Resources

Trainer Resources

Upcoming Changes for the DHS Early Childhood and School-Age Care Professional Development System

Guidance for Training Courses Online from Child Development Services 5/20/21 Update

Trainer Frequently Asked Questions

Interactive Course Approval Guide

Trainer Approval Process Guide

Trainer Agreement Form – English

Trainer Agreement Form – Hmong

Trainer Agreement Form – Somali

Trainer Agreement Form – Spanish

Course Approval Requirements

Online Course Submission Memo

Online Course Submission Guide

Creating a Training Event – Trainer

Trainer Renewal Guidelines

Training of Trainers Policy Brief

Training Quality Concern Form

Training Concern Policy

Conference Approval Options

Outline of Training Content

Develop App Instructions

MN’s Knowledge and Competency Frameworks & Companion Guides

MN’s Knowledge and Competency Framework for Trainers

Relationship Based Professional Development Resources

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Types of Relationship Based Professional Development Endorsements

RBPD Frequently Asked Questions

Creating RBPD Events

Completing Multiple RBPD Events

RBPD Specialist Membership Renewal Webinar

Build Your Own-Think Small Requirements

Business Consultant Requirements

Health & Safety Specialist/Coach Requirements – Initial

Health & Safety Specialist/Coach Requirements – Renewal

Inclusion Coaches/Consultant Requirements – Initial

Inclusion Coach/Consultant Requirements – Renewal

Infant CLASS Coach Requirements

Infant-Toddler Specialist/Coach Requirements – Initial

Infant-Toddler Specialist/Coach Requirements – Renewal

Mental Health Consultant Requirements

Parent Aware Quality Coach Requirements – Initial

Parent Aware Quality Coach Requirements – Renewal

Pre-K CLASS Coach Requirements

Professional Development Advisor Requirements – Initial

Professional Development Advisor Requirements – Renewal

Reading Corps Family Child Care Coach

Toddler CLASS Coach Requirements

MnAEYC Coach/Consultant Requirements

MNSACA Coach Requirements

MN’s Knowledge and Competency Framework for Relationship-based Professional Development Specialists

Training Sponsor Organizations Resources

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Guidance for Training Courses Online from Child Development Services 5/20/21 Update

Training Sponsor Organization Frequently Asked Questions

Interactive Course Approval Guide

Automatic Training Approval Policy

Conference Approval Options

Creating a Training Event – Org

Policy Newsletters

Achieve Currents Newsletter – Issue 15 (November 2021)

Achieve Currents Newsletter – Issue 13 (November 2020)

Achieve Currents Newsletter – Issue 12 (May 2020)

Achieve Currents Newsletter – Issue 11 (November 2019) 

Achieve Currents Newsletter – Issue 10 (May 2019) 

Achieve Currents Newsletter – Issue 9 (November 2018) 

Achieve Currents Newsletter – Issue 8 (May 2018) 

Achieve Currents Newsletter – Spanish – Issue 7 (November 2017) 

Achieve Currents Newsletter – Issue 7 (November 2017) 

Achieve Policy Currents Newsletter – Issue 6 (May 2017)

Achieve Policy Currents Newsletter – Issue 5 (December 2016)

Achieve Policy Currents Newsletter – Issue 4 (November 2016)

Achieve Policy Currents Newsletter – Issue 3 (May 2016)

Achieve Policy Currents Newsletter – Issue 2 (November 2015)

Achieve Policy Currents Newsletter – Issue 1 (May 2015)

DHS Participation Guides

The Minnesota Department of Human Services (DHS) owned course participant guide list below is a complete list of participant guides available. DHS does not create a participant guide for every course offered in Develop. If you are a trainer seeking curriculum content, please reach out to your trainer support contact.

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Active Supervision: A Developmental Perspective

Active Supervision: Children with Special Needs

Active Supervision: Essentials for Family Child Care Providers from New Immigrant and Refugee Communities

Active Supervision: Out of Home Safety Issues

Active Supervision: Prevention of Child Injuries in Family Child Care Settings

Active Supervision: Provider Self-care and Privacy

Active Supervision: School-age Children

Active Supervision: What Else is in the Home

Assessment: Gathering and Using Information

Authentic Child Assessment

Authentic Child Assessment: Special Considerations

Authentic Observation

Basics of Licensed Family Child Care for Substitutes

Biological Impacts of Homelessness

Challenges in Feeding Young Children in Child Care

Child Development: Executive Functioning Skills through the Developmental Domains

Child Development: Understanding How Genes and Environment Interact

Create a Family-Centered Program: Families and Stress

Developmentally Appropriate Behavior Guidance

Dual Language Learners

Early Literacy: How Children Learn Language

Family Systems Theory in the Context of Early Childhood Settings

Getting to Know Minnesota’s Knowledge and Competency Framework – for Early Childhood Educators

Guiding Children’s Behavior

Health and Safety I – Family Child Care

Health and Safety II – Family Child Care

Health and Safety In-Service I Child Care Centers

Health and Safety In-Service II Child Care Centers

Health and Safety Pre-service for Child Care Centers

Hmong: Minnesota Child Development Associate Credential

Hmong: Minnesota Infant Toddler Child Development Associate Credential

How Culturally Diverse Families Teach Their Children to Succeed

How Culture Can Influence our Interactions with Children and Families

How to Incorporate Family Feedback into Program Planning and Child Assessments

Implementing Curriculum in Early Childhood Programs

Implementing Curriculum in Family Child Care

Infant Ages and Stages

Introduction to Caring for Young Children: Building Healthy Relationships, Brains, and Bodies

Introduction to Special Needs

Introduction to the ECIPS: MN Early Learning Standards

Minnesota Child Development Associate Credential

Minnesota Infant Toddler Child Development Associate Credential

Nutrition in Children From Birth to Six Years

Observation and Documentation: Planning for Individual Needs

Observation and Documentation: Using Program Information for Decision Making

Our Children and Homelessness

Overview of Curriculum

Plan, Learn, Grow: Using the MN Early Childhood Indicators of Progress (ECIPs)

Preschool Ages and Stages

Promoting Healthy Eating and Physical Development in Child Care Programs

RBPD Credential

Somali: Minnesota Child Development Associate Credential

Somali: Minnesota Infant Toddler Child Development Associate Credential

Somali: Health and Safety In Service I FCC

Somali: Health and Safety In Service II FCC

Somali: Supervising for Safety CCC

Somali: Supervising for Safety FCC

Spanish: Basic Child Development

Spanish: Developmentally Appropriate Behavior Guidance

Spanish: Minnesota Child Development Associate Credential

Spanish: Minnesota Infant Toddler Child Development Associate Credential

Spanish: Overview of Curriculum

Spanish: Health and Safety In Service I FCC

Spanish: Health and Safety In Service II FCC

Spanish: Supervising for Safety CCC

Spanish: Supervising for Safety FCC

Supervising for Safety: Legally Nonlicensed

Supervising for Safety for Family Child Care Pre-service

Supporting Children Affected by Homelessness

Teaching and Learning in a Multicultural Environment

The MN Framework for Universal Multicultural Instructional Design

Tipping the Scales: Nutrition and Obesity Prevention

Using the MN Early Childhood Indicators of Progress (ECIPs) for Ages 3-5 Years

Using the MN Early Childhood Indicators of Progress (ECIPs) for Birth to Three Year Olds

Weaving Literacy into Math and Science Activities

What is the Study of Child Development

What the Experts Say: Diversity and Anti Bias Education

Working with Infants and Toddlers with Special Healthcare Needs

Young Children with Developmental Delays