| FIELD | REQUIREMENTS | EXAMPLE |
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| Course Title | See RequirementsHide Requirements
Titles must:
- Be short and clearly stated.
- Have correct capitalization and punctuation.
- The first letter of each word should be capitalized.
- Match the content of the course.
| See ExampleHide Example
Achieve A Successful Course Submission
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Level of Training
Course levels are assigned using the Minnesota’s Knowledge and Competency Framework (KCF). | See RequirementsHide Requirements
- Level 1: Explores – Participants at this level are relatively new to the field of early childhood or new to an early childhood concept.
- Level 2: Implements – Participants at this level know what to expect of children at various stages of development and how to promote and engage children in learning. They are beginning to focus on the needs of individual children.
- Level 3: Designs and Leads – Participants at this level are highly involved in professional decision making, they design learning environments and experiences.
*Refer to Minnesota’s Knowledge and Competency Framework.
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| Description | See RequirementsHide RequirementsCourse Descriptions Must:
- Focus on content. DO NOT:
- Ask questions or repeat the title.
- Use the description for marketing purposes.
- Include poetic or playful phrases.
- Include if the course is offered online (if applicable).
- Name the curriculum owner (if applicable).
- Be clear, easy-to-read, grammatically correct. Use proper capitalization, punctuation and sentence structure.
- Inform the participant of the subject matter and correspond with the chosen KCF.
- Be 30-100 words and begin with an action verb
- Examples are: Explore, Examine, Gain, Learn, Develop, etc.
- Be written in the present tense.
- Incorrect: In this course, you will learn the fundamentals of child development.
- Correct: Learn the fundamentals of child development.
- Include how the participant would benefit from taking the course.
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- For example: Consider the question, “What’s in it for them?”
| See ExampleHide Example
Discover the guidelines for successfully creating and submitting a course for approval by Achieve. Break down the online submission form and explore the acceptable criteria necessary for completing each field. Learn how to upload outline forms and other course documents. Understand the importance of clear and consistent course information for the benefit of practitioners. Identifying course proposal timelines for approval, how to complete revisions and resubmit the course.
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Intellectual Property Owner
Who came up with the course content? Was this course developed by someone else? | See RequirementsHide Requirements
- Exclusively Owned: The course content is owned by you or your organization.
- Publicly Available: The course content was developed by a government agency or non-profit and is available to the public for widespread use.
- Publisher: The course was developed by a private publisher who granted you permission to use it, the publisher name must be listed with this selection.
- Other: None of the above circumstances fit, please describe how this course was developed.
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| Knowledge and Competency Framework (KCF) | See RequirementsHide Requirements*See chart by clicking the button below. Selections must:
- Match the course description, objectives, outline and content.
- Meet the 2 hour minimum per selected KCF area(s). For example:
- 2-3 hours–Select ONE KCF area
- 4-5 hours –Select no more than TWO KCF areas
- 6-7 hours–Select no more than THREE KCF areas
- 8-9 hours–Select no more than FOUR KCF areas
Download KCF versions on the MN Department of Education website.
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| Prerequisites | See RequirementsHide Requirements Please describe your audience. Point out the level of knowledge a participant should have to successfully complete your training. | See ExampleHide Example This course is for Achieve approved trainers who have access to the online course submission application in Develop. |
| Learning Objectives | See RequirementsHide Requirements
- Clearly state observable student behaviors that can be measured.
- Clearly express what the student will be able to do by the end of the training.
- Align with the course description, content and learning assessments.
- Use action verbs that are easy to observe and measure, such as:
analyze | apply | appraise | argue | assess | breakdown | calculate | clarify | classify | compare | construct | contrast | create | defend | define | demonstrate | describe | design | determine | differentiate | discriminate | discuss | distinguish | employ | estimate | evaluate | explain | formulate | identify | illustrate | indicate | interpret | judge | label | list | name | operate | order | organize | plan | predict | prepare | recall | recognize | reproduce | select | solve | support | translate | use
- *Avoid using verbs that are difficult to observe and measure, such as:
appreciate | be aware of | become acquainted with | comprehend | cover | familiarize | gain knowledge of | know | learn | realize | study | understand
- Be limited to no more than three objectives for every two hours of training.
- 2-3 hours– up to three objectives
- 4-5 hours– up to six objectives
- 6-7 hours-up to nine objectives
- 8-9 hours – up to twelve objectives
*Refer to Bloom Taxonomy here for additional ideas. | See ExampleHide Example
At the end of this training, participants will be able to:
- Identify the guidelines for submitting a successful course.
- Demonstrate how to adequately complete the online course submission form.
- Recognize the importance of clear and consistent course information and how it benefits participants.
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Diversity/Anti-bias Learning Statement
Let your potential participants know how you will create inclusion. | See Requirements The statement should NOT focus on race, religion, sex, age; but focus on the uniqueness of every individual, including cultural experiences, religious beliefs, slow learners and fast learners, introverts and extroverts, liberal and conservative, etc.
Accepting and incorporating the uniqueness of others will lead to successful learning. Use the following guiding questions to create your statement.
- How will you create a learning environment where every participant feels valued, respected and has the same opportunities for learning as others?
- How will you as a trainer embrace the uniqueness of every participant?
- How will you actively be inclusive during the training?
- How will you guide your participants to be inclusive of all backgrounds and cultures?
| See ExampleHide Example
I offer a learning environment that is supportive of all participants. Both weaknesses and strengths are joined together to build knowledge. The course activities and discussions ensure each participant has the same opportunities to learn as the person sitting next to them. As an Achieve Approved Trainer, I’m aware that learning abilities, personalities, perspectives, career and life experiences, determination and maturity will vary between participants. These variances are built into my course content and offer several advantages for the class. By participating in this inclusive training, participants will develop skills that support their work with children of different abilities. Participants will also recognize how to value various cultural groups while working with children and families.
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| Outline of Training Content | See RequirementsHide RequirementsInclude:
- A brief description
- Training content
- Method of delivery
- Estimated timeline (matching the total course hours) for each section of training.
Complete and UPLOAD at least one of the following:
*If a course will be presented in multiple sessions, a separate outline for each session must be included for approval.
*Courses offered online must include a detailed breakdown for each hour of training. | |
Training Activity
Describe at least one training activity your participants will be involved in. Explain how the activities will support the learning objectives listed.
| See RequirementsHide RequirementsInclude:
- An example of at least one activity you will use during the training
- A detailed overview of how:
- the participant will participate
- the activity addresses the objective
- the activity will be assessed
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Assessment of Learning
| See RequirementsHide Requirements
- Be specific, observable and measure participant learning and understanding
- Specifically measure each Learning Objective(s) you previously listed.
| See ExampleHide Example
To assess learning of the course objectives, participants will:
- List three guidelines for successful course submissions.
- Prepare a course for approval using a sample template provided in class.
- Describe three points that support the importance of submitting clear and consistent course information utilizing Achieve’s course submission application.
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| Training Materials List | See RequirementsHide Requirements Name the materials and resources that you and your participants will use throughout the course | See ExampleHide Example
PowerPoint, screen, projector, handouts, flip chart, white board, writing utensils |
References
List research references you used to create your course proposal. | See RequirementsHide RequirementsReferences listed must be:
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- In APA style format. Some helpful links include:
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- Based on current research, best practices and major resources published within the last 5-7 years.
| See ExampleHide Example
Rendon, T., & Gronlund, G. (2017). Saving play: addressing standards through play-based learning in preschool and kindergarten. St. Paul, MN: Redleaf Press.
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