Course Approval & Event Submission Guide

Achieve supports the MN Early Care and Education Workforce by ensuring access to quality professional development learning and training opportunities. Course proposals submitted for approval must meet the standards outlined on this page. Below is a guide to prepare you for your Develop application and to help minimize the potential need for resubmission of your course.

Read through the following steps, and take the quiz before proceeding to submit your course proposal for approval in Develop.

COURSE APPROVAL SUBMISSION GUIDELINES

1

Course Introduction

Achieve – The MN Center for Professional Development supports high-quality training opportunities for child care and education (CCE) practitioners statewide. Download the full Course Approval Submission Guide below.

2

Course Approval Submission Process

Hover over the numbers below for a brief description of each step.

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Course Approval Process Infographic
1

In Process

A course ID# has been assigned. You have begun entering information in the online course proposal application but aren’t ready to submit it yet.

2

Submitted

You have submitted your course to Achieve. Achieve will review your course in date order. You can no longer access your course or make changes.

3

Revisions Required

Achieve has reviewed your course, revisions are required before approval. You can now access your course to make the required revisions sent via email. You have 90 days to make revisions.

4

APPROVED

Congratulations! Your course has been approved for 5 years. You can now create approved training events and facilitate a training for this course.

5

Declined

Your course did not meet minimal requirements for approval OR revisions were not completed within the completed timeline OR your course was sent back to you 3 times and requirements were still not met. You may submit a new course anytime and restart the process.

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Submit Your Course

FIELDREQUIREMENTSEXAMPLE
Course TitleSee 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 Example
Achieve A Successful Course Submission
Level of Training
Course levels are assigned using the Minnesota’s Knowledge and Competency Framework.
See 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.

DescriptionSee Requirements
Course 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.
    • For example: Consider the question, “What’s in it for them?”
See 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.
Intellectual Property Owner
Who came up with the course content? Was this course developed by someone else?
See 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.
Knowledge and Competency Framework (KCF)See Requirements
*See chart by clicking 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 here.

KCF Content Area Chart
PrerequisitesSee Requirements
Please describe your audience. Point out the level of knowledge a participant should have to successfully complete your training.
See Example
This course is for Achieve approved trainers who have access to the online course submission application in Develop.
Learning ObjectivesSee 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 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.
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 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.
Outline of Training Content See Requirements
Include:

  • 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 Requirements
Include:

  • 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
Assessment of Learning
See Requirements
  • Be specific, observable and measure participant learning and understanding
  • Specifically measure each Learning Objective(s) you previously listed.
See 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.
Training Materials ListSee Requirements
Name the materials and resources that you and your participants will use throughout the course
See Example
PowerPoint, screen, projector, handouts, flip chart, white board, writing utensils
References
List research references you used to create your course proposal.
See Requirements
References listed must be:

See Example
Rendon, T., & Gronlund, G. (2017). Saving play: addressing standards through play-based learning in preschool and kindergarten. St. Paul, MN: Redleaf Press.
4

Confirm You’re Ready To Submit


Take the short quiz below to test whether you’re ready to submit your course in Develop.

5

Ready To Submit?

Once you’ve read through the information above, make sure to take the quiz to see if you’re ready to submit your course. After you pass, click here to submit your course!

TRAINING EVENT INFORMATION

1

Create a Training Event

  • Log in to your Develop account
  • Click Training Entry on the left column
  • Click the Courses tab
  • Locate the Course Status drop down menu and Select Approved
  • Click the blue Filter Courses button (all approved courses will show up below the search box)
  • Click the Course you’d like to create an event for
  • Click Schedule Event
  • Work through the event application and enter all information, Save and click Submit
    • Your event will be assigned an Event ID#.
    • It may take up to 3 days for your event to be approved.
2

Enter Attendance

Make sure to get Develop ID#s from attendees at the Training Event. This will make entering attendance easier. Attendance must be entered within three days of the Training Event.

To enter attendance:

  • Log in to your Develop account
  • Click Training Entry on the left column
  • Click the Events tab
  • Click the Event you need to enter attendees on
  • Locate the blue Manage Event drop down
  • Select Manage Roster
  • Locate: +Attendee to add an attendee
  • Enter each attendee by Individual ID # or name
  • Click Complete Registration

You can also take attendance using the Develop app. Download the Develop App Instructions below.

Nanny
Camp Counselor
Guardian ad Litem
Assistant Teacher
Child Care Center Director
Youth Worker
Recreation Leader/Director
Child Care Lead Teacher
Teacher’s Aide
Family Child Care Provider
Early Head Start Teacher
Food Program Monitor
RBPD Specialist (Coach, Consultant or Mentor)
Home Visitor
MNCPD Trainer 1
Public School Paraprofessional or Teacher’s Aide
RBPD Specialist
Child/Family Counselor
Child Welfare Social Worker
Early Childhood and Family Education Teacher
Special Education Teacher
Registered Nurse or Nutritionist
Human Service Director
MNCPD Trainer 2
Child Support Officer
K-6 Teacher
ECFE Parent Educator
Early Intervention Specialist
Head Start Teacher
Professional Development Advisor
Infant and Early Childhood Mental Health Specialist
Educational Researcher
Achieve Master Trainer
Children’s Librarian
Family Therapist
Child Development Specialist
Early Childhood Professor (College or University)
School Counselor
Speech & Language Pathologist
Child Psychologist
DHS Announcements
Submit a Listing
Community Forum
Submit a Listing
KCF CONTENT AREACORE COMPETENCY (OLD)CDA CONTENT AREA
I: Child Development and LearningI: Child Growth & Development8: Principles of Child Development and Learning
II.A: Creating Positive Learning ExperiencesIIa: Creating the Learning Environment2: Steps to advance children’s physical and intellectual development
II.B: Promoting Cognitive DevelopmentIIc: Language and Literacy IId: Cognitive Development2: Steps to advance children’s physical and intellectual development
II.C: Promoting Social and Emotional DevelopmentIIe: Personal and Social Development IV: Interactions with Children3: Positive ways to support children’s social and emotional development
II.D: Promoting Physical DevelopmentIIb: Physical Development2: Steps to advance children’s physical and intellectual development
II.E: Promoting Creative DevelopmentIIf: Creativity and the Arts2: Steps to advance children’s physical and intellectual development
III: Relationships with FamiliesV: Families and Communities4:Strategies to establish productive relationships with families
IV.A: Observing, Recording and Assessing DevelopmentIII: Assessment and Planning for Individual Needs7: Observing and recording children’s behavior
IV.B: Assessing and Using Information to PlanIII: Assessment and Planning for Individual Needs7: Observing and recording children’s behavior
IV.C: Assessing and Using Information to Enhance and Maintain Program QualityVII: Program Planning and Evaluation5: Strategies to manage effective program operation
V: Historical and Contemporary Development of Early Childhood EducationN/A6: Maintaining a commitment to professionalism
VI: ProfessionalismVIII: Professional Development and Leadership6: Maintaining a commitment to professionalism
VII.A: Establishing Healthy PracticesVI: Health, Safety and Nutrition
1: Planning a safe, healthy learning environment
VII.B: Ensuring SafetyVI: Health, Safety and Nutrition
1: Planning a safe, healthy learning environment
VII.C: Providing Healthy NutritionVI: Health, Safety and Nutrition
1: Planning a safe, healthy learning environment
VIII: Application through Clinical ExperiencesN/A6: Maintaining a commitment to professionalism