Saturday, January 28, 2006
Minnesota CCR&R Learning Continuum...
You've probably heard about the learning continuum. If you haven't, you soon will. If you live in or near the Spicer, Minnesota area, you are invited to attend an informational session on the CCR&R Learning Continuum and the Family Child Care Self-Assessment tool with Jesse Schunk, the Coordinator of the CCR&R Learning continuum.
We will meet in Spicer at 650 County Road 10, Spicer. MN on Monday evening the 20th of February from 6:30 Â 8:30. The purpose of meeting will be to:
What is the CCR&R Learning Continuum?
The CCR&R Learning Continuum is a framework for organizing and supporting the learning and professional development of all who provide care to Minnesota's children.
This is the current name for the model framework for training that will be delivered through the MNCCR&R training system. The framework includes a continuum of knowledge and skills that anyone who works with children should understand.
What is the history of this project?
The planning that is currently underway for the CCR&R Learning Continuum framework is being done under a grant funded through DHS. Jessie Schunk a former training coordinator for Region 3 is the project manager and is working "hand in glove with the MNCCR&R Training director as well as an inter-disciplinary advisory team representing many facets of the early childhood and youth field. The planning work currently being done is partially based on successful state training models as well as national models of training and early education. This project has two focus/advisory groups that have given input on the process, including representatives from many early childhood training groups as well as communities of color, and representatives from across the state of Minnesota. We are now in the process of traveling across the state to gain additional feedback prior to making recommendations to DHS.
The core content and skill levels within the CBTC are based on the Core Competencies for Early Education and Care Practitioners in Minnesota. Other pieces are based on the Levels of Learning, A Framework for Organizing In-service Training a work by Judith S. Rycus, Ph.D., MSW and Ronald C. Hughes, Ph.D., MScSA.
Why do we need a training continuum?
In the past each training coordinator planned training using their own system. The changing face of professional development in our state mandates a systematic way to provide a comprehensive training model that addresses provider's needs at a variety of levels of learning. The change encompasses the philosophy that we are providing education not only fulfilling licensing mandates. Also, keeping in step with the philosophy of professional development is the need for educational opportunities to "lead somewhere", to have the classes add up to "something of long term benefit". The training continuum was built keeping in mind this philosophy.
The competencies are worded so they can be measured or demonstrated so each person doing care can determine where they sit within each knowledge and skill level. Education opportunities exist within whatever level individuals currently sit at. The goal would be that all people who work with children could grow in knowledge and skills that would continually transform the work they do with children.
Reasons why core competencies are critical to the early childhood field
The framework is designed to be utilized by training coordinators, trainers, grant coordinators, center directors, and at times could be used by persons doing direct care and/or supervision of children.
I've already done a lot of training from the CCR&R. Will I get credit for the training I've already done?
This is a common question and there are ways to receive life experience credit for prior learning. Past training has served the providers and children of this state well. We have no doubt that the training done in the past has been effective for many people.
A philosophical switch is happening around "training" in the CCR&R. There is a need to go beyond fulfilling licensing requirements for training hours to expand to truly focusing on educating those who provide care for children. Part of he reason for this is there is a need in our state to increase the readiness of children to learn when they enter Kindergarten. The other part is that providers themselves have indicated their desire to get more out of training, on a wider variety of topics, at more than the first beginning level of understanding. We agree that this is necessary, that the goal is to ultimately promote a change in practice and implementation of the learning that has happened in classes.
We also know that care givers come to the early care field with a variety of knowledge in the core content areas addressed in the learning continuum. They might be at a basic or level one in business practices and a level three in understanding of child development. The person can take classes in the learning level that best suites them in the seven content areas.
This Learning Continuum isn't a way to measure competency of a care giver or a way of promoting those who work with children from one level to another. The framework won't "pass" people from level to level.
The primary function of the Learning Continuum is to provide a framework to organize and support the learning and professional development of those who provide care to Minnesota's children. The philosophy is to provide a structured delivery system for quality educational experiences to those who provide children care. This will ultimately lead to an increasing depth of understanding of quality care giving and how that impacts learning experiences for children.
How will I know how training fits in the CCR&R Learning Continuum?
Currently this piece is being addressed. Right now curriculum that is delivered through the CCR&R training system and is available statewide either face to face or on-line is being assessed and aligned with the core content areas. This is being called "Phase One". Learning levels will be determined by trainer requirements, assessment tools and teaching strategies. The classes will then be advertised as to what content area and learning level they address. Those who plan training will be able to utilize this information in their planning process and provide for a variety of content areas and levels in each training period.
Statewide Training Curriculum definition: training curriculums that are currently and primarily delivered through the CCR&R system, and are available to be offered in every MN CCR&R district in a face to face and/or online capacity.
Phase One Assessment of curriculum will be limited to statewide training curriculum. (see above definition)
Phase Two Assessment of curriculum is tentatively planned for after July 1, 2005.
How does this CCR&R Learning Continuum interact with all the other early childhood professional development that is happening in the state?
Currently the Department of Human Services in undertaking an overall planning process for the larger early care Professional Development system in the state. This refinement process is necessary due to shrinking dollars and an increased demand for accountability for the quality of early care in our state. There are many pieces of the professional development system in place, many in development, some funded by DHS and some funded privately.
One of the pieces in development is the Quality Rating System, this is a system not funded by DHS at this point but the work being developed runs parallel to the work of the CBTC framework. Neither of these pieces is being "driven" by the other but it is the intention that they would fit together when both are fully developed.
Where can I find out more information about the CCR&R Learning Continuum?
Currently this work is in process and in a planning stage. During this planning stage feedback is being gathered and further refinement is part of the process.
You've probably heard about the learning continuum. If you haven't, you soon will. If you live in or near the Spicer, Minnesota area, you are invited to attend an informational session on the CCR&R Learning Continuum and the Family Child Care Self-Assessment tool with Jesse Schunk, the Coordinator of the CCR&R Learning continuum.
We will meet in Spicer at 650 County Road 10, Spicer. MN on Monday evening the 20th of February from 6:30 Â 8:30. The purpose of meeting will be to:
- To gather feedback specifically related to the revised CCR&R Learning Continuum (LC) work
- To share information related to the Block Concept and gather input
- To explain how the LC utilizes and integrates into the larger MN Professional Development System
- To explain with some depth how the LC will promote quality learning experiences that translate to quality child care experiences for children
What is the CCR&R Learning Continuum?
The CCR&R Learning Continuum is a framework for organizing and supporting the learning and professional development of all who provide care to Minnesota's children.
This is the current name for the model framework for training that will be delivered through the MNCCR&R training system. The framework includes a continuum of knowledge and skills that anyone who works with children should understand.
What is the history of this project?
The planning that is currently underway for the CCR&R Learning Continuum framework is being done under a grant funded through DHS. Jessie Schunk a former training coordinator for Region 3 is the project manager and is working "hand in glove with the MNCCR&R Training director as well as an inter-disciplinary advisory team representing many facets of the early childhood and youth field. The planning work currently being done is partially based on successful state training models as well as national models of training and early education. This project has two focus/advisory groups that have given input on the process, including representatives from many early childhood training groups as well as communities of color, and representatives from across the state of Minnesota. We are now in the process of traveling across the state to gain additional feedback prior to making recommendations to DHS.
The core content and skill levels within the CBTC are based on the Core Competencies for Early Education and Care Practitioners in Minnesota. Other pieces are based on the Levels of Learning, A Framework for Organizing In-service Training a work by Judith S. Rycus, Ph.D., MSW and Ronald C. Hughes, Ph.D., MScSA.
Why do we need a training continuum?
In the past each training coordinator planned training using their own system. The changing face of professional development in our state mandates a systematic way to provide a comprehensive training model that addresses provider's needs at a variety of levels of learning. The change encompasses the philosophy that we are providing education not only fulfilling licensing mandates. Also, keeping in step with the philosophy of professional development is the need for educational opportunities to "lead somewhere", to have the classes add up to "something of long term benefit". The training continuum was built keeping in mind this philosophy.
The competencies are worded so they can be measured or demonstrated so each person doing care can determine where they sit within each knowledge and skill level. Education opportunities exist within whatever level individuals currently sit at. The goal would be that all people who work with children could grow in knowledge and skills that would continually transform the work they do with children.
Reasons why core competencies are critical to the early childhood field
- Core competencies define what practitioners need to know and be able to do to provide quality education and care.
- Core competencies serve as the foundation for decisions and practices carried out by practitioners in all early childhood education and care settings and programs.
- Core competencies provide guidelines for education and training programs in meeting the needs of practitioners in the field.
- Core competencies serve as a means for incorporating new research findings and knowledge into practice in early childhood education and care.
- Core competencies establish a set of standards for early childhood education and care that promote recognition of the significance and professional nature of this field.
The framework is designed to be utilized by training coordinators, trainers, grant coordinators, center directors, and at times could be used by persons doing direct care and/or supervision of children.
I've already done a lot of training from the CCR&R. Will I get credit for the training I've already done?
This is a common question and there are ways to receive life experience credit for prior learning. Past training has served the providers and children of this state well. We have no doubt that the training done in the past has been effective for many people.
A philosophical switch is happening around "training" in the CCR&R. There is a need to go beyond fulfilling licensing requirements for training hours to expand to truly focusing on educating those who provide care for children. Part of he reason for this is there is a need in our state to increase the readiness of children to learn when they enter Kindergarten. The other part is that providers themselves have indicated their desire to get more out of training, on a wider variety of topics, at more than the first beginning level of understanding. We agree that this is necessary, that the goal is to ultimately promote a change in practice and implementation of the learning that has happened in classes.
We also know that care givers come to the early care field with a variety of knowledge in the core content areas addressed in the learning continuum. They might be at a basic or level one in business practices and a level three in understanding of child development. The person can take classes in the learning level that best suites them in the seven content areas.
This Learning Continuum isn't a way to measure competency of a care giver or a way of promoting those who work with children from one level to another. The framework won't "pass" people from level to level.
The primary function of the Learning Continuum is to provide a framework to organize and support the learning and professional development of those who provide care to Minnesota's children. The philosophy is to provide a structured delivery system for quality educational experiences to those who provide children care. This will ultimately lead to an increasing depth of understanding of quality care giving and how that impacts learning experiences for children.
How will I know how training fits in the CCR&R Learning Continuum?
Currently this piece is being addressed. Right now curriculum that is delivered through the CCR&R training system and is available statewide either face to face or on-line is being assessed and aligned with the core content areas. This is being called "Phase One". Learning levels will be determined by trainer requirements, assessment tools and teaching strategies. The classes will then be advertised as to what content area and learning level they address. Those who plan training will be able to utilize this information in their planning process and provide for a variety of content areas and levels in each training period.
Statewide Training Curriculum definition: training curriculums that are currently and primarily delivered through the CCR&R system, and are available to be offered in every MN CCR&R district in a face to face and/or online capacity.
Phase One Assessment of curriculum will be limited to statewide training curriculum. (see above definition)
Phase Two Assessment of curriculum is tentatively planned for after July 1, 2005.
How does this CCR&R Learning Continuum interact with all the other early childhood professional development that is happening in the state?
Currently the Department of Human Services in undertaking an overall planning process for the larger early care Professional Development system in the state. This refinement process is necessary due to shrinking dollars and an increased demand for accountability for the quality of early care in our state. There are many pieces of the professional development system in place, many in development, some funded by DHS and some funded privately.
One of the pieces in development is the Quality Rating System, this is a system not funded by DHS at this point but the work being developed runs parallel to the work of the CBTC framework. Neither of these pieces is being "driven" by the other but it is the intention that they would fit together when both are fully developed.
Where can I find out more information about the CCR&R Learning Continuum?
Currently this work is in process and in a planning stage. During this planning stage feedback is being gathered and further refinement is part of the process.
// posted by Tammy Wachter @ 5:54 PM 
