Training and Professional Development Guide Form# PA-038 | Updated 10/3/16 Page 1

Training and Professional Development Guide

The Parent Aware Training and Professional Development Guide is a resource for family child care providers, teachers in center-based programs, and center directors in early care and learning programs who are working toward a full rating through Parent Aware. This guide will help you review the training you or your staff have already completed and determine if it will count toward the Parent Aware training Indicators. It will also help you plan for future training you or your staff may need. This is only a guide. The best resource for questions related to training in your area is your Professional Development Advisor (PDA). Find out who your PDA is by visiting www.childcareawaremn.org or by calling (888) 291-9811. This guide provides:

The Parent Aware Indicators that require training or professional development.

Types of training or professional development that counts toward Parent Aware Indicators.

When coaching, consultation, or mentoring counts.

How to find training, coaching, consultation, mentoring or coursework that will count for Parent

Aware.

How to start preparing for your participation in Parent Aware.

Parent Aware Indicators that require training and professional development Parent Aware promotes progression on the Minnesota Career Lattice, encouraging those working with young children to reach higher levels of education by achieving higher career lattice steps. Credit-based coursework taken throughout your career will help your progression up the career lattice and help your program achieve points toward a higher Parent Aware Rating. Non-credit coursework taken in the past five years will also help you move up on the career lattice. In addition, Parent Aware includes 10 Indicators that require training or professional development to be completed in the past five years on specific topics. The following table provides a short list of the topics that must be covered in the training or professional development at each Star level, and the number of hours required. Training and professional development topics for One- and Two-Star Ratings are required for all lead providers and teachers at those Star levels and before the program may move to the next Star level. Curriculum and assessment training or professional development is required for lead providers and teachers for programs to achieve a Three-Star Rating. All other training and professional development topics are options programs can pursue to earn points toward a Three- and Four-Star Rating.

Star level Topics and hours required

One-Star 1. Child development (8 hours) Required

2. Authentic observation* (2 hours) Required

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Two-Star 3. Minnesota Early Childhood Indicators of Progress (ECIP)

(8 hours) Required

Three- and Four-Star

4. Curriculum implementation* (8 hours) Required

5. Nutrition (3 hours)

6. Obesity prevention (3 hours)

7. Developmental disabilities, special health care needs,

and behavioral challenges* (4 hours)

8. Supporting development (Social-Emotional,

Language/Literacy, Mathematical Thinking, Physical

Development)* (4 hours)

9. Working with families from different cultures (6 hours)

10. Assessment training* (8 hours) Required

Note: indicators with * at the end may also be achieved with coaching, consultation or mentoring. Types of training and professional development that qualify for Parent Aware The following types of training and professional development can qualify to meet the topic-specific Parent Aware Indicators if they address the topics described in the Training Content Chart on page 4.

For-credit coursework offered through a regionally accredited institution of higher education

Training taken from Head Start programs, the Minnesota Department of Education (MDE), School

Districts (including ECFE), and publishers/developers of an approved curriculum or assessment tool will

be accepted toward meeting Indicators, even if the training was not approved by MNCPD. To confirm

completion of the training, you must submit a certificate of training completion that clearly identifies

the organization responsible for delivering/sponsoring the training as Head Start, a School District or a

publisher/developer of an approved curriculum or assessment tool. The certificate must include:

o Name of the individual

o Title of the training

o Date training was completed

o Total number of hours

o Name of organization or trainer that provided the training

Coaching, consultation or mentoring count for the following five topics: authentic observation, curriculum, special needs, supporting development, and assessment. Work with your Professional Development Advisor (PDA) to learn how to document coaching, consultation and mentoring for Parent Aware.

To receive credit for qualifying coaching, consulting and mentoring, you must submit a completed

Verifying and Documenting Coaching, Consulting and Mentoring in Parent Aware form for each

instance, labeled with the training Indicator you are trying to meet.

Trainings listed in Develop as qualifying for particular Parent Aware Indicators have been reviewed to assure they will count toward Parent Aware. You will need to work with your Professional Development Advisor (PDA) to determine other trainings that will count, and if so, which indicators they will meet.

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Other rules related to the 10 topic-specific training and professional development requirements in Parent Aware:

Must have been completed within five years prior to the start of the cohort you are enrolled in, either

January 1 or July 1.

Must have been at least 2 hours in length

The same training and professional development hours cannot be used to help you meet more than

one indicator

Must address the required topic, and at least two subtopics (see Training Content Chart on page 4).

How to find training and professional development opportunities that count for Parent Aware Indicators Many different types of training opportunities can be used to meet Parent Aware Indicators. Work with your PDA to determine the ones that will work best for you. Below is information to help you start your search. Encourage your training sponsor organizations to post their opportunities in Develop so that they can be automatically included on your learning record. Many of the trainings offered through these partners can qualify for Parent Aware.

Training search options What it provides

Develop, Minnesota’s Quality Improvement and Registry Tool www.developtoolmn.org

Training and non-credit coursework Searchable by Parent Aware Indicator Courses listed as qualifying for a Parent Aware Indicator are both MNCPD approved and Parent Aware approved. All courses listed in Develop are MNCPD-approved.

Eager-to-Learn www.eagertolearn.org

Online courses offered by Child Care Aware of Minnesota Searchable by Parent Aware topic area All courses listed in Eager-to-Learn are MNCPD-approved. Work with your PDA to determine which courses will count for Parent Aware Indicators.

Institutions of higher education, including all accredited public and private colleges and universities in Minnesota

All for-credit coursework offered by institutions of higher education are automatically approved and count toward Parent Aware Indicators. Official transcripts must be sent to and processed by MNCPD. Non-credit coursework must be approved by MNCPD. Work with your PDA to determine which courses will count for each of the Parent Aware Indicators.

School Districts Call the school district to find out if they will have training opportunities that you could join.

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Training offered through school districts can be used to meet Parent Aware indicators, and is not required to be MNCPD-approved. Work with your PDA to determine which courses will count for each of the Parent Aware Indicators.

Head Start Call the Head Start program to find out if they will have training opportunities that you could join. Training offered through Head Start can be used to meet Parent Aware indicators, and is not required to be MNCPD-approved. Work with your PDA to determine which courses will count for each of the Parent Aware Indicators.

Child Care Associations Contact the association to find out if they will have training opportunities that you could join. Training offered through Child Care Associations must be MNCPD-approved. Work with your PDA to determine which courses will count for each of the Parent Aware Indicators.

Curriculum and assessment publishers Contact the curriculum or assessment publisher to find about their training opportunities. Training offered through curriculum and assessment publishers can be used to meet Parent Aware Indicators, and is not required to be MNCPD-approved. Work with your PDA to determine which courses will count for each of the Parent Aware Indicators.

How to get started If you have not done so already, create an individual membership in Develop (www.developtoolmn.org). Submit documentation of the training and professional development you have completed, including official transcripts, to MNCPD. MNCPD will then assign your career lattice step. Next, work with your PDA to begin an inventory of the training and professional development you have completed, whether or not it will qualify to meet Parent Aware Indicators, and to plan for future training and professional development opportunities to help you meet your personal and professional goals. To contact your PDA, call 888-291-9811 or visit www.childcareawaremn.org to learn more.

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Training Content Chart

Use the table below to make notes about the training you have completed, or want to complete, for each Parent Aware topic-specific training requirement.

Parent Aware Indicator Requiring Training

MN Knowledge and Competency

Framework Content Area

Training Content Training Completed

One-Star Rating Training Requirements

Topic 1: Child development

TR1b. All lead teachers/child care providers have completed at least 8 hours of child development training.

I. Child Development and Learning

Training that meets this indicator must address the topic of child development. Subtopics may include: Brain development Theories of child development Factors influencing child growth and outcomes

in early childhood Major developmental stages and milestones On track and atypical child growth Biological and environmental factors influencing

development from conception through childhood

Interactions between maturational processes and environmental factors

The role of the family, community and culture in child development

May include the role of atypical child development, but that should not be the primary focus

Topic 2: Authentic observation

AC1a. All lead teachers/child care providers have

IVa. Observing, Recording and Assessing Development

Training that meets this indicator must address the topic of authentic observation practices. Subtopics may include:

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completed at least 2 hours of training, coaching, consultation or mentoring on authentic observation practices.

IVb. Assessing and Using Information to Plan

Why high quality settings observe and document children’s learning and development

Ways to record and organize observations

Strategies and ethical methods of collecting data on children

Collecting information on children in varied situations, both individually and in groups

How to conduct observation naturalistically and over time

How to observe with objectivity

Making observation part of the daily routine

Two-Star Rating Training Requirements

Topic 3: Minnesota Early Childhood Indicators of Progress

TR2c. All lead teachers/child care providers have completed a total of at least 8 hours of training on the Minnesota Early Childhood Indicators of Progress (ECIPs).

I. Child Development and Learning

Training that meets this indicator must addresses the topic of the Minnesota Early Childhood Indicators of Progress. Subtopics may include: What Minnesota’s Early Childhood Indicators of

Progress (ECIP) are and are not The organization and structure of the ECIP,

including domains, components and indicators Appropriate uses of the strategies and examples

included in the ECIP Using the ECIP to understand child growth and

development Using ECIP to involve and engage families in

children’s learning How to use the ECIP to plan curriculum and

instruction How to use the ECIP in observation How to use the ECIP when conducting assessment How to use the ECIP to inform staff training and

development ECIPs-based setting and program planning and

evaluating

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Three- and Four-Star Rating Training Requirements

Topic 4: Curriculum implementation TR3a. All lead teachers/child care providers have completed at least 8 hours of training, coaching, consultation or mentoring on implementing curriculum.

IIa. Creating Positive Learning Experiences (General) IIb. Promoting Cognitive Development IIc. Promoting Social and Emotional Development IId. Promoting Physical Development IIe. Promoting Creative Development

Training that meets this indicator must address this topic: curriculum. It must also be either 1) designed to help a teacher or provider implement a specific curriculum or curriculum framework, or 2) may be designed to help a teacher or provider implement any curriculum chosen by the program. Subtopics may include: Continuing cycle of observation, assessment,

curriculum planning, and documentation Communication with parents Individualized curriculum, including for children

with special needs and for children who are dual language learners

Integrated curriculum that includes all developmental domains

Curriculum models and approaches Developmentally appropriate teaching strategies Elements of a curriculum and selection of a

curriculum Classroom routines and daily schedules Theoretical, research or philosophical basis for an

educational approach Goals and objectives included in a specific

curriculum Characteristics of the setting and environment in

which learning happens How to scaffold children’s learning Instructional approaches used in a specific

curriculum Types of activities children will experience when

using a specific curriculum or educational approach

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Adult-child interactions expected when using a specific curriculum or educational approach

Behavior management techniques Adapting or refining activities to serve children

with differing levels or abilities Adapting or refining activities to serve children

who are English Language Learners How to use assessment information in lesson

planning How to use CLASS observation feedback in the

curriculum planning process

Topic 5: Nutrition PH3b. All lead teachers/child care providers have completed at least 3 hours of training on child nutrition, AND provider gives families copies of written guidelines about the importance of providing healthy meals and copies of sample menus.

OR The program/provider participates in the Minnesota Child and Adult Care Food Program (CACFP)

VIc. Providing Healthy Nutrition

Training that meets this indicator must address this topic: nutrition. Subtopics may include: Nutritional needs of children at different ages,

with attention to family and cultural preferences The relationship between good nutrition and

healthy development Understanding of current nutrition guidelines,

including reference to MYPLATE (reference to the Food Pyramid is outdated and training referencing the food pyramid will not be counted)

Nutrition, learning and behavior Safe food storage and preparation Calm and healthy mealtimes: influencing

children’s food choices and intake Teaching children and families about good

nutrition Incorporating cultural and other individual

preferences into meal planning

Topic 6: Obesity prevention PH3c. All lead teachers/child care providers have

IId. Promoting Physical Development

Training that meets this indicator must address this topic: obesity prevention. Subtopics may include:

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completed at least 3 hours of training on obesity prevention, including developmentally appropriate physical activities for young children.

VIIa. Establishing Healthy Practices

Definition of childhood obesity Current statistical information on childhood

obesity in the U.S. Environmental and genetic factors that contribute

to childhood obesity Lack of physical activity as a contributing factors

in childhood obesity Strategies for increasing physical activity in an

early learning setting Screen time as a contributing factor in early

childhood obesity American Academy of Pediatrics

recommendations regarding age of child and screen time limits

American Academy of Pediatrics guidelines for physical activity

Childhood obesity: causes, impact and prevention

Obesity and health: parent education and support Obesity prevention and physical activity Strategies for incorporating both structured and

unstructured physical activities into daily lesson plans

Topic 7: Developmental disabilities, special health care needs, and behavioral challenges TR3b. All lead teachers/child care providers have a total of 4 hours of training or equivalent coaching, consultation or mentoring in one or a combination of the following:

I. Child Development and Learning IIa. Creating Positive Learning Experiences (General) IIb. Promoting Cognitive Development

Training that meets this indicator must address this topic: atypical development as related to specific diagnosed disabilities, health related conditions, or behavioral challenges, the intensity, duration and frequency of which is beyond what is considered developmentally appropriate. Subtopics that would be found to align include: Common special needs and health needs found

in young children

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Children’s developmental disabilities

Special health care needs

Behavioral challenges

IIc. Promoting Social and Emotional Development IId. Promoting Physical Development IIe. Promoting Creative Development IVa. Observing, Recording and Assessing Development IVb. Assessing and Using Information to Plan

Risk factors related to genetics, genetic predispositions, birth history, or environmental factors

Understanding when and where to refer to screening and/or assessment

Resources and services for children with special needs

Helping families access services for children with special needs

Working with children with all types of special needs or disorders

Characteristics, etiology, prevalence, related to the domains of development

Curriculum adaptation to support learning for children with special needs, including materials/equipment and technology

Cultural beliefs with regard to disabilities Partnering with families of children with special

needs Partnering with families to address challenging

behaviors in children Community resources for children with special

needs and their families Using appropriate assessment strategies for

children with special needs Common birth defects and special health care

needs Common conditions which delay or modify the

course of children’s healthy development Screening children for potential disabilities and

eligibility for intervention services in Minnesota Inclusion of children with disabilities Age-specific behavioral expectations Challenging behavior

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Topic 8: Supporting development (Social-Emotional, Language/Literacy, Mathematical Thinking, Physical Development) TR3c. All lead teachers/child care providers have a total of 4 hours of training or equivalent coaching, consultation or mentoring on supporting young children’s learning and development in one or a combination of the following areas:

Social and emotional

Language and literacy

Mathematical thinking Physical development

I. Child Development and Learning IIa. Creating Positive Learning Experiences (General) IIb. Promoting Cognitive Development IIc. Promoting Social and Emotional Development IId. Promoting Physical Development

The training to meet this indicator must address supporting children’s developing in one or more of these areas:

Social and emotional

Language and literacy

Mathematical thinking Physical development

Subtopics may include:

Developmentally, culturally, and linguistically appropriate techniques for supporting development in these domains of development

The role of relationships in supporting children’s development in these domains

Effective adult-child interactions and strategies for supporting children’s development in these domains

Characteristics of the environment needed to support children’s development in these domains

Research and theory related to children’s development in these domains

Attachment on early childhood and its relationship with social-emotional development

Language acquisition and the importance of providing a language-rich environment

Supporting bi-lingual learning Early literacy in early childhood: print awareness,

sounds of speech, phonemic awareness, phonics, fluency, vocabulary, spelling, writing and text comprehension

Mathematical thinking and play as a vehicle for developing children’s understanding of mathematics

Physical growth

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Topic 9: Working with families from different cultures TR3d. Demonstrates ability to communicate program information in parent’s primary language (for example, through on-site staff, qualified volunteers, an interpreter service or translated materials) OR All lead teachers/child care providers have completed at least 6 hours of training in working with families from different cultures and socio-economic levels.

III. Relationships with Families

Training that meets this indicator must address this topic: partnering with culturally diverse families. Characteristics of “cultural diversity” can include one or more of the following: race/ethnicity, low socio-economic (families in poverty), young parents, single parents, homeless families, parents with mental illness, chemical dependency, criminal history, as well as lesbian, gay, bisexual and transgender families. Subtopics may include: The effects of age, gender, diverse abilities,

language and culture, racial identify and ethnicity, and socio-economic status on children and families

Diverse parenting styles, patterns and styles of communication, cultural traditions, values, historical trauma, etc. that influence the caregiver/family partnership

The influence of the caregiver’s own personal history and family interactions on caregiver/family relationships

How to avoid stereotypes How to help children develop and maintain their

home languages Strategies for communicating program

information in families’ primary languages Diverse parenting practices, family values and

customs, family-centered care Cultural sensitivity Offering curriculum and instructional strategies

that are responsive to families’ values, beliefs, languages and experiences

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Topic 10: Assessment training AC3a. All lead teachers/child care providers have completed at least 8 hours of training, coaching, consultation or mentoring on authentic child assessment.

IVa. Observing, Recording and Assessing Development IVb. Assessing and Using Information to Plan

Training that meets this indicator must address this topic: authentic assessment. It may be designed to help a teacher or provider implement a specific child assessment tool, or may be designed to help a teacher or provider implement any assessment chosen by the program. Subtopic areas may include: The purpose, value and use of observation and

assessment tools and strategies Observation tools and appropriate methods of

observation Difference between objective and subjective

recording of information Using and collecting documentation and data for

child assessment Partnerships with parents in the context of child

assessment, including sharing assessment results Assessment use with children with special needs Assessment use with bi-lingual learners Understanding and choosing of an assessment National and state standards for authentic child

assessment Applying knowledge of developmental domains

to interpret assessment results The effects of social context, child’s state of

health and well-being, primary language, ability, and environment on the assessment process

Evaluation of the characteristics, strengths and limitations of common assessment tools

The difference between screening and assessment

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The assessment cycle of observation and documentation, analysis of data, curriculum planning, implementation, and reflection

Ethical responsibilities when conducting child assessment, including consideration of personal biases and expectations

Assessment strategies for dual-language learners Assessment strategies for children with special

needs Use of assessment data for individualizing

instruction Use of assessment data to plan group activities Assessment collaboration with families and other

professionals The purposes specific child assessments are

designed for, such as progress monitoring, formative, criterion-referenced

The format and process for data collection for a specific child assessment tool

How to use information about research, reliability and validity of a child assessment tool during tool selection