A Trainer’s Credential is not a lifetime credential and can be revoked.
Renewal of Credential
A Kentucky Early Care and Education Trainers Credential is valid for
three years. Credentials require renewal
every three years; except for Level 1 which is non-renewable.
To renew, training hours are required over the course of the three year period. For levels two (2) through four (4), trainers need 30 clock hours of training.
A minimum of seven (7) hours: “How to train other adults”
A minimum of eight (8) hours: Early care and education,
Fifteen (15) hours from other related professional licensure, certification, credential or any of the two options above.
How to Train Other Adult Clock Hours
To meet the renewal requirement for “How to train other adults”, trainers must obtain a minimum of 7 clock hours of training. However, those hours can be on any of these three topics:
Adult Learning Theory
Affecting Change in Behavior
Organization of Training
There are different opportunities for the topics listed above.
Trainers Institute
An annual Institute held each spring in Lexington with national and state level presenters brought in to share their expertise.
Beyond Fundamentals
Training that delves deeper into the content that was initially presented during Fundamentals of Effective Training. Beyond Fundamentals includes a variety of topics, some of which include: Laugh to Learn, Writing a Case Plan, and Putting FET to Work. For further details on these various trainings visit the Child Care Aware KY website.
Tech for Trainers
These are brief, online modules that provide trainers with new and exciting ways to incorporate technology into their training sessions.
When conducting
a training, there are several different ways to deliver content. In an
online training session, content is delivered typically using written content,
visual content, learning exercises, and assignments.
Deciding
how to deliver content is based upon the training session and the trainer
and will help break
up presentation of content.
A
trainer will need to consider what
is the
most beneficial for
the training session’s Workplace and Training Outcomes and what abilities there
are within the Learning Management System (LMS) used.
A Trainer’s Credential is not a lifetime credential and can be revoked.
Renewal of Credential
A Kentucky Early Care and Education Trainers Credential is valid for
three years. Credentials require renewal
every three years; except for Level 1 which is non-renewable.
To renew, training hours are required over the course of the three year period. For levels two (2) through four (4), trainers need 30 clock hours of training.
A minimum of seven (7) hours: “How to train other adults”
A minimum of eight (8) hours: Early care and education,
Fifteen (15) hours from other related professional licensure, certification, credential or any of the two options above.
How to Train Other Adult Clock Hours
To meet the renewal requirement for “How to train other adults”, trainers must obtain a minimum of 7 clock hours of training. However, those hours can be on any of these three topics:
Adult Learning Theory
Affecting Change in Behavior
Organization of Training
There are different opportunities for the topics listed above.
Trainer’s Institute
An annual Institute held each spring in Lexington with national and state level presenters brought in to share their expertise.
Beyond Fundamentals
Training that delves deeper into the content that was initially presented during Fundamentals of Effective Training. Beyond Fundamentals includes a variety of topics, some of which include: Laugh to Learn, Writing a Case Plan, and Putting FET to Work. For further details on these various trainings visit the Kentucky Partnership website.
Tech for Trainers
These are brief, online modules that provide trainers with new and exciting ways to incorporate technology into their training sessions.
2) Keep in mind the total minutes available within the CONTENT DELIVERY segment (60-70%) and the CLOSING segment (20-25%) of your 2- or 3-hour workshop.
3) Fill in your plan as completely as possible, providing your detailed plans for each part of the CONTENT DELIVERY; “C”-Content, “E”–Exercise, and CLOSING; Q & A, “S”-Summary, Implementation Plan, Follow-Up, Evaluation, Housekeeping.
4) For each CONTENT DELIVERY and CLOSING task; document what you will do, how you will do it, what you will need and the time needed in the appropriate row of boxes across the Table. Where you see N/A (not applicable), you need not enter any information in those designated boxes.
5) Insert your Training Outcomes in the appropriate places in the first vertical column.
6) Submit Assignment 1 within 5 business days by using the upload button below.
NOTES: for the CONTENT DELIVERY and CLOSING segments…
a) Content Delivery: each key piece of Content (knowledge) and Exercise (skill practice) will be detailed in a separate box. The order can be as it appears on the form or you can re-label the vertical column, for example; content, content, exercise. Make sure the boxes in the Content Delivery column are in the order you that you will present them. b) Implementation Plan: you received a sample Implementation Plan form in FET. You may be using it or creating your own and that is up to you. For this it is not necessary to submit one. However, you are encouraged to document the ‘Time Needed’ for completing the Implementation Plan during the workshop in the last column. Evaluation: submit the Evaluation you have created for this training workshop. d) Housekeeping: submit a completed Certificate you would issue for this training.
2) Keep in mind the total minutes available within the OPENING segment (10-15%) of your 2-or 3-hour workshop.
3) Fill in page one of the Training Plan as completely as possible, providing your detailed plans for each OPENING task (second vertical column); Welcome, Introductions, Housekeeping and the Overview which includes the “P”-Preview and the “A”-Activate Prior Knowledge.
4) For each OPENING task document what you will do, how you will do it, what you will need and the time needed in the appropriate row of boxes across the Table. Where you see N/A (not applicable), you need not enter any information in those designated boxes.
5) If anything in the OPENING segment addresses one of your Training Outcomes, Insert that Training Outcome in the first vertical column.
6) Submit Assignment 1 within 5 business days by using the upload button below.
In this first assignment you will begin to work on your training plan. This will include general information about your training, outcomes, skills, and developing a needs assessment.
This assignment will help prepare you for and serve as a basis of the training plan you will be creating.
2) Complete each item on the form by providing all the information requested.
3) Submit the assignment by using the upload button below.
Please remember it could up to 3 business days for your assignment to be reviewed and feed back provided. You will not be able to continue through the course until after the assignment has been reviewed and completed satisfactorily.
Rubric
A grading rubric will help you identify what will be reviewed upon submission of your assignment. Please note that all components must be completed satisfactorily prior to being able to move on through the course. You may be asked to provide additional information before being considered complete. Please respond to any communication from the course facilitator in a timely manner. Reach out to the course facilitator if you have any questions or or problems completing the activity.
Component All components must be completed satisfactorily in order to progress to the next section.
Training Topic
Core Content Subject Area Should best match training topic.
Core Content Competency Listed and best matches training content.
Core Content Competency Page Number List the page number where the Core Content Competency is located.
Training Length
Training Level
Workplace Outcome Indicates what participants will do when they return to their workplace and related to training content.
Skills List skills needed to implement Workplace Outcome
Knowledge List knowledge needed to implement Workplace Outcome
Skills and Knowledge Sequence List List skills and knowledge you will present in the order or presentation.
Training Outcome Indicates what participants will do during the training and related to the training content.
Training Title Clear, concise, related to training content.
Needs Assessment Write at least 6 questions that will be included on your Needs Assessment.
This course will take approximately 7 hours to complete (including completion of application activity)
Upon successful completion of all components 7 hours of how to train other adult hours will be issued
Audience: Trainers
Course Description
Welcome to Beyond Fundamentals: Putting FET to Work! Putting FET to Work is an 7-hour online learning experience that helps you design a training plan on a topic of your choosing. Upon completion, you will have a new, custom training session that you can begin training on immediately.
This online Seminar includes three, sequential Modules to be completed in order. It is important to get started right away and that you pace yourself. You move on to each subsequent assignment once the prior assignment has been successfully completed and a completion point has been submitted by the Course Facilitator.
The assignments are submitted for feedback, which can include some back and forthbetween you and the Course Facilitator. Please allow up to 3 business days for your individualized feedback to be provided.
Please note: this is not a course where you sit down at the computer and finish in one, 7-hour session. This course will be stopped and started as needed and necessary to complete and review all components.
Use PACES™ in the development and writing of your training plan.
Identify the Core Content Competency for your written Training Plan.
Identify the ‘Level’ of the training that is being developed.
Provide a balance of training methods that support adult learners throughout your workshop.
Workplace Outcome
Develop ‘leveled’ training plans that incorporate PACES™ and provide a balance of training methods that support the identified Core Content Competency.
In FET these options are referred to as “training methods” in ECE-TRIS these options are referred to as “training modes”. The terms used are different, however the definitions are the same. We will use the term “method”.
A training method is a way of presenting information. In a virtual training session there are several different types of training delivery methods that can be used to disseminate information. Methods are the more specific activities that are used to teach and practice content. Methods can be presented in written content, visual content, learning exercises, or assignments. Kentucky Trainer Credential Regulations require a non-face to face training session must consist of at least 2 different methods.
Deciding which delivery methods to use will be based on the training session and the trainer. A trainer will need to consider:
what is the most beneficial for the training session Workplace and Training Outcomes,
what abilities and limitations there are with the Learning Management System (LMS) used, and
personal preferences.
Using different methods in learning will break up presentation of content. Just as you should not spend an entire face to face training session lecturing, you should not want to use just one method for delivering content in a virtual session.
There is sometimes the misconception that if a training is being offered online, then quality is sacrificed. Quality in a training comes from the planning, organization, and presentation of content, regardless of whether a training is in person or online. With an increase in the demand of, and the number of people taking online training, it is important as trainers to remember quality does not come from the platform used, but rather the training itself.
As a trainer there are many resources available to help you evaluate the quality of your courses ; co-workers, other experts, Training Coaches, etc. Utilize these resources to refine content, adjust assignments, and to ensure regulatory compliance.
The beginning of a quality training session starts with meeting and maintaining any and all regulatory requirements. Ensure you are familiar with and meeting all requirements.
Trainers should also take continuing education courses that introduce you to new topics, keep you up to date on changing trends, and deepen your knowledge base.
Don’t forget! Your Child Care Aware Training Coaches are available to observe and provide feedback on your online training! On your handout there is a place to indicate who your Training Coach is and their contact information.
Resources to Support the Trainer in Quality Assurance:
Before getting started it is important to understand various terms that are utilized by Division of Child Care (DCC), ECE-TRIS and early care and education professionals in Kentucky.
Most training sessions that are non-face-to-face get a general title of “online”. It is important to note that there are some distinctions and definitions between the various types of training sessions.
Asynchronous Learning
Forms of education, instruction, and learning that occur at different times and in different places, and may be accessed individually by trainees.
Some examples of asynchronous learning include:
Web-based Online Courses– An internet browser-based learning which is also available on the local intranet. Web-based courses may adopt technologies such as streaming audio/video, webinars, forums and instant messaging.
Independent Study– An instructor-led approach where the instructor and participant are separated by place or time. An instructor assigns lessons and exercises, and participants work independently yet have regular contact with the instructor by phone or email communication.
Synchronous Learning
Forms of education, instruction, and learning that occur at the same time in real time, but they may or may not be in the same place.
Some examples of synchronous learning include:
Face-to-face/Classroom– An interactive, instructor-led approach where the instructor and participant meet in a classroom for a specific duration of time in a common location.
Teleconference/Conference Call – A conference held among people in different locations by means of telecommunications equipment, such as telephone or closed-circuit television.
Webinar/Video Conference– Short for Web-based seminar, a presentation, lecture, workshop or seminar that is transmitted over the Web. A key feature of a Webinar is its interactive elements — the ability to give, receive and discuss information.
Hybrid Learning
The term “hybrid” is also used to refer to a training session that is a combination of two types of training.
For example an independent study where the participant watches a recorded webinar and then completes assignments.
Typically with a hybrid, there is a face to face or live webinar training session, along with a component participants access and complete independently.
922 KAR 2:240. Kentucky Early Care and Education Trainer’s Credential and training approval.
Section 1. Definitions. (2) “Asynchronous learning” means forms of education, instruction, and learning that occur at different times and in different places, and maybe accessed individually by trainees. (6) “Synchronous learning” means forms of education, instruction, and learning that occur at the same time in real time, but not in the same place.
