Training Approval System

The Training Approval System is designed to assure quality by approving non-college credit training that relates to the Early Care and Education Knowledge Base content areas.  All agencies, organizations, and individuals sponsoring non-credit training for early childhood practitioners may apply for approval through the ECP.

Upon approval:

● The ECP will provide the training sponsor with a sign in sheet for the approved training event, certificates to distribute to participants, and a sample trainer evaluation form.

● Training participants will sign the official sign in sheet that is provided by the ECP when they have completed the training session. The training sponsor will return this sign in sheet to the ECP and the participants training hours will be recorded in the ECP database and be available to view online. Online training records are utilized by licensors, Merit Pay administrators, and The Practitioner Registry to verify annual training hours.

Please note: It is very important that all training participants PRINT their full name and PS number or Social Security number on the sign in sheet. Training hours are recorded by data entry and this information must be legible. Online training records may not be available for those who are not active on The Practitioner Registry or who do not work in a licensed/registered facility.

● When the approved training has been completed, the training sponsor will distribute the provided certificates to participants so that each individual  has documentation of their attendance to add to their personal Training/Professional Development file.

Practitioners who participate in training hours that are not submitted for approval by the sponsoring agency may utilize the Individual Request for Training Approval to document participation.

College courses taken from regionally accredited colleges and universities, that are related to early care and education Knowledge Base content areas, may also count towards required annual training hours. Each semester credit completed equals 15 hours of training that can be documented with a copy of your transcript or an official grade report. If you are not sure that your course will qualify for approval, contact the Early Childhood Project. 



Training Approval Applications and Forms

Training Approval Application
 Print, complete, and mail or fax to the ECP.

Online Training Approval Application
Complete all fields and submit electronically.

Previously Approved Training Application
Use this application for a training event that has been previously approved. Print, complete, and mail or fax to the ECP.

Online Previously Approved Training Application  
Indicate changes of location, date, and/or title of a training event that has been previously approved, and submit electronically.

Distance Learning Training Approval Application
Print, complete, and mail or fax to the ECP.

Training Participant Data Entry
For authorized Child Care Resource and Referral data entry only.

Training Verification Form
Use this form to keep track of your 2006-2007 training events and hours.

Individual Request for Training Approval

Individual Request for Training Approval
Use this form to request approval for training hours completed at national/regional conferences or other special events that were not submitted for approval by the sponsoring agency.

Guiding Principles for Training Approval

The goal of training approval in Montana is to improve the quality and content of training and education for early care and education practitioners. The system is based upon the Guiding Principles for Training Approval

Knowledge Base Content Areas

The Knowledge Base defines what practitioners who work with young children and families need to know, and includes content areas that define the knowledge, skills, and attributes desirable for early childhood practitioners. At the core of the Knowledge Base are personal characteristics. Each of the following content areas is linked to a self-assessment page.

Personal Dispositions
Health, Safety & Nutrition
Child Growth & Development
Environmental Design
Child Guidance
Family & Community Partnerships
Program Management
Curriculum
Observation & Assessment
Professionalism

Cultural & Developmental Diversity
(Embedded in all Knowledge Base content areas)

Important Assumptions
The Knowledge Base is developed around several assumptions which recognize that:

1) The expertise of the adults who work with children and their families are the keys to quality. This is impacted not only by training but also by developing personal attributes or dispositions. While dispositions are difficult to measure and often subjective, they critically impact the early childhood setting. In addition to reflecting upon their knowledge and skills, practitioners need to examine their own personal characteristics and to understand that these attributes are active, dynamic, always changing, and subject to growth. These dispositions were placed at the core of the Knowledge Base due to their importance and the impact these dispositions have on other content areas.

2) It is also recognized that cultural and developmental diversity impact all other areas of the Knowledge Base. For this reason, cultural and developmental diversity is also placed in the center of the circle with associated criteria being included in many content areas of the Knowledge Base.

3) Many roles and settings exist within the early childhood profession. Regardless of the role or setting, practitioners work with young children who have many similar needs. Therefore, one set of competencies was developed which is not separated by job location (e.g., home child care, public schools) or age of children (e.g., infant, school-age).

4) The Knowledge Base allows for differentiating assessment. It is presumed that with increased experience, training, and responsibility, early childhood practitioners will move toward more advanced knowledge, skills, and dispositions. However, it is also recognized that regardless of education and experience, practitioners will find that their skills, dispositions, and knowledge will vary based upon the criteria being assessed. For this reason, the Knowledge Base does not delineate a specific level of competence for any particular group (e.g., aides, teachers, directors). The Knowledge Base is not intended to assess where any particular individual "should be," but rather to identify where his/her abilities and skills currently lie and to serve as a comprehensive tool for goal-setting for future professional development.

How to use the Knowledge Base

One of the primary purposes of the Knowledge Base is to provide a basis for self-assessment and reflection. We learn not only from our experiences but perhaps even more from reflecting upon these experiences. Reflection enables the practitioner to act in an intentional, deliberate, thoughtful manner rather than acting solely based on tradition, impulse, or routines. Reflective practitioners continually reconsider their practices and beliefs in light of the children and families they serve. They also examine their practices in light of professional standards and best practices.

Through reflecting upon each content area and criteria in relationship to their work, practitioners may determine areas of professional competence and areas needing further growth. Practitioners may seek further training and experience in the areas they have identified. Some practitioners may wish to develop an individual training plan which includes specific goals, strategies, and time-lines, thereby engaging in a more systematic way to continue to grow in the profession. By dating each regular self assessment, practitioners  could evaluate their achievement of professional growth over time.

Practitioners may also reflect upon how they demonstrate each criteria. For example, in reflecting upon the criteria, "is able to incorporate the families' desires/goals for children in to the program," practitioners may ask themselves, "What are the desires and goals that the families I work with have for their children?" "How do I know?" "How do I collect this information?" "In what ways am I addressing these?" "Are there additional ways to do this?" "Why is this criteria important?" Reading the Knowledge Base may act as an induction into early childhood, exposing the early childhood practitioner to the language  and standards used by the profession.

The Knowledge Base may also be helpful to supervisors in assisting staff in assessing their skills and knowledge and in planning in-service training to meet these needs. Training sponsors and educational programs may use the Knowledge Base to critique the types of training they are currently offering, to explore gaps, and to design further educational opportunities. Funders may require those applying for grants to describe evidence of the specific Knowledge Base content areas and criteria that will be addressed and how this will be accomplished.

Updated 8/20/2007