Rationale: Effective training design is the foundation for successful trainings. The process of creating effective trainings is a process that includes knowing your audience, specific and measurable learning objectives, engaging learning activities, assessment of competency achievement, training evaluation, and revision based on evaluation results.
TD 1.1 Includes: needs addressed, goal(s) for the training, learning objectives, content, and activities. Clearly defines how training completion is determined.
TD 2.1 Effectively communicates expectations for participants and trainers when providing training. These may include; time commitment, logistics, expected outcomes and measures of success, reporting requirements, resources available, confidentiality, roles of other parties, (e.g. funders, project coordinators, evaluator) etc. Conditions for issuing of training certificates.
TD 3.1 Identifies Colorado Early Childhood Competencies that align to the training.
TD 4.1 Knows where to refer participants when question arise about Colorado early childhood requirements including child care licensing, QRIS, and credentialing.
TD 5.1 Outline what the participants will know and/or be able to do upon completion of the training.
TD 6.1 Provides a variety of activities that create learning experiences to achieve learning objectives. Activities provide participants with opportunities to strengthen current skills, gain new knowledge, practice new skills, make discoveries and begin applying the training content to their work.
TD 7.1 Activities are culturally relevant (examples, activities, language) and designed with adult learning principles and learning styles in mind.
TD 8.1 Basic knowledge of media and how to use it to effectively support learning objectives.
TD 9.1 Creates a training environment that is safe and responsive to adult learning principles, and learning styles of individual participants.
TD 10.1 Understands the basic concepts of transfer of learning and application of learning by participants. Recognizes potential challenges participants may experience when implementing new strategies and concepts.
TD 11.1 Understands what reflective practice is and how it supports participants in applying what they learn.
*Trainers may train content that is not designed by them, when this occurs it is important that trainers be able to evaluate the curriculum for best practices and use best practices in their delivery of the provided curriculum.
TD 1.2 Includes assessment methods that include evaluation of training delivery and training outcomes.
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TD 3.2 Clearly describes how the training supports achieving Colorado Early Childhood Competencies.
TD 4.2 Identifies how training meets or aligns to appropriate or relevant early childhood requirements including child care licensing, QRIS, and credentialing.
TD 5.2 Identifies how learning objectives are measured and how success is determined using the measurements.
TD 6.2 Uses effective sequencing in training design. Clearly links activities to content, learning objectives and Competencies.
TD 7.2 Activity choices are individualizes for the learning needs of the participants.
TD 8.2 Uses best practices for media during trainings including:
• PPT design
• Use of videos
• Audio
• Flip Charts
• Sound systems and use of microphones
• Online technology, mobile apps, and tools
TD 9.2 Modify environment to help facilitate meeting individual participant needs prior to and during training delivery.
TD 10.2 Uses additional resources and opportunities beyond training to support participants to apply/implement what they learn. Addresses potential challenges participants may experience when applying/implementing what was learned.
TD 11.2 Integrates opportunities for reflective practice into training design.
*Trainers may train content that is not designed by them, when this occurs it is important that trainers be able to evaluate the curriculum for best practices and use best practices in their delivery of the provided curriculum.
TD 1.3 Uses assessment results to inform revisions of training plans. Collects data over time on effectiveness of training (i.e. 6-month post-surveys on practice change).
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TD 3.3 Is able to tie evaluation/assessment data to Colorado Early Childhood Competencies.
TD 4.3 Uses content knowledge to align with early childhood requirements as applicable.
TD 5.3 Measures learning objectives and uses the results to inform continuous improvement of training design.
TD 6.3 Individualizes instructional methods for participants prior to and during trainings as needed.
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TD 10.3 Uses a comprehensive professional development approach. This includes both the initial training experience and organized follow up experiences designed to support participants in implementing what they learned.
TD 11.3 Training design includes reflective training experiences and follow-up activities that support use of reflective practice. These opportunities may include coaching, mentoring, reflective practice sessions, and additional training opportunities.
*Trainers may train content that is not designed by them, when this occurs it is important that trainers be able to evaluate the curriculum for best practices and use best practices in their delivery of the provided curriculum.