VII: Definitions
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Part VIII: Appendix
Attachment A: Professional Development System Components
Attachment B: Bloom’s Taxonomy
Attachment C: Trainer Qualifications
Attachment D: Trainer Leveling Rubric
Attachment E: Training Plan Review Rubric
Attachment F: Training Plan Feedback Form
Attachment G: Training Observation Forms
Attachment H: Draft Career Pathway
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Part I: An Overview: Components of the Trainer and Training
Quality Assurance System
The Palm Beach County Early Childhood Registry Trainer and Training Quality Assurance
System is the result of years of research, design and development of the many components
necessary to address quality, and the implementation and evaluation of these components.
The Palm Beach County Early Childhood Registry (hereto known as The Registry) is funded
by the Children’s Services Council of Palm Beach County and administered by Palm Beach
State College. The Registry services early childhood practitioners, and provides for the
quality assurance of trainers and training. The data collected by The Registry is used for
program implementation, research support, and policy development.
Part I of this document presents an overview and definitions of the supports that are key to
the success of Palm Beach County’s professional development system in general, and
specifically key to the design of policies and procedures of trainer and training quality
assurance:
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Florida Core Competencies for Early Care and Education
The Palm Beach County Trainer Registry
Florida Trainer Competencies and Training Standards
The Palm Beach County Trainer Registry Quality Assurance System
The Palm Beach County Career Pathway
The Registry Advisory Committee
Key Supports:
The Palm Beach County Professional Development Community
Collaborative, PD2
The Palm Beach County Professional Development Community Collaborative (PD2), the
Governance Committee, and the Quality Counts Leadership Committee serve in an advisory
role to Palm Beach County's professional development system. Made up of representatives
from a broad spectrum of stakeholders, including representatives from community agencies,
higher education institutions, training organizations, Family Central, Head Start, the Early
Learning Coalition of Palm Beach County and the School District of Palm Beach County,
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these committees provide important input into the planning, development, and
implementation of each component of the early care and education professional development
system.
The Registry Advisory Committee
The Registry Advisory Committee safeguards The Registry policies and procedures. It is
comprised of several members of Palm Beach County Early Childhood Education
community who meet quarterly, specifically to address issues and concerns related to The
Registry.
Palm Beach County’s Professional Development System Components
Palm Beach County’s professional development system supports the early care and education
workforce. This system, which is supported by the Registry, provides leadership,
encouragement, and acknowledgement to those who serve children and families throughout
Palm Beach County. It focuses on five interdependent elements of development as identified
by the National Child Care Information and Technical Assistance Center. These five
elements are the concentration of most state professional development systems, as well as the
system utilized by Palm Beach County.(See Attachment A: Professional Development System
Components as provided by National Child Care Information and Technical Assistance
Center)The elements are as follows:
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Funding, which includes scholarship and financial aid opportunities, compensation and
retention initiatives, and program quality awards.
Core Knowledge, which supports the entire system and consists of content and
competencies.
Quality Assurance, which ensures an approval process for trainers and training as well as
an evaluation process and verification of degree accreditation.
Qualifications, Credentials and Pathways, which can include pre-service requirements,
continuing education requirements, a career pathway, credentials, articulation
agreements, training series, credits for prior learning and the Registry.
Access and Outreach, which includes a vision and mission, training calendar, directories
for college degree programs, career advising, mentoring and coaching, leadership
development, education and training supports.
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Florida/Palm Beach County Core Competencies for Early Care and
Education Practitioners
Key to the success of Palm Beach County’s Professional Development System is the
adoption and utilization of The Florida Core Competencies for Early Care and Education
Practitioners, which supports the other components of the professional development system.
This document identifies the knowledge and skills that practitioners need to know and be
able to do to create successful and healthy learning environments for children, and identifies
the attributes needed to work effectively with young children and their families. It is these
core competencies that create the main support of the professional development system
through ongoing and systematic standards. These standards create a sequential path, from
Tier I through Tier IV.
Core competencies set the stage for training Tiers based on the knowledge and skills
required for proficiency in each content area, at each Tier. The progression of these
intellectual behaviors is based on Bloom’s Taxonomy.(See Attachment B: Bloom’s
Taxonomy) These competencies are aligned with Florida’s state mandated training, training
leading to the Staff Credential, the Associate Degree in Early Childhood, the Bachelor
degree - birth to 4, and the Bachelor degree - Pre-K to grade 3.
Core Competencies set entry and exit points on the Palm Beach County Career Pathway,
linking formal education to training, and providing for continuous professional
development. A trainer and training quality assurance system ensures that professional
development addresses these competencies through quality instruction that focuses on the
needs of the early child care and education workforce and the goals of their programs.
The Registry: Trainer & Training Quality Assurance
Trainer and Training Quality Assurance is a part of The Registry, which operates to improve
and enhance the early childhood profession throughout Palm Beach County, and which
houses a secure online database that records college credit and non-college credit education,
credentials, benchmarks and work experience of its members. The Registry is a voluntary
membership program which operates under the umbrella of Palm Beach State College in
concert with the Children’s Services Council of Palm Beach County.
The Trainer Quality Assurance component of the Registry identifies trainers who have been
approved to deliver Registry approved trainings that support Palm Beach County’s
Professional Development System, and that promote opportunities that encourage
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movement along a sequential career pathway. The Registry collects the following trainer
information:
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Trainer contact information
Trainer education background
Trainer core knowledge areas of expertise
Trainer approved training tier and training content
Trainer approval expiration dates
Trainer language (language training can be delivered in)
Through The Registry, training developers and instructors can coordinate efforts and
offerings that will be assessed and supported by the Trainer & Training Quality Assurance
System. To ensure quality of instruction, and the accuracy and relevancy of content of noncollege credit training, The Registry operates under the Policies and Procedures of The
Registry’s Quality Assurance System in terms of trainer and training. Maintenance of this
Quality Assurance System is the responsibility of The Registry Trainer Training Advisory
Committee—a representative group of stakeholders who provide expertise on the
development of a countywide early learning professional development system.
Florida Trainer Competencies and Training Standards
Quality education and training are the foundation upon which best practices in early
childhood education rest. Research shows that the years between birth and age five are a
critical learning period for children, and the quality of an early childhood program depends
in large part on the education and training of its teachers. The Florida Trainer Competencies
and Training Standards, an outgrowth of the Florida Core Competencies for the Early Care
and Education Practitioners, ensure that professional development trainings address these
competencies through quality instruction that focuses on the needs of the early child care
and education workforce and the goals of their programs. A Trainer and Training Approval
System, supported by these competencies and standards, will continue the effort to build a
comprehensive and effective system of education and training for Palm Beach County’s
early childhood workforce, and will serve to ensure that early childhood practitioners are
provided with high quality training experiences as they pursue their professional
development goals.
Trainer Competencies and Training Standards are critical to the early child care and
education field. They (a) set the bar for the quality for instructors and the trainings that they
provide; (b) advance the reliability and validity of outcomes driven training, and advance
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the construction of quality environments that promote positive outcomes for children; (c)
ensure that trainees move along a pathway to proficiency, at successive tiers; and (d)
provide for a meaningful adult training experience.
There are five core areas under which the Florida Trainer Competencies and Training
Standards are organized. These areas identify the knowledge and skills needed to
successfully design and deliver trainings that will translate to workplace outcomes. The five
core areas are as follows:
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Professionalism: Training and trainers reflect the professional values and ethics
fundamental to those working in the early child care and education field. Professionalism
reflects such universal values as respect, honesty, and integrity, and responds to the
diversity of the group.
Learning Environment: Trainings and trainers support environments that are conducive to
teaching and encouraging of learning. Successful learning environments minimize
conflict while encouraging constructive dialogue. They create a setting that calls for
fairness and sensitivity, and that is physically and mentally comfortable.
Presentation: Training and trainers effectively deliver content that meets the needs,
wants, and tiers of participants, and that can be effectively transferred from the classroom
to the workplace. This includes the incorporation of varied teaching strategies and tools
that enhance adult learning.
Instruction: Training and trainers deliver relevant content for practical application. This
includes an organized Outcomes Driven Training plan that sets realistic goals and
objectives that relate to the Core Competencies for Practitioners, and the ability to check
for understanding of knowledge and transferable skills.
Assessment: Training and trainers ensure success of training through varied levels of
assessment and feedback including needs assessments, on-going checks for
understanding, participant comments, post training evaluations, and implementation
plans, and the use of this data to revise delivery and content.
The Registry Quality Assurance System for Trainers & Training
The Registry Quality Assurance System for Trainers & Training is an approval process that
drives the quality and accountability of trainers and the accuracy and relevancy of content of
non-college credit training, and the design of such training to result in workplace outcomes.
Palm Beach County’s professional development system supports the quality assurance of
trainers and training. It considers that reliable competencies for trainers result in the
availability of quality training opportunities, and that standards for training excellence
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support successful learning environments for the workforce. The trainer and training quality
assurance process has been developed by the Palm Beach County Early Childhood Registry,
with guidance from the Palm Beach County Professional Development Steering Committee.
The following standards are available to all trainers, through The Registry’s website. While
training methods may vary; all Registry approved training must address relevant standards
and qualifications set forth in the following documents, as appropriate:
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Florida Core Competencies for Early Care and Education Practitioners
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Florida Core Competencies for Early Care and Education Directors
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Trainer Competencies and Training Standards for Early Care and Education
Palm Beach County Trainer Qualifications
The Trainer Approval System includes a set of qualifications and necessary credentials for
those individuals who provide training approved through The Registry. These qualifications
are linked to experience and education, and are tied to the practitioner Tiers established in the
Florida Core Competencies for Early Care and Education Practitioners. Specifically, there
are six trainer designations, each aligned to specific participant Tiers. All trainers who are
Registry approved will be obligated to follow guidelines based on the Florida Core
Competencies for Early Care and Education Practitioners, the Florida Trainer
Competencies and Training Standards, the principles of adult learning, and the requirements
of Outcomes Driven Training design.
A chart that indicates the requirements to be a Palm Beach County Registry approved Trainer
can be found in the Appendix. (See Attachment C: Trainer Qualifications)
The Palm Beach County Career Pathway
The Palm Beach County Career Pathway (DRAFT DOCUMENT Attachment H) will be a
central component to Palm Beach County’s Professional Development System. It will be
designed to provide options for the early care and education workforce to participate in credit
and non-credit coursework based on common content that is organized in the Florida Core
Competencies for Early Care and Education Practitioners. The Palm Beach County Career
Pathway, which will have clearly identified achievement points, will move practitioners
along a coordinated and sequential route that leads to qualifications, credentials, and college
degrees. It will be designed to meet the needs of practitioners in different roles and at
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different places in their professional development. Specifically, a practitioner will be able to
choose from three options to move along the Career Pathway: college credit coursework,
non-college credit Career Pathway Training, or a combination of the two. Although not to
be assumed equivalent pathways, all three choices will provide a practitioner with a
progression of knowledge and skills needed to create healthy learning environments for
children. Articulation may occur at certain points, and through certain colleges; but, keep in
mind that placement on any step of the career pathway will be no guarantee of
articulation to another pathway on the same step.
To ensure the quality of Registry approved Career Pathway Trainings that create the noncollege credit and hybrid avenues, the Registry reserves the right to determine trainer
qualifications and classifications, and the adequacy of training plans. The following process
outlines how these determinations are made.
Core Knowledge Area Standardized Training Modules (STMs)
The Core Knowledge Area Standardized Training Modules (STMs) are a set of preapproved training modules that support the core competencies that practitioners need to
know and be able to do in order to ensure healthy learning environments for children. These
modules address the seven core content areas as stated in the Florida Core Competencies for
Early Care and Education Practitioners: (1) Health, Safety and Nutrition, (2) Child
Development and Learning, (3) Building Family and Community Relationships, (4)
Teaching and Learning Environments and Interactions, (5) Curriculum, (6) Observing,
Documenting, Screening and Assessing to Support Young Children and Their Families, and
(7) Professionalism. They are designed to meet the Outcomes Driven Training format, and
include a variety of assessments that indicate a gain of knowledge and skills and a transfer
of learning from the training to the workplace.
Part II: Palm Beach County Registry Approved Trainer Policies
The Registry Trainer & Training Quality Assurance System is in place to ensure that the
method of qualifying trainers is reliable and systematic throughout the county, and is based
on consistent policies and procedures that consider education, certificates and credentials,
professional development, and experience. A grievance process has been established to hear
disagreements regarding trainer status and qualifications, and to ensure fair and equitable
determinations on related matters. There are specific steps that trainers must follow in order
to gain Registry approval. These steps vary depending on the trainer’s education and
experience.
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Policy: Trainer participation is voluntary.
Explanation: The Registry approval process for trainers provides a platform from which
trainers can demonstrate their education and experience in the early care and education field.
This may include education, specialized credentials, and professional trainings. Trainer
participation is voluntary; but, for those trainers who choose to be members of the Registry,
they will be identified with the quality and high standards for which the Registry is noted.
There is no certification tied to Registry approval; rather, it is a process that indicates
trainers have met the standards set by the Registry for assurance of qualifications and
requirements. These trainers are known as Registry approved Trainers.
Policy: Registry approved trainers receive on-going support from the Registry.
Explanation: The Registry is in place to classify trainers based on recognized competencies
that ensure quality adult instruction. The Registry, in partnership with the Quality Assurance
department, provides technical assistance and instruction to improve trainer knowledge and
skill. Together, they provide the supports necessary for on-going professional development
of those individuals who are committed to providing current, non-college credit
coursework/training to early care and education practitioners.
Procedure: These supports are provided by the Registry through face-to-face and webbased train-the-trainer courses and tutorials as well as through connections to Quality
Assurance Coordinators for technical assistance. The Registry provides access to
communities of practice for the networking of ideas, information pertinent to the delivery of
training to the early care and education trainer, webinars and other electronic meetings to
support trainer success.
Policy: Registry approved trainers are classified according to education and
experience.
Procedure: Trainers are classified across six categories: Center Trainer, Trainer I, Trainer
II, Trainer III, Content Expert and Outcomes Driven Training Facilitator.(See Attachment
C: Trainer Qualifications) Each classification is based on education, required professional
development, and experience. All trainer higher education must be from either a nationally
accredited institution of higher education that participates in the Florida State Common
Course Numbering System or one that is regionally accredited. All experience must be
related to the core knowledge/content area in which the trainer will train, as identified in the
Florida Core Competencies for Early Care and Education Practitioners. Type and tier of
Registry approved training that a Palm Beach County Registry approved trainer can deliver
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is based on these qualifications. An approved trainer classification corresponds to one of
the four core competency Tiers as identified in The Florida Core Competencies for Early
Care and Education Practitioners document.
Registry Approved Trainer Qualifications and Classifications
Explanation:
 A Center Trainer must (a) hold a minimum of a valid DCF (EC) Staff Credential and
(b) successfully complete one of the following courses: HEO0202 Foundations of
Outcomes Driven Training or Registry Trainer Approval Series and (c) actively hold the
position of Director, Assistant Director, or Curriculum Specialist in their center. This
trainer will be qualified to provide training via the Center Trainer Modules to the
professional staff at their center as well as sister sites (defined as sites owned by the same
owner/entity) and is required to use the Center Trainer Modules.
Renewal requirements include the completion of 10 clock hours of continuing education
in adult learning and /or early care and education annually. Documentation must be
provided to validate claims of professional development hours. Renewal requirements
verified upon request for training approval
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A Trainer I must (a) hold an Associate Degree in ECE/CD or Education from a
regionally accredited institution of higher learning or a nationally accredited institution of
higher learning that participates in the State Common Course Numbering System
(SCNS), and at least one of the following three requirements: (1) a minimum of six
credits in early care and education/child development from a regionally or nationally
accredited institution of higher learning, or (2) hold an active Florida ECE Staff
Credential , or (3) hold a specialized credential such as High/ Scope, etc. (b) successfully
complete the requirements of the Registry Trainer Approval Series, and (c) have a
minimum of 3 years of experience in the Early Care and Education field.
This trainer will be qualified to provide Registry approved Tier I training, which is
leveled at Tier I according to the Florida Core Competencies for Early Care and
Education Practitioners. Specific information regarding Tiers of the Florida Core
Competencies for Early Care and Education Practitioners
Renewal requirements include the completion of 10 clock hours of continuing education
in adult learning and/or early care and education annually. Documentation must be
provided to validate claims of professional development hours. Renewal requirements
verified upon request for training approval.
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A Trainer II must (a) hold a bachelor degree in ECE/CD or Education from a regionally
accredited institution of higher learning or a nationally accredited institution of higher
learning that participates in the SCNS, and at least one of the following three
requirements: (1) a minimum of nine credits in early care and education/child
development from a regionally or nationally accredited institution of higher learning, or
(2) hold an active Florida ECE Staff Credential , or (3) hold a specialized credential such
as High/Scope, etc.(b) successfully complete the requirements of the Registry Trainer
Approval Series, and (c) have a minimum of 2 years of experience in the Early Care and
Education field.
This trainer will be qualified to provide Registry approved training that is leveled at Tier
1 and 2, according to the Florida Core Competencies for Early Care and Education
Practitioners.
Renewal requirements include the completion of 10 clock hours of continuing education
in adult learning and /or early care and education annually. Documentation must be
provided to validate claims of professional development hours. Renewal requirements
verified upon request for training approval.
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A Trainer III must (a) hold a graduate degree from a regionally accredited institution of
higher learning or a nationally accredited institution of higher learning that participates in
the SCNS with 18 graduate credits in education or related field, (b) successfully complete
the requirements of the Registry Trainer Approval Series, and (c) have a minimum of 2
years of experience in the Early Care and Education field.
This trainer will be qualified to provide Registry approved training that is leveled at Tier
1,2, 3 and 4, according to the Florida Core Competencies for Early Care and Education
Practitioners.
Renewal requirements include the completion of 10 clock hours of continuing education
in adult learning and /or early care and education annually. Documentation must be
provided to validate claims of professional development hours. Renewal requirements
verified upon request for training approval.
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An Outcomes Driven Training Facilitator must (a) hold the following: Associate
Degree with at least 5 years of training experience, or a Bachelor’s degree with 4 years
training experience or graduate degree with 3 years of training experience, and 3 years
experience in the ECE field and (b) successfully complete the Outcomes Driven Training
Facilitator Training Program.
This trainer is qualified to teach the Standard ODT course.
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Renewal requirements include the completion of 10 clock hours of continuing education
in adult learning and /or education annually. Documentation must be provided to validate
claims of professional development hours. Renewal requirements verified upon request
for training approval.
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A Content Expert must (a) hold a relevant professional license and/or a bachelor’s
degree related to the specialty area and/or a specialized credential (b) have a minimum of
3 years of experience within their specialization (specialty area should be beneficial to
the child care workforce, such as a certificate to train in a special curriculum such as
High Scope or in using assessment tools and processes such as the case is with CLASS,
or health related information, e.g. a nutritionist, nurse. (c)* Complete Registry Website
Coaching (face-to-face or phone session with a Registry coach, learning how to enter
their training events online via the Registry website. *This is only required if the Content
Expert wishes the Registry to advertise their events on the Registry training calendar.
This trainer will be qualified to provide Registry verified training only. If the Content
Expert chooses to successfully complete the entire Registry Trainer Approval Series, they
will be eligible to submit trainings for Registry approval. Renewal requirements - N/A.
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A Full Time Early Childhood College Instructor from a regionally accredited
institution and/or an institution that participates in the SCNS who delivers college credit
coursework is not required to obtain Registry approval. In order to deliver Registry
approved non credit training, instructors must (a) submit documentation verifying they
are a current and active early childhood college credit coursework Instructor and (b)
Complete Registry Website Coaching (face-to-face or phone session with a Registry
coach, learning how to enter training events for approval online via the Registry website).
Submission requirements can be found on page 24 of this document.
The Application Process for Registry Approval of Trainers
As previously stated, participation in the Registry is free and voluntary, and anyone
connected to the early care and education field and willing to complete the trainer
application process may enroll. No trainer fees are required to enroll or maintain enrollment.
Approval will be on a case-by-case basis, and depend on criteria met.
Policy: All Registry-approved trainers will have a Registry Trainer Profile
Explanation: The Registry Trainer Profile is a collection of demographic and contact
information that is verified in the Registry through the trainer application. This information
supports the Registry Trainer/Training approval processes.
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Procedure: To begin the process of becoming a Registry approved trainer, log on to the
Registry website http://www.pbcregistry.org/trinstructions.asp to view/print the trainer
application and to review the required documentation to be submitted. Completed trainer
applications along with the required supporting documentation can be submitted to the
Registry via email (scan and attach application and documentation, send to
ecregistry@palmbeachstate.edu) or mail to The Registry c/o Palm Beach State College, 812
Fern Street, W.P.B., FL 33401 or fax to (561) 868-7042.
Policy: Each Registry approved trainer will have access to a Registry Coach.
Explanation: A Registry Coach is available to the trainer and will serve as a support person
for the trainer. A Registry Coach will review training approval submissions for
appropriateness and accuracy and request additional/clarifying information as needed. Once
the trainer has submitted a complete application and has been leveled by the Registry,
she/he is directed to a link that provides orientation information, next steps, and contact
information for the Registry Coach and other information as needed.
Policy: Trainers are required to submit specific achievement information in the
Registry application process.
Explanation: In addition to the basic application, all Trainers are required to submit
professional development and educational achievements and to report current employment
information (as applicable). This information is used to qualify and level trainers. The
Registry Coach is responsible for reviewing and verifying the trainer documents, and for
qualifying the trainer as a Full Time Early Childhood College Credit Instructor, Center
Trainer, Trainer I, Trainer II, Trainer III, Outcomes Driven Training Facilitator, or Content
Expert.
Procedure: Required documentation to complete the application and qualification process
must be submitted electronically, by mail or by fax as indicated above. Required documents
include:
 copies of all college transcripts
 copies of all current certifications and credentials
 a current resume
 two letters of professional reference that attest to the quality of the applicant’s training
skills
Policy: A trainer can inactivate her/his Registry record at any time.
Procedure: Although Registry enrollment never expires, a trainer can inactivate her/his
record at any time by contacting the Registry. An inactive trainer is a trainer who is no longer
eligible to provide Registry approved trainings. An email request to return to active status
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can be sent to the Registry at ecregistry@palmbeachstate.edu and reinstatement will occur
once all requirements are met. It is the trainer’s responsibility to notify the Registry that she
wishes to return to active status. If all requirements are met, active status will be granted
within 5 business days of the request. If documentation is needed, the trainer will be notified
of such required documentation within 5 business days of receipt of the reinstatement
request.
Registry Trainer Approval Series
Policy: All trainers who have applied for Registry approval must complete specific
trainings within the Registry Trainer Approval Series as outlined below.
Trainer Approval Series
The Trainer Approval Series is a group of courses that supports the knowledge and skills of
instructors based on the Florida Core Competencies for Early Care and Education
Practitioners and the Trainer Competencies and Training Standards. The foundation of this
series is Outcomes Driven Training, which is training design based on Backward Design
Theory. This theory supports transfer of knowledge and skills from the training to the
workplace.
Procedure: Once qualified and leveled, all trainers are required to successfully complete the
following trainings based on their level:
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Center Trainers are required to complete either Foundations of Outcomes Driven
Training or the Registry Trainer Approval Series, either online or face-to-face.
Trainer I, Trainer II and Trainer III are required to complete the Registry Trainer
Approval Series, either online or face-to-face. This Series includes the following three
courses: Trainer Approval Series Online: An Introduction, Outcomes Driven Training
and Registry Information Technology Session
Outcomes Driven Training Facilitators are required to complete the Outcomes Driven
Training Approval Series, either online or face-to-face. This Series includes the following
three courses: Trainer Approval Series Online: An Introduction, Outcomes Driven
Training. In addition, Facilitators are required to complete the Outcomes Driven Training
Facilitator Training Program
Content Experts are required* to complete Registry Website Coaching *only if they
want their training events advertised on the Registry Training Calendar
Full Time Early Childhood College Instructors are required to complete Registry
Website Coaching
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Policy: The Trainer Approval Series courses are available, either face to face or online,
to meet the needs of trainers applying to the Registry. Certain trainings are required of
trainers based on trainer levels; despite this, all training may be accessed by all
trainers.
Procedure: The Training Approval Series courses include:
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Trainer Approval Series Online: An Introduction
This online course is an introduction to Palm Beach County’s Professional Development
System, Florida’s professional development system and the Florida Core Competencies
for Early Care and Education Practitioners, which have been developed to support that
system. This course is one of the requirements to become a Palm Beach County Registry
approved trainer, and it is a prerequisite for Outcomes Driven Training. This course is
required of Trainer I, II and III. (Approximate completion time: 3 hours.)
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Foundations of Outcomes Driven Training (Foundations of ODT)
This face-to-face or online course gives trainers an opportunity to explore ways to create
and maintain environments conducive to learning; discuss professionalism and ethics,
review and practice training techniques to support learning transfer, and explore best
practices in the use of training aids. This course is required of Center Trainers only.
(Approximate completion time: 12 hours)
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Outcomes Driven Training (ODT)
This face-to-face or online course utilizes backward design theory, and advocates for a
training design (Goal and PACES and varied assessments) that results in demonstration
and achievement of intended outcomes. Trainers explore ways to create and maintain
environments conducive to learning, discuss professionalism and ethics, review and
practice training techniques to support learning transfer, and explore best practices in the
use of training aids. This course is required of Trainer I, II and III. (Approximate
completion time: 18 hours)
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Registry Information Technology (IT) Session This face-to-face or phone/web based
training session is an introduction to the Palm Beach County Early Childhood Registry
website and its offerings to trainers. It provides a step-by-step guide on how to login and
use the online Registry training approval system to submit trainings for approval. This
session is required of all trainers, at all levels. (Approximate completion time: <1 hour)
Policy: Trainers are required to complete specified renewal hours annually in order to
maintain an Active status in the Registry. If renewal hours are not completed and
submitted to the Registry, a trainer’s status will be changed to Inactive and he/she will
no longer be eligible to submit training for approval or check out Center Trainer
Modules until back in an Active status. Renewal hours must be obtained from
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continuing education events that are at least 2 hours in length. Continuing education
events that award less than 2 hours will only be accepted to meet renewal requirements
if they are part of a series or part of a conference. In addition, completion of the same
training/course more than once will not count towards renewal requirement unless it
has been more than 5 years since the training/course was originally completed.
Procedure: The Registry Coach will review trainer records to confirm renewal hours are
completed at the time of a training submission. Ten clock hours of continuing education are
required annually for trainer renewal. If trainers have not met the renewal requirements, their
status will be changed to Inactive. Once renewal requirements are met, the Registry Coach
will change the trainer’s status back to Active upon request.
Policy: Trainers are required to submit renewal documentation to The Registry.
Procedure: Required documentation to complete the renewal process must be submitted
electronically annually.
Trainer Benefits
Policy: The Palm Beach County Early Childhood Registry will provide specific benefits
to its trainer members.
Explanation: The Registry member benefits include but are not limited to the following:

Registry Approved Trainer Membership Certificate

A Trainer Professional Development Record, housed in The Registry database, that
identifies education, certifications, and completed trainings

An online Registry Training Calendar which links trainers and trainings, and lists each
trainer’s Registry approved trainings as a means to inform practitioners of local trainings

Documents the credibility and reliability of the design and delivery of training that meets
the quality assurance guidelines of the Registry

Webinars and online meetings to keep trainers current on training design and delivery

Virtual Community of Practice
Part III: Palm Beach County Registry Approved Training
The Registry training approval process was developed under the guidance of the Registry Trainer
and Training Advisory Committee to meet the requirements of The Palm Beach County Early
Childhood Registry.
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The guiding principles for Training Approval are as follows:
I. Training approval is a supportive process that assures quality standards for training and
provides assistance in meeting standards.
II. The key to quality early care and education programs lies in an effective on-going process of
professional development.
•
Training shall be coherent, cumulative, comprehensive, and integrate with the identified
core knowledge areas.
•
Training needs to be identified by core knowledge area, content, specific objectives, Tiers
of training and specialty areas so that trainers can plan and potential participants can identify
offerings appropriate to their needs.
•
Training is designed based on the needs, values, and goals of participants.
•
Training is based on developmentally and culturally appropriate practice and research
based theories of child development which are understood by participants and directly linked to
practical implementation.
•
Training is designed so that knowledge and competencies can be realistically used in the
participant's work, including all early childhood practitioners, support staff and management.
•
Training provides for the acquisition of new knowledge and updating of knowledge and
skills. This demonstration of knowledge and skills shall be determined by the trainer.
III. The use of sound practices of adult learning encourages participants to seek and use
knowledge.
•
Adults learn best when new information validates and builds on their prior knowledge
and experience.
•
Adults are more motivated to learn if they are active participants in the learning process
and viewed as a partner with the trainer in the learning experience.
•
Adults are concerned with actual practice and want to apply their learning to
present/personal situations where opportunities for learning are rooted in a problem-solving
context.
•
Adults benefit from training designed to contribute to their self-esteem and personal, as
well as, professional growth.
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IV. Training must maintain a strong commitment to recognize diversity among trainers,
practitioners, children, families, and settings.
•
Training is accessible (location, day/time, modes of delivery).
•
Training provides opportunities for participants to increase their ability to implement new
skills within the context of individual family differences and values, such as, cultural
perspectives, family configurations and parenting styles.
•
Training acknowledges that learners have varying abilities. Training provides information
for individualizing, making accommodations and accessing resources.
•
Training recognizes that prejudice or stereotyping is unacceptable.
Policy: Training approval is voluntary.
Procedure: The Registry reviews training to ensure the following criteria are met: (a) training
content supports/aligns with core competencies, (b) meets training standards, (c) supports child
standards, and (d) is designed to encourage demonstration of outcomes in the workplace.
Policy: Regionally approved college credit courses or those courses which are listed on the
State Common Course Numbering System (SCNS) are not considered training and
therefore do not need to follow the training approval process.
Registry Training Approval Designations
Policy: Registry trainings will fall within one of three designations: Registry Approved Tier
l Training, Registry Approved Training or Registry Verified Training as defined by The
Registry. A Grievance Process has been established to hear disagreements and to ensure
fair and equitable determinations. (See Part V, Oversight)
Explanation:
 Registry Approved Tier I Training is approved training that is at Tier I of the Florida
Core Competencies for Early Child Care Practitioners. This training designation denotes
entry level training, which does not count towards benchmarks or pathways, but can be
used for licensing annual in-service training requirements. Registry Approved Tier I
training is not SEEK scholarship eligible.

Registry Approved Training is approved training that is at Tier II, Tier III and/or Tier IV
of the Florida Core Competencies for Early Child Care Practitioners.
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All Registry Approved Training must be delivered by a Registry Approved Trainer. Registry
Approved Training supports success in college credit coursework. Registry Approved
Training characteristics include the following:

A minimum of 2 sessions, at least 2 hours in length per session, totaling a
minimum of 4 hours, with sufficient time between sessions to demonstrate
transfer of learning to the workplace

Submitted in a format that meets the requirements of Outcomes Driven Training
and contains the following elements:
o Goal sheet supporting core competencies and child standards
o Clear identification of outcomes and objectives
o Detailed training agenda including concepts to be addressed, presentation
methods and activities, timing of each segment of training and materials to
be used (PACES or similar format)
o Implementation plan or similar assignment supporting transfer of
knowledge from the training session to the workplace
o Knowledge and skills assessment to document participants’ knowledge
gains as a result of the training session

Provides knowledge and skills to support college credit coursework

Builds reading, writing, and thinking skills

Adheres to Florida Trainer Competencies and Training Standards in the five
content areas: Professionalism, Learning Environment, Presentation, Instruction,
and Assessment

Addresses Florida Core Competencies for Early Care and Education
Practitioners
OR

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Is Registry pre-approved training delivered using either Core Knowledge Area
Standardized Training Modules or Center Trainer Modules. Center Trainer
Modules must be completed in a series of two modules to be considered Registry
approved training. The two modules must be completed within thirty (30)
calendar days. Center Trainer Modules delivered as a single session will be
considered Registry Verified training.

Registry Verified Training is training that can be used to meet licensing annual in-service
training requirements and/or is training that is content specific. Registry Verified
Training provides a foundation to those beginning their professional development
experience. Registry Verified Training characteristics include the following:
o Must be a minimum of 2 hours
o
Provides basic knowledge and skills to support movement to advanced trainings
Procedure: A Quality Assurance Coordinator will review all training documentation submitted
for approval to determine designation and approval status based on the above criteria.
Registry Training Approval Submission Process
Policy: Registry approved training may only be delivered by a Registry approved trainer.
Explanation: Any Registry approved trainer can submit training to The Registry for training
approval. Training event approval involves Registry approval of both the training event and the
trainer responsible for delivering the event. As well, only those trainers who have satisfactorily
completed the required Registry training series and renewal requirements will be authorized to
submit a training event for approval. Mandatory training required of Registry approved trainers
(outlined above) ensures that trainers understand how to submit training events for approval, the
standards required of training, and the importance of linking training to specific core
competencies.
Policy: Documentation to be submitted for training approval will depend on training
classification: Registry Approved or Registry Verified.
Procedure: The type of supporting documentation that is required for training review will
depend on the training’s classification: either as Registry Verified Training or Registry Approved
Training. The online Training Approval Request Form (TARF) can be found on the secure
Trainer page after login at www.pbcregistry.org. Separate Training Approval Request Forms are
required to be submitted for each training event. The form must be completed electronically, and
supporting documentation faxed or emailed to ecregistry@palmbeachstate.edu. All submitted
documents will not be returned to sender; rather, these documents will be kept on file at the
Registry.
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Policy: Quality Assurance Coordinators have the authority to approve or disapprove
training for Registry approval, but once a training plan is approved that approval is for a
period of 3 years.
Explanation: Quality Assurance Coordinators are individuals employed by the Registry to
ensure that Registry approved training is credible and reliable, and that knowledge and skills
gained in training can successfully transfer to the workplace. These Coordinators are responsible
for reviewing training plans for Registry approval, and providing technical assistance to training
developers where necessary. As well, they are responsible for observing training sessions, either
face-to-face or through electronic means, and assessing the trainer and training based on the
competencies and standards outlined in the Trainer – Training Qualifications and Standards
document. A minimum of two hours of training will be observed per each Registry approved
trainer.
Policy: Registry Verified Trainings are foundation trainings that are not considered
Registry Approved Training.
Explanation: Registry Verified Trainings are trainings that provide practitioners with the
foundation needed to be successful once they begin movement along the Career Pathway. These
Verified Trainings might include but are not limited to: trainings to meet annual inservice/licensing requirements or trainings in a specialized area such as First Aid/CPR, legal
procedures, or grant writing, trainings offered by the Florida Department of Children and
Families, the Florida Department of Education, and trainings provided at conferences.
Policy: Core Knowledge Area Standardized Training Modules and Center Trainer
Modules are pre-approved as Registry Approved Training
Explanation: The Core Knowledge Area Standardized Training Modules are available for use
by Registry approved trainers II and above. Center Trainer Modules are available for use by
Registry approved Center Trainers. Center Trainer Modules must be completed in a series of
two modules to be considered Registry approved. The two modules must be completed within
thirty (30) calendar days. Center Trainer Modules delivered as a single session will be
considered Registry verified training.
Policy: Registry Approved Training must adhere to the requirements for quality as
identified in the Outcomes Driven Training course.
Procedure: For training that is not pre-approved, the following required documents must be
submitted for training approval in addition to the TARF. The forms to complete these
requirements are provided through Outcomes Driven Training and are available on the Registry
website (www.pbcregistry.org) under Forms.
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





A Goal Sheet for each individual training session of the series (for example, if
there are 2 sessions, then two Goal Sheets must be submitted)
Indication on the Goal Sheet of addressing one core competency per 2 hours of
training, as stated in the Florida Core Competencies for Early Care and
Education Practitioners
PACES* for each training session of the series (for example, if there are 2
sessions, then two PACES must be submitted). PACES is Preview, Activate,
Content, Exercise, and Summary, and is reviewed and practiced in the Outcomes
Driven Training (ODT) course (available online).
Handouts for each session
PowerPoint for each session (if applicable)
Assessments to include (1) An implementation plan or similar assignment, one for
each training session, aside from the last session (2) A pre-approved knowledge
and skills assessment to cover entire training (3) An evaluation to cover entire
training and that reflects the 5 Standards identified in the Florida Trainer
Qualifications & Competencies and Training Standards document: Presentation,
Learning Environment, Professionalism, Instruction, Assessment.
Please Note: The number of participants for Registry Approved Training events is limited to a
maximum of 30 per Registry Approved trainer, unless approval for over 30 participants has been
received in writing from the Registry prior to training delivery. Requests for more than 30
participants per trainer will be considered on a case-by-case basis by the Registry Advisory
Committee and all requests must be submitted in writing along with the date/time/location
submission.
Policy: For Full Time Early Childhood College Credit Instructors, required documents to
be submitted for training approval in addition to the TARF are as follows:
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
A detailed training agenda indicating the Core Knowledge Area and Tier of the
Core Competencies addressed, an explanation of how participants’ knowledge
will be assessed and what types of homework assignments will be used to support
transfer of learning to the workplace.

The training must be a minimum of 2 sessions, at least 2 hours in length per
session, totaling a minimum of 4 hours.

Registry Submission is required to follow the Registry Training Review Process
Timeline outlined on page 25 of this document
Registry Approval for Online and Mixed Delivery Pathway Training
Policy: Online and mixed delivery Pathway trainings must be submitted for approval prior
to posting on the Training Calendar.
Policy: Online and mixed-delivery Pathway trainings must meet the basic training
approval requirements of the Registry as well as those necessary to meet learning
management system requirements, such as Blackboard.
Explanation: Trainings that are designated online or mixed-delivery must meet the basic
training approval requirements as identified in The Registry Training Review Process Timeline
Section of this document. In addition, the following online requirements must be met. These
requirements support a learning management system, such as Blackboard.




For every instructional hour that would occur in a face-to-face training, an
equal hour of online instruction/activity must be provided
The total number of hours to complete a training on line must equal the total
hours it would take to complete the same training, face-to-face
Frequent participant feedback, through discussion and assessments, must be
provided to inform participants of their progress. Instructional content must be
organized in a “lesson” format, including the elements of the Goal/PACES
format
The training must include the following: trainer and participant interaction and
participant to participant interaction through discussion and contribution to
discussions, tests and quizzes and other assessments, assignments including
implementation plans, instructional supports including presentations,
handouts, links to resources, and course enhancements such as voiceover,
video and scripted discussions
For review purposes, this type of training must be open and available for a Quality Assurance
Coordinator to view
Registry Training Review Process Timeline
Policy: A trainer must electronically submit all required training documents to the
Registry before approval can be considered.
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Procedure: There are a number of steps that a training submission must follow to gain Registry
approval. The submission process is as follows:
Step 1. The trainer accesses the Training Approval Request Form (TARF) via their
trainer log-in on the Registry website (www.pbcregistry.org). The online TARF
submission process will be reviewed in depth during the Registry Trainer Information
Technology Session. Once the TARF is complete and submitted online, the required
supporting documentation (outlined in the preceding policy) must be submitted
electronically to the Registry at ecregistry@palmbeachstate.edu. Please note: The date,
time and location of the event cannot be submitted and should not be advertised until the
training plan has been pre-approved. Once the TARF and all required paperwork are
submitted, the training will be provided an identification number and the trainer will be
assigned a Quality Assurance Coordinator who will be responsible for ensuring that the
training meets all requirements of the Registry and that the trainer meets the
qualifications to instruct the training. The trainer and training are pre-approved as a pair;
the training event must meet Registry training approval requirements and the trainer must
have the requisite qualifications to deliver that particular training.
Step 2. There are specific documents that the Quality Assurance Coordinator will need
to process a training event. The trainer is responsible for submitting all documentation
electronically to the Registry as outlined above. All required documents must be
submitted to the Registry in order for the training to be assigned a Quality Assurance
Coordinator for Registry approval. If required documentation as outlined above is
missing, the trainer will be contacted by The Registry, via email, within 10 business days
of submission. Once all the required documents are received, the training review process
will begin.
Step 3. A completed training packet is reviewed by a Quality Assurance Coordinator for
appropriate training design and delivery principles, within 10 business days of
submission. If a training plan needs revisions, a Quality Assurance Coordinator will
contact the trainer and offer technical assistance.
 Trainings that require revision should be returned to the Quality Assurance
Coordinator within 10 business days of the Quality Assurance Coordinator’s
contact for initial revision, and a second review will follow the same
procedure as outlined above. The Registry will be informed of the review
outcome, in writing, by the Quality Assurance Coordinator.
 The Palm Beach County Registry will notify the trainer, electronically, of the
outcome of the resubmission’s review.
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


If the training is deferred a second time because major revisions are required
(scoring 2 or 1 on the Training Plan Review Rubric), the training will be
denied.
Options for resources that might help a trainer complete the Registry Training
Approval Process will be provided to those trainers whose trainings are
denied. Such options might include pairing with a master trainer, observation
of a master trainer, coaching by a training designer, or participation in
additional train-the-trainer courses.
Training reviews will be documented and all paperwork kept in an electronic
file by the Palm Beach County Registry.
Step 4.Once the training plan has been reviewed and pre-approved, the trainer will
receive an email stating that the Registry has pre-approved the training. At this time, the
trainer will be able to log-in and submit the date, time and location of the training event.
The training date, time and location must be submitted electronically via the trainer’s login at least 45 days prior to the first training session if SEEK scholarship is to be available
to participants. If SEEK scholarship is not available to participants, the training date, time
and location must be submitted at least 15 days prior to the first training session.
Step 5. After the date, time and location has been submitted and approved, the trainer
will receive an email stating that the Registry has approved the training event and a letter
will be sent to the trainer confirming the approval of the training event.
Step 6. All required end of training documentation should be submitted electronically to
the Registry at ecregistry@palmbeachstate.edu or via fax to (561) 868-7042 within 10
business days of the final training session. This documentation includes: sign-in sheets
for each training session, a completers list or final grade report (if applicable),
completed/graded implementation plan rubrics, knowledge and skills assessments and
evaluations.
Registry Training Attendance and Completion
Policy: Sign-in sheets are required for each training session (i.e., if the training has
three sessions, then three sign-in sheets are required) and all participants are
required to sign in to each training session.
Explanation: The Registry encourages 100% participant attendance to Registry
approved training in order to receive a certificate of completion for the training.
Exceptions to this policy could include: an absence due to an extreme situation (for
example: death of an immediate relative, serious illness of self or immediate relative, or
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other officially documented emergency situations). In these instances, the Registry
suggests that participants be required to complete a makeup assignment that is equivalent
to the missed training time. Issues with attendance/signing-in/unexcused absences for
Registry approved training events are the responsibility of the trainer, and the Registry
will not mitigate trainer/participant disagreements related to these issues. The Registry
requires that all training announcements clearly disclose attendance requirements and that
trainers make participants aware of the requirements again at the initial training session.
Policy: Implementation Plans must be fully completed by participants and
scored/graded by trainers. Implementation Plan Rubrics must be submitted to the
Registry.
Explanation: Participants must complete all implementation plans and return to the
trainer for scoring/grading. All trainers must score/grade each implementation plan and
provide feedback to participants using the rubric and scoring directions provided on the
last page of the implementation plan.
Policy: A completers list, indicating those participants that have met the
requirements to successfully complete the training, must be submitted at the end of
the training series.
Explanation: Participants who successfully complete all of the outlined requirements of
the training, including but not limited to: attendance and sign-in at all sessions,
completion of all required assignments including implementation plans, knowledge and
skills assessments and evaluations, should be listed as a completer, or be given a grade of
“S” on the grade report.
Part IV: Quality Assurance of Trainer and Trainings
Trainer/Training Evaluation Process
Policy: All trainings submitted to The Registry will be subject to evaluation using
the Training Plan Review Rubric. (See Attachment B, Training Plan Review Rubric)
Explanation: Trainings submitted to the Registry will be subject to an evaluation of
design components. Assessment of the training design is scored according to the Training
Plan Review Rubric. The Training Plan Review Rubric is based on the components
addressed in Outcomes Driven Training including but not limited to: Goal,
Outcomes/Objectives, Core Competencies, Preview, Activate Prior Knowledge, Content,
Exercise, Summary, Overall Training Elements, Materials, Implementation Plans, and
Gains Survey.
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Policy: Technical assistance will be available to aid in the revision of trainings not
meeting the requirements for Registry approval.
Explanation: A five point rating scale is applied during training review, with a score of 1
indicating there is inadequate evidence of meeting a specific training plan requirement
and a score of 5 indicating there is sufficient evidence of meeting a specific training plan
requirement. (See Attachment C, Quality Assurance Training Plan Feedback form)
Technical assistance is available depending on the score, and through a variety of
delivery methods: email, phone, face-to-face, discussion boards, etc. Technical
assistance will follow the competencies set forth in the Florida Core Competencies for
Early Care and Education Technical Assistance Specialist. Technical assistance will be
documented by the Quality Assurance Coordinator. If the training is deferred a second
time because major revisions are required (scoring 2 or 1 on the Training Plan Review
Rubric), the training will be denied.
Policy: Trainers and trainings will be subject to at least one observation.
Explanation: Trainers and trainings that have been approved by the Palm Beach County
Registry will be subject to a minimum of one observation, a minimum of 2 hours in
length, that will occur either face-to-face or via a video clip submitted to a Registry
Quality Assurance Coordinator upon request. Observations will be randomly selected.
Trainers will be contacted a minimum of 10 business days prior to the beginning of a
training series. They will have the option of being observed face-to-face or submit a
video. If the video clip option is chosen the trainer must provide The Registry with a
video clip demonstrating pre-identified areas of evaluation. This video clip must be
postmarked 5 business days following the completion of the training, and to be mailed to
The Registry. The trainer is responsible for photo releases for all participants captured in
the video.
Assessment of the training delivery is scored according to the Quality Assurance Trainer
Observation Assessment (QATO). (See Attachment D-1, Quality Assurance Trainer
Observation Assessment: for observers). A QATO for those individuals being observed
is also available so that all trainers are aware of the tool and its focus. (See Attachment
D-2, Quality Assurance Trainer Observation Assessment: for trainers) The QATO is
based on the five content areas of the Florida Trainer Qualifications & Competencies
and Florida Training Standards document.
A six point rating scale is applied, with 0 indicating no evidence of meeting a specific
trainer competency and 5 indicating substantial evidence of meeting a specific trainer
competency. Feedback is available depending on the score, and through a variety of
delivery methods: email, phone, face-to-face, discussion boards, etc. (See Attachment E,
QATO Summary Report). Re-observation may be required. If so, technical assistance
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will be documented. (See Attachment F, QATO Action Plan) If technical assistance is
needed, it will follow the competencies set forth in the Florida Core Competencies for
Early Care and Education Technical Assistance Specialist. Technical Assistance will be
documented by the Quality Assurance Coordinator.
Part V. Oversight
The Palm Beach County Early Childhood Registry Advisory Committee
Policy: The Registry Advisory Committee safeguards The Registry’s Quality Assurance
System for Trainers and Trainings.
Explanation: The Registry Advisory Committee is the body that oversees the approval process
of trainers and trainings.
Procedure: The Advisory Committee is comprised of seven members of Palm Beach
County Early Childhood Education community. Guidelines are as follows:
 Membership is set at seven volunteers who are asked to serve for one year.
 A quorum must be in attendance to convene the meeting. The quorum is at least
five committee members. Meetings can occur via electronic means.
 The Advisory Committee meets quarterly (January, April, July, October), with
specific dates identified at the first meeting of a new fiscal year. The Registry is
responsible for calling the first meeting of each new fiscal year.
 If an urgent matter arises, a special meeting may be called prior to the scheduled
dates.
 If an Advisory Committee member misses two meetings, The Registry will
contact the Committee member regarding continuation of service.
 A Registry staff member will be responsible for scribing the minutes.
 Representatives cannot replace Advisory Committee members who cannot attend.
 If an Advisory Committee member resigns, the Palm Beach County Early
Childhood Registry will assign a replacement.
The Advisory Committee is responsible for the following:
 Oversight of the Trainer and Training policies and procedures of the Registry.
 Oversight of the Trainer and Training Registry approval process including review
and modification of documents and requirements.
 Oversight of the Trainer and Training assessment process including criteria for
qualifications and observations
 Oversight of the grievance process for Trainer and Training approva
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The Grievance Process
Policy: The Registry provides a formal grievance process open to all individuals facing a
dispute regarding the Registry’s Trainer and Training policies and procedures.
Explanation: The Registry sets the standard for excellence in trainers and training in Palm
Beach County. To ensure this quality of trainers and trainings, the Registry reserves the right to
determine trainer qualifications and the adequacy of training plans.
Procedure: Should an individual question Registry determinations, an appeals process is
available through the Advisory Committee. Informal resolution is strongly urged; however, if
such an informal resolution cannot be met, a formal petition can be made to the Registry
Advisory Committee. The Registry believes that an effective complaint and appeals process
helps individuals, the Registry and the Quality Assurance Department to achieve a fair and
objective resolution when disputes arise.
Appeals can be made by trainers for decisions based on:

Trainer Status

Training Plan Approval

Trainer and Training Assessment

The meeting of Registry Policies and Procedures
Informal Resolutions
The Registry encourages trainers to seek informal resolutions. As such, the Registry staff is
available personally to discuss the appeal and to review all pertinent documentation to work
toward resolving the problem, informally. Response to trainers will be within 10 business days of
receipt of request for informal discussion for resolution.
The Registry phone: (561) 868-3671
The Registry email: ecregistry@palmbeachstate.edu
Formal Resolutions
If a resolution cannot be met after the informal path has been exhausted, a trainer may submit a
formal petition to the Registry Advisory Committee in writing. Formal appeals follow the
process outlined below.
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Level 1: Written Appeal
Any trainer seeking a formal resolution is required to submit the request in writing to the
Registry Advisory Committee within 10 business days following the receipt of a denial or
incident that has occurred. The request must include a letter of appeal and documentation
detailing concerns. Throughout the review, which can take place face-to-face or through
electronic means, the committee may request, in writing, additional information from the
applicant in order to make a decision on the appeal. This additional documentation is to
be received by the Advisory Committee within 5 business days of the request of the
committee. If the additional documentation is not received within that time period, the
appeal will automatically be denied. The committee will meet within 20 business days of
receipt of all required materials to review the appeal and make a decision as outlined
below:
Once all documentation is received and reviewed, the Registry Advisory Committee will
either:
 Grant the appeal. The Registry will notify the trainer, in writing, within 20
business days of review.
 Grant the appeal with specific requirements. The Registry will notify the trainer,
in writing, within 20 business days of review.
 Deny the appeal. The Registry will notify the trainer, in writing, within 20
business days of review.
All written appeals must be submitted via certified mail to:
Palm Beach State College
The Registry Advisory Committee
812 Fern Street
West Palm Beach, FL 33401
Level 2: In-person Appeal
If a trainer questions the decision of the Registry Advisory Committee, a request for an
in-person appeal can be made in writing to the Registry Advisory Committee. The trainer
is required again to complete a letter of appeal indicating the objection to the
Committee’s decision, and may include any documentation detailing concerns and/or
supporting the appeal. The request is to be received within 10 business days of receipt of
the Committee’s initial decision.
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All written appeals must be submitted via certified mail to:
Palm Beach State College
The Registry Advisory Committee
812 Fern Street
West Palm Beach, FL 33401
Once the appeal form and letter of explanation are received, they will be reviewed for
completeness and accuracy by The Registry staff. If documentation is complete, it will
be forwarded to the Registry Advisory Committee for review. Within 20 business days of
the in-person appeal request, the applicant will receive written notification of the date,
time and location of the next quarterly Registry Advisory Committee meeting in order for
him/her to appeal. If the applicant does not attend the scheduled meeting, the appeal will
be denied, and the applicant will be notified in writing within 5 business days.
Part VI. The Registry Training Calendar
The Registry Training Calendar identifies non-college credit Registry approved training
events that support the requirements of: licensing, credentials/certificates and Quality
Counts professional development benchmarks. The calendar is located at
http://www.pbcregistry.org/index.php/pbsc/calendar.
Policy: The Calendar only lists trainings that are Registry approved and that are
provided by Registry approved trainers.
Explanation: The Calendar can be searched according to keyword, training location,
date range, or core knowledge area.
Part VII: Definitions
Adult Learning - Adult learning refers to how adults learn and process information.
Career Pathway Training - Registry approved training that provides practitioners with the
knowledge and skills needed to be successful when they move into college credit coursework.
These Career Pathway Trainings either can be originally designed by training developers or be
pre-approved training delivered using Florida Core Knowledge Area Standardized Training
Modules.
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Communities of Practice Training - provides instruction for the infusion and support of the
characteristics of Communities of Practice within the design of Palm Beach County Career
Pathway Training. Trainers will learn facilitative leadership skills developed by the National
School Reform Faculty (NSRF). The leadership skills will provide a structure to promote adult
learning that is directly linked to workplace outcomes.
Content Expert - A trainer who does training in specialty areas such as nursing, law, business
management, etc., must (a) hold a relevant professional license and/ or a bachelor’s degree
related to the specialty area and/or hold a specialized credential (specialty should be beneficial to
the child care workforce, such as a certificate to train in a special curriculum such as High/Scope
or in using assessment tools and processes such as the case is with CLASS); (b) has a minimum
of 3 years of experience within the specialization.
Early Care and Education/Child Development Degree - Refers to the major of study in a degree
program. A degree or major in early childhood education or child development is recommended
for trainers/practitioners.
Goal Sheet - the first piece of the Registry Approved Training submission based on the
Outcomes Driven Training format that identifies the logistics of the training, Goal of the training
session, Core Competencies addressed, Child Standards covered, Workplace Outcomes and
Training Objectives.
Outcomes Driven Training (ODT) - is a face-to-face or online course that teaches backward
design theory, and advocates for a training design (Goal and PACES and varied assessments)
that results in demonstration and achievement of intended outcomes.
Outcomes Driven Training Facilitator - a trainer who has completed the Outcomes Driven
Training Facilitator Training Program and who meets the requirements of the Registry, and is
able to teach the standard Outcomes Driven Training course.
PACES - a piece of the Registry approved training submission based on the Outcomes Driven
Training format that identifies the training plan to include the Preview, Activate Prior
Knowledge, Content, Exercise, and Summary. PACES is reviewed and practiced in the
Outcomes Driven Training (ODT) course.
Palm Beach County Career Pathway - a central component to Palm Beach County’s professional
development system. It has been designed to provide options for the early care and education
workforce to participate in credit and non-credit coursework based on common content that is
organized in the Florida Core Competencies for Early Care and Education Practitioner. The
Palm Beach County Career Pathway, which has clearly identified achievement points, moves
practitioners along a coordinated and sequential route that leads to qualifications, credentials, and
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college degrees. It is designed to meet the needs of practitioners in different roles and at different
places in their professional development. Specifically, a practitioner can choose from three
options to move along the Career Pathway: college credit coursework, non-college credit
coursework, or a combination of the two. Although not to be assumed equivalent pathways, all
three choices will provide a practitioner with a progression of knowledge and skills needed to
create healthy learning environments for children. Articulation may occur at certain points, and
through certain colleges; but, placement on any step of the career pathway is no guarantee of
articulation to another pathway on the same step.
Palm Beach County Professional Development Steering Committee - A group of stakeholders
from across the county who meet regularly to oversee the design of the professional development
system.
Palm Beach County Registry Training Calendar - an interactive calendar that will list face-toface, hybrid, and online Registry approved trainings for Palm Beach County. The Calendar can
be queried according to keyword, training location, date range, or core knowledge area.
Quality Assurance Coordinator - Staff member who is responsible for ensuring that Palm Beach
County Registry approved training is credible and reliable, and that knowledge and skills gained
in training can successfully transfer to the workplace. These Coordinators are responsible for
reviewing training plans for Registry approval, providing technical assistance to training
developers where necessary and observing training sessions, either face-to-face or through video
supplied by the trainers, and assessing the trainer and training based on the competencies and
standards outlined in the Florida Trainer Qualifications & Competencies and Training
Standards document
Quality Assurance System- an approval process that drives the quality and accountability of
trainers. As well, it is designed to ensure quality, and the accuracy and relevancy of content of
non-college credit training received by Palm Beach County Early Child Care and Education
practitioners.
Quality Assurance Trainer Observation (QATO) - the tool used to assess trainer and training
delivery. The QATO is based on the five content areas of the Florida Trainer Qualifications &
Competencies and Florida Training Standards document.
Registry Approval Committee - the body that oversees the approval process of trainers and
trainings. Its purpose is to safeguard the Palm Beach County Registry’s Quality Assurance
System for Trainers and Trainings. The Approval Committee is comprised of standing members
of the Palm Beach County Professional Development Steering Committee and representatives of
the early care and education workforce.
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Registry Approved Trainer - person who provides Registry approved professional development
trainings. They are classified in seven levels: Center Trainer, Trainer I, Trainer II, Trainer III,
Content Expert, Outcomes Driven Training Facilitator and Full Time Early Childhood College
Credit Instructor . Each level is based on education, required training, and experience. The type
and Tier of Registry approved training that a Registry approved trainer can deliver is based on
these qualifications. An approved trainer level corresponds to one of the four core competency
Tiers identified in The Florida Core Competencies for Early Care and Education Practitioners
document. Trainers support Palm Beach County’s Professional Development System for Early
Childhood Educators and promote quality training opportunities that encourage practitioner's
movement along an articulated career pathway.
Registry Approved Tier I Training - is entry level training that is at Tier I of the Florida Core
Competencies for Early Child Care Practitioners document. This training can be delivered by a
Trainer I, Trainer II or Trainer III as identified in the Florida Trainer Competencies and
Training Standards document. This training is multi-session with specific knowledge and skills
assessments and implementation plans required. This training can be used to meet licensing
annual in-service requirements. This training is not Career Pathway or benchmark eligible.
Registry Approved Training- is training that is at Tier 2, Tier 3 and 4 of the Florida Core
Competencies for Early Child Care Practitioners document. This training can be delivered by a
Trainer II and Trainer III as identified in the Florida Trainer Competencies and Training
Standards document. This training is multi-session with specific knowledge and skills
assessments and implementation plans required. This type of training supports success in college
credit coursework
Registry Coach - Staff member who is responsible for reviewing and verifying trainer/training
approval documents and for qualifying trainers as Center Trainer, Trainer I, Trainer II, Trainer
III, Content Expert, or Outcomes Driven Training Facilitator.
Registry Information Technology (IT) Session - This face-to-face or phone/web based session is
an introduction to the Palm Beach County Early Childhood Registry and its offerings to trainers.
It provides a step-by-step guide on how to login and use the online Registry training approval
system to submit trainings for approval. This session is required of all trainers, at all levels.
Registry Verified Training - training that meets in-service training requirements, and/or is
training that is content specific. This training can be used to meet licensing annual in-service
requirements. This training is not Career Pathway or benchmark eligible.
The Florida Core Competencies for Early Care and Education Practitioners - this document
identifies the knowledge and skills that practitioners need to know and be able to do to create
successful and healthy learning environments for children, and identifies the attributes needed to
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work effectively with young children and their families. It is these core competencies that create
the main support of the professional development system through ongoing and systematic
standards. These standards create a sequential path, from entry level through college degrees.
The Florida Trainer Qualifications & Competencies and the Florida Training Standards, an
outgrowth of the Florida Core Competencies for the Early Care and Education Practitioners ensure that professional development trainings address these competencies through quality
instruction that focuses on the needs of the early child care and education workforce and the
goals of their programs. A Trainer and Training Approval System, supported by these
competencies and standards will continue the effort to build a comprehensive and effective
system of education and training for the early childhood workforce, and will serve to ensure that
early childhood practitioners are provided with high quality training experiences as they pursue
their professional development goals
Trainer Approval Series - the courses trainers are required* to successfully complete to become a
Registry approved Trainer. The series includes: Trainer Approval Series Online: An
Introduction; Outcomes Driven Training (ODT); Registry Information Technology (IT) Session.
*Per their level/designation.
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Part VII: Appendix
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ATTACHMENT
A
Professional Development System Components
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Like a tree, a professional development system is a dynamic arrangement of interdependent elements. The trunk of core knowledge provides the central foundation for the
entire system. It upholds the quality assurance branch; the qualifications, credentials, and pathways branch; and the leaves of access and outreach, which extend to
all sectors of the early care and education workforce. The roots of funding provide the essential monetary support for practitioners to attend professional development
activities and be compensated for increased professional development.
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Core Knowledge


Core knowledge: The central concepts that adults who work with young children need to know and understand to facilitate children’s learning and development, which are
linked to early learning guidelines.
Core competencies: The central range of observable skills that adults who work with young children need to facilitate children’s learning and development, which are linked
to early learning guidelines.
Access and Outreach






Vision and mission statements, and guiding principles.
Online databases of training and education opportunities.
o Training calendars: Published lists of trainings for personnel, which generally include short descriptions, locations, dates, and times of training sessions.
o Directories of college degree programs.
Career development advising: The process of informing individuals about entry and continuing education requirements for professional roles in the field and helping them
assess current qualifications, identify education resources, and plan career advancement, while paying attention to cultural and linguistic frameworks.
Continuum of individual and group supports:
o Orientations to the early childhood field, regulations, standards, or programs.
o Mentoring and coaching programs.
o Peer support groups.
o Leadership development.
o General skills and education supports (e.g., bilingual education and literacy, computer, math skill building, etc.).
Multiple professional development delivery methods:
o Onsite, community-based, and higher education/campus-based delivery.
o Mobile units.
o Distance learning.
o Courses as modularized workshops (i.e., credit-bearing courses that are developed into a set of related workshops).
o Internships, assistantships, and apprenticeships.
o Hotlines, warm lines, help desks.
o Technical assistance.
Public engagement efforts/initiatives.
Qualifications, Credentials, and Pathways



Pre-service requirements: Minimum qualifications that staff are required to have prior to assuming their positions.
Continuing education requirements: Ongoing trainings that staff are required to obtain to remain in their positions.
Career lattice: Levels of mastery connected to a progression of roles in the field.
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

Credentials: Documents certifying that an individual has met a defined set of requirements set forth by the grantor of the credential, usually related to skills and knowledge,
and may include demonstrations of competence.
Pathways leading to qualifications, degrees, and credentials:
o Articulation agreements.
o Training registries: Databases that track all completed personnel training.
o Credit-bearing workshops and training series.
o Credit for prior learning: Systems used by institutions of higher education for granting credit for learning acquired through life and/or work experiences.
Funding



Financial aid and scholarships.
Compensation/retention initiatives: Strategies for increasing compensation to retain qualified personnel, and linking increases in qualifications to increases in compensation.
Program quality awards (these may be part of a quality rating system):
o Tiered reimbursement systems: Methods for increasing payment rates based on quality in the State or Territory’s child care subsidy system).
o Tiered quality rewards: Direct payments based on quality not tied to State/Territory child care subsidies.
Quality Assurance




Approval processes:
o Trainer approval (i.e., standards and registries): Sets of standards and qualifications for those who offer training, or registries that track trainer qualifications and
standards they have met.
o Training approval: Sets of standards that trainings must meet, usually linked to core knowledge and principles of adult learning.
Evaluation processes: Built into each element and/or component and the overall system; an iterative process.
Monitoring processes: Monitoring adherence to staff qualification and professional development requirements specified in licensing regulations, program or funding
standards, accreditation, etc.
Accreditation.
National Child Care Information and Technical Assistance Center
10530 Rosehaven St., Suite 400 • Fairfax, VA 22030 | Phone: (800) 616-2242 • Fax: (800) 716-2242 • TTY: (800) 516-2242
NCCIC is a service of the Child Care Bureau (CCB), Office of Family Assistance (OFA), Administration for Children and Families(ACF), U.S. Department of Health & Human Services
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ATTACHMENT
B
Bloom's Taxonomy
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Bloom’s Taxonomy is a classification of levels of intellectual behavior important in learning. There are six
levels, moving from simple to complex, with each lower level needing mastery before moving on to the higher
level.
Higher Order Thinking Skills
Evaluates: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports.
Synthesizes: categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
Analyzes: breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates, selects, separates.
Applies changes, computes, constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses, employs, illustrates, schedules….
Comprehends: understands, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives examples, infers,
interprets, paraphrases, predicts, rewrites, summarizes,
translates.
Knows: defines, describes, identifies, labels, lists, matches,
names, outlines, recalls, recognizes, reproduces, selects, states.
Lower Order Thinking Skills
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ATTACHMENT
C
Trainer Qualifications
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*All degrees must be from regionally accredited institutions of higher learning or from or nationally accredited institutions that participate in the Common Course Numbering System
Trainer
Outcomes Driven Training
Center Trainer
Trainer I
Trainer II
Trainer III
Content Expert
Qualifications:
Facilitator
Approved to
Deliver
Center Trainer
Modules
Registry Approved
Tier I TRAINING
Registry Approved TRAINING
Registry Approved
TRAINING
Outcomes Driven Training
Registry Verified TRAINING
Active DCF EC Staff
Credential
*Associate degree in
ECE/CD or Education
with one of the
following
*Bachelor’s degree in ECE/CD
or Education with one of the
following:
*Graduate degree
including 18
graduate credits in
Education or
Related Field
*Associate degree w/ 5 years of
training experience
Relevant professional
license
or
or
*Bachelor’s degree with 4 years
training experience
Specialized credential
-6 credits in ECE/CD
Education
-9 credits in ECE/CD
or
or
or
-Active Florida ECE
Staff Credential
-Active Florida ECE Staff
Credential
or
*Graduate degree with 3 years
training experience
or
or
Certification to train in
specialized area (e.g.
High/Scope)
Certification to train in
specialized area (e.g. High
Scope)
Bachelor’s or higher
degree related to specialty
area
+Specialty area must be
beneficial to the child care
workforce
Train-theTrainer
Successfully
complete
Foundations of ODT
or Successfully
complete Registry
Trainer Approval
series
Successfully complete
Registry Trainer
Approval series
Successfully complete Registry
Trainer Approval series
Successfully
complete Registry
Trainer Approval
series
Successfully complete ODT for
Facilitators
N/A
Experience
Must be Director,
Assistant Director,
Curriculum Specialist
3 years in ECE field
2 years in ECE field
2 years in ECE field
3 years in ECE field
3 years in field of expertise
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Training Tiers
Approved to
Deliver
Center Training
Modules
Tier 1
Tiers 1 and 2
Tiers 1, 2, 3, and 4
Outcomes Driven Training
Tiers 1, 2, 3, and 4
Training
Renewal
Requirements
10 clock hours of
continuing education
in adult learning or
early care and
education
10 clock hours of
continuing education
in adult learning or
early care and
education
10 clock hours of continuing
education in adult learning or
early care and education
10 clock hours of
continuing
education in adult
learning or early
care and education
10 clock hours of continuing
education in adult learning or
early care and education
N/A
Renewal
requirements
verified upon
request for training
approval
Renewal requirements
verified upon request
for training approval
Renewal requirements
verified upon request for
training approval
Renewal
requirements
verified upon
request for training
approval
Renewal requirements verified
upon request for training
approval
N/A
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ATTACHMENT
D
Trainer Leveling Rubric
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Trainer
Qualifications:
Approved to Deliver
Center Trainer
o
Center Trainer Modules
Education
o
Active Florida DCF EC Staff Credential
Train-the-Trainer
o
Foundations of ODT
Experience
o
Hold the position of Director, Assistant Director or Curriculum Specialist
Training Levels
Approved to Deliver
o
Center Trainer Modules
Renewal Requirement
o
10 clock hours of continuing education related to the field. Verified upon training approval request
Core Knowledge Area Determination - N/A
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Trainer
Qualifications:
Approved to Deliver
o
Content Expert
Registry Verified Training
Education
o
Relevant Professional License/Specialized Credential
o
or
Bachelor's Degree related to Specialty Area
o
N/A
Experience
o
3 years in field of expertise
Training Levels
Approved to Deliver
o
Tier 1,2,3,and 4
Train-the-Trainer
Renewal Requirement
o
N/A
Specialized Area Determination:
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: Tier Level 1, 2, 3, 4
Trainer
Qualifications:
Approved to Deliver
o
Outcomes Driven Training Facilitator
Outcomes Driven Training
Education
o
Associate degree with 5 years of training experience
o
or
Bachelor's degree with 4 years of training experience
o
or
Graduate degree with 3 years of training experience
Train-the-Trainer
o
Outcomes Driven Training for Facilitators
Experience
o
3 years in ECE field
Training Levels
Approved to Deliver
o
Outcomes Driven Training
Renewal Requirement
o
10 clock hours of continuing education related to the field. Verified upon training approval request
Specialized Area Determination:
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Outcomes Driven Training
:Tier Level 1, 2, 3, 4
Trainer
Qualifications:
Approved to Deliver
Education
Trainer I
o
Registry Approved Tier I Training
o
Associate degree in ECE/CD or Education with one of the following:
o
6 credits in ECE/CD
o
or
Active Florida DCF EC Staff Credential
o
or
Certification to train in specialized area (e.g. High/Scope)
o
Successfully complete The Registry Trainer Approval Series
Experience
o
3 years in ECE field
Training Levels
Approved to Deliver
o
Tier 1
Renewal Requirement
o
10 clock hours of continuing education related to the field. Verified upon training approval request
Train-the-Trainer
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Core Knowledge Area Determination
Coursework/Credential
Assigned Core Knowledge Area
Tier Level
o
Active FL DCF EC Staff Credential
All Seven (7) Core Knowledge Areas
Tier 1
o
At least 3 ECE credits and/or 45 informal
training hours in Health, Safety and
Nutrition
At least 3 ECE or related field credits
and/or 45 informal training hours in
Child Development and Learning
Health, Safety and Nutrition
Tier 1
Child Development and Learning
Tier 1
Building Family and Community
Relationships
Tier 1
Teaching and Learning Environments and
Interactions
Tier 1
o
o
o
o
At least 3 ECE or credit and/or 45
informal training hours in Curriculum
Curriculum
Tier 1
o
At least 3 ECE credits and/or 45 informal
training hours in Observing,
Documenting, Screening, and Assessing
to Support Young Children and Their
Families
At least 3 ECE credits and/or 45 informal
training hours in Professionalism
Observing, Documenting, Screening, and
Assessing to Support Young Children and
Their Families
Tier 1
Professionalism
Tier 1
Certification to Train in specialized area
Specialized Area: __________________
Tier 1
o
o
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At least 3 ECE or related field credits
and/or 45 informal training hours in
Building Family and Community
Relationships
At least 3 ECE credits and/or 45 informal
training hours in Teaching and Learning
Environments and Interactions
Trainer
Qualifications:
Approved to Deliver
Education
Trainer ll
o
Registry Approved Training
o
Bachelor's degree in ECE/CD or Education with one of the following:
o
9 credits in ECE/CD
o
or
Active Florida DCF EC Staff Credential
o
or
Certification to train in specialized area (e.g. High/Scope)
o
Successfully complete The Registry Trainer Approval Series
Experience
o
2 years in ECE field
Training Levels
Approved to Deliver
o
Tiers 1, 2
Renewal Requirement
o
10 clock hours of continuing education related to the field. Verified upon training approval submission.
Train-the-Trainer
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Core Knowledge Area Determination
Coursework/Credential
Assigned Core Knowledge Area
Tier Level
o
Active FL DCF EC Staff Credential
All Seven (7) Core Knowledge Areas
Tier 1,2
o
At least 6 ECE credits and/or 90 informal
training hours in Health, Safety and
Nutrition
At least 6 ECE and/or 90 informal
training hours in Child Development and
Learning
Health, Safety and Nutrition
Tier 1,2
Child Development and Learning
Tier 1,2
o
o
At least 6 ECE and/or 90 informal
training hours in Building Family and
Community Relationships
Building Family and Community
Relationships
Tier 1,2
o
At least 6 ECE credits and/or 90 informal
training hours in Teaching and Learning
Environments and Interactions
Teaching and Learning Environments and
Interactions
Tier 1,2
o
At least 6 ECE or credit and/or 90
informal training hours in Curriculum
Curriculum
Tier 1,2
o
At least 6 ECE credits and/or 90 informal
training hours in Observing,
Documenting, Screening, and Assessing
to Support Young Children and Their
Families
At least 6 ECE credits and/or 90 informal
training hours in Professionalism
Observing, Documenting, Screening, and
Assessing to Support Young Children and
Their Families
Tier 1,2
Professionalism
Tier 1,2
Certification to Train in specialized area
Specialized Area: __________________
Tier 1,2
o
o
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Trainer
Qualifications:
Trainer lll
Approved to Deliver
o
Registry Approved Training
Education
o
Graduate degree
o
18 credits in ECE/CD or Education
Train-the-Trainer
o
Successfully complete The Registry Trainer Approval Series
Experience
o
2 years in ECE field
Training Tier(s)
Approved to Deliver
o
Tiers 1, 2, 3 and 4
Renewal Requirement
o
10 clock hours of continuing education related to the field. Verified upon training approval submission.
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Core Knowledge Area Determination
Coursework/Credential
Assigned Core Knowledge Area
Tier
o
Active FL DCF EC Staff Credential
All Seven (7) Core Knowledge Areas
Tier 1,2,3,4
o
At least 6 ECE credits and/or 90 informal
training hours in Health, Safety and
Nutrition
At least 6 ECE and/or 90 informal
training hours in Child Development and
Learning
Health, Safety and Nutrition
Tier 1,2,3,4
Child Development and Learning
Tier 1,2,3,4
o
o
At least 6 ECE and/or 90 informal
training hours in Building Family and
Community Relationships
Building Family and Community
Relationships
Tier 1,2,3,4
o
At least 6 ECE credits and/or 90 informal
training hours in Teaching and Learning
Environments and Interactions
Teaching and Learning Environments and
Interactions
Tier 1,2,3,4
o
At least 6 ECE or credit and/or 90
informal training hours in Curriculum
Curriculum
Tier 1,2,3,4
o
At least 6 ECE credits and/or 90 informal
training hours in Observing,
Documenting, Screening, and Assessing
to Support Young Children and Their
Families
At least 6 ECE credits and/or 90 informal
training hours in Professionalism
Observing, Documenting, Screening, and
Assessing to Support Young Children and
Their Families
Tier 1,2,3,4
Professionalism
Tier 1,2,3,4
Certification to Train in specialized area
Specialized Area: __________________
Tier 1,2,3,4
o
o
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ATTACHMENT
E
Training Plan Review Rubric
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Training Plan Review Rubric
Trainer:_________________________________________________________
Submission #: __________ Overall Score: _________
Training Title:___________________________________________________
Submission #: __________ Overall Score: _________
Training Date(s):________________________________________________
Submission #: __________ Overall Score: _________
Reviewer:______________________________________________________________
Goal
Outcomes/
Objectives
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1-Inadequate
1.1 Goal is not included
Y/N
Y N
3-Minimal
3.1 Goal statement is
included
3.2 Goal gives some
indication of benefit.
Y/N
Y N
1.2 Goal does not mention
how the skills developed in
the training will be beneficial
1.3 Training is designed to
address the goal but major
revisions are necessary to the
goal and/or the plan to fully
achieve the goal
Y
N
Y
N
Y
N
3.3 No major revisions to
the goal are required and
training is designed to
address the goal
Y
N
1.1 Outcomes/Objs do not
support the goal
1.2 Outcomes/Objs are not
aligned
Y
N
Y
N
Y
N
Y
N
Y
N
3.1 Outcomes OR
Objectives support the
goal
3.2 The Outcomes are
closely aligned with the
Objectives
3.3 Outcomes/Objectives
are developmentally
1.3 Outcomes/Objs. are not
developmentally appropriate
and do not follow best
Y
N
5-Meets Requirements
5.1 Goal includes “Child
will….” statement
5.2 Goal specifically states the
educational/emotional benefit
for the child
5.3 Training is clearly designed
in a manner to achieve the
goal
Y/N
Y N
Y
N
Y
N
5.1 Outcomes and objectives
support goal
5.2 Outcomes clearly align
with the objectives
Y
N
Y
N
5.3 Outcomes/Objectives are
developmentally appropriate
and follow best practices
Y
N
Comments
Score
Goal
1-Inadequate
1.1 Goal is not included
Y/N
Y N
1.2 Goal does not mention
how the skills developed in
the training will be beneficial
1.3 Training is designed to
address the goal but major
revisions are necessary to the
goal and/or the plan to fully
achieve the goal
Y
N
Y
N
Y
N
Y
N
practices
1.4 Outcomes do not relate
back to what the teacher will
do in the classroom.
1.5 Outcomes/Objs. do not
align with the content or
exercises of the training
Core
Competencies
1-Inadequate
1.1 Training does not
match stated Core
Competencies
1.2 Training level is not
appropriate for intended
audience
1.3 Trainer is not
Registry-approved to
train at any of the stated
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3-Minimal
3.1 Goal statement is
included
3.2 Goal gives some
indication of benefit.
Y/N
Y N
Y
N
3.3 No major revisions to
the goal are required and
training is designed to
address the goal
Y
N
Y
N
Y
N
appropriate OR follow
best practices
3.4 The outcomes relate
back to what the teacher
will be doing in the
classroom
3.5 Outcomes/Objs.
closely align with the
content and exercises of
the training
Y/N
Y N
3-Minimal
3.1 Participants will develop
some knowledge in the Core
Competencies selected
Y/N
Y N
Y
N
Y
N
Y
N
Y
N
Y
N
3.2 Training is appropriately
designed for the age level of
children served
3.3 Trainer is Registryapproved to train at some of
the stated levels
3.4 Related Core
Y
N
5-Meets Requirements
5.1 Goal includes “Child
will….” statement
5.2 Goal specifically states the
educational/emotional benefit
for the child
5.3 Training is clearly designed
in a manner to achieve the
goal
Y/N
Y N
5.4 Outcomes accurately
describe what participants will
do at work because of the
training.
5.5 All Outcomes/Objs.
clearly align with the content
and exercises of the training.
Y
N
Y
N
Y
N
Y
N
Comments
5-Meets Requirements
5.1 Training is designed so
Participants will develop
significant knowledge in the Core
Competencies selected
5.2 Training is designed
appropriately for the intended
audience
5.3 Trainer is Registry-approved
to train at all stated levels
Y/N
Y N
5.4 The most appropriate Core
Y
N
Y
N
Y
N
Comments
Score
Score
P-Preview
levels
1.4 An inadequate
number of Core
Competencies are
identified
1.1 WiiFM and WiiFK
statements are missing
1.2 The WiiFM and WiiFK
statements are not
related to the goal
1.3 The trainer does not
include a selfintroduction
Competencies are selected.
Y
N
Y
N
Y
N
Y
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1-Inadequate
1.1 An APK activity is not
included for the
entire training
N
Y
N
Y
N
N
3.4 An opening
activity/icebreaker is
performed
Y
N
Y
N
3.5 A group agreement is
included
Y
N
Y
N
3.6 Includes some
recommended items (group
agreement, agenda, goals,
outcomes/objectives,
housekeeping, facility
logistics, etc.)
Y
N
3-Minimal
3.1 An APK activity is
included for the entire
training
Y/N
Y N
1.6 None of the
recommended items are
included (agenda, goals,
outcomes/objectives,
housekeeping, facility
logistics, etc.)
A-Activate
Prior
Knowledge
Y
3.2 The WiiFM and WiiFK
statements are generally
related to the goal
3.3 The trainer includes a
self-introduction
1.4 An opening
activity/icebreaker is not
performed
1.5 A group agreement or
ground rules are not
created
3.1 WiiFM and WiiFK
statements are included and
appropriate
Competencies are selected
Y/N
Y N
5.1a The WiiFM statement clearly
explains how participants will
benefit from the training
5.1b The WiiFK statement clearly
explains how children will benefit
from the training
5.2 The WiiFM and WiiFK
statements are directly related to
the goal
5.3 Introductions of trainer and
participants are clear, effective
and appropriate
5.4 An opening
activity/icebreaker is performed
and is directly related to the
training content
5.5 It is clear that Participants are
involved in creating the group
agreement
5.6 All recommended items are
included, clear and effective
(group agreement, agenda, goals,
outcomes/objectives,
housekeeping, facility logistics,
etc.)
5-Meets Requirements
5.1 An appropriate APK activity
is included that relates to the
content of the training
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y/N
Y N
Comments
Score
C-Content
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1.2 An APK
activity/statement is
not included for
each objective
1.3 APK activities do not
get Participants
thinking/reflecting
on the topic of the
session
1.1 Content is
inaccurate/
developmentally
inappropriate
1.2 Too many topics are
covered such that only a
surface level of
information is presented
1.3 Content does not
support Objectives
1.4 It is unclear how the
Content will be presented
1.5 Content is not
sufficient to prepare
participant for exercise(s)
Y
N
3.2 An APK
activity/statement is
included for each objective
Y
N
5.2 APK activities/statements
for each objective relate directly
to the corresponding objective
Y
N
Y
N
3.3 APK activities get
Participants
thinking/reflecting on the
topic of the session
Y
N
5.3 The opening APK activity
encourages Participants to share
what they know about the topic
of the session
Y
N
Y
N
3.1 Content includes
accurate information
Y
N
5.1 Content is developmentally
appropriate
Y
N
Y
N
3.2 Content provides an
overview of the topic
Y
N
5.2 Content provides a deep
understanding of a small
number of topics
Y
N
Y
N
Y
N
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
1.6 If a Content Activity
is included, it is not
appropriate (not
necessary to include, so
could be marked N/A)
1.7 Content is not
presented using a variety
of presentation
techniques and addresses
all learning styles (VAK)
Y
N
3.6 If a Content Activity is
included, it is adequate (not
necessary to include, so
could be marked N/A)
Y
N
5.3 Content supports the
Objectives
5.4 Content is well detailed,
clear and follows a logical
sequence
5.5 Content is presented in such
a way to ensure participant can
complete the exercise
independently and has enough
knowledge to be able to perform
the desired Outcomes when
returning to work
Y
Y
3.3 Content partially
addresses the Objectives
3.4 No major revisions to the
Content are needed
3.5 Based on the Content
presented, participant can
perform the exercise with
little assistance from the
trainer
Y
N
3.7 Content is presented
using more than one
presentation techniques and
addresses more than one
learning style (VAK)
Y
Y
N
Y
N
N
5.6 If a Content Activity is
included, it is appropriate and
related to the Content covered
(not necessary to include, so
could be marked N/A)
5.7 Content is presented using a
variety of presentation
techniques and addresses all
learning styles (VAK)
E-Exercise
S-Summary
Overall
Training
Elements
1-Inadequate
1.1 Exercise(s) are not
related to Outcomes
1.2 Exercise(s) are more
a review of the Content,
rather than an opportunity
to practice a skill
1.3 No direction or
demonstration is given for
the Exercise
Y/N
Y N
1.1 Key concepts were
not summarized
1.2 Trainer does not
encourage participants to
bring what they learned
back to the workplace
1.3 Checks for
understanding of key
concepts and skills are not
included
1.1 Training does not
follow the sequence of
PACES
3-Minimal
3.1 Exercise(s) closely relate
to the Outcomes
3.2 Exercise(s) are behavior
focused and help participants
develop skills
Y/N
Y N
Y
N
10/2012
Y
N
5.3 Trainer either demonstrates
or provides clear instructions for
the Exercise(s) prior to asking
the Participants to complete
5.1 Key concepts effectively
summarized
5.2 Trainer encourages
participants to bring what they
learned back to the workplace
Y
N
Y
N
Y
N
N
Y
N
3.3 Some form of direction is
provided for the Exercise
Y
N
Y
N
Y
N
Y
N
3.1 Some concepts are
reviewed
3.2 Trainer relates the
concepts back to the
workplace
Y
N
Y
N
Y
N
5.3 Thorough checks for
understanding of key concepts
and skills are included
Y
N
Y
N
Y
N
5.1 Training follows the PACES
format in a logical sequence
Y
N
Y
N
3.3 Simple checks for
understanding of some
concepts or skills are
included
3.1 Generally, the training
follows the sequence of
PACES
3.2 Objectives are supported
Y
N
Y
N
Y
N
3.3 All steps of PACES are
covered
Y
N
Y
N
Y
N
3.4 Some items of the
PACES are labeled correctly
Y
N
5.2 All elements effectively
support Goals, Objectives and
Outcomes
5.3 Sufficient time is allotted to
each step of PACES to provide
appropriate balance
5.4 All sections of the PACES
are labeled appropriately
Y
N
1.3 Steps of PACES are
missing
63
Y/N
Y N
Y
1.2 Objectives are not
supported in the training
1.4 A significant number
of items of the PACES
are labeled incorrectly
5-Meets Requirements
5.1 Exercise(s) fully support the
Outcomes
5.2 Exercise(s) are likely to
result in transfer to workplace
behaviors
Comments
Score
Implementation
Plan
1-Inadequate
1.1 Directions are not
clear
1.2 Implementation
Plans does not align
with training Content
and Exercise
Y/N
Y N
3-Minimal
3.1 Directions are clear
Y/N
Y N
Y
N
3.2 Implementation Plan
somewhat aligns with
training Content and
Exercise
Y
N
Y
N
3.3 The Rubric aligns with
the areas included in the
plan
Y
N
Y
N
Y
N
1.3 The Rubric does not
align with the areas
included in the plan
1.4 Core Competencies
identified do not align
with the training plan
Gains Survey or
Knowledge and
Skills
Assessment
Training
Materials
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3.4 Core Competencies
identified align with the
training plan
1.Assessment does not
measure gain in
knowledge or skills
1.2 Questions are not
appropriate
1.3 Questions are not
aligned with the
Training Objectives
Y
N
3.1 Assessment measures
gain in knowledge or skills
Y
N
Y
N
Y
N
Y
N
3.2 Questions are
somewhat appropriate
3.3 Most questions are
aligned with the Training
Objectives
Y
N
1.1 No supporting
materials are included
1.2 Materials are not
appropriate
1.3 Materials are not
addressed in the
training
1.4 Spelling and
grammatical errors
significantly interfere
with the reader’s
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
3.1 Most materials are
included
3.2 Materials are
somewhat appropriate
3.3 Most materials are
addressed in the training
3.4 Spelling and grammar
is adequate
Y
N
5-Meets Requirements
5.1 Directions are step by
step and clearly describe the
activity
5.2 Implementation Plan
aligns directly with Content
and Exercise and practitioners
have had practice in
completing the assignment
within the training
5.3 The Rubric aligns with the
areas included in the plan and
the areas included are aligned
with the assignment
5.4 Core Competencies
identified align with the
training plan and the
assignment
5.1 Assessment measures
gain in knowledge AND skills
Y/N
Y N
5.2 Questions are welldesigned and effective
5.3 All questions are aligned
with the Training Objectives
and are addressed in training
plan
5.1 All necessary materials
are included (handouts, slides,
assessments, etc.)
5.2 Presentation materials are
well-designed and effective
5.3 All materials are
addressed in training
5.4 Spelling and grammatical
errors are minimal and do not
interfere with the reader’s
understanding
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Comments
Score
understanding
Comments
Score
Other:
Average Score _______
Overall Score
Range of Average
5 (None of the training requires modification)
5
4 (1%-25% of training requires modification)
4.0-4.9
3 (26%-50% of training requires modification)
3.0-3.9
2 (51%-75% of training requires modification)2.0-2.9
1 (76%+ of training requires modification)1.0-1.9
Overall Score ______
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ATTACHMENT
F
Training Plan Feedback Form
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Quality Assurance Training Plan Feedback
Trainer(s):
Training Title:
Date of Review:
Status:
Training Plan StrengthsModifiable Elements:
Training Plan
Element
Choose an item.
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Feedback/Modifications
Suggestions- Please note: these suggestions are
Action is:
intended to help the trainer understand the
modification. The trainer is free to address the
modification in a different way.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Next StepsPlease make changes to the modifiable elements noted above. Then, resubmit the training plan application to ecregistry@palmbeachstate.edu. In most cases,
resubmitted training plans are approved. However, if additional revisions are required, you will be notified and asked to make the modifications before approval
is granted.
The Quality Assurance department is available to you as a resource as you revise your training plan. Please contact us by phone at (561) 868-3669 or by email at
ecregistry@palmbeachstate.edu should you have any questions or desire any assistance, thoughts, suggestions, or ideas in making your training of even higher
quality.
We thank you for your commitment to high quality early childhood care and education trainings in the State of Florida. Together, we will ensure that every child
in our community experiences a high quality early care environment.
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ATTACHMENT
G
Training Observation Forms
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*Rating Key
0- No evidence
Quality Assurance Trainer Observation for Observers
Trainer Name:
Training/Series Title:
Date of Training:
Observer(s):
Professionalism
1.A. Creates a professional and ethical atmosphere
Consider the following as evidence:
-
-
*Rating _______
Comments
Appears trustworthy, caring, helpful, approachable
Dressed in a clean, neat and professional manner
Introduces themselves
Includes time for participant introductions to the group
Addresses participants by name throughout the training
Creates a welcoming environment (greets participants as they
enter, places them at ease)
1.B. Demonstrates respect for individual/audience
needs
Consider the following as evidence:
-
Responsive to needs and questions
Employs active listening
Shows flexibility by adjusting the training to meet individual
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*Rating _______
Comments
1- Minimal evidence
2- Little evidence
3-Some evidence
4- Considerable evidence
5-Substantial evidence
-
-
needs
Interested in new ideas
Appreciative of differing viewpoints and participant
contributions to learning
1.C. Respects the diversity of the participants and
demonstrates cultural competence
Consider the following as evidence:
-
-
*Rating _______
Comments
Respects differences
Fair/equitable treatment
Communication is sensitive to cultural differences
Communication is void of harassment, discrimination,
intolerance
Makes necessary accommodations for participants’ needs
Learning is inclusive
Professionalism Score (Average of Component Rating Scores) _________
Learning Environment
2.A. Creates Group Agreement and seeks group input
Consider the following as evidence:
-
-
*Rating _______
Comments
Group agreement is started by trainer
Participants are asked for input
Group agreement is posted during the session
2.B. Uses continuous/collaborative learning principles
Consider the following as evidence:
-
Performs frequent and regular group processing
Encourages constructive conversation and furthers the
discussion
Asks open-ended questions
Learning takes place in small/large groups
Utilizes active learning techniques (individual exercise, Q&A,
feedback, share/pair, cooperative learning, etc.)
Encourages participation in activities and discussions
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*Rating _______
Comments
-
Varies roles (lectures, facilitates, group process)
2.C.Manages unforeseen situations
Consider the following as evidence:
-
-
*Rating _______
Comments
Manages conflict
Controls impact of sensitive materials
Calms disturbances
Eases embarrassments
2.D. Creates a room arrangement that is comfortable
and appropriate for adults
Consider the following as evidence:
-
-
*Rating _______
Comments
Signage is posted to guide participants to the room
Lighting is appropriate
Adult-sized seating is used
Seating arrangement allows all participants to see and hear the
trainer and feel as if they are part of the group
Temperature is adjusted, as needed
Soothing music is played upon entry and during breaks
Controllable distractions are minimized
Trainer informs participants of relevant housekeeping issues
and logistics (restrooms, food, break areas)
Trainer provides extra supplies, such as pens, sticky notes,
“fidgets”, name tents, and small candies
2.E. Keeps training focused and on schedule
Consider the following as evidence:
-
-
-
Participants appear engaged throughout
Time is allotted appropriately for the objectives to be met and
necessary assessments to be completed (did not end too early
or go too late)
Breaks are timely
Brings the group back to focus if discussion goes off topic
Uses warnings or other mechanism (bells, lights) for transitions
and/or gaining attention
Start/stop times are prompt
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*Rating _______
Comments
Learning Environment Score (Average of Component Rating Scores) _________
Presentation
3.A. Delivers training using characteristics of effective
speaking
Consider the following as evidence:
-
-
*Rating _______
Comments
Encouraging/enthusiastic/confident delivery
Stands with an upright, open body position
Use of hands, gestures, body language, and facial expressions
are smooth, natural and enhance the presentation
Spends minimal, if any, time behind a podium
Rate/volume of speech is neither too fast/loud nor too
slow/soft
Thinks quickly and reacts appropriately to unexpected
questions and situations
Stimulates thinking through verbal enhancers such as analogies
and comparisons
Uses humor appropriately
3.B. Delivers clear instructions and provides accurate
demonstrations
Consider the following as evidence:
-
-
*Rating _______
Comments
Explains activities
Offers understandable directions
Ensures participants' understanding of directions
Provides demonstration of a task prior to asking the
participants to perform the task
3.C.Support materials enhance learning
Consider the following as evidence:
-
-
Trainer is prepared with the materials needed
PowerPoint presentation and handouts use adequate spacing
and font size, use of pictures, and spelling errors do not
interfere with reader’s ability to understand
Uses technology to enhance learning (integrates videos,
PowerPoint, etc.)
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*Rating _______
Comments
-
-
-
Is able to operate the media devices necessary for the training
in an efficient manner (i.e., clicks through the slides at the
correct time, has videos cued to correct sequence)
Allows necessary time for participants to take notes or provides
copies of PowerPoint slides
Provides resources for future reference such as websites,
community resources, books
Presentation Score (Average of Component Rating Scores) _________
Instruction
4.A.Exhibits knowledge and advanced skills in content
area and the competencies related to that area
Consider the following as evidence:
-
-
*Rating _______
Comments
The material presented is accurate
Answers questions correctly or commits to follow up on
answers that are not known
Aligns content and activities with objectives/competencies
4.B. Shares objectives and goals
Consider the following as evidence:
-
-
*Rating _______
Comments
Identifies at beginning of training
Revisits throughout
Identifies realistic expectations/gains
Relates objectives to future learning
4.C.Content, and its delivery, meet the objectives
Consider the following as evidence:
The content addresses the objectives
Content is arranged in manageable blocks of information
Training format and content provides for a deep understanding
-
of a small number of concepts, rather than only providing a
brief overview of a large number of topics.
Content flows smoothly, in a logical format that is easy to
follow
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*Rating _______
Comments
4.D.Provides closure/summary from one content area
to the next
Consider the following as evidence:
-
-
*Rating _______
Comments
Appropriate transitions between concepts are utilized
indicating a change in focus
Closes an objective before moving on
Connects material from one segment to the next
4.E. Content is presented appropriately to audience
level
Consider the following as evidence:
-
-
*Rating _______
Comments
Opening activity links to previous experience
Asks questions to connect to practitioners' experience
Connects content to practical application
Makes connections between theory and practice
Content activities are appropriate/respectful of adult learning
Content activities are relevant to the content and demonstrate
participants’ understanding of the content being presented
Instruction Score (Average of Component Rating Scores) _________
Design
5.A. The organization of the training maximizes
learning
Consider the following as evidence:
-
-
*Rating _______
Comments
Agenda/Outline of the day is presented at the beginning
Agenda is followed as outlined
Format is balanced so that an appropriate amount of time is
spent on each concept/activity
Stays on task
A variety of learning styles are addressed (visual, auditory,
kinesthetic)
5.B.The PACES is formatted to meet the objectives
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*Rating _______
Consider the following as evidence:
PACES format is followed
As applied, the elements of the PACES connect well to
meet the objectives
Comments
5.C. Exercises are likely to result in a transfer of
learning to the workplace
Consider the following as evidence:
-
-
*Rating _______
Comments
Exercises are directly related to the content
Exercises mimic the work environment
Exercises serve as opportunities to practice using the content in
a manner they can use back in their settings
Exercises are well-designed and implemented appropriately
(i.e., in a manner such that participants can successfully
complete them without much trainer involvement)
It was evident that participants clearly understood the
connection between the exercises and workplace expectations
Design Score (Average of Component Rating Scores) _________
Assessment
6.A.Assesses needs of participants prior to training
Consider the following as evidence:
-
-
*Rating _______
Comments
Pre-assesses through questions, mapping, carousel, etc.
Conducts an activity to preview or activate prior knowledge of the
concepts being presented
6.B.Summarizes main concepts/reviews objectives at the
close of the session
-
-
Reviews main concepts and connects them for meaning
Asks for participant input in summarizing main concepts, either
through an activity or through discussion
6.C.Checks for understanding throughout delivery
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*Rating _______
Comments
*Rating _______
Consider the following as evidence:
-
-
Comments
Asks questions to ensure understanding after each main
concept/objective is presented
Provides sufficient time for response
Addresses misunderstandings
Solicits feedback; accepts critique
Provides feedback to enhance learning
Monitors conversation in small groups and intervenes, if necessary
6.D.Uses appropriate methods for assessing training
outcomes
Consider the following as evidence:
-
-
*Rating _______
Comments
Expresses importance of assessments
Encourages honesty in responses
Reaction survey
Post/Pre test
Reviews Implementation Plans, discusses its purpose and
emphasizes completion of plans
Group discussions
Assessment Score (Average of Component Rating Scores) _________
SCORING SUMMARY
COMPONENT SUMMARY**
Professionalism Score
_______
Learning Environment Score
_______
Presentation Score
_______
Instruction Score
_______
Design Score
_______
Assessment Score
_______
OVERALL RATING
Conversion of Averages
Average Score
Converted Score
4.5-5.0
5
4.0-4.4
4
3.0-3.9
3
2.0-2.9
2**
0.0-1.9
1**
(average of all individual item ratings, not the Component Ratings)______
**Scores of 1 or 2 in any Component Area or the Overall Rating require a modification plan and second observation
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Quality Assurance Trainer Observation for Trainers
Trainer Name:
Training/Series Title:
Date of Training:
Observer(s):
Professionalism
1.A. Creates a professional and ethical atmosphere
Consider the following as evidence:
-
-
Appears trustworthy, caring, helpful, approachable
Dressed in a clean, neat and professional manner
Introduces themselves
Includes time for participant introductions to the group
Addresses participants by name throughout the training
Creates a welcoming environment (greets participants as they enter, places them at ease)
1.B. Demonstrates respect for individual/audience needs
Consider the following as evidence:
-
Responsive to needs and questions
Employs active listening
Shows flexibility by adjusting the training to meet individual needs
Interested in new ideas
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-
Appreciative of differing viewpoints and participant contributions to learning
1.C. Respects the diversity of the participants and demonstrates cultural competence
Consider the following as evidence:
-
-
Respects differences
Fair/equitable treatment
Communication is sensitive to cultural differences
Communication is void of harassment, discrimination, intolerance
Makes necessary accommodations for participants’ needs
Learning is inclusive
Learning Environment
2.A. Creates Group Agreement and seeks group input
Consider the following as evidence:
-
-
Group agreement is started by trainer
Participants are asked for input
Group agreement is posted during the session
2.B. Uses continuous/collaborative learning principles
Consider the following as evidence:
-
-
Performs frequent and regular group processing
Encourages constructive conversation and furthers the discussion
Asks open-ended questions
Learning takes place in small/large groups
Utilizes active learning techniques (individual exercise, Q&A, feedback, share/pair, cooperative learning, etc.)
Encourages participation in activities and discussions
Varies roles (lectures, facilitates, group process)
2.C.Manages unforeseen situations
Consider the following as evidence:
-
-
Manages conflict
Controls impact of sensitive materials
Calms disturbances
Eases embarrassments
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2.D. Creates a room arrangement that is comfortable and appropriate for adults
Consider the following as evidence:
-
-
Signage is posted to guide participants to the room
Lighting is appropriate
Adult-sized seating is used
Seating arrangement allows all participants to see and hear the trainer and feel as if they are part of the group
Temperature is adjusted, as needed
Soothing music is played upon entry and during breaks
Controllable distractions are minimized
Trainer informs participants of relevant housekeeping issues and logistics (restrooms, food, break areas)
Trainer provides extra supplies, such as pens, sticky notes, “fidgets”, name tents, and small candies
2.E. Keeps training focused and on schedule
Consider the following as evidence:
-
-
Participants appear engaged throughout
Time is allotted appropriately for the objectives to be met and necessary assessments to be completed (did not end too early or go too late)
Breaks are timely
Brings the group back to focus if discussion goes off topic
Uses warnings or other mechanism (bells, lights) for transitions and/or gaining attention
Start/stop times are prompt
Presentation
3.A. Delivers training using characteristics of effective speaking
Consider the following as evidence:
-
-
Encouraging/enthusiastic/confident delivery
Stands with an upright, open body position
Use of hands, gestures, body language, and facial expressions are smooth, natural and enhance the presentation
Spends minimal, if any, time behind a podium
Rate/volume of speech is neither too fast/loud nor too slow/soft
Thinks quickly and reacts appropriately to unexpected questions and situations
Stimulates thinking through verbal enhancers such as analogies and comparisons
Uses humor appropriately
3.B. Delivers clear instructions and provides accurate demonstrations
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Consider the following as evidence:
-
-
Explains activities
Offers understandable directions
Ensures participants' understanding of directions
Provides demonstration of a task prior to asking the participants to perform the task
3.C.Support materials enhance learning
Consider the following as evidence:
-
-
Trainer is prepared with the materials needed
PowerPoint presentation and handouts use adequate spacing and font size, use of pictures, and spelling errors do not interfere with reader’s
ability to understand
Uses technology to enhance learning (integrates videos, PowerPoint, etc.)
Is able to operate the media devices necessary for the training in an efficient manner (i.e., clicks through the slides at the correct time, has
videos cued to correct sequence)
Allows necessary time for participants to take notes or provides copies of PowerPoint slides
Provides resources for future reference such as websites, community resources, books
Instruction
4.A.Exhibits knowledge and advanced skills in content area and the competencies related to that area
Consider the following as evidence:
-
-
The material presented is accurate
Answers questions correctly or commits to follow up on answers that are not known
Aligns content and activities with objectives/competencies
4.B. Shares objectives and goals
Consider the following as evidence:
-
-
Identifies at beginning of training
Revisits throughout
Identifies realistic expectations/gains
Relates objectives to future learning
4.C.Content, and its delivery, meet the objectives
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Consider the following as evidence:
The content addresses the objectives
Content is arranged in manageable blocks of information
Training format and content provides for a deep understanding of a small number of concepts, rather than only providing a brief overview of
-
a large number of topics.
Content flows smoothly, in a logical format that is easy to follow
4.D.Provides closure/summary from one content area to the next
Consider the following as evidence:
-
-
Appropriate transitions between concepts are utilized indicating a change in focus
Closes an objective before moving on
Connects material from one segment to the next
4.E. Content is presented appropriately to audience level
Consider the following as evidence:
-
-
Opening activity links to previous experience
Asks questions to connect to practitioners' experience
Connects content to practical application
Makes connections between theory and practice
Content activities are appropriate/respectful of adult learning
Content activities are relevant to the content and demonstrate participants’ understanding of the content being presented
Design
5.A. The organization of the training maximizes learning
Consider the following as evidence:
-
-
Agenda/Outline of the day is presented at the beginning
Agenda is followed as outlined
Format is balanced so that an appropriate amount of time is spent on each concept/activity
Stays on task
A variety of learning styles are addressed (visual, auditory, kinesthetic)
5.B.The PACES is formatted to meet the objectives
Consider the following as evidence:
PACES format is followed
As applied, the elements of the PACES connect well to meet the objectives
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5.C. Exercises are likely to result in a transfer of learning to the workplace
Consider the following as evidence:
-
Exercises are directly related to the content
Exercises mimic the work environment
Exercises serve as opportunities to practice using the content in a manner they can use back in their settings
Exercises are well-designed and implemented appropriately (i.e., in a manner such that participants can successfully complete them without
much trainer involvement)
It was evident that participants clearly understood the connection between the exercises and workplace expectations
Assessment
6.A.Assesses needs of participants prior to training
Consider the following as evidence:
-
-
Pre-assesses through questions, mapping, carousel, etc.
Conducts an activity to preview or activate prior knowledge of the concepts being presented
6.B.Summarizes main concepts/reviews objectives at the close of the session
Consider the following as evidence:
-
-
Reviews main concepts and connects them for meaning
Asks for participant input in summarizing main concepts, either through an activity or through discussion
6.C.Checks for understanding throughout delivery
Consider the following as evidence:
-
-
Asks questions to ensure understanding after each main concept/objective is presented
Provides sufficient time for response
Addresses misunderstandings
Solicits feedback; accepts critique
Provides feedback to enhance learning
Monitors conversation in small groups and intervenes, if necessary
6.D.Uses appropriate methods for assessing training outcomes
Consider the following as evidence:
-
-
Expresses importance of assessments
Encourages honesty in responses
Reaction survey Post/Pre test
Reviews Implementation Plans, discusses its purpose and emphasizes completion of plans
Group discussions
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QUALITY ASSURANCE TRAINING OBSERVATION
SUMMARY REPORT
Trainer:
Training:
Date of Observation:
Observer(s):
STRENGTHS OF TRAINING/TRAINER:
Professionalism
Learning Environment
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Presentation
Instruction
Design
Assessment
GENERAL OBSERVATIONS (suggestions for improvement not requiring modification):
Professionalism
Learning Environment
Presentation
Instruction
Design
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Assessment
MODIFIABLE ELEMENTS (changes necessary - second observation required):
TRAINER COMMENTS:
TRAINER SIGNATURE:_____________________________________________________ DATE:_________
QA COORDINATOR SIGNATURE:______________________________________________ DATE:_______
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QUALITY ASSURANCE TRAINING OBSERVATION
ACTION PLAN
Trainer:
Training:
Date of Original Observation:
Date of Follow Up Observation:
Observer(s):
STRENGTHS OF TRAINING/TRAINER:
GENERAL OBSERVATIONS (suggestions for improvement not requiring modification):
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MODIFIABLE ELEMENTS (Action Plan required):
Modifiable Element
Related
Training/Trainer
Standard
Action Plan
TRAINER COMMENTS:
TRAINER SIGNATURE:_____________________________________________________ DATE:_________
QA COORDINATOR SIGNATURE:______________________________________________
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Expected Date of
Completion
Met/Not Met
ATTACHMENT
H
Career Pathways (DRAFT– under development)
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