Planning an Oregon Registry Training Session

1
Planning anOregon RegistryTraining Session

• Oregon Registry Trainer
• Sponsoring Organization Representative
• Orientation Lesson 5

2
Instructions for Lesson 5

• Before you begin this lesson, please download the
  following
• Orientation Quiz (and print)
• Core Body of Knowledge
• Oregon Registry Steps
• Training Session Proposal Instructions and
  Training Session Proposal Form (and print copies
  of these)
• Sample Training Session Proposal
• Sample Evaluation Form
• NAEYC Code of Ethical Conduct Supplement for
  Adult Educators

3
Oregon Registry Trainers

• Will use this lesson 5 to develop and deliver
  community-based training sessions reflecting the
  Core Body of Knowledge categories, Sets, and
  standards

4
Sponsoring Organization Representatives

• Will use this lesson 5 to connect the training
  sessions (made available by the Sponsoring
  Organization and developed and delivered by
  non-certified trainers) to the Core Body of
  Knowledge categories, Sets, and standards

5
Begin this lesson by thinking about some training
topics

• Jot down topics of a few training sessions you
  would like to develop or make available
• OR
• Jot down topics of a few training sessions you
  have already offered
• This lesson of the orientation will help you
  build on one or two of these topics to practice
  developing or connecting a training session to
  meet the standards of the Oregon Registry Trainer
  Program

6
First, some backgroundThe Oregon Registry
Trainer Program connects to

• The Oregon Professional Development System,
  administered by the Oregon Center for Career
  Development in Childhood Care and Education

7
The Oregon ProfessionalDevelopment System has
twofoundational documents

• Core Body of Knowledge for Professionals in
  Childhood Care and Education
• Oregon Registry Steps
• These foundational documents are used by
  trainers and sponsoring organization
  representatives to develop or make available
  standards-based training sessions that support
  professionals in acquiring knowledge appropriate
  to their level of professional development

8
You can learn more about these foundational
documents by going to

• Orientation Lesson 2Core Body of Knowledge
• Orientation Lesson 3Oregon Registry Steps.

9
Linking the training session to theCore
Knowledge Category of theCore Body of Knowledge

• Turn to Page 8 of the Core Body of Knowledge
• Find the Core Knowledge Category that is probably
  most relevant to a training you might want to
  offer let's say. learning environments
• Yes. The Core Knowledge Category isLearning
  Environments and Curriculum

10
Linking the focus of thetraining session to
theCore Body of Knowledge

• Turn to Page 26 of the Core Body of Knowledge
• Read the definition of Learning Environments and
  Curriculum
• Read key concepts and supporting explanations for
  Learning Environments and Curriculum
• Now, think about ideas, key concepts, and
  supporting explanations that might connect with
  and link to a training session on learning
  environments

11
Linking the training session toKnowledge
Standards in theCore Body of Knowledge

• Let's say that you want to offer this training to
  professionals who have not had much training in
  this topic, an introductory training session
• Introductory Knowledge is provided through Set
  One knowledge standards
• Turn to page 27 of the Core Body of Knowledge and
  look at the Set One column
• Think about which Set One knowledge standard
  would be relevant to this topic

12
Linking the training session to Topics in the
Core Body of Knowledge

• Each core knowledge category has some ideas for
  topics for training sessions
• Turn to pages 28 and 29 and look at the Set One
  column of Topics for Learning Environments and
  Curriculum
• Think about a topic that will reflect what might
  be offered in this training session

13
Linking the training session to theOregon
Registry Steps

• Turn to Page 27 of the Core Body of Knowledge and
  see that the Set One standards are related to
  Oregon Registry Steps 1 through 7
• Turn to pages 1 and 2 of the Oregon Registry
  Steps to find Step 1 through Step 7
• Professionals applying to these steps would be
  interested in this training session
• They are accumulating introductory training in
  Set One standards of the Core Body of Knowledge

14
In summary,

• Trainers and Sponsoring Organization
  Representatives working with trainers use the two
  foundational documents to offer training that
  will
• Meet the knowledge standards of the Core Body of
  Knowledge
• Help professionals find the training they need to
  achieve steps on the Oregon Registry

15
Developing anOregon Registry Training Session

• Before beginning this next section, have
  available for your use
• Core Body of Knowledge
• Training Proposal Form Instructions
• Training Proposal Form

16
If you are developing or making available a Set
One Training Session,

• You must be a Community or Master Trainer, or a
  registered Sponsoring Organization Representative
  working with an uncertified trainer
• You will use the Training Session Proposal Form
  to plan the training session
• Once completed, you will use the Training Session
  Proposal Form to determine the Core Knowledge
  Category or Categories of the training session
• You will create your own training session
  certificate using specific Oregon Registry
  language

17
Options for a Set One Training Session,

• You have the option to submit the completed
  Training Session Proposal Form (handwritten is
  fine) for pre-approval by OCCD, but pre-approval
  is not required for Set One sessions
• The optional review and approval of a Training
  Session Proposal is free and conducted by a
  Review Team
• Following Review Team approval, OCCD training
  session certificates will be issued for the
  trainer's optional use
• Oregon Registry Trainers and Sponsoring
  Organization Representatives may also use their
  own agency or organization certificates that
  include the specific Oregon Registry language

18
If you are offering aSet Two or Set Three Master
Training Session,

• You must be a Master Trainer or a registered
  Sponsoring Organization Representative working
  with a trainer
• You must submit a Training Session Proposal
  (handwritten is fine) for pre-approval from OCCD
  before you deliver or make the session available
• Your Training Session Proposal Form will go to a
  Review Team
• Training Session Proposal reviews are free

19
After you have an approvedSet Two or Set Three
Training Session,

• Following Review Team approval, OCCD certificates
  will be issued for your optional use
• Oregon Registry Master Trainers and Sponsoring
  Organization Representatives may use their own
  agency or organization certificates that include
  the specific Oregon Registry language for
  pre-approved Set Two and Set Three training
  sessions

20
Specific Oregon Registry language includes

• Designation of Core Knowledge Categories
• Designation of Set One, Set Two, or Set Three
• Connection to Oregon Registry Steps 1 through 7,
  7.5 through 9, or 9.5 through 10
• Certification as Oregon Registry Community
  Trainer
• Certification as Oregon Registry Master Trainer
• Designation as Sponsoring Organization
  Representative
• Please Note Only Oregon Registry Trainers or
  Sponsoring Organization Representatives may use
  specific Oregon Registry language in their
  marketing materials or on training certificates

21
Developing anOregon Registry Training Session

• On the Training Session Proposal Form
• Begin with your trainer or representative status
  and contact information
• If you are a Sponsoring Organization
  Representative, give the name of the trainer
• Indicate which training session type you are
  developing -- Set One, Set Two, or Set Three

22
Developing anOregon Registry Training Session

• Set One and Set Two Training Sessions must be a
  minimum of one hour in length
• Set Three Training Sessions must be a minimum of
  three hours in length
• You may select only one training session type

23
The Length of the Training SessionSelect one
length

• The length of the training session affects the
  number of core knowledge categories that can be
  covered in the training session
• If 1-3 hours, one Core Knowledge Category
• If 3-6 hours, one or two Core Knowledge
  Categories
• If 6-10, one, two, or three Core Knowledge
  Categories
• If 10 or more, any number of Core Knowledge
  Categories

24
The Title of the Training Session

• Must clearly communicate the subject of the
  training session
• Must reflect language in the Core Knowledge
  Category definition, key concepts, supporting
  explanations, standards, and/or topics
• Select one of the topics you were thinking of at
  the beginning of this lesson. Develop a working
  title for this training session

25
The Description of the Training Session

• Should be 50 words or less
• Must clearly communicate the objectives of the
  training session for acquiring and applying
  knowledge
• Must reflect language in the Core Knowledge
  Category definition, key concepts, supporting
  explanations, standards, and/or topics
• Continuing to work on the training session,
  develop a working description

26
Back to our idea for a training session on
learning environments

• Let's say that we have decided that
• The type is Community Training Session, Set One
• The length is 1-3 hours
• The title is Principles of Learning Environments
  for Preschoolers
• The description is Come to explore some ideas
  for good learning environments for preschoolers.
  Learn how you can arrange effective and
  appropriate learning centers in your program.
  Core Knowledge Category Learning Environments
  and Curriculum, Set One, Oregon Registry Steps 1-7

27
Selecting Core Knowledge Categories

• Read the Core Knowledge Category or Categories
  and their definitions on page 9 of the Core Body
  of Knowledge
• Remember the guidelines on number of Core
  Knowledge Categories that can be included in
  session lengths
• If 1-3 hours, one Core Knowledge Category
• If 3-6 hours, one or two Core Knowledge
  Categories
• If 6-10, one, two, or three Core Knowledge
  Categories
• If 10 or more, any number of Core Knowledge
  Categories

28
Selecting the Core Knowledge Categories for the
training session

• Select possible Core Knowledge Category or
  Categories for the training session
• Read the key concepts, supporting explanations
  and standards of knowledge for the Set of
  Knowledge relevant to the training session
• Select the Core Knowledge Category or Categories.
• Write the name of one Core Knowledge Category in
  the first box in the left column in the table in
  item 9.

29
The Importance of Standards and Objectives

• The standards and objectives will be the major
  connection to the Core Body of Knowledge
• They will assure that you are delivering or
  making available a standards-based training
  session
• They will focus the training session
• They are the key to quality

30
Selecting the Standards for the training session

• Look closely at the standards
• For the Core Knowledge Category that you have
  selected, choose the standard or standards that
  are most relevant to the training session
• Write at least one standard in the middle column
  beside the Core Knowledge Category

31
Developing the Objectives for the training session

• For each standard, you must develop at least one
  objective that states what the participants will
  learn in the training session
• Refer to page 6 of the Core Body of Knowledge for
  words that could be used in the objectives
• See examples of objectives in the Proposal Form
  Instructions (page 5)
• Write at least one objective for this standard in
  the right column, beside the standard

32
Standards and Objectives

• Continue with the table in item 9, adding
  objectives and standards (if appropriate) for the
  Core Knowledge Category
• If you are including more than one Core Knowledge
  Category, repeat the process for each Core
  Knowledge Category
• You must include at least one standard for each
  Core Knowledge Category
• You must include at least one objective for each
  standard

33
Standards and Objectives

• You may make additional copies of page 5 if you
  need them
• If the training session is 1-3 hours in length,
  it may be helpful to limit the training session
  to one or two standards, and to no more than two
  or three objectives

34
Continuing with our idea for a training session
on learning environments--

• The table might look like this

35
Reflection Activities help learners to

• Think about their own lives and how it relates to
  what they are learning
• Stop to think deeply or below the surface about
  something that they have experienced and how it
  relates to what they are learning
• Think back on other learning situations and
  relate them to what they are learning now
• Look at themselves and what they are learning and
  develop self-insight

36
Reflection Activities could include

• Writing
• Drawing
• Making collages
• Making posters or charts
• Building 3-dimensional sculptures
• Imagining
• Describing
• Group discussions
• And more

37
Including Reflection Activities

• All Oregon Registry Training Sessions must
  include at least one reflection activity
• Think about the training topic, your objectives
  and the content of the training session
• Make a list of possible reflection activities
  that could be included
• Write the name and a description of the activity
  or the activities for the training session

38
Reflection Activities for our session on learning
environments could be

• Draw a sketch of the arrangement of your learning
  setting and think about how it reflects
  principles of positive learning environments
• Draw a picture of a place you liked to play as a
  child and think about what made it special for
  you
• Describe your favorite parts of your learning
  setting to the person sitting next to you.
• Write about your favorite parts of your learning
  setting.

39
Professional Actions help learners to

• Make plans to use the knowledge they have gained
  from the training session to change their
  practice or their thinking
• Do something to use what they have learned
• Take action to contribute to a more just and
  equitable professional situation and to a better
  world for children, families, and themselves

40
Professional Action Activities might include

• Writing
• Drawing
• Starting notebooks or journals
• Making plans
• Developing promises
• Making commitments
• And more

41
Including Professional Action Activities

• All Oregon Registry Training Sessions must
  include at least one professional action activity
• Think about your training topic, your objectives
  and the content of the training session
• Make a list of possible professional action
  activities that you could include
• Write the name and a description of the activity
  or the activities for the training session

42
Professional Action Activities for our session on
learning environments could be

• Make another sketch of the floor plan of your
  learning environment. This time, make some
  changes in the arrangement of your environment
  that you would like to try.
• Make a list of three things you will change in
  your learning centers

43
Agenda

• The agenda is the plan for the flow of the
  training session
• It will show how the trainer intends to present
  the concepts and topics to the participants
• The agenda will be a list of topics or activities
• The topics or activities in the agenda must match
  the selected Core Knowledge Categories,
  standards, and objectives
• The agenda must include the selected reflection
  activities and professional action activities
• Write an agenda for your training session

44
The agenda for our training session on learning
environments could be

• Reflection Activity Draw pictures of places you
  liked to play as a child and think about what
  made it special to you
• Share childhood stories, making a list of
  characteristics of those favorite places
• Principles of arranging learning environments for
  preschoolers
• In small groups, develop posters that describe
  what you think is important in arranging good
  environments for young children
• Developing and equipping learning centers
• Professional Action Activity Make a list of
  three things you would like to change in your
  learning centers
• Closing, evaluation, certificates

45
Resources or Research

• Trainers base their training sessions on best
  practices and current information.
• Gather together the resources that will be used
  to develop the content of the training session
• The resources may include books and articles on
  the topic as well as videos, CDs, internet
  resources, and personal notes from previous
  trainings.
• List the resources the trainer will use,
  including authors, titles, and dates of
  publication as relevant

46
Creating a Participant Evaluation Form

• Oregon Registry Training Sessions must include an
  opportunity for participants to evaluate the
  training session anonymously
• The evaluation form must include a place for the
  trainer's name and the date and location of the
  training session
• The evaluation must have a section which includes
  a rating of achieving the training session
  objectives
• Participants will rate the achievement of the
  training session objectives on a scale of 1-5,
  with 5 being the highest

47
Connecting the ParticipantEvaluation Form to
thetraining session objectives

• For example
• If one of the objectives is, "Participants will
  gain an overview of basic principles of learning
  environments for preschoolers",
• Then, the evaluation item could be, "I gained an
  overview of basic principles of learning
  environments for preschoolers."
• The participant would be asked to circle a number
  from 1 to 5, with 5 being the highest, indicating
  agreement with the statement.

48
Example of an evaluation item linking to a
training session objective

• The item on the evaluation form could look like
  this
• "I gained an overview of basic principles of
  learning environments for preschoolers."
• (circle the number that best reflects what you
  believe to be true)

49
Finishing the Participant Evaluation Form for the
training session

• Include a separate evaluation item for each
  objective in your training session
• Go back and look at the objectives for this
  training session
• Write evaluation items based upon these objectives

50
Options for other items in theParticipant
Evaluation Form

• In addition to having the participants rate the
  achievement of the objectives of the training
  session, the trainer may want to ask other
  questions of the participants.
• They might include
• Their overall satisfaction with the training
  session
• Their physical comfort in the training setting
• Their suggestions for changes
• Their suggestions for other training topics of
  interest

51
Documenting theParticipant Evaluation Formfor
the training session

• Attach a blank copy of the evaluation form to the
  Training Session Proposal Form
• Using the Participant Evaluation Form for the
  training session
• Evaluations must be completed at the end of the
  training session and collected from each
  participant before leaving

52
If you are delivering or making available a
trainingsession for Distance Learning,

• Complete item 15
• Describe opportunities for interaction or
  conversations
• Describe ways to evaluate participant learning
• Describe how you determined training hours earned
• Describe procedures for issuing certificates
  based on training completion

53
If you are delivering or making available a
training session which includes content in Adult
Education/Adult Development

• Complete item 16 by checking off topics that
  will be included in the session
• Indicate the number of hours or partial hours for
  each topic checked. The total may or may not add
  up to the total time for the training session,
  but it may not exceed the total time for the
  training session
• The certificate should indicate the total number
  of hours in adult education or adult development
• This option would be useful only to trainers or
  adult educators who take the training session as
  they are accumulating hours to meet trainer
  qualifications

54
Certificates

• Each participant who attends an Oregon Registry
  Training Session must receive a certificate at
  the conclusion of the training session
• Oregon Registry Trainers and Sponsoring
  Organization Representatives may issue
  certificates, using the Oregon Registry language,
  from their own agencies or organizations
• Or, Oregon Registry Trainers and Sponsoring
  Organization Representatives may request
  pre-approval of training sessions from Oregon
  Center for Career Development in Childhood Care
  and Education and issue OCCD certificates to
  their participants.

55
Training Certificates must include

• Agency or organization name and phone number
• Participant name (written or typed by the trainer
  or organization)
• Date of training
• Total number of hours of training
• Core Knowledge Category or Categories
• If more than one Core Knowledge Category is
  included in the training session, then the number
  of hours devoted to each Core Knowledge Category
  must be included, totaling up to the number of
  hours of training shown above
• Knowledge Standards Set One, Set Two, or Set
  Three
• Trainer printed name, title, and signature
• When applicable, the Sponsoring Organization
  Representative printed name and signature.

56
Code of Ethical Conductfor Adult Educators

• National Association for the Education of Young
  Children has developed a supplementary code of
  ethical conduct for adult educators
• The code maps the ethical responsibilities for
  adult educators that go beyond the NAEYC Code of
  Ethical Conduct for practitioners

57
Code of Ethical Conductfor Adult Educators

• Oregon Registry Trainers and Sponsoring
  Organization Representatives have ethical
  responsibilities to
• Adult students
• Institutions of higher learning and agencies that
  conduct training
• Professional colleagues
• Children and their families and community
• Society and the field of childhood care and
  education at large

58
Code of Ethical Conductfor Adult Educators

• Please take some time now to read the document
• As an Oregon Registry Trainer or Sponsoring
  Organization Representative, you are agreeing to
  these responsibilities

59
CONGRATULATIONS!!!

• You have just practiced creating and documenting
  an Oregon Registry training session
• This training session follows important adult
  education principles including learning
  objectives, reflection, professional action,
  research resources, evaluation, and certificate
• The training session supports participants' work
  in Oregon's Professional Development System and
  connects to the Core Knowledge Categories and
  Standards in the Core Body of Knowledge

60
This is the end of Lesson 5 of the Orientation

• Please download, print, and complete theLesson
  5 section of the quiz.
• Click HERE to return to the Trainer Orientation
  page.
• Click HERE to return to the Representative
  Orientation page.
• Mail your completed quiz to
• Portland State University-OCCDPO Box
  751Portland, Oregon 97207-0751ATTN Oregon
  Registry Trainer Program