1. Page 1: Five Ws and One H of Credentialing Column 1 School Year 2016-17 Cohort 1 Year 1 (Pilot Year) Column 2 School Year 2017-18 Cohort 1 Year 2 Cohort 2 Year 1 (See Column 1) Column 3 School Year 2018-19 and beyond Cohort 1 Year 3 Cohort 2 Year 2 (See Column 2) Cohort 3 Year 1 (See Column 1) Who?Beginning level professional development trainers and coaches funded by federal money Intermediate level professional development trainers and coaches funded by federal money Advanced level professional development trainers and coaches funded by federal money What?Will become credentialed at the art of presenting/coaching and providing professional growth opportunities for adult learners Will continue the credentialing process and will support beginning level trainers located at the RPDCs. Will continue the credentialing process by obtaining endorsements in at least four of the specified learning packets and will support intermediate level trainers at the RPDCs. When?-Initial training: 2.5 to 3 days during the summer -Remainder of training and credentialing process will occur throughout the 2016-2017 school term -Participants will move to the intermediate level of the credentialing process which will continue throughout the 2017-2018 school term. -Participants will move to the advanced level of the credentialing process by seeking endorsements over the course of the 2018-2019 school term. Where?-Initial training will be a large group training held in a central location of Missouri -Learning will occur by doing self studies of the electronic learning packages contained in the Essential Cluster and Foundational Cluster. -Learning will continue by doing self studies of the electronic learning packages contained in the Instructional Relationships cluster. -Learning will continue by doing self studies of a minimum of four electronic learning packets contained in the Endorsement Cluster. Why?-To create a bank of highly qualified certified trainers/consultants across the state -To utilize a common rubric across the state as a means of providing descriptive feedback to trainers/coaches -To ensure LEAs receive high quality PD via a certified trainer/coach -To create a bank of highly qualified certified trainers/consultants across the state -To utilize a common rubric across the state as a means of providing descriptive feedback to trainers/coaches -To ensure LEAs receive high quality PD via a certified trainer/coach -To create a bank of highly qualified certified trainers/consultants across the state -To utilize a common rubric across the state as a means of providing descriptive feedback to trainers/coaches -To ensure LEAs receive high quality PD via a certified trainer/coach How?Consultants from each RPDC center will participate. For the pilot year, one CW consultant and one consultant from any other federally funded program. In years following, any three to four consultants from different federally funded programs. -Each person will… -attend 2.5 to 3 days of initial training -learn the content and present the Essential Cluster and the Foundational Cluster of learning packets -collect artifacts of training sessions (i.e. video examples of training, taped interview, SIS checklist of content fidelity, rubric on presentation techniques, pre-post test results, etc.) -Submit artifacts and make application for becoming credentialed at the beginning level. -Each person will… -learn the content and present the Instructional Relationships Cluster of learning packets -collect artifacts of training sessions (i.e. video examples of training, taped interview, SIS checklist of content fidelity, rubric on presentation techniques, pre- post test results, etc.) -Submit artifacts and make application for intermediate level trainer. -Each person will… -learn the content and present the basic level and the foundational level learning packets -collect artifacts of training sessions (i.e. video examples of training, taped interview, SIS checklist of content fidelity, rubric on presentation techniques, pre-post test results, etc.) -Over the course of the next 2 years, submit artifacts and make application for advanced level trainer.

2. Page 2: Digging Deeper into Credentialing Essential Packets: Overview of the CW Overview of Visible Learning Overview of Effective Teaching/Learning Practices Foundational Packets: Collaborative Data Teams CFA (Parts 1-3) DBDM Basics of Behavior Instructional Relationships Packets: Teacher-Student Relationships Engaging Student Learners (?) Endorsement Packets: To move to the advanced level of certification, a trainer/ coach who is certified at the intermediate level would need to complete any four of the learning packages listed below. Assessment Capable Learner* Classroom Discussion Direct Instruction Feedback* Leadership Metacognition* Reciprocal Teaching Student Practice: Spaced vs. Massed Integrating Technology in Teaching, Learning and Training Common Formative Assessments (Parts 4-6) School-Based Implementation Coaching Social-behavioral practices (insert list) Note: asterisk topics first Creates a safe and comfortable learning environment. Presents content through varied grouping opportunities that promote interaction. Presents material in a clear, concise and logical format. Provides time for participants to integrate new learning and apply it to their individual practice. Manages time, space and transitions. Provides a focus and purpose for learning and a sense of closure. Utilizes technology to enhance content and engage learners. Anticipates and prepares for alternative plans of action based on the needs of the learners. Presents content via researched-based strategies. Debriefs content and processes. Provides opportunities to determine next steps. Learning Packet Clusters A completed application form 4 to 5 video taped examples exemplifying criteria on the presentation/training rubric Video-taped interview HQPD Fidelity Checklists from SIS Training Presentation Rating Scales (See Attached) Pre-Post Test Results Application Packet Contents A Top Quality Trainer …

3. Training Presentation Rating Scale Criteria YesPartlyNoNANA Preparation: Anticipates and prepares for alternate plans of action. Prepares effectively based on audience and purpose. Has a goal to increase understanding of self (by learning the material) and others (by preparing adequately). Beginning: Establishes focus, purpose and guidelines for learning. Establishes/maintains a safe and comfortable learning environment. Gains an understanding of the learning needs of the audience and activates prior knowledge. During: Presents material in a clear, concise and logical format. Manages time, space and transitions. Presents content via researched-based strategies. make connections between and among packages and ideas. “chunks” the information presented in a logical sequence – building one idea on another implements formative assessment practices and strategies throughout the presentation to ensure participant understanding debriefs content, processes and products. utilizes technology to enhance content and engage learners. provides time for participants to integrate new learning and apply it to their own practice. uses grouping opportunities that promote interaction. Closure and Follow-Up: Provides opportunities to determine next steps and application. Produces a sense of closure that allows for active reflection. Holds participants accountable for implementation. Note: List evidence behind each YES List what needs to be added to a PARTLY to make it a YES

4. Essentials Understanding connections between foundations and all practice topics (impact for supporting academic and social behavioral progress) Foundations: CDT, CFA (common measure tool), DBDM Credentialing Quality training and coaching delivery Feedback for educator-learning Effective training and coaching adult learners Assessment of adult learners knowledge skills Relationships between PD provider and adult learner Learning Package-Instructional Relationships Teacher-student relationships Engaging student learners Assessment Capable Learner* Classroom Discussion Direct Instruction Feedback* Leadership Metacognition Reciprocal Teaching School-Based Implementation Coaching Social-behavioral practices (insert list) Spaced vs. Massed Practice Technology (Using technology in the classroom/using technology with teaching/learning practices) Other? Endorsements A C B Core content (A, B, & C) Credentialed PD providers may seek endorsements in the following topics. *Recommended as initial endorsements August 2015, Management Team

5. Credentialing Process Video examples Audience engagement Setting the stage for learning Debriefing Drawing closure to learning Video Interview Respond to targeted questions demonstrating knowledge in credentialed areas Artifacts HQPD observation: training and coaching checklists (SIS) Content fidelity (SIS) Participant evaluations—credentialing process developed Pre/post assessments Application Packet August 2015, Management Team

6. Pilot Process 1.Nominate -1-2 people from each center to participate in pilot. These people should represent varied programs. 2.Blended package format – online and in-person 3.2 ½-3 days—all pilot participants learn together about the process and components 4.After training, pilot participants work on their application materials. August 2015, Management Team