|
The MN CCR&R Learning Continuum is a framework for organizing and supporting the learning and professional development of all who provide child care to Minnesota’s children. This is the model framework for training that will be delivered through the MNCCR&R professional development 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 grant coordinator and is working “hand in glove” with the MNCCR&R Training director as well as inter-disciplinary PD partners representing many facets of the early childhood and youth field. The planning work currently being done is based on successful state training models as well as national models of training and early education.
The core content and skill levels within the Learning Continuum (LC) are based on the Early Childhood Indicators of Progress (ECIP) and the Core Competencies for Early Education and Care Practitioners (CC) in Minnesota. We know that the ECIP is about what kids need and recommendations for those who are concerned about kids. The CC document is about what skills and knowledge caregivers need in order to give children what they need. The CCR&R LC is the delivery framework designed to deliver PD opportunities to the caregivers so that they can give kids what they need. So, what kids need, what providers need, and a framework to deliver those needs.
Supporting pieces of the Learning Continuum 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 district’s Professional Development coordinator planned training, each using a system that was unique to their district. The changing face of professional development in our state mandated a systematic way to provide a comprehensive training model that addresses provider’s needs at a variety of levels of learning based on the ECIP and the CC documents. The change encompasses the philosophy that we are providing education not just 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 as well as how all of this fits into the larger supportive work being done in the overall MN PD system.
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 and is adopted as the framework for the CCR&R to “deliver” classes.
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.
A provider self-assessment is also in development through DHS funding. Another name for this tool is the Individualized Training Needs Assessment (ITNA). The ITNA is being developed by Jessie Schunk and Nancy Dougherty and is based on the MN Core Competencies document as well as the Early Childhood Indicators of Progress and coincides with the Core Blocks of Training in the CCR&R LC. .
The process to get to the structure of this ITNA was that each of the 7 core competencies area was assigned 4-6 main themes. Each of those main themes was then assigned related core competency indicators. From those groupings key statements were developed. Each statement related to the actual practice that would go with the theme and the indicators grouped with it. The current ITNA document is a DRAFT document. It is not yet inclusive of type of care, language and cultural issues. It is meant as a starting place to work on all of these issues.
All of this work will be discussed in greater depth at the May 23rd Professional Development Meeting so please, bring your questions and discussions to the table as we openly discuss barriers, strengths and weaknesses of these tools. |
