Trainer Criteria

Reviewed/Updated August 2026

Trainer Qualification and Approval Criteria History

The Nevada Registry’s Trainer Qualification and Approval Criteria officially went into effect in January 2017. The history and development of the criteria are outlined below.

Trainer Qualification and Approval Criteria

• EARLY CHILDHOOD TRAINER – Trainer Qualification and Approval Criteria
• TOPIC TRAINER – Trainer Qualification and Approval Criteria

Development of the Trainer Criteria

The development and implementation of trainer qualification criteria represented a significant milestone for The Nevada Registry and the Registry Advisory Committee. The need for consistent standards had been an ongoing discussion for many years.

In December 2005, the Registry Advisory Committee began examining national trends related to trainer qualification systems. The committee reviewed trainer approval models from numerous states, participated in discussions with members of the National Workforce Registry Alliance (NWRA), and established a dedicated Trainer Criteria Workgroup to guide the process.

Implementation efforts were temporarily paused during the statewide phase-in of mandatory Registry participation. Work resumed in 2016 as The Nevada Registry began redesigning its training approval system, culminating in the launch of a comprehensive new trainer approval system in January 2017.

Since the initial discussions began in 2005, trainer approval systems throughout the country have continued to evolve. Trainers, early childhood professionals, and state systems increasingly recognize the importance of establishing consistent, research-based standards for trainer approval. In response, The Nevada Registry undertook a comprehensive review that included:

• Researching trainer and training approval systems used in other states.
• Collecting formal and informal feedback from Nevada’s approved trainers.
• Examining research and best practices related to high-quality professional development and adult learning.

These efforts informed the development of Nevada’s updated Trainer Qualification and Approval Criteria and strengthened the state’s training approval system.

Guiding Principles

The Trainer Criteria Workgroup relied on two guiding principles throughout the development process:

1. Trainer qualifications influence training quality. Research indicates a correlation between a trainer’s education level and the overall quality of professional development they provide.
   Fiend, Richard, Ph.D. (2002). 13 Indicators of Quality Child Care: Research Update. Pennsylvania State University, National Resource Center for Health and Safety in Child Care, University of Colorado.
2. Higher-quality professional development leads to better outcomes for children. Early childhood professionals who receive high-quality training are better equipped to provide quality care and education to young children.
   Barnett, W. Steven. (2004). Better Teachers, Better Preschools: Student Achievement Linked to Teacher Qualifications. National Institute for Early Education Research, Rutgers University.

Purpose of Trainer Qualification Criteria

The Trainer Qualification and Approval Criteria were established to promote consistency, improve the quality of professional development, and assist early childhood professionals in identifying qualified trainers.

Benefits for Trainers

The criteria:

• Establish consistent professional standards.
• Recognize trainers’ areas of expertise and specialization.
• Support ongoing professional growth.
• Increase the number of qualified trainers available throughout Nevada.

Benefits for Early Childhood Education and Care (ECEC) Professionals

The criteria:

• Promote higher-quality professional development.
• Encourage greater consistency across trainings.
• Help professionals make informed decisions when selecting training opportunities.
• Contribute to improved quality of care and education for Nevada’s children.

By strengthening trainer qualifications and establishing consistent approval standards, Nevada’s training approval system supports a more knowledgeable, skilled, and prepared early childhood workforce. Ultimately, the greatest benefit is improved outcomes for young children.

National Trends That Shaped the Criteria

The Trainer Criteria Workgroup identified several national trends that influenced the design of Nevada’s trainer approval system.

Tiered Trainer Approval Systems

Many states utilize tiered trainer approval systems that recognize varying levels of expertise based on a combination of:

• Education in Early Childhood Education and Care (ECEC)
• Professional experience in the early childhood field
• Experience delivering adult training

These tiered systems acknowledge trainers’ qualifications while providing opportunities for continued professional growth.

Adult Learning Principles

High-quality trainer approval systems nationwide are grounded in established principles of adult learning. Effective professional development recognizes that adults learn differently than children and should be actively engaged throughout the learning process.

Research demonstrates that adult learners are most successful when:

• New information builds upon their existing knowledge and experience.
• They are active participants and collaborative partners in the learning process.
• Learning is practical, relevant, and immediately applicable to real-world situations.
• Professional development supports both personal and professional growth while fostering confidence and self-efficacy.

Incorporating these principles into trainer approval expectations helps ensure that professional development is engaging, relevant, and effective for Nevada’s early childhood workforce.

Proposed Stages of Development

In 2005, The Nevada Registry developed a thoughtful and phased approach to implementing trainer qualification criteria. Four key stages were identified to serve as a roadmap for developing and implementing a comprehensive trainer approval system.

Over time, many of the original objectives have been successfully completed, while others have evolved in response to changing best practices, statewide priorities, and the continued growth of Nevada’s professional development system. Although the original framework provided valuable direction, implementation has remained flexible to accommodate emerging needs and opportunities.

The ongoing development of the Trainer Approval System (TAS) continues to be guided by available resources, statewide priorities, and recommendations from The Nevada Registry, the Registry Advisory Committee, and the Training Approval System (TAS) Advisory Workgroup, which succeeded the original Trainer Criteria Workgroup in 2017.

The stages outlined below reflect the original implementation framework and provide historical context for the evolution of Nevada’s Trainer Qualification and Approval Criteria.

Step 1: Trainer Survey – Completed April 2009

Through a partnership with the University of Nevada Cooperative Extension, a survey was conducted to all ECEC trainers to create a profile of who was currently delivering training in Nevada. The survey collected demographic information, assessed a trainer’s familiarity with Adult Learning Principles, identified their current training practices and determined the professional development needs of trainers. Review the survey results:

A Profile of Early Care and Education Trainers in Nevada: Who are They and What are Their Professional Development Needs and Interests?

Step 2: Online Orientation on Adult Learning Principles – Completed June 2013

Highly competent trainers of adult education provide meaningful learning experiences for their training participants based on principles of adult learning. To increase the likelihood that all trainers possess basic knowledge of adult learning principles, all approved trainers with The Nevada Registry are required to complete training in adult learning theories and strategies in order to initially qualify as a trainer.

Step 3: Creation and Implementation of Trainer Criteria – Completed November 2016; Implemented January 2017

To create a network of approved trainers in Nevada, The Nevada Registry team, with help from an independent research firm, the Trainer Criteria Workgroup, the Registry Advisory Committee and feedback received from registered trainers, created a trainer qualification process and approval criteria for both Early Childhood Education and Care (ECEE) and Topic Trainers.  The new requirements were developed with one goal in mind: to create better outcomes for children through the delivery of high-quality training, by highly qualified trainers.

Trainer criteria vary depending on the trainer category; but in general, is based on formal education in ECEC, specialized training and certification in topics outside the field of ECEC, content expertise, an individual’s experience delivering training to adult learners and direct service experience working with children in an early childhood setting.  Trainer categories are determined by The Nevada Registry based on the information verified through the application process.

The development of trainer criteria was guided by a strategic plan that incorporated multiple opportunities to solicit feedback from registered trainers throughout the process and involved a series of carefully executed development and research activities:

1. The Nevada Registry partnered with KPS3, a research firm based in Reno. In March 2016, KPS3 conducted one-on-one interviews with a small group of trainers to learn more about their thoughts on upcoming changes and enhancements to the training and approval system. Through the interviews, valuable insight was gained about what is working well and what The Nevada Registry can improve upon. The feedback gathered helped to shape decisions around the development of trainer criteria.
2. March-August 2016 – Research about the existing trainer pool in Nevada was conducted. Profiles were also created to examine the criteria and approval policies of 35 states ensuring that Nevada’s criteria were reflective of best practices and mirrored national trends for training and trainer approval systems.
3. In August 2016, KPS3 administered a survey via Survey Monkey to all currently registered trainers to solicit input. The feedback gathered from the survey helped The Nevada Registry rank priorities and determine the next steps in the development of trainer criteria.
4. The 2005 Trainer Criteria Workgroup was reconvened in October 2016. The workgroup finalized the criteria framework and presented it to the full Registry Advisory Committee for feedback.
5. In November 2016, the trainer qualification and approval criteria were unveiled. To ensure the criteria were clear and to solicit additional questions about the criteria, registered trainers were invited to complete a short survey consisting of three (3) questions.
6. A second opportunity to ask questions and seek clarification about the new trainer criteria and qualification process occurred on December 7, 2016, in the form of a Q&A session conducted via conference call. All registered trainers were invited to participate.
7. In August 2017, a new workgroup called the Training Approval System (TAS) Advisory Workgroup was created to help guide the ongoing development of the training approval system.

Step 4: Creation and Implementation of Evaluation and Quality Assurance System – Not Yet Initiated

Evaluation of training quality is an important component of the training approval system. The Nevada Registry plans to create a strong evaluation process and have a quality assurance system in place in the future. This process could include such components as participant evaluations, periodic observations of and follow-up with trainers, online surveys of training participants, and more.