Military Child Education Coalition G-3 International Association for Continuing Education & Training (IACET)/MCEC CEU Management Policy Category 1: Continuing Education and Training Organization 1.1 The MCEC is a non-profit, 501(c)(3), organization whose purpose is to level the playing field for all military-connected students as they transition from one school to another and from one community to another. This is accomplished through professional development institutes designed for education professionals, military installation leaders, community leaders and parents. 1.2 The MCEC Director of Programs and Services is the identified unit with the authority and responsibility for ensuring compliance with the American National Standards Institute (ANSI)/Association for Continuing Education (IACET) standards and administering quality continuing education and training. a. The MCEC President/CEO, Senior Vice-President/COO, and Director of Programs and Services have the authority to establish standards for the MCEC s program development and delivery as prescribed in the MCEC s Mission Statement. The MCEC s Mission is to ensure inclusive, quality educational experiences for all militaryconnected children affected by mobility, family separation, and transition. b. The scope of such standards includes ensuring that training products comply and/or exceed the criteria under the IACET Authorized Provider (AP) criteria and the Texas A&M University Central Texas criteria for graduate college credit as well as the University of San Diego for graduate extension credit. Category 2: Responsibility and Control 2.1 The MCEC will conduct an internal, annual review process of each ANSI/IACET standard to ensure that each standard category is consistently applied and its elements are met. A criteria checklist will be maintained to measure and document that standards have been reviewed and are met. Educational specialists and content experts play key roles in evaluating adherence to adult learning theory, course design, and IACET criteria. Courses are reviewed on a continuing basis through the use of participant evaluations, host site representative evaluation, trainer evaluations and periodic reviews by educational specialists and content experts for adherence to IACET criteria. 2.2 The MCEC President/CEO and/or the Director of Programs and Services have experience with standards compliance. The Director of Programs and Services will maintain updated IACET criteria training and will be responsible for ensuring compliance with the standard category elements and conducting the review process. 2.3 The Director of Programs and Services is responsible for calculating the number of Continuing Education Units (CEUs) awarded for each course. The Director of Programs and Services will be trained in calculating the formula and will stay abreast of allowable changes. Contact time for each 1
course will be identified based on delivery method. When delivery mode changes, MCEC recalculates the number of CEUs based on pilot programs of the new delivery mode, in which average time required to complete the program is assessed. After the Director of Programs and Services establishes the number of CEUs for each course, MCEC s registrar will be responsible for awarding CEUs to participants who meet or exceed the required criteria. 2.4 The MCEC Curriculum Committee provides capable direction to include leadership and program planning and development of the training programs that will include advising MCEC trainers on CEU procedures and compliance. Biennially the committee prepares a summary of participant evaluations by addressing the training outcomes and IACET standards. In addition, the committee will prepare an executive summary of the accomplishments of the programs, as well as recommendations for further refining curriculum. 2.5 The MCEC/IACET Point of Contact (POC) will periodically monitor the Website to identify any changes impacting CEU award criteria and subsequently inform all educational specialists and content experts of changes in procedure. Annually all education specialists and content experts will be required to participate in an MCEC Training of Trainers. At that time all pertinent IACET updates will be addressed and incorporated. In addition, the MCEC/IACET POC will participate in any required IACET training and confer, when appropriate, with the IACET staff and board. Category 3: The Learning Environment and Support Systems 3.1 Prior to the start of each fiscal year the MCEC Board of Directors, President/CEO and Senior Vice- President/COO will work with their assigned committees, project specialists, and senior trainers to determine human, financial, physical, and technological resource requirements needed to accomplish the MCEC mission and support quality programs. MCEC will provide funding for participant s instructional and reference materials, as well as audio, visual or other aides to enhance learning. Computer and satellite technology and the use of supporting technology will be integrated into appropriate Institutes and programs. 3.2 As part of the instructional development process, the Curriculum Committee and Senior Trainers will review the course/program goals and desired learner outcomes to ensure that the appropriate physical environment required is specified. The MCEC Institute Project Specialist(s) will ensure the physical environment requirements are appropriate for the learning event and are conveyed to the host site coordinator so that he or she may secure appropriate facilities prior to a scheduled institute. Each MCEC trainer will arrive prior to the Institute/program to ensure the facilities and equipment are available and properly arranged to facilitate the learning outcomes. 3.3 The MCEC will notify participants of technology requirements prior to the learning event through marketing materials, such as Save the Date flyers. 3.4 Participants will be notified of learner support services appropriate to the event through a Learner Support link on the MCEC website and Learner Support flyers disseminated to participants. 3.5 In support of the Americans with Disabilities Act (ADA), the MCEC will request the host site coordinator make every reasonable attempt to ensure participants with special needs have the ability to take full advantage of all learning experiences when the participant identifies the disability to the organization or site coordinator prior to the onset of the institute. 2
Category 4: Learning Event Planning 4.1 Targeted audience learning needs for all MCEC courses will be identified and documented through various methods such as surveys, end-of-course evaluations, meeting minutes, organizational research, reports, and observations. 4.2 Identified needs will form the basis for planned outcomes of MCEC courses. Learning outcomes will indicate what content learners will master by the end of each learning event. 4.3 The possible constraints and parameters of each course or learning event are considered within the course planning processes or the logistics event planning process. During the course planning process, the Director of Programs and Services and the Curriculum Committee consider constraints of prerequisites, timing, and funding within course planning. The Project Specialists consider constraints of timing, instructor availability and geographic location of the course, as well as the parameters of safety, access and learning needs when selecting and organizing the learning environment for each event. 4.4 The MCEC provides learners information prior to the learning event which includes description, logistics, learning outcomes, how the learner will be assessed, cost, and technology requirements before they attend. Category 5: Learning Outcomes 5.1 The MCEC Senior Leadership and Curriculum Committee will identify and evaluate needs for formal training. Where the need for learning is indicated, the MCEC will use appropriately developed learning outcomes for Institutes. The MCEC Science Advisory Board, National Advisory Committee, Board of Directors, and career professionals will advise the President/CEO, SVP/COO, and Senior Leadership team of the latest research to raise awareness, identify resources, and develop networks that support military-connected children. This research is shared with the Director of Programs and Services, who will utilize it while working in conjunction with the Curriculum Committee to update or write courses. 5.2 Learning outcomes for all MCEC courses will be written, clear, specific, concise, measurable, and include what performance is expected of learners to achieve the required course content. Each module within a course will be aligned with one or more of the learning outcomes. 5.3 Learning outcomes will also be established for the MCEC s National Training Seminar will include what performance is expected of learners to achieve the required course content. 5.4 Trainers will include a discussion of learning outcomes at the beginning of each course. 5.5 All MCEC Institutes will be developed based on multiple needs identified by research. In addition, data gleaned from other resources will be used to identify impacted communities and subsequent need for training focus. As part of the MCEC instructional development process, the following categories are identified as the foundation of training: Technical and Procedural Categories Policy, Standards, and Opportunity Categories Support System Categories 3
5.6 The MCEC President/CEO and the Director of Programs and Services will define the potential participants/target audience. Institute prerequisites will be included in all promotional efforts. Category 6: Program Planning and Instructional Personnel 6.1 The process used to select quality trainers requires: (1) development of a job description, (2) correlation of instructor s experience to Institute objectives by MCEC Senior Leadership, (3) recruit professional trainers in accordance with the MCEC Mission, (4) preparation of a roster of qualified instructors by the Director of Programs and Services, and (5) MCEC orientation, training of trainers, observation, and on-the-job training. End-of-course evaluations will be completed by participants on each instructor s effectiveness. Additionally, periodic observations will be made to determine the quality of each instructor s instructional delivery. Feedback will be provided to the instructor after each observation. 6.2 During on-the-job training, the MCEC President/CEO or designee observes and determines the new trainer s competence in subject matter, knowledge of the purpose of the activity, skill in method for instructing adults, and ability to communicate effectively. All MCEC individuals who train will be competent in the learning event content, they will be credentialed and/or trained in planning or facilitating the learning event, and they will be knowledgeable in instructional methods and learning processes. All individuals involved in developing and delivering learning events will participate in professional development and training activities, which will include best practice delivery strategies for adult learners, to maintain competency in subject matter material and learning methods. The MCEC has developed a list of competencies for program planners and trainers who develop and deliver courses/training. 6.3 Individuals who are involved in developing, administering, and delivering learning events demonstrate high standards of professional conduct and do not discriminate against learners on the basis of gender, age, socioeconomic or ethnic background, religion, sexual orientation, or disability. 6.4 The MCEC Instructors will disclose, at the beginning of each Institute, any MCEC and/or Instructor proprietary interest in any product, instrument, device, service, or material discussed in the experience, event, or program, as well as the source of any third-party compensation related to the presentation. 6.5 The MCEC has policies and procedures to address intellectual property rights for the design and delivery of continuing education and training and are included for participant signature in the MCEC Proprietary Statement obtained prior to course delivery. Category 7: Content and Instructional Methods 7.1 Learning objectives/performance outcomes are required for each MCEC Institute. In addition, MCEC learning objectives/performance outcomes will be aligned to learning analysis. 4
a) Learning outcomes will be established for the annual MCEC Conference. Each session within the Conference will have its own learning outcomes or will be keyed to one or more of the overall activity outcomes. b) Learners will be informed of intended learning outcomes through Institute registration materials, Institute orientation, and promotional materials as developed. 7.2 During the design phase of all course materials, the Director of Programs and Services and the curriculum Committee ensure that Instructional methods are appropriate so that participants achieve the required learner outcomes regardless of delivery mode. 7.3 Understanding and valuing that learners are diverse and learn in different ways, instructional methods of MCEC courses accommodate various learning styles and are designed to promote interaction between and among learners, instructors, and learning resources to achieve the stated learning outcomes. 7.4 The MCEC course catalog will include detailed descriptions of content, Learning Outcomes, prerequisites, requirements, class duration, credit available, target audience, and methods of instruction, and assessment for each Institute/program. Each participant will also be provided a course syllabus and orientation for Institute requirements on the first day. 7.5 Subject matter and content will be directly related to objectives/outcomes; instructional methods will be consistent with learning outcomes; instructional methods will accommodate various learning styles; content will be organized in an appropriate, logical manner; and learner interaction and assessments will be utilized throughout the programs to reinforce learning, monitor learner progress, and to provide feedback to learners. 7.6 End-of-course evaluations will be completed by participants on each instructor s effectiveness. Additionally, periodic observations will be made to determine the quality of each instructor s instructional delivery. Feedback will be provided to the instructor after each observation. Category 8: Assessment of Learning Outcomes 8.1 The MCEC Senior Leadership, Curriculum Committee and Content Specialists will determine the types of assessment to be used for each MCEC Institute during course design. An assessment method should be selected for each learning outcome. The MCEC will use participant-developed action plans, instructor observation, attendance, completion of an end-of-course evaluation, and a score of 80% or above on a required course assessment as a basis for successful institute completion. 8.2 Assessment methods measure achievement of learning outcomes. Methods must demonstrate mastery of knowledge and skills identified for each learning event and must be complete before learners are awarded credits. 8.3 MCEC trainers will provide feedback to learners on their mastery of learning outcomes for all MCEC courses. Category 9: System for Awarding CEUs and Maintaining Learner Records 9.1 The Military Child Education Coalition implements a systematic process to identify and inform 5
individuals who satisfactorily complete, or fail to complete the learning program, including tracking learners attendance. Satisfactory completion of the Military Child Education Coalition Institutes is based on 95% attendance, completion of all activities, completion of end-of-course evaluation, and a score of 80% or above on an end-of-course assessment. Institute trainers have a completion checklist for each participant. 9.2 The MCEC maintains a permanent, learner record system including backup containing all required information. 9.3 The MCEC notifies participants about Institutes and program requirements through catalog and marketing information, which is available on-line, and is outlined by the site trainer prior to the beginning of each Institute. 9.4 Permanent records/transcripts will be retained at the MCEC headquarters by the MCEC/IACET Registrar and will be released only to the participant with written request of their record/transcript. Learner records will be updated and available for issuance within 15 business days following the training. Trainers will notify participants of record availability before the end of each training event. 9.5 The MCEC will ensure privacy and security of learners records through a password driven, secure method. The MCEC will provide a written copy of the privacy and security policy upon request. 9.6 The MCEC notifies participants who fail to meet all identified Institute requirements that they are not eligible to receive IACET CEUs. The MCEC does not award partial credit for any Institute. 9.7 All participants in the MCEC s Institutes must attend at least 95% of training, complete assignments, participate in learning activities and networking, and complete an end-of-course evaluation. Participants are required to sign in at the beginning and following the working lunch for both days of each Institute. The required attendance report is part of the instructor s official record of course participation. Institute attendees may be excused for up to 5% of the training day. 9.8 One IACET/MCEC Continuing Education Unit is equivalent to 10 hours of instruction. The Director of Programs and Services will calculate the appropriate number of CEUs and adjust accordingly based on the delivery mode of the training. This number will be submitted to the MCEC Registrar and the individual responsible for the MCEC Course Catalog. 9.9 The MCEC Registrar maintains all participant records/transcripts, and backup documentation, for 7 years for those learners who have successfully completed MCEC Institutes and Programs. 9.10 The MCEC permanent record/transcript will contain information referenced in the IACET guidelines. 9.11 The MCEC permanent record/transcript information will be presented in a manner that a third party can readily interpret. For any codes used, a legend will be provided. 9.12 Permanent record/transcripts will be kept up-to-date. 9.13 Any participant who needs a transcript of one or more MCEC Institute(s) completed may request a transcript by submitting a written request to the MCEC Registrar. The Registrar also uses a transcript request form, which a participant may secure by calling the Registrar at the MCEC (254) 953-1923. The transcript request form may also be faxed upon request. 6
Category 10: Program Evaluation 10.1 The MCEC will use the following four-phase effort for post-program evaluation for continual improvement: Standardized participant end-of-course evaluations Survey of post-graduates after 3 Months Academic program reviews by the Curriculum Committee and Content Specialists Data from these measures will be shared with MCEC instructors and staff at all levels during Trainer of Trainers. 10.2 Each Institute participant will complete an end-of-course evaluation. Forms for end-of-course evaluation will be standardized. Results from the end-of-course evaluations will be utilized for continuous improvement of the workshop. End-of-course evaluations will be comprehensive and analyzed based on the learning experience, event, instructor effectiveness, materials, environment, and skill of the learner: Did the learning experience and the instructional methods used result in individual behavioral or performance change (i.e., the learning outcomes)? Did the learners indicate that the learning outcomes were appropriate for the stated course/program purpose and for the learner s involvement? Was the program execution effective and efficient? Were the instructors effective in meeting learners expectations and providing feedback on learner outcomes? How will the participant change personal or professional practice as a result of your participation in training? What topics do participants want to learn more about? (needs analysis) 10.3 The results of the post-program review will be incorporated into learning activity improvements 10.4 The MCEC has a process to provide feedback to instructors on delivery effectiveness. This feedback is utilized to improve future performance of instructors and future offerings. 7