HospitalityMaine Food Service Foundations
Earners of the Hospitality Maine Covid-19 Readiness – Food Service - Foundations micro-credential demonstrate the knowledge of the best practices necessary to create a safe and healthy environment for themselves, their coworkers, outside vendor, and their customers.
Earners of the Hospitality Maine / EMCC Covid-19 Readiness micro-credential have a demonstrated understanding of the best practices necessary to create a safe and healthy environment for themselves, their coworkers, outside vendors, and their customers.
Due to the Covid-19 Pandemic, and the recovery of the Maine lodging industry, HospitalityMaine has asked that members of their organization go beyond the Maine Reopening Guidelines in an effort to increase work and customer safety, and restore customer confidence as we begin to reopen Maine.
department of economic development guidelines
Earners of the HospitalityMaine / EMCC Covid-19 Readiness Lodging micro-credential have a demonstrated understanding of the best practices necessary to create a safe and healthy environment for themselves, their coworkers, outside vendors, and their customers.
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HospitalityMaine Hospitality Health: Managing Stress Foundations
The Hospitality Health: Managing Stress Foundations micro-credential provides basic training and foundational knowledge for people in the hospitality industry to learn about stress management, mental health, and treatment options and how that can help with managing day-to-day stress.
The learner successfully displays understanding of the learning material provided by Hospitality Maine engaging by engaging with the self-guided curriculum and passing an assessment with a score of 80% or higher. ### Competencies Assessed - Define mental health - Recognize risk and protective factors - Recognize the impacts of mental health - Identify treatment opportunities - Recognize stress management techniques ### Learning outcomes Through a combination of self-guided quizzes and a summative final assessment, learners will be able to: - Recognize the definition and general impact of mental health. - Display foundational knowledge of mental health risk and protective factors. - Be aware of mental health treatment opportunities. - Recognize the application and characteristics of stress management techniques
HospitalityMaine Hospitality Health: De-escalation Foundations
The Hospitality Health: De-escalation Foundations micro-credential provides basic training for people in the hospitality industry to learn tools, techniques, and resources for de-escalating a situation and how that can help with managing day-to-day work in the hospitality industry.
The learner successfully displays understanding of the learning material provided by Hospitality Maine engaging by engaging with the self-guided curriculum and passing an assessment with a score of 80% or higher. ### Competencies Assessed Upon successful completion, learners will be able to: - Identify active listening techniques - Identify effective methods of communication - Identify effective use of body language ### Learning outcomes - Learners will be able to acknowledge and understand the components required to de-escalate a situation including active listening techniques, proper communication, and body language.
Earners of the Information Literacy: Exploration and Discovery badge have demonstrated an understanding of the EMCC Library environment. They have demonstrated that they are active library users and that they have the ability to access credible information independently. They understand the basic principles of research and are aware of the importance of ethical use of information. Candidates are able to use this knowledge to support their research process for a variety of purposes.
Earners of this badge need to: 1. Participate in EMCC Library’s “Clue at the Library” library orientation. 2. Watch EMCC Library’s (5) five library tutorials. 3. Participate in the following EMCC Library activity: •Schedule and attend a research appointment with an EMCC Librarian. 4. Fill out the EMCC Information Literacy Reflection Form. In this form you will reflect on EMCC Library resources and services that will help you with your research.
Earners of this badge will develop foundational knowledge of community paramedicine and mobile integrated health.
building productive working relationships
Earners of this badge displayed foundational knowledge of community paramedicine and mobile integrated health. ## Learning Objectives - Define community paramedicine and mobile integrated health. - Describe the scope of practice for community paramedicine technician. - Discuss the history of community paramedicine. - Describe the roles of the community paramedicine technician, including bringing primary care to the home and acting as a navigator for the patient. - List the members of the health care team. - Describe the strategies used in building productive working relationships with members of the healthcare team.
Learning Facilitator - Learning Foundations
Earners of the EMCC Learning Foundations badge have demonstrated a foundational understanding of how to function effectively in a school environment. Earners can describe effective strategies to support learning and growth for various age ranges, including interaction strategies and supports for social-emotional learning. They have demonstrated an understanding of co-teaching and collaboration principles and an ability to engage in reflective thinking.
collaboration with colleagues and families
### Earning Criteria - Complete fingerprinting requirements and obtain CHRC certificate - Complete EDB 102: Foundations of Learning with a passing grade of 85% or above - Complete a personalized learning plan to guide next steps ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - To reflect on the choice of working in the field of education and self-assess their readiness. - To explain how an effective educator will use developmental knowledge, powerful interactions, instructional strategies, and classroom management to provide an appropriate learning environment for a diverse group of learners. - To understand positive guidance, restorative justice techniques and trauma informed practices. - To develop expectations and strategies to create and maintain a safe positive classroom environment that considers positive guidance, restorative justice techniques and trauma informed practices. - To explore the co-teaching process and how Schools function ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Reflective thinking - Knowledge of FERPA - Developmentally Appropriate Practice - Powerful Interactions - Positive Guidance - Restorative Justice - Trauma-Informed Practice - Instructional Strategies - Classroom Management - Diverse Learners - Collaboration with colleagues and families - Co-Teaching - Professional practices ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Learning Process - Developmentally Appropriate Practice - Preschool
Earners of the EMCC DAP badge have demonstrated an understanding of child development and developmentally appropriate practice within a developmental level of focus. Earners can describe and implement effective strategies to support learning and growth for their developmental level of focus, including interaction strategies and supports for social emotional learning. They have demonstrated an ability to apply their knowledge of DAP in a classroom setting.
### Earning Criteria - Complete Learning Foundations badge - Complete Developmental Level of Focus Handout - Create Developmentally Appropriate Practice & Intentional Teaching Presentation Video ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - To describe the growth and development of children within a developmental level of focus - To describe the importance of individualization and the social and cultural contexts of children - To demonstrate meaningful information gathering techniques that support the development of positive relationship building techniques and environments for children - To apply knowledge of child development, individualization, and the social and cultural contexts of children in a classroom setting ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Developmental strengths & needs of Developmental Level of Focus (DLF) - Awareness of learning guidelines and standards - Approaches to learning - Approaches to interaction - Approaches to guidance - Engagement strategies - Approaches to environment - Information-gathering techniques - Communication techniques - Social & Cultural fluency - Family Partnership - Reciprocal relationships - Creating a community of learners ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Learning Process - Developmentally Appropriate Practice - K to 2nd
Learning Process - Developmentally Appropriate Practice - 3rd to 5th
Learning Process - Developmentally Appropriate Practice - 6th to 8th
Learning Process - Effective Observation
Earners of the EMCC Effective Observation badge have demonstrated an understanding of effective observation tools. Earners can describe 10 types of observation tools and use those tools to inform their knowledge of children individually and in group settings. They have demonstrated an ability to use objective language in documentation and to appropriately interpret observation data. They are aware of the legal and ethical practices involved in observing and recording the behaviors of students and can effectively implement observation techniques in a classroom setting.
### Earning Criteria - Complete Learning Foundations badge - Complete DAP badge (with appropriate Developmental Level of Focus) - Conduct 10 observations in a classroom setting using the observation tools provided - Complete a Developmental Profile ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - Describe the importance of observation and the observation cycle - Demonstrate knowledge of different methods of observing, recording, and assessing the behavior of children and adolescents for various purposes while acting as a participant observer. - Develop an understanding of observations as an effective tool for communicating and explaining child or adolescent behavior to parents and co-workers. - Practice synthesizing information and developing basic developmental reports. - Develop an awareness of legal and ethical practices involved with observing and recording the behaviors of children and adolescents including confidentiality and ethical conduct. ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Methods of observation - Recording techniques - Objective language - Confidentiality - Ethical practices - Interpretation of observation data - Information synthesis - Basic developmental reports ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Earners of the EMCC Positive Guidance badge have demonstrated an understanding of developmentally appropriate guidance techniques, restorative justice principles and techniques, and trauma-informed practices. They have demonstrated an ability to design and implement appropriate strategies for supporting self-regulation, self-control, emotional awareness and conflict resolution. They can apply this knowledge with individual children and in groups in a classroom setting.
### Earning Criteria - Complete Learning Foundations badge - Complete DAP badge (with appropriate Developmental Level of Focus) - Complete Effective Observation badge - Develop and implement a Classroom Management/Environment Plan - Develop and implement a Positive Behavior Support Plan ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - Demonstrate understanding of affective development - Describe the impact of trauma on learning - Describe the importance of positive guidance, restorative justice and trauma-- informed practices - Demonstrate knowledge of methods of positive guidance and restorative justice - Integrate positive guidance, restorative justice, and trauma-informed principles into behavioral support plans that utilize effective classroom management and classroom environment strategies ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Approaches to Social Emotional Learning - Approaches to Positive Guidance - Social Skills Development - Life Skills Development - Development of Self-Control - Concepts of Motivation - Self-Regulation Techniques - Problem-solving Techniques - Communication Techniques - Conflict Resolution - Emotional Awareness - Positive Behavior Supports - Restorative Justice Principles - Trauma-Informed Practices - Supportive Classroom Environments - Classroom Management - Behavior Management - Reflective Practices ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Learning Process - Instructional Strategies
Earners of the EMCC Instructional Strategies badge have demonstrated an understanding of how to develop integrated instructional plans that are active, engaging, and standards-based. They have demonstrated an ability to design and implement appropriate strategies for supporting learners to achieve competence in the major areas of development, and they can adapt instruction to fit multiple delivery modalities. Earners can apply this knowledge with individual children and in groups in a classroom setting.
### Earning Criteria - Complete Learning Foundations badge - Complete DAP badge - Complete Effective Observation badge - Complete Positive Guidance Badge - Develop and implement an Instructional Plan - Develop and lead an active game or project linked to instructional outcomes - Adapt an instructional experience for remote learning ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - Develop instructional plans that contain clear learning outcomes based on state standards in specific curriculum areas that encompass appropriate activities, materials, and experiences - Demonstrate methods and strategies for helping learners achieve competence in the physical/motor, social/emotional and cognitive/language domains of development. - Design active experiences for children to promote engagement in learning in subject areas and physical health - Explore developing plans and projects that integrate subject matter and application of learning to real scenarios. - Adapt instruction to fit multiple delivery modalities ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Integrated curriculum development - Standards-based curriculum development - Intentional teaching - Reflective thinking - Modeling - Giving specific feedback - Demonstrating - Scaffolding - Encouraging - Acknowledging - Effective questioning techniques - Assisting - Providing information ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Earners of the EMCC Inclusive Practices badge have demonstrated an understanding of the major features of IDEA, the disability rights movements, and services for learners with exceptionality. They can identify the definition, characteristics and strategies for universal design for learning (UDL) and inclusion for each category of exceptionality. They can apply this knowledge with individual children and in groups in a classroom setting.
### Earning Criteria - Complete Learning Foundations badge - Complete DAP badge - Complete Effective Observation badge - Complete Positive Guidance Badge - Complete the Instructional Strategies Badge - Create fact sheets for each category of exceptionality - Develop a visual support for learning to use in the classroom ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - Articulate the major features of IDEA and other laws that have influenced the disability rights movements and services for leaners with exceptionality. - Identify the definition, characteristics, and strategies for UDL and inclusion that match each category of exceptionality - Engage in critical thinking and discussion about situations that often arise in educational settings that include person's with exceptionality - Utilize UDL principles in classroom design and instruction ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Universal Design for Learning - Person-First Language - Accessibility - Definitions of exceptionality - Adaptation - Accommodation - IDEA awareness - Visual supports - Cultural fluency - Principles of equity - Empathy - Tolerance - Diversity awareness - Differentiated instruction ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Earners of the EMCC Co-Teaching badge have demonstrated an understanding of the different models of co-teaching and the roles and responsibilities of educators within each model. They have demonstrated an ability to meaningfully collaborate and communicate with colleagues. They have developed a co-teaching philosophy and can articulate that philosophy to others.
### Earning Criteria - Complete DAP badge - Complete Effective Observation badge - Complete Positive Guidance badge - Complete Instructional Strategies badge - Complete Inclusive Practices badge - Develop a philosophy of co-teaching - Create a 2-3-minute video that articulates philosophy of co-teaching ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - Explain the different types of co-teaching arrangements including roles and responsibilities of the educators in each arrangement - Demonstrate the communication skills necessary for successful teaming - Engage in critical thinking and discussion about situations that often arise in educational settings that utilize co-teaching - Develop a philosophy of co-teaching that can be shared with colleagues ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Communication - Collaboration - Shared responsibility - Joint instructional planning - Reciprocal relationships - Parallel teaching - Station teaching - Teaming - Alternative teaching ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Earners of the EMCC Learning Process badge have demonstrated proficiency in the areas of developmentally appropriate practice, effective observation, positive guidance, instructional strategies, inclusive practices, and co-teaching. They have demonstrated an ability to engage in reflective practices and meaningfully collaborate with teaching partners. They have demonstrated an ability to design and implement appropriate strategies for supporting the learning process; They can apply this knowledge with individual children and in groups in a classroom setting.
### Earning Criteria - Complete DAP badge - Complete Effective Observation badge - Complete Positive Guidance badge - Complete Instructional Strategies badge - Complete Inclusive Practices badge - Complete Co-Teaching badge - Participate in Community of Practice sessions for a minimum of one academic year ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - To design and implement developmentally appropriate experiences - To understand and implement effective observation techniques - To understand and implement positive guidance and restorative justice techniques - To understand and implement trauma-informed practices - To design instructional plans and implement a variety of instructional strategies - To understand and implement inclusive practices - To understand meaningful co-teaching models ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Developmentally Appropriate Practice - Effective Observation - Positive Guidance - Instructional Strategies - Inclusive Practices - Co-Teaching - Communication - Collaboration - Teamwork - Reflective Teaching ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Learning Facilitator - Teaching Apprentice
Earners of the EMCC Teaching Apprentice badge have documented 315 hours in a classroom setting under the guidance of a mentor teacher and a field placement coordinator. They have demonstrated an ability to implement classroom and behavior management strategies. They have demonstrated an ability to use the observation cycle to create and implement appropriate instructional plans and strategies. They can apply this knowledge with individual children and in groups in a classroom setting.
### Earning Criteria - Complete Learning Foundations badge - Complete Learning Process badge - Complete 315 documented hours in the field - 2 Field Placement Coordinator observations with a score of 80 or above - 2 completed Mentor Evaluations - Completed Teacher Dispositions self-assessment ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - Demonstrate an understanding of how children learn and develop by planning and implementing age appropriate learning activities that support the development of the child in all domains while respecting individual differences of each learner - Use observation skills to assess children’s needs and use that knowledge in curricula planning - Develop and refine interaction and communication skills with children, teachers, and families - Support development and growth of young children by practicing positive guidance techniques - Assess development and growth of young children by reflecting on direct experiences working with children ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Powerful interactions - Classroom management - Positive guidance - Inclusion - Observation - Curriculum development - Assessment - Classroom instruction - Professionalism ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Earners of the EMCC Learning Facilitator badge have demonstrated an understanding of the foundations of learning and the learning process. They have completed 315 of hours in the field under the guidance of a mentor teacher. They have demonstrated an ability to design and implement developmentally appropriate practices using effective observation. They have demonstrated understanding of positive guidance techniques, instructional strategies, inclusive practices, and co-teaching principles. They can engage in reflective teaching practices. They can apply this knowledge with individual children and in groups in a classroom setting.
### Earning Criteria - Complete Learning Foundations badge - Complete Learning Process badge - Complete Teaching Apprentice badge - Complete a portfolio that contains: all evidence components from previous badges in the pathway plus a completed personalized learning plan ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Learning Objectives _Statements that define the overarching goals of a curriculum, in terms of demonstrable skills, behaviors, or knowledge that will be acquired by an earner as a result of instruction_ - Integrate and apply knowledge of child development and developmentally appropriate practice in a classroom setting - Implement the observation cycle to inform standards-based curriculum development and assessment - Design and implement meaningful, engaging, active and inclusive learning experiences for children in small and large groups in a classroom setting - Implement a variety of positive guidance techniques and instructional strategies to support children’s learning in a classroom setting - Work collaboratively with one or more teachers to support classroom function and learning processes ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ ### Competencies _Discrete skills or behaviors and specific knowledge, as determined through engagement with subject matter experts, that will be acquired as a result of instruction._ - Professionalism - Leadership - Initiative - Communication - Collaboration - Teamwork - Cultural fluency - Ethical teaching practices - Developmentally Appropriate Practice - Effective Observation - Standards-based curriculum development - Instructional practices - Positive guidance - Restorative justice techniques - Trauma-informed practices - Inclusive Practices - Co-teaching - Reflective thinking ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Tier-1 is a broad introduction to leadership development; the first of a 3-tiered training. Meant for a wide audience such as student leaders in clubs and orgs and those in work study positions, tier-1 includes information about professional standards and workplace expectations, fundamentals of group participation, diversity and multicultural competency, wellness and self-care, introduction to the ethics of leadership, communication, and active-listening.
### Earning Criteria: Tier-1 contains 8 sub-modules, each with its own learning outcomes, competencies, and assessments; though, the format of each sub-module is consistent throughout. The sub-modules all begin with a pre-knowledge check, then students engage in the content which includes a variety of different forms including articles, videos, blogs, presentations, glossaries, and info graphs. An interdepartmental team of faculty and staff helped to build and refine the learning outcomes and content for each sub-module. The assessment for each sub-module may include a short, content-knowledge quiz, but every sub-module has a prompt-based reflection that asks students to integrate new knowledge into their own experience. The evaluation rubric for the reflection is attached, as well as details for each of the 8 sub-modules (Narrative descriptions, competencies, learning outcomes, overview of content, and assessment criteria). ### Learning Outcomes: - Students will develop an introductory understanding of the leadership sub-modules and topics included in the tier-1 training (fundamentals of group participation; professional standards & workplace expectations; EMCC resources and referral basics; wellness & self-care; intro. to diversity and multicultural competency; intro. to ethical leadership; active listening and communication skills; FERPA/Title IX/ Confidentiality) - Students will be able to identify key terms and concepts related to each sub-module - Students will articulate how each sub-module topic is relevant to their own life or experience through prompted reflection ### Competencies: - Leadership - Communication - Critical thinking - Professionalism - Ethical leadership - Interpersonal skills - Conflict resolution - Team building - Career development - Interview skills - Wellness - Customer service - Practical knowledge - Personal accountability - Time management - Self-reflection - Multicultural competency - Collaboration
Earners of the EMCC Life-Ready badge have demonstrated a basic understanding of life skills that provide a foundation for future success in educational and workplace environments. Earners can describe the importance of self-awareness, self-advocacy, emotional awareness, persistence, personal initiative and conscious decision-making. They have demonstrated an ability to engage in reflective thinking and to create a meaningful story of their current skills and abilities.
ability to find information or solutions needed fo
## Earning Criteria Listen to podcast topics and complete life-ready workbook reflection exercises Complete autobiography planning exercises and create an autobiography in the mode of expression that feels most comfortable to the learner ## Learning Outcomes Earners will be able to identify concepts of self-awareness, self-expression and self-esteem Earners will be able to demonstrate an understanding of persistence, conscious decision-making, and self-advocacy Earners will be able to demonstrate an understanding of positive relationship building and communication skills Earners will be able to demonstrate an ability to engage in reflective thinking Earners will be able to apply these concepts in the creation of an autobiography ## Competencies Self-awareness Self-reflection Emotional awareness Personal initiative Independent motivation Conscious decision-making Self-advocacy Self-expression Positive relationship-building Persistence Self-talk Inventiveness Ability to find information or solutions needed for projects Storytelling
Maine Indoor Air Quality Council: Indoor Quality Air Management: COVID-19 Readiness
Earners of the Maine Indoor Air Quality Council: Indoor Quality Air Management for COVID-19 Readiness digital badge have a demonstrated understanding of the best practices necessary to create a safe and healthy environment through proper HVAC systems. Earners will also demonstrate a knowledge of the best practices in use of PPE, social distancing, and COVID-19 awareness.
Earners of the Maine Indoor Air Quality Council: Indoor Quality Air Management for COVID-19 Readiness digital badge will demonstrate their understanding of the best practices necessary to create a safe and healthy environment through proper HVAC systems. Earners will also demonstrate a knowledge of the best practices in use of PPE, social distancing, and COVID-19 awareness through passing a summative quiz at 80% or higher.
Maine Indoor Air Quality Council: Indoor Quality Air Management: HVAC Basics for COVID-19 Readiness
Earners of the Maine Indoor Air Quality Council: HVAC Basics for COVID-19 Readiness digital badge have a demonstrated understanding of the best practices necessary to create a safe and healthy environment through proper ventilation, filtration, and cleaning of air handling systems. Earners will also demonstrate a knowledge of the best practices in use of PPE, social distancing, and COVID-19 awareness.
Earners of the Maine Indoor Air Quality Council: HVAC Basics for COVID-19 Readiness digital badge have demonstrated their understanding of the best practices necessary to create a safe and healthy environment through proper ventilation, filtration, and cleaning of air handling systems. Earners will also demonstrate a knowledge of the best practices in use of PPE, social distancing, and COVID-19 awareness through a summative quiz with a passing grade of 80% or higher.
Earners of the EMCC Boulanger Badge have demonstrated proficiency in the preparation of quick breads, lean yeast breads, rich yeast breads, and laminated doughs. They have demonstrated the ability to identify and use common bread baking equipment and ingredients. Earners can apply appropriate ingredient selection and measurement, mixing, laminating, fermenting, folding, dividing, rounding, bench-proofing, make-up and panning, proofing, baking, cooling, and storing techniques to produce assorted bread products with appropriate gluten content. They have demonstrated an ability to engage in self-reflection and to create plans for future improvement.
## Earning Criteria - Complete knowledge quizzes in the areas of baking fundamentals, quick breads, lean yeast breads, rich yeast breads, and laminated doughs. - Prepare and self-evaluate blueberry muffins, cranberry drop scones, buttermilk biscuits, baguettes, pain au lait, French rye, brioche, and Danish. ## Learning Outcomes - Identify and make use of professional baking tools and equipment in the preparation of assorted yeast breads and quick breads. - Employ baker's percentages to convert baking formulas to different yields and demonstrate accurate ingredient measurement. - Demonstrate appropriate gluten development and control in bread doughs and batter through correct ingredient selection, as well as the proper employment of mixing methods, gluten window examination, fermentation, folding, and laminating techniques. - Apply knowledge of dividing, rounding, bench-proofing, make-up, panning, and proofing techniques to shape doughs and batters into visually attractive and appropriately sized loaves, rolls, and other forms. - Determine the doneness of and reflect upon the quality of baked goods, as well as control crust formation through the application of washes, scoring, and steaming. ## Competencies - Ingredient Selection - Ingredient Measurement - Baker's Percentages - Baking Equipment - Mixing Methods - Gluten Development - Gluten Control - Laminating Techniques - Dough Folding - Dough Fermentation - Dough Dividing - Dough Rounding - Bench-Proofing - Dough Make-up and Panning - Dough Proofing - Yeast Bread Baking - Quick Bread Baking - Controlling Crust Formation - Determining Doneness - Bread Cooling - Bread Storage - Self-Reflection
Earners of the EMCC Education-Ready badge have demonstrated a basic understanding of the skills needed to be successful in an educational environment. Earners can describe the importance of self-assessment as it relates to learning styles and intelligence types. They have demonstrated understanding of study skills, educational learning environments, the foundations of Information Literacy. They have in effective planning and reflection by developing a Personalized Learning Plan.
college enrollment and admissions awareness
## Earning Criteria - Listen to associated podcasts and complete workbook exercises - Earn EMCC Information Literacy Badge - Research an article from an appropriate source and complete an article review (rubric in workbook) - Develop a Personalized Learning Plan (form in workbook) ## Learning Outcomes - To explore personal learning styles and intelligence type - To identify strengths and areas for growth related to emotional intelligence - To understand the potential impacts of ACEs and resilience - To demonstrate the foundations of Information Literacy - To demonstrate awareness of different types of educational opportunities - To understand college programs, admissions, advising, and funding opportunities - To understand basic study skills - To apply their knowledge through Personalized Learning Plan Development ## Competencies - Learning Style Awareness - Awareness of Multiple Intelligences - Awareness of Emotional Intelligence - Awareness of ACEs - Resilience - Information Literacy foundations - Article Review basics - Educational opportunity awareness - Financial Aid awareness - College Enrollment and Admissions awareness - Study Skills - Personalized Learning Plan development - Reflection - Effective Planning
Earners of the EMCC Work-Ready badge have the basic skills needed to be successful in searching and applying for a job in their field of interest. Earners can to describe the importance of workplace etiquette, the value of professional networking and informational interviewing, and have demonstrated foundational understanding of 21st Century Skills. They have applied their knowledge of effective planning and reflection by developing a Work-Ready Personalized Action Plan.
## Earning Criteria - Listen to associated podcasts and complete workbook exercises - Complete Career interest and readiness self-assessments - Complete a mock resume and cover letter - Complete an Informational Interview - Complete a Work-Ready Personalized Action Plan (form in workbook) ## Learning Outcomes - Explore career interests and career readiness through formal self-assessment - Demonstrate foundational understanding of 21st Century Skills - Demonstrate understanding of employment terms and concepts - Demonstrate understanding of the job search process, including cover letter and resume writing - Create a cover letter and resume - Understand how to prepare for an interview - Understand the basics of workplace etiquette - Understand the value of professional networking and apply that understanding through the informational interview process - Apply effective planning and reflection to create a Work-Ready Personalized Action Plan ## Competencies - Determine career interests - Adaptability - Problem-Solving - Collaboration - Communication - Digital Fluency - Empathy - Entrepreneurial mindset - Resilience - Self-Awareness - Awareness of social diversity - Career Readiness - Cover Letter Writing - Resume Writing - Conducting a job search - Preparing for interviews - Workplace Etiquette - Professional Networking - Informational Interviewing - Effective Planning - Reflection
Earners of the EMCC Opportunity-Ready badge have the skills necessary to identify and pursue meaningful opportunities in their lives. They have demonstrated exploration of life-readiness, education-readiness, and work-readiness skills that support their future success in a variety of settings. They have demonstrated an ability to use reflection, effective planning, and goal setting to link their personal strengths and interests to educational and career pathways.
## Earning Criteria - Completion of EMCC Life-Ready Badge - Completion of EMCC Education-Ready Badge - Completion of EMCC Information Literacy Badge - Completion of EMCC Work-Ready Badge - Completion of 21st Century Skills Badges (NWoW or EDL) - Completion of Opportunity-Ready Portfolio - Completion of Cumulative Reflection/Elevator Pitch ## Learning Outcomes - To curate artifacts into a portfolio that best represents personal and professional strengths, interests, and goals for the future - To apply reflective thinking and communication skills to create a 1-2-minute video or audio summary of their cumulative learning process (an elevator-pitch of themselves) - NOTE: presentation of these materials to EMCC will allow the student to receive 3 credits for COL 100 through Prior Learning Assessment processes ## Competencies - Self-awareness - Self-assessment - Reflection - Effective Planning - Goal Setting - Professional Etiquette - 21st Century Skills - Information Literacy - Personal Initiative - Persistence - Education Readiness - Career Readiness - Creativity - Oral Communication
Earners of this badge will have demonstrated a working understanding of the design thinking process through the development of an empathy informed prototype for a fellow workshop participant.
# Earning Criteria - Attend a 4-hour design thinking foundations workshop - Document and present an empathy informed prototype for a fellow workshop participant # Learning Outcomes - Develop a working understanding of the design thinking process - Trace the development of design thinking and innovation from its origins to modern case studies - Demonstrate the mindsets of innovation in a collaborative learning session # Competencies - Design Thinking - Innovation - Creativity - Empathy - Ideation - Prototyping - Problem Identification - Problem Solving - Solutions Testing
Learning Process - Developmentally Appropriate Practice - 9th to 12th
Earners of this badge will be proficient in design thinking principles. They will be able to employ the mindsets of innovation and collaboration to transform “problems” into “innovative solutions” through empathetic, inclusive, deliberate, and transparent processes.
### Earning Criteria - Earners apply the design thinking process to design, prototype and test an empathy based solution to an identified problem. - Earners will complete an innovation pilot proposal/design challenge ### Learning Outcomes - Develop a working understanding of the design thinking process - Trace the development of design thinking and innovation from its origins to modern case studies - Demonstrate the mindsets of innovation in a collaborative learning community - Facilitate the design thinking process transforming “problems” into “innovative solutions” through inclusive, equitable, and transparent design choices. - Practice communication skills that create a safe environment for diverse stakeholders to share lived experiences. ### Competencies - Design Thinking - Collaboration - Innovation - Communication - Inclusive Design - Equitable Design - Co-Design - Creativity - Empathy - Ideation - Prototyping - Continuous Improvement
Earners of the Service Basics badge have a fundamental understanding of the behaviors necessary to provide high-quality customer service experiences. They demonstrated awareness of the primary elements necessary to create a meaningful first impression and be responsive to the needs of their clientele. These candidates can use this framework of behaviors to build relationships and to meet customer needs in a variety of purposes and situations.
### Earning Criteria: - Complete 2 reflections of service experiences (one positive and one not-so-positive) and document them using the reflection templates - Complete 2 observations of service experiences (one positive and one not-so-positive) and document them using the observation templates - Using the project 1 presentation template, create a 5-10-minute presentation and share it with service excellence cohort participants ### Learning Outcomes: - Earners will describe and discuss the basic principles of high-quality service - Earners will describe and discuss the principles of service recovery - Earners will demonstrate the ability to apply basic principles of high-quality service - Earners will demonstrate the ability to build on basic service behaviors to create a memorable service experience - Earners will analyze current service excellence behaviors and processes in the workplace - Earners will design and implement high-quality service materials, processes, and experiences in the workplace ### Competencies: - Open-mindedness - Awareness of basic high-quality service behaviors - Self-awareness - Recognizes and manages own emotions - Understands how to build positive and fruitful relationships - Understands how to define success through the customer’s eyes - Cares about others - Ably builds trust, and is widely trusted
Service Excellence - Service Practitioner
Earners of the Service Practitioner badge have an in-depth understanding of the behaviors necessary to provide high-quality customer service experiences. They demonstrated the ability to build on basic service behaviors to provide an exceptional customer experience. These candidates can use their understanding of trust, empathy, and building on emotions to present products, services, or solutions that meaningfully address customer needs.
### Earning Criteria - Complete Service Mapping template - Complete 3 practice experiences and then choose one experience to reflect on. Complete reflection template - Using the project 2 presentation template, create a 5-10-minute presentation and share it with service excellence cohort participants. ### Learning Outcomes - Earners will be able to describe and discuss the basic principles of high-quality service - Earners will be able to describe and discuss the principles of service recovery - Earners will be able to demonstrate the ability to apply basic principles of high-quality service - Earners will be able to demonstrate the ability to build on basic service behaviors to create a memorable service experience - Earners will be able to analyze current service excellence behaviors and processes in the workplace - Earners will be able to design and implement high-quality service materials, processes, and experiences in the workplace ### Competencies - Pays attention - Is sensitive to the emotional states of others - Demonstrates awareness of emotional cues and states - Correctly adjusts behaviors within complex situations - Is culturally sensitive and responsive to diversity - Actions are unbiased and consistent - Builds rapport - Is precise and concise in communication - Exerts influence over outcomes through trust and competence - Presents products, services, or solutions that meaningfully address needs - Conveys information eloquently - Finds win-win solutions that fosters or respects relationships - Gives customers’ needs priority and responds quickly to concerns - Does not allow internal company issues or personal feelings to interfere with customer service - Utilizes varying approaches to conflicts
Earners of the Service Mastery badge have an in-depth understanding of the behaviors necessary to provide high-quality customer service experiences and how to model those behaviors for others. They demonstrated the ability to create materials and presentations that meaningfully communicate their values related to service excellence. These candidates can use these values, materials, and presentations to lead and teach others in a variety of settings.
### Earning Criteria - Design project approach and receive approval from instructor. Complete project guiding questions and complete project. - Present completed project materials to class (5-10 minutes) - Complete 30-hour Service Excellence course ### Learning Outcomes: - Earners will describe and discuss the basic principles of high-quality service - Earners will describe and discuss the principles of service recovery - Earners will demonstrate the ability to apply basic principles of high-quality service - Earners will demonstrate the ability to build on basic service behaviors to create a memorable service experience - Earners will analyze current service excellence behaviors and processes in the workplace - Earners will design and implement high-quality service materials, processes, and experiences in the workplace ### Competencies - Demonstrates personal initiative and independent motivation - Is action and results-oriented - Exhibits commitment to goals and consistently delivers results - Holds self and others accountable - Creates high-quality designs, materials, or products, either from scratch or from plans, either alone or collaboratively - Demonstrates inventiveness, and the ability to find information or solutions needed for assignments or projects - Applies critical thinking skills - Is positive, cheerful, and vigorous in actions - Exhibits passion and excitement for their work or what they are learning - Finds and executes added-value activities and projects beyond or supporting assigned duties - Expresses him/herself well in presentations to groups - Conveys information meaningfully and “connects” with audience - Strong professional demeanor and charismatic presence - Selects and presents relevant and compelling content - Exhibits composure under pressure while in the spotlight
Earners of the Service Excellence badge have an advanced understanding of the behaviors necessary to provide high-quality service experiences and how to apply these behaviors in their interactions with others. They demonstrated the ability to integrate service knowledge, skills, and abilities to create materials and products that can be used to lead and teach others. These candidates can deliver “Wow!” experiences and leave a lasting impression in a variety of settings and situations.
### Earning Criteria - Complete cumulative reflection in media format of choice (written, audio, video) ### Learning Outcomes - Earners will be able to describe and discuss the basic principles of high-quality service - Earners will be able to describe and discuss the principles of service recovery - Earners will be able to demonstrate the ability to apply basic principles of high-quality service - Earners will be able to demonstrate the ability to build on basic service behaviors to create a memorable service experience - Earners will be able to analyze current service excellence behaviors and processes in the workplace - Earners will be able to design and implement high-quality service materials, processes, and experiences in the workplace ### Competencies - Demonstrates open-mindedness - Demonstrates awareness of basic high-quality service behaviors - Demonstrates self-awareness - Recognizes and manages own emotions - Demonstrates an understanding of how to build positive and fruitful relationships - Demonstrates an understanding of how to define success through the customer’s eyes - Cares about others - Ably builds trust, and is widely trusted - Pays attention - Sensitive to the emotional states of others - Demonstrates awareness of emotional cues and states - Correctly adjusts behaviors within complex situations - Is culturally sensitive and responsive to diversity - Actions are unbiased and consistent - Builds rapport - Is precise and concise in communication - Exerts influence over outcomes through trust and competence - Presents products, services, or solutions that meaningfully address needs - Conveys information eloquently - Finds win-win solutions that fosters or respects relationships - Gives customers’ needs priority and responds quickly to concerns - Does not allow internal company issues or personal feelings to interfere with customer service - Utilizes varying approaches to conflicts - Demonstrates personal initiative and independent motivation - Is action and results-oriented - Exhibits commitment to goals and consistently delivers results - Holds self and others accountable - Creates high-quality designs, materials, or products, either from scratch or from plans, either alone or collaboratively - Demonstrates inventiveness, and the ability to find information or solutions needed for assignments or projects - Applies critical thinking skills - Is positive, cheerful, and vigorous in actions - Exhibits passion and excitement for their work or what they are learning - Finds and executes added-value activities and projects beyond or supporting assigned duties - Expresses him/herself well in presentations to groups - Conveys information meaningfully and “connects” with audience - Strong professional demeanor and charismatic presence - Selects and presents relevant and compelling content - Exhibits composure under pressure while in the spotlight
Earners of the EMCC Pasta-Making Badge have demonstrated proficiency in the preparation of rolled, cut, hand-shaped, and filled fresh egg pastas. They have demonstrated the ability to identify and use common pasta-making equipment and ingredients. Earners can apply appropriate ingredient selection and measurement, dough flavoring/coloring, mixing, kneading, and resting techniques to produce assorted fresh egg pastas with appropriate gluten content. They have demonstrated an ability to engage in self-reflection and to create plans for future improvement.
### Earning Criteria - Complete knowledge quiz in the areas of dried-commercial and fresh egg pasta ingredient selection, equipment identification, and production. - Prepare and self-evaluate: Rolled pasta, such as lasagna Strand pasta, such as linguine Hand-shaped pasta, such as farfalle Filled pasta, such as tortellini ### Learning Outcomes - Compare common ingredients used in both commercial and fresh egg pasta-making, as well as demonstrate accurate ingredient measurement. - Identify and make use of professional pasta-making tools and equipment in the preparation of assorted fresh egg pastas. - Demonstrate appropriate gluten development and control in fresh egg pasta dough through correct ingredient selection, as well as the proper employment of mixing, kneading, and dough resting techniques. - Apply knowledge of dough flavoring/coloring, rolling, cutting, filling, and shaping techniques to create an assortment of visually attractive and appropriately sized fresh egg pastas. - Determine the doneness of and reflect upon the quality of fresh egg pastas cooked to al dente. ### Competencies - Ingredient Selection - Ingredient Measurement - Pasta-Making Equipment Use - Dough Mixing - Dough Kneading - Gluten Development - Gluten Control - Pasta Rolling - Pasta Cutting and Shaping - Pasta Filling - Pasta Cooking Methods - Determining Doneness - Self-Reflection
Olympia Snowe Women's Leadership Institute - My Voice
Earners of this badge completed the "My Voice" year at the Olympia Snowe Women's Leadership Institute. Earners developed the ability to leverage their self-knowledge to decide how they want to use their voice to connect with others and create change. Earners are able to articulate their ideas and opinions clearly and appropriately so others will communicate and collaborate. In addition, they developed skills necessary to listen to others with empathy, including people with different points of view, and draw inspiration from others. Earners are able to share messages proactively and effectively; resolve or overcome challenges; and build, nurture, and show gratitude to networks of support.
## Earning Criteria - Earners attended all Institute events in their second of three years with the program - Earners attended seven of nine monthly meetings in the "My Voice" year of the program - Earners completed all online assignments for the "My Voice" year of the program - Earners completed surveys to measure their progress ## Learning Outcomes Based on its mission and evidence provided in the research, the Institute has focused its efforts on seven different outcomes critical to developing confidence, aspirations, and leadership in girls: 1. Mentor/connect: Olympia’s Leaders can mentor others and connect meaningfully with successful and caring women and men. 2. Build new skills/perspectives: Olympia’s Leaders can be active listeners and to keep an open mind to new ideas and different opinions. 3. Self-knowledge: Olympia’s Leaders can understand and embrace who they are, their values, strengths, and passions. 4. Take action/responsibility: Olympia’s Leaders can tackle challenges outside their comfort zone, stand up for what matters to them, and take responsibility for their actions and futures. 5. Appreciate difference: Olympia’s Leaders can appreciate and navigate difference between themselves and another person or people. 6. Stronger network: Olympia’s Leaders can build and nurture a supportive network that will serve them for years to come. 7. Communication: Olympia’s Leaders can listen, communicate proactively and appropriately, and present their ideas clearly and respectfully. ## Competencies - Self-knowledge - Appreciate difference - Communication skills - Listening skills - Personal responsibility - Mentoring - Networking - Presentation skills - Leadership
Olympia Snowe Women's Leadership Institute - My Values
Earners of this badge completed the "My Values" year at the Olympia Snowe Women's Leadership Institute. Earners can identify and articulate their values, strengths, and passions—using them as anchors and signposts when making important decisions as individuals and in leadership. Earners developed a deep self-knowledge and appreciation for continuous learning and evolving as leaders. In addition, earners are able to deploy empathy, curiosity, and communication skills to navigate differences between themselves and others in order to cooperate, collaborate, and problem solve.
## Earning Criteria - Earners attended all Institute events in their first of three years with the program - Earners attended seven of nine monthly meetings in the "My Values" year of the program - Earners completed all online assignments for the "My Values" year of the program - Earners completed a Program Start Survey and a Year End Survey to measure their progress ## Learning Outcomes Based on its mission and evidence provided in the research, the Institute has focused its efforts on seven different outcomes critical to developing confidence, aspirations, and leadership in girls: 1. Mentor/connect: Olympia’s Leaders can mentor others and connect meaningfully with successful and caring women and men. 2. Build new skills/perspectives: Olympia’s Leaders can be active listeners and to keep an open mind to new ideas and different opinions. 3. Self-knowledge: Olympia’s Leaders can understand and embrace who they are, their values, strengths, and passions. 4. Take action/responsibility: Olympia’s Leaders can tackle challenges outside their comfort zone, stand up for what matters to them, and take responsibility for their actions and futures. 5. Appreciate difference: Olympia’s Leaders can appreciate and navigate difference between themselves and another person or people. 6. Stronger network: Olympia’s Leaders can build and nurture a supportive network that will serve them for years to come. 7. Communication: Olympia’s Leaders can listen, communicate proactively and appropriately, and present their ideas clearly and respectfully. ## Competencies - Self-knowledge - Appreciate difference - Communication skills - Listening skills - Personal responsibility - Mentoring - Networking - Presentation skills - Leadership
Olympia Snowe Women's Leadership Institute - My Vision
Earners of this badge completed the "My Vision" year at the Olympia Snowe Women's Leadership Institute. Earners developed a vision for their future and know how to adapt their plans and mindsets in case they change course. Earners can identify and develop core leadership competencies such as empathy, resilience, flexibility, adaptability, responsibility, and authentic leadership. In addition earners are able to demonstrate clear communication, a willingness to mentor and inspire others, and the ability to network and build support to achieve their vision.
## Earning Criteria - Earners attended all Institute events in their third of three years with the program - Earners attended seven of nine monthly meetings in the "My Vision" year of the program - Earners completed all online assignments for the "My Vision" year of the program - Earners completed surveys to measure their progress ## Learning Outcomes Based on its mission and evidence provided in the research, the Institute has focused its efforts on seven different outcomes critical to developing confidence, aspirations, and leadership in girls: 1. Mentor/connect: Olympia’s Leaders can mentor others and connect meaningfully with successful and caring women and men. 2. Build new skills/perspectives: Olympia’s Leaders can be active listeners and to keep an open mind to new ideas and different opinions. 3. Self-knowledge: Olympia’s Leaders can understand and embrace who they are, their values, strengths, and passions. 4. Take action/responsibility: Olympia’s Leaders can tackle challenges outside their comfort zone, stand up for what matters to them, and take responsibility for their actions and futures. 5. Appreciate difference: Olympia’s Leaders can appreciate and navigate difference between themselves and another person or people. 6. Stronger network: Olympia’s Leaders can build and nurture a supportive network that will serve them for years to come. 7. Communication: Olympia’s Leaders can listen, communicate proactively and appropriately, and present their ideas clearly and respectfully. ## Competencies - Self-knowledge - Appreciate difference - Communication skills - Listening skills - Personal responsibility - Mentoring - Networking - Presentation skills - Leadership
Earners of the Introduction to Health Professions digital badge demonstrate a foundational understanding of medical terminology, critical issues in medical law and ethics coupled with computer proficiency to enter into the health information, patient services or clinical occupations.
Successful completion of Medical Terminology I (BMT113), Medical Law and Ethics (BMT121), and Computer Applications (BCA115-95).
Remote Work Essentials for Professionals
Remote Work Essentials for Professionals prepares both seasoned employees and those new to the workforce the knowledge, skills and capabilities to be healthy, productive and effective remote and hybrid employees. It addresses the technical considerations of how to use remote tools such as video conferencing, file sharing and potential security issues. It also addresses personal health and wellness, professionalism and effective communication while working as part of a remote and hybrid team.
Learner will complete all modules of the fully asynchronous course, achieving 80% or better success in each of the knowledge checks for each module, as well as an 80% or better on the final quiz for the program.
Katahdin Learning Collective Design Thinking Practitioner
Katahdin Learning Collective Design Thinking Foundations
Katahdin Learning Collective Teacher Camp
Earners of the Katahdin Learning Collective Teacher Camp digital badge have participated in a two-day immersive professional development experience that introduces them to the foundations of place-based learning, design thinking and outdoor education. They have demonstrated an awareness of active team building strategies, environmental resilience, and stewardship. They have identified a possible project area within their local community and created an initial implementation plan to carry out that project over the school year.
### Earning Criteria - Participate in 2-day Teacher Camp experience - Completion of Personal Implementation Plan ### Learning Outcomes - Demonstrate awareness of the principles of place-based learning - Demonstrate awareness of human-centered design concepts - Demonstrate awareness of outdoor education, environmental resilience, and stewardship - Develop active team-building strategies that can be used with learners in an educational setting - Create a personal implementation plan that relates to their local community and can be carried out with learners in an educational setting ### Competencies - Identify the principles of place-based learning and human-centered design - Use human-centered design concepts to identify areas of focus for place-based learning projects - Use human-centered design concepts to identify potential community partners for the project - Use human-centered design to identify potential student roles within the project
Katahdin Learning Collective Active Team Building
Earners of the Katahdin Learning Collective Active Team Building badge have participated in an experiential learning hike focused on strategies for active team building in a place-based environment. They have demonstrated awareness of these strategies and applied them with their peers. They have identified ways in which these strategies could be implemented in educational settings and reflected on how they may be woven into place-based learning projects implemented throughout the school year.
## Earning Criteria - Participate in experiential learning hike focused on active team-building strategies - Completion of Reflection Journal ##Learning Outcomes - Demonstrate awareness of active team-building strategies - Practice active team-building strategies in a place-based setting - Reflect on how active team-building strategies can be used with learners in an educational setting ## Competencies - Identify different types of active team-building strategies - Identify ways to incorporate activities into place-based learning projects
Earners of the Opportunity-Ready Facilitator badge have explored the Opportunity-Ready curriculum and identified ways that it may be used with the learners that they work with. They have developed facilitation techniques and can facilitate the curriculum with individual learners, small groups, or larger cohorts. They have developed an understanding of effective feedback and can provide effective support and feedback to learners throughout the experience. They have explored ways to customize the curriculum to meet the needs of their learners and have demonstrated an understanding of the logistics and next steps related to delivery so that learner completion can be validated by EMCC.
## Earning Criteria - Complete Opportunity-Ready Facilitator Training 1. 11 weeks, roughly 15 contact hours plus time outside to complete required work 2. Hybrid – combination of zoom meetings and online work - Complete Random Autobiography - Complete regional needs/assets assessment ## Learning Outcomes - To explore the Opportunity-Ready Pathway curriculum and assessment structure - To identify delivery methods and modalities, including individual, small group, and large group and hybrid options - To develop effective facilitation techniques - To develop strategies for providing meaningful and effective feedback - To assess regional and population-specific needs and create customized content to meet those needs - To prepare an action plan for implementing the curriculum with learners ## Competencies - Demonstrates understanding of the components of the Opportunity-Ready curriculum - Demonstrates understanding of the options for delivering the Opportunity-Ready curriculum - Demonstrates understanding of the earning criteria and expectations for completion of each badge in the pathway - Uses rubrics provided with the curriculum to assess learning - Uses a variety of facilitation techniques appropriate to the method and modality of delivery - Uses a variety of approaches to feedback in both written and oral forms - Uses knowledge of regional and population-specific needs to customize curricular experiences - Demonstrates understanding of their relationship to EMCC regarding curriculum delivery, customization, and validation of learning - Develops an implementation action plan
Earners of the Olympia’s Leaders Graduate badge completed three years at the Olympia Snowe Women’s Leadership Institute and earned the My Values, My Voice, and My Vision digital badges. Earners can identify and articulate their values, strengths, and passions—using them as anchors and signposts when making important decisions as individuals and in leadership. They can leverage their self-knowledge and use their voice to connect with others and create change. They developed a vision for their future and know how to adapt their plans and mindsets in case they change course. Earners embody core competencies such as empathy, resilience, flexibility, adaptability, responsibility, and authentic leadership.
Olympia’s Leaders have earned the “My Values” badge. Olympia’s Leaders have earned the “My Voice” badge. Olympia’s Leaders have earned the “My Vision” badge. Olympia’s Leaders have demonstrated growth as leaders over the three-year program and shown growth among seven primary outcomes as demonstrated by the completion of a final mentor evaluation and a short reflection of their own growth during their time in the program.
Maine Safe Schools Initiative: Introduction
Earners of the Maine Safety Schools Initiative: Introduction digital badge understand how the Maine School Safety Center can help them with their school safety needs. Earners are familiar with the Safety Center team and the service lanes. Earners of this badge deonstrate a knowledge of why having a School Safety Specialist at their school is important and how they can achieve the certification.
Completion of requisite coursework. 80% or higher on a summative assessment, and completion of a refelection assignment.
Maine Safe School Initiative: Fundamentals
Earners of the Maine Safe Schools Iniative: Fundamentals digital badge demonstrate a knowledge of school emergency management, behavioral threat assessment and management, and restorative practices. Earners also are aware of where to go for more information about each topic, and know who to contact at the Maine School Safety Center for help and questions.
Maine Safe School Initiative: Emergency Planning
Earners of the Maine Safe Schools Initiative: Emergency Planning digital badge demonstrate a knowledge of emergency planning, and assist School Safety Specialists by asking questions about the school’s current plan and lead toward suggestions for improvement. Earners will be able to pose emergency planning questions to the school safety team or administrators and open discussions about Emergency Operations Plan improvements.
Maine Safe Schools Initiative: Incident Command Systems
Earners of the Maine Safe Schools Initiative: Incident Command System digital badge demonstrate a foundational knowledge of the Incident Command System (ICS). Earners also demosntrate an understanding of the National Incident Management System (NIMS), which defines the comprehensive approach guiding the whole community - all levels of government, nongovernmental organizations (NGO), and the private sector - to work together seamlessly to prevent, protect against, mitigate, respond to, and recover from the effects of incidents. These trainings also provide an introduction to the National Response Framework, which focuses especially on those who are involved in delivering and applying the response core capabilities.
Completion of requisite coursework. 80% or higher on four summative assessments, and completion of certification.
Maine Safe Schools Initiative: School Safety through Climate & Culture
Earners of the Maine Safe Schools Initative: School Safety through Climate & Culture digital badge demonstrate a knowledge of how to make schools happier and safer places. Earners also demonstrate a knowledge of food insecurity, social emotional learning, ACEs, bullying, and homelessness. Earners of this badge are able to look at the wholistic view of school safety and be able to identify several underlying issues that should be considered in safety planning.
Completion of requisite coursework. 80% or higher on a summative assessments, and completion of refelection assignments.
Maine Safe Schools Initiative: School Safety Specialist
Earners of the Maine Safe Schools Initiative: Safe School Specialist digital badge demonstrate Earners of the School Safety Specialist digital badge are able to demonstrate an understanding of the fundamentals of School Emergency Management, Behavioral Threat Assessment and Restorative Practices; an ability to follow the six-step planning process in Emergency planning as well as identify threats and hazards; posess a knowledge of the Incident Command Systems; and an understanding of the impact climate and culture has on school safety.
Successful completion of the Maine Safe Schools Initiative: Introduction digital badge. Successful completion of the Maine Safe Schools Initiative: Fundamentals digital badge. Successful completion of the Maine Safe Schools Initiative: Emergency Planning digital badge. Successful completion of the Maine Safe Schools Initiative: Incident Command System digital badge. Successful completion of the Maine Safe Schools Initiative: School Safety through Climate & Culture digital badge.
Earners of the EMCC Confiseur Badge have demonstrated proficiency in the preparing a variety of confections and cookies. They have demonstrated the ability to prepare boiled sugar confections as well as edible confectionery décor, such as marzipan and nougatine. Earners also have an introductory understanding of chocolate tempering and molded chocolate candy making, as well as low-sugar recipe modification.
## Earning Criteria - Complete knowledge quizzes in the areas of confectionery equipment and tool selection and use, as well as cookie mixing methods, scaling, shaping, baking, and decorating techniques, and boiled confectionary and décor production. - Complete lesson and theory activities demonstrating how to convert recipes to different yields using baker’s percentages, as well as discuss recipe modification for lowering sugar content, tempering chocolate, and preparing chocolate décor. - Complete lab exercises demonstrating how to mix and bake various cookies, as well as prepare fruit preserves, boiled sugar confections, molded chocolate candies, and edible décor including marzipan and nougatine. ## Outcomes - Define the term confiseur. - Identify common hand tools used by the confiseur. - Identify and describe common flavoring ingredients used in the professional bakeshop. - Distinguish between different types of chocolate and describe the tempering process. - Define common confections, including marzipan, nougatine, and fudge. - Name the different types of cookies and describe the basic cookie mixing methods. - Modify a baking formula to reduce its sugar content. - Employ bakers' percentages to convert baking formulas to differing yields. - Demonstrate how to temper chocolate using the seeding method. - Demonstrate how to setup, operate, and clean a chocolate tempering machine. - Demonstrate how to prepare an assortment of chocolate decor. - Demonstrate how to prepare a fruit preserve. - Demonstrate how to shape bagged, icebox, rolled, and molded cookies. - Employ the one-stage, sanding, and sponge cookie mixing methods. - Determine when cookies are appropriately baked. - Demonstrate how to boil sugar syrup without crystallizing in the preparation of a hard sugar candy. - Demonstrate how to shape stenciled, dropped, bar, and sheet cookies. - Employ the creaming mixing method. - Determine when cookies are appropriately baked. - Demonstrate how to boil sugar syrups in the creation of soft caramel and fudge candies. - Prepare and assortment of confectionary decor, including marzipan Andy nougatine. - Demonstrate how to prepare molded chocolates using tempered chocolate. ## Competencies - Ingredient Selection - Ingredient Measurement - Baker's Percentages - Confectionery Equipment - Confection Making - Cookie Making and Baking Equipment - Cookie Mixing Methods - Cookie Scaling and Shaping - Cookie Baking - Chocolate Tempering - Chocolate Confectionary Making - Chocolate Décor Making - Sugar Candy Making - Sugar Syrup Boiling - Preserves Making - Low Sugar Recipe Modification - Baked Good Cooling and Storage
Earners of the EMCC Glacier Badge have demonstrated proficiency in the preparing a variety of frozen desserts. They have demonstrated the ability to prepare ice creams, gelati, and sorbetti, as well as a variety of still frozen desserts, including ice cream bombes and parfaits. Earners also have an introductory understanding of pudding, custard, mousse, and Bavarian making, as well as food photography.
## Earning Criteria - Complete knowledge quizzes in the areas of frozen dessert making equipment and tool selection and use, stirred and baked custard preparation technique, still-frozen and churn-frozen dessert production, and gelatin usage. - Complete lesson and theory activities demonstrating how to convert recipes to different yields using baker’s percentages, as well as discuss food photography and granita and sorbet production. - Complete lab exercises demonstrating how to prepare various frozen desserts, including ice cream, gelato, frozen mousse, cream puddings, ice cream bombe, and baked custards. ## Outcomes - Define the term glacier. - Identify common hand tools used by the glacier. - Name common dairy and egg products used in professional baking, and describe their effect on baked goods. - Identify and describe the preparation of various churn- and still-frozen desserts. - Distinguish between stirred and baked custards and name examples of each. - Experiment with food photography, demonstrating a variety of focus selection, photo composition, angle selection, depth, framing, and lighting techniques. - Employ bakers' percentages to convert baking formulas to differing yields. - Demonstrate how to prepare a granita. - Demonstrate how to use a commercial ice cream maker to prepare a batch of sorbet. - Demonstrate how to prepare a stirred custard without curdling by preparing a Creme Anglaise. - Demonstrate how to prepare churn-frozen desserts, such as ice cream and gelato. - Employ a commercial ice cream machine in the production of churn-frozen desserts. - Demonstrate how to prepare a mousse. - Transform a traditional mousse into a still-frozen dessert. - Prepare ramekins to modify a frozen mousse into a frozen souffle. - Demonstrate the production of a gelatin-bound cream pudding. - Demonstrate how to mix, mold, and steam a steamed pudding. - Convert churn-frozen desserts into a still-frozen bombe. - Demonstrate how to prepare a baked custard. - Utilize a blow torch to caramelize sugar. ## Competencies - Ingredient Selection - Ingredient Measurement - Baker's Percentages - Frozen Dessert Making Equipment - Tempering - Ice Cream Making - Gelato Making - Sorbet Making - Granita Making - Churn-Frozen Dessert Making - Still-Frozen Dessert Making - Food Photography - Stirred Custard Making - Pudding, Mousse, and Bavarian Making - Blooming Gelatin - Steamed Puddings - Baked Custard Making - Frozen Foods Storage - Baked Good Storage - Dessert Plating
Earners of the EMCC Patissier Badge have demonstrated proficiency in the preparing a variety of pastries. They have demonstrated the ability to prepare pies and tarts, pate a choux and puff pastry-based pastries, and a variety of dessert sauces, including Sabayon and chocolate sauce. Earners also have an introductory understanding of the mixing and baking process, as well as dessert plating.
## Earning Criteria - Complete knowledge quizzes in the areas of pastry equipment and tool selection and use, pastry preparation technique, and souffle making, as well as pastry dough, filling, and garnish preparation. - Complete lesson and theory activities demonstrating how to convert recipes to different yields using baker’s percentages, as well as discuss mixing and baking processes, demonstrate dessert plate presentation, and prepare pie crusts, caramel décor, and pate a choux. - Complete lab exercises demonstrating how to mix, bake, and assemble a variety of pastries, including pies and tarts, pate a choux- and puff-pastry-based pastries, souffles, and fruit desserts. ## Outcomes - Define the term patissier. - Identify common hand tools used by the patissier. - Name common fat products used in professional baking, and describe their effect on baked goods. - Distinguish between the different types of pastry crust and describe how they are prepared. - Identify the different types of pie fillings and describe how to prepare them. - Compare and contrast pies and tarts. - Identify and describe the preparation of various pastry doughs, including puff pastry and pate a choux. - Describe how to prepare and bake a souffle so that it rises properly in the oven. - Identify common fruit-based desserts and describe the various types of fruit available to prepare them. - Identify and describe the preparation of common dessert sauces, including pastry cream and creme Anglaise. - Describe common mixing methods used in baking and their effects on the final outcome of the baked good. - Employ bakers' percentages to convert baking formulas to differing yields. - Discuss the steps of the baking process and how to determine the doneness of baked goods. - Illustrate multiple plating styles by developing various plating ideas for dessert. - Demonstrate the pastry mixing method to create both flaky and mealy pie crusts. - Demonstrate how to properly caramelize sugar and use it to prepare sugar decor. - Demonstrate how to properly mix and pipe a pate a choux dough. - Demonstrate how to properly mix and bake a custard pie. - Demonstrate how to properly mix and pan a crumb pie crust. - Demonstrate how to properly prepare and assemble both cream and chiffon pies. - Demonstrate how to properly prepare and pan an enriched pie pastry. - Demonstrate how to properly prepare and bake fruit pies using both the cooked fruit and cooked juice methods. - Demonstrate how to top fruit pies using full crust, lattice, and streusel toppings. - Demonstrate how to properly prepare and pan tart and tartlets crusts, including pate brisee, pate sable, and pate sucre. - Prepare tart fillings, including frangipane and citrus curd. - Demonstrate how to poach fruit. - Demonstrate how to properly mix and laminated puff pastry. - Demonstrate how to properly mix and stretch strudel dough. - Assemble a strudel. - Demonstrate how to properly prepare both Chiboust and Diplomat creams for use in dessert fillings. - Demonstrate how to properly roll and bake puff pastry. - Pipe pate a choux and bake until cooked through. - Demonstrate how to fill profiteroles and fill a pastry with cream. - Prepare a batch of caramel sauce for use in decorating and assembling pastries. - Prepare a fruit compote for use as a filling. - Demonstrate how to assemble and bake a Charlotte. - Demonstrate how to properly prepare and assemble a souffle. - Prepare dessert sauces, including Sabayon and chocolate sauce. ## Competencies - Ingredient Selection - Ingredient Measurement - Baker's Percentages - Baking Equipment - Mixing Methods - Gluten Development - Gluten Control - Laminating Techniques - Pastry Dough Rolling and Stretching - Pie & Tart Assembling and Baking - Dough and Batter Make-up and Panning - Caramelization and Caramel Making - Pastry Assembly - Dessert Sauces - Egg Foaming - Souffle Baking - Fruit Desserts - Determining Ripeness of Fruits - Determining Doneness - Baked Good Cooling - Baked Good Storage - Dessert Plating
Earners of the EMCC Decorateur Badge have demonstrated proficiency in the preparing and decorating a variety of cakes. They have demonstrated the ability to prepare high-fat and low-fat cakes and decorate them with an assortment of fillings and icings, including ganache, buttercream, fondant, and royal icing. Earners also have an introductory understanding of tiered cake design, tiered cake assembly, and sugar decor.
## Earning Criteria - Complete knowledge quizzes in the areas of cake baking and decorating equipment and tool selection and use, as well as cake mixing methods, scaling, panning, baking, and decorating techniques, and sugar syrup boiling and use. - Complete lesson and theory activities demonstrating how to convert recipes to different yields using baker’s percentages, as well as discuss recipe modification for higher altitudes, tiered cake design, and preparing buttercreams and icings. - Complete lab exercises demonstrating how to mix and bake various cakes, including both high-fat and low-fat cakes, as well as prepare and apply assorting fillings and icings, including buttercreams, fondant, fudge icing, royal icing, and ganache. ## Outcomes - Define the term decorateur. - Identify common hand tools used by the decorateur. - Name common leavening and sugar products used in professional baking, and describe their effect on baked goods. - Distinguish between high-fat cake and low-fat cakes and identify common examples of each. - Identify common cake ingredients and describe their functions in cake batters. - Describe common cake mixing methods and discuss how to prevent curdling. - Describe how to pan, bake, and cool cakes. - Identify common icings and discuss their usage in cake decorating. - Identify methods to prevent sugar crystals from forming in sugar syrups. - Adjust a cake formula to take into account the effects of baking at higher altitudes. - Employ bakers' percentages to convert baking formulas to differing yields. - Draft a design for a tiered cake that is properly supported. - Demonstrate how to prepare a Swiss Buttercream for use in icing cakes. - Demonstrate how to use a piping bag to add icing and decor to cakes and other pastries. - Demonstrate how to prepare both flat and royal icings for cake decorating. - Demonstrate how to fold, fill, and use a paper cone to apply decorative icings to baked goods. - Demonstrate how to prepare high-fat cakes using the creaming, 2-stage, and 1 stage mixing methods. - Demonstrate how to prepare a simple syrup for adding moisture to cakes. - Demonstrate how to melt chocolate. - Prepare chocolate ganache and glacage for cake decorating. - Demonstrate how to prepare poured fondant for cake decorating. - Demonstrate how to prepare fudge-type icing for cake decorating. - Demonstrate how to prepare assemble and decorate a cake, including how to split, fill, layer, crumb coat, mask, ice, and glaze cakes. - Demonstrate how to prepare a short dough crust for use as a cake base. - Demonstrate how to prepare low-fat cakes using the genoise, angel food, and chiffon mixing methods. - Demonstrate how to prepare a simple syrup and use it to add moisture to a cake. - Demonstration how to prepare and use preserves to glaze cake decor. - Convert fresh fruit into a coulis. - Prepare a batch of chantilly creme for use in cake decorating. - Demonstrate how to prepare both simple and Italian buttercream and use it to decorate cakes. - Demonstrate how to assemble and decorate low-fat cakes using various fillings, icings, sauces, and garnishes. ## Competencies - Ingredient Selection - Ingredient Measurement - Baker's Percentages - Cake Baking Equipment - Cake Decorating Equipment - Cake Mixing Methods - Cake Scaling and Panning - Cake Baking - Cake Assembly and Decorating - Icing Making - Piping Bag and Piping Cone Use - Sugar Syrup Boiling - Sugar Décor - Adjusting Cake Formulas - Tiered Cake Design - Ganache Making - Dessert Sauce Making - Baked Good Storage - Dessert Plating
Earners of the EMCC Apprenti(e) Badge have demonstrated proficiency in the basic food prep work in the professional kitchen. They have demonstrated the ability to identify and use common kitchen equipment, including knives. Earners can also demonstrate basic food preparation including stock and foundational sauce making, as well as demonstrate an appropriate level of knife skills.
thickening agent use and nappe consistency
## Earning Criteria - Complete knowledge quizzes in the areas of basic kitchen equipment identification, mise en place terminology, cooking method definition, stock and foundational sauce making, and thickening agent usage. - Complete lesson and theory activities demonstrating how to convert kitchen measurements, convert recipes to different yields, identify common kitchen tools, and discuss historical chefs and their importance to the industry, as well as demonstrate how to store food safely, set up a work station, employ thickening agents to achieve nappe consistency, and practice the formal knife cuts. - Complete lab exercises demonstrating how to prepare stocks, consommé, and foundational sauces, including the mother sauces, compound butter, aioli, and flavored oils. ## Learning Outcomes - Define the terms apprenti(e) and stagiaire. - List examples of the four types of food hazards that can cause foodborne illness and identify examples of TCS foods. - Identify appropriate food receiving, storing, preparation, and holding practices that reduce the risk of foodborne illness. - Name kitchen knives and primary equipment commonly used in the professional kitchen. - Define mise en place and list tasks frequently completed as part of mise en place. - Compare moist- and dry-heat cooking methods and provide basic examples of both. - Outline the stock-making process. - Compare and contrast the frequently used thickening agents. - Identify the five Mother Sauces and name their main ingredients. - Convert the various U.S. Standard and Metric volume, weight, length, and temperature measurements used in the professional kitchen to different units. - Calculate conversion factors and convert recipes to differing yields. - Identify common hand tools used in the professional kitchen and discuss how each is used. - Discuss the contributions of some of the most influential chefs that helped create the food service industry we know today, including Escoffier and Careme. - Organize a selection of refrigerated foods to ensure proper sanitation requirements are maintained. - Identify the common components and requirements of a kitchen work station. - Demonstrate how to prepare a roux and thicken a liquid to nappe consistency. - Demonstrate how to prepare a slurry and thicken a liquid to nappe consistency. - Demonstrate the formal knife cuts, including dices, brunoise, batonnet, and the juliennes. - Identify and prepare a standard mirepoix and sachet. - Demonstrate the simmering and roasting cooking methods in the preparation of brown and white stocks. - Employ the blanching and deglazing techniques. - Use and maintain a steam-jacketed kettle and tilt skillet. - Demonstrate how to strain liquids. - Employ proper sanitation in the cooling and storing of hot liquids. - Demonstrate how to separate eggs. - Demonstrate how to clarify and strain a stock into a consommé. - Prepare roux and incorporate it into a liquid to form a smooth nappe sauce. - Employ the simmering cooking method to prepare an Espagnole Sauce and a Bechamel. - Use the reduction technique to convert an Espagnole into a Demi-Glace. - Demonstrate how to assemble an oignon pique. - Prepare tomato concassee. - Demonstrate how to create a stable emulsion while creating Hollandaise and Bearnaise Sauces. - Demonstrate how to clarify butter. - Use a bain-marie to cook egg yolks without curdling. - Use a mortar and pestle to blend ingredients together. - Soften butter for mixing. ## Competencies - Receiving and Storing Food - Holding Foods Hot and Cold - Kitchen Station Setup - Kitchen Knives Identification and Use - Formal Knife Cuts - Basic Kitchen Equipment Identification - Mise en Place - Basic Cooking Methods - Stock Making - Consomme Making - Thickening Agent Use and Nappe Consistency - Mother Sauce Making - Small Sauce Identification - Modern Sauce Making - Ingredient Selection - Ingredient Measurement - Kitchen Measurements - Recipe Conversion - Professional Cooking History
Earners of the EMCC Boucher Badge have demonstrated proficiency in the basic meat and poultry fabrication. They have demonstrated the ability to identify common cuts of meat and poultry, as well as common tools used in the butcher shop, including knives and sausage making tools. Earners can also possess an introductory understanding of yield testing.
game and specialty meat and poultry identification
poultry classification and identification
## Earning Criteria - Complete knowledge quizzes in the areas of classifying and grading meats and poultry products, defining basic cuts of meat and poultry, identifying common butchery techniques and equipment, and describing the sausage making process. - Complete lesson and theory activities demonstrating how to convert recipes to different yields and conduct yield tests, as well as how to sharpen knives and operate sausage making equipment. - Complete lab exercises demonstrating how to fabricate poultry and meat into various cuts, as well as make fresh sausage. ## Outcomes - Define the term boucher. - List and define the specifications typically needed to purchase meats and poultry, including grades and classifications. - Define the basic cuts of meat and poultry and recognize common fabricated cuts. - Identify common butchery techniques, including larding, barding, butterflying, and trussing. - Identify common butchery equipment, including frequently used knives. - Describe the sausage making process and define ingredients frequently used in sausage production. - Conduct yield tests to determine ingredient costs. - Calculate conversion factors and convert recipes to differing yields. - Demonstrate how to sharpen kitchen knives. - Demonstrate how to setup, use, and maintain equipment commonly used by the Boucher, including the meat grinder and sausage stuffer. - Demonstrate how to truss poultry for even cooking. - Demonstrate how to tie roasts for even cooking. - Debone and trim a roast. - Demonstrate how to fabricate a roast into serving portions. - Demonstrate how to fabricate a chicken into bone-in and boneless pieces. - Employ proper sanitation in storing raw chicken and meat for future use. - Prepare a fresh sausage. - Demonstrate how to operate a meat grinder, food chopper, and sausage stuffer. - Employ the poaching cooking method to cook a fresh sausage. ## Competencies - Meat and Poultry Purchasing - Meat and Poultry Storage - Identifying Cuts of Meat - Aging Meat - Game and Specialty Meat and Poultry Identification - Variety Meat Identification - Poultry Classification and Identification - Meat and Poultry Fabrication - Kitchen Knife Identification and Use - Sausage Making - Yield Testing - Recipe Conversion - Knife Sharpening
Earners of the EMCC Entremier Badge have demonstrated proficiency in the preparation of starch-based foods including potatoes, pastas, grains, and legumes. They have demonstrated the ability to identify and use common kitchen equipment, pasta rolling tools. Earners can also demonstrate basic food costing and how to modify simple recipes for vegetarian diets.
pasta equipment identification and operation
## Earning Criteria - Complete knowledge quizzes in the areas of kitchen equipment identification, legume identification, preparation and cooking, grain identification and cooking, potato identification and cooking, and fresh egg pasta making. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, modify recipe for vegetarian diets, calculate food costs, soak dry legumes, and cook ground grains, as well as prepare fresh egg pasta. - Complete lab exercises demonstrating how to prepare and cook various dry legumes, grains, and potatoes, as well as make a variety of fresh pastas including filled pastas. ## Outcomes - Define the term entremetier. - Identify the kitchen equipment commonly used to prepare starchy side dishes. - Identify common types of legumes and describe how to soak them prior to cooking. - Compare common types of grains and list the steps in the main cooking methods, including the pilaf and risotto method. - Classify the different types of potatoes and discuss the best uses for each. - Compare commercial and fresh egg pastas and describe how to prepare fresh egg pasta. - Compose a recipe that includes all the main components of a standardized recipe - Modify a traditional recipe to meet the requirements of a vegan diet. - Calculate conversion factors and convert recipes to differing yields. - Calculate food costs to determine the cost per portion of plated foods. - Demonstrate how to soak dried legumes using both the overnight and quick-soak methods. - Employ the simmering method to prepare ground cereal. - Demonstrate how to prepare a batch of fresh egg pasta by hand. - Identify and describe how to use common pasta rolling equipment. - Demonstrate how to use the simmering method to cook soaked dried beans to the correct degree of doneness. - Demonstrate how to cook grains using both the pilaf and risotto method. - Demonstrate how to use peel and trim potatoes in preparation of cooking. - Demonstrate how to cook potatoes to the correct degree of doneness using a variety of cooking methods, including simmering, boiling, baking, and sautéing. - Shape potatoes using a piping bag and a gnocchi board. - Prepare fresh egg pasta and demonstrate appropriate kneading and resting. - Demonstrate proper use of a pasta machine and rolling pin to roll fresh egg pasta. - Cut fresh pasta and cook to al dente. - Cut, fill, and hand-shape fresh pasta, and cook to al dente. ## Competencies - Identifying Common Grains - Cooking Grains - Identifying Common Legumes - Cooking Legumes - Soaking Dry Legumes - Identifying Common Potatoes - Cooking Potatoes - Pasta Identification - Pasta Making - Pasta Equipment Identification and Operation - Vegetarian Diets - Recipe Conversion - Food Cost Calculation
Earners of the EMCC Garde Manger Badge have demonstrated proficiency in the basic cold foods production. They have demonstrated the ability to prepare a variety of salads, sandwiches, and cold hors d’oeuvres, as well as various forcemeats including pates, terrines, rillettes, and galantines. Earners can also demonstrate basic platter and buffet presentation, as well as have an introductory understanding of how cheese is produced and classified.
forcemeat equipment identification and use
## Earning Criteria - Complete knowledge quizzes in the areas of food curing procedures, aspic and chaud-froid production and use, forcemeat identification and making, and hors d’oeuvres service, as well as sandwich and salad production. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, design platter and buffet layouts, identify and prepare various cheeses, bloom gelatin, and identify various pate and terrine making equipment. - Complete lab exercises demonstrating how to prepare cold sandwiches, salads, cured foods, gratin, straight, and mousseline forcemeats for use in pates, pates en croute, and terrines, as well as a selection of cold hors d’oeuvres. ## Outcomes - Define the term garde manger. - Compare and contrast food curing methods and identify common curing ingredients. - Distinguish between aspic and chaud-froid and identify their use in the garde manger. - Identify the different types of forcemeat, and describe common dishes that use forcemeats, such as terrines, pates en croute, and galantines. - Determine how to best serve a selection of hors d'oeuvres using both butler style and buffet style service. - Identify the common types of salads and salad dressings, as well as describe the process followed to make mayonnaise. - Discuss how to efficiently prepare sandwiches in large quantities. - Illustrate buffet layout and platter design by sketching out a buffet for a selection of various foods. - Calculate conversion factors and convert recipes to differing yields. - Identify and describe the common types of cheese, including fresh, blue, mold-rind, wash-rind, and bacteria-ripened cheeses. - Demonstrate how to prepare a fresh cheese using rennet. - Demonstrate how to bloom powdered and leaf gelatin for use in a recipe. - Name and demonstrate how to correctly use common pate- and terrine-making tools, including molds. - Employ the braising cooking method. - Soak and clean liver in preparation for cooking. - Demonstrate how to prepare a gratin forcemeat. - Demonstrate how to brine and smoke food. - Demonstrate how to cure food. - Demonstrate how to prepare green, legume, composed, and jellied salads. - Prepare vinaigrettes and mayonnaise-based dressings. - Demonstrate how to prepare a cold sandwich. - Demonstrate how to prepare a straight forcemeat and use it to prepare a galantine and pate en croute. - Prepare a mousseline forcemeat and use it to prepare a terrine. - Demonstrate how to prepare a batch of mayonnaise by hand. - Demonstrate how to prepare crepes. - Peel and devein shrimp for further cooking. - Prepare cucumber cups for serving. - Demonstrate how to hard-boil eggs. - Prepare an assortment of cold finger foods served on a buffet platter. ## Competencies - Cured Foods Production - Aspic and Chaud-Froid Use - Forcemeat Preparation - Cold Hors d’Oeuvres Preparation - Salad Preparation - Salad Dressing Preparation - Mayonnaise Making - Salad Ingredient Identification - Sandwich Making - Recipe Conversion - Buffet and Platter Design and Layout - Cheese Identification - Fresh Cheese Making - Gelatin Use - Forcemeat Equipment Identification and Use
Earners of the EMCC Grillardin Badge have demonstrated proficiency in the basic food grilling, broiling, smoking, pan-broiling, and barbecuing. They have demonstrated the ability to identify and use common kitchen equipment used in such cooking methods, including traditional and range-top smokers. Earners can also demonstrate basic plate presentation, as well as have an introductory understanding of how heat transfers to food during cooking.
common grilling equipment identification and use
common barbecuing equipment identification and use
## Earning Criteria - Complete knowledge quizzes in the areas of grilling, broiling, pan-broiling, smoking, and barbecuing procedures, as well as common grilling equipment identification, doneness determination, and heat transfer methods. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, smoke foods, broil foods, and plate finished foods in a variety of ways. - Complete lab exercises demonstrating how to broil, griddle, pan-broil, grill, and barbecue a variety of meats, poultry, and vegetables to the correct degree of doneness. ## Outcomes - Define the term Grillardin and identify the typical responsibilities of this kitchen position. - Define the cooking methods grilling, griddling, broiling, and pan-broiling and describe the process followed for each. - Identify common kitchen equipment used by the grillardin. - Identify the visual characteristics and internal temperatures for the different degrees of steak doneness. - Describe the barbecuing process and identify common barbecue sauces and their main ingredients. - Define the three types of heat transfer. - Illustrate multiple plating styles by developing various plating ideas for a basic plate of food. - Calculate conversion factors and convert recipes to differing yields. - Demonstrate the broiling cooking method. - Demonstrate how to smoke foods using both a traditional smoker and range top smoke-roasting. - Prepare a spice rub for marinating a barbecued product. - Demonstrate how to barbecue a product until tender and cooked through. - Prepare a barbecue sauce, then apply and brown the sauce lightly under the broiler. - Use a meat mallet to flatten a product for grilling. - Prepare a marinade to flavor a grilled product. - Demonstrate how to grill poultry and vegetables to the correct degree of doneness. - Demonstrate how to pan-broil meat to the correct degree of doneness. - Demonstrate how to correctly flambe. - Demonstrate how to cut meat against the grain for more tender cuts. - Demonstrate how to griddle a product to the correct degree of doneness. - Demonstrate how to broil a delicate item without it falling apart. - Demonstrate how to brown a crumb topping under the broiler. ## Competencies - Grilling Methods - Common Grilling Equipment Identification and Use - Determining Doneness of Grilled Foods - Broiling Foods - Pan-Broiling Foods - Griddling Foods - Barbecuing Foods - Common Barbecuing Equipment Identification and Use - Heat Transfer - Plate Presentation - Recipe Conversion - Smoking Foods
Earners of the EMCC Legumier Badge have demonstrated proficiency in the preparation and cooking of vegetables. They have demonstrated the ability to identify and use common vegetables and hand tools, as well as how to determine when vegetables are properly cooked and how to season and flavor their foods for service. Earners can also demonstrate an introductory knowledge of nutrition.
common kitchen hand tools use and identification
## Earning Criteria - Complete knowledge quizzes in the areas of kitchen hand tool identification and basic cooking method description, as well as vegetable pigment, nutrient, flavor, and texture preservation in cooking. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, identify common vegetables, calculate nutritional information, and describe vegetable preparation processes, as well as steam foods until tender. - Complete lab exercises demonstrating how to prepare a variety of vegetables including eggplant, zucchini, kohlrabi, asparagus, snow peas, green beans, broccoli, fennel, root vegetables, corn, peppers, leafy greens, Brussels sprouts, cabbage, and peas. ## Outcomes - Define the term legumier. - Identify the kitchen equipment commonly used to peel and trim vegetables in preparation of cooking. - Describe common cooking methods used to prepare vegetables. - Identify methods to preserve the pigments, flavors, textures, and nutrients of cooked vegetables. - Describe the steaming cooking method. - Identify common vegetables and describe how to prepare them for cooking. - Calculate conversion factors and convert recipes to differing yields. - Calculate the nutritional information for recipes. - Create a handout explaining how to prepare vegetables for cooking that includes instructions for washing, peeling, trimming, seeding, and coring as needed. - Demonstrate how to roast and steam peppers to remove their skin. - Demonstrate how to peel and trim artichokes and steam until tender. - Demonstrate how to prepare and cooking a variety of vegetables, including eggplant, zucchini, kohlrabi, asparagus, snow peas, green beans, broccoli, fennel, root vegetables, corn, peppers, leafy greens, Brussels sprouts, cabbage, and peas. - Demonstrate how to employ the sautéing, roasting, braising, stir-frying, and pan steaming cooking methods. ## Competencies - Vegetable Cooking - Common Kitchen Hand Tools Use and Identification - Blanching Foods - Batch Cooking Foods - Judging Vegetable Doneness - Seasoning and Flavoring Foods - Steaming - Vegetable Identification - Recipe Conversion - Nutrition - Vegetable Preparation
Earners of the EMCC Plongeur Badge have demonstrated proficiency in the cleaning and maintenance of common kitchen utensils and equipment. They have demonstrated the ability to identify and clean common dishes, pots, and pan. Earners can also demonstrate basic food preparation including scrubbing, peeling, and chopping, as well as demonstrate an appropriate level of professionalism and safe work practices in the kitchen.
kitchen equipment materials identification
## Outcomes - Complete knowledge quizzes in the areas of workplace safety, personal hygiene, kitchen uniform identification, dish washing, and basic kitchen equipment and material identification. - Complete lessons demonstrating how to don an appropriate kitchen uniform, wash hands appropriately, and identify common kitchen equipment materials and discuss how to clean them. - Complete lab exercises demonstrating how to wash dishes in both a three-basin sink and dish machine, as well as how to properly clean all areas and equipment in the kitchen. Demonstrate how to scrub, peel, and chop vegetables. Practice the principles of professionalism in the commercial kitchen. ## Outcomes - Define the term plongeur. - Identify workplace practices that can reduce the risk of injury, including cuts, burns, and falls. - List good personal hygiene practices typically required in professional kitchens. - Identify the common elements of the professional kitchen uniform. - List the steps followed to wash dishes using both a three-basin sink and a dish machine. - Name pots and pans commonly used in the professional kitchen and describe the materials they are typically made from. - Don a complete kitchen uniform that is appropriate for working in the professional kitchen. - Demonstrate appropriate hand-washing technique to ensure sanitation in the professional kitchen. - Identify common materials used in the construction of various cookware and discuss how to properly clean each. - Demonstrate the use of the three-basin sink to effectively wash, rinse, and sanitize dishes. - Show the correct operation of a dish machine to wash and sanitize dishes. - Demonstrate how to correctly clean the equipment and surfaces in all areas of the professional kitchen, including food preparation, storage, and food service areas. - Demonstrate how to scrub and peel vegetables for further cooking. - Review and practice the principles of professionalism in the commercial kitchen. ## Competencies - Kitchen Safety - Hand Washing - Kitchen Uniform - Kitchen Equipment Materials Identification - Kitchen Equipment Cleaning - Dishwashing - Pots and Pans Washing - Pots and Pans Identification - Kitchen Clean-Up - Scrubbing, Peeling & Chopping - Kitchen Professionalism
Earners of the EMCC Potager Badge have demonstrated proficiency in the basic food cooking, including poaching, simmering, and boiling. They have demonstrated the ability to identify and use common kitchen equipment, including steam jacketed kettles and tilt skillets. Earners can also demonstrate the preparation of various soups, including clear and thick soups, as well as demonstrate herb and spice identification.
common cooking tools and equipment identification
## Earning Criteria - Complete knowledge quizzes in the areas of moist heat cooking methods, food pureeing, and soup classification and making procedures. - Complete lesson and theory activities demonstrating herb and spice identification, recipe writing, recipe conversion, as well as liaison making and tempering, food pureeing, poaching, simmering, and boiling foods. - Complete lab exercises demonstrating how to prepare clear and thick soups. ## Outcomes - Define the term potager. - Define the common moist heat cooking methods, including boiling, simmering, and poaching. - Identify the kitchen equipment commonly used to puree soups. - Identify examples of clear soups and list ways to preserve the clarity of their body liquids. - Define and list examples of thick soups. - Organize the steps followed in the preparation of cream and puree soups. - Identify commonly used herbs and spices by sight and flavor. - Calculate conversion factors and convert recipes to differing yields. - Compose a recipe that includes all the main components of a standardized recipe. - Demonstrate how to prepare a liaison. - Employ the tempering technique to incorporate a liaison into a hot liquid. - Demonstrate how to assemble and use common food pureeing equipment, such as food mills, blenders, and food processors. - Demonstrate the poaching, boiling and simmering cooking methods. - Demonstrate how to brown foods in hot oil and deglaze the fond. - Assemble a sachet for flavoring. - Employ the simmering cooking method. - Demonstrate how to properly slice onions to ensure their consistency in size and cooking. - Demonstrate how to caramelize a vegetable over low heat. - Prepare a clear vegetable, puree, chowder, cream, bisque, soup. - Demonstrate how to use the broiler. - Demonstrate how to trim leeks and sweat until tender. - Render a pork product until crispy. - Demonstrate how to properly clean and trim mushrooms. - Flame a spirit to remove the alchol. - Demonstrate how to properly peel and devein shrimp. ## Competencies - Basic Cooking Methods - Common Cooking Tools and Equipment Identification and Use - Clear Soup Making - Thick Soup Making - Cream Soup Making - Puree Soup Making - Service of Soup - Flavor Development - Recipe Conversion - Recipe Writing - Liaison Use and Tempering - Pureeing Foods - Poaching - Boiling - Simmering
Earners of the EMCC Rotisseur Badge have demonstrated proficiency in the roasting/baking foods in the professional kitchen. They have demonstrated the ability to identify and use common roasting/baking equipment. Earners can also demonstrate the operate of sous-vide equipment, as well as demonstrate how to braise and stew foods. Earners also have an introductory understanding of menu writing and recipe conversion.
common roasting equipment identification
identifying and operating sous-vide equipment
## Earning Criteria - Complete knowledge quizzes in the areas of roasting/baking procedures, including brining, marinating, and basting, as well as how to braise/stew foods, correctly operate sous-vide equipment, and identify when roasted foods are correctly cooked. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, compose simple three-course menus, bake foods, and calibrate an instant-read thermometer. - Complete lab exercises demonstrating how to braise, stew, roast, and bake a variety of foods including poultry, meat, and vegetable products, as well as how to cook food sous-vide. ## Outcomes - Define the term rotisseur and identify the typical responsibilities of this kitchen position. - Describe the roasting/baking cooking method, including the processes of brining, marinating, and basting. - Define the braising/stewing cooking method and discuss the steps one follows to prepare braised and stewed foods. - Define sous-vide cooking and identify sous-vide kitchen equipment. - List methods to help regulate the heat of cooking equipment. - Match common foods with their correct minimum internal cooking temperatures and identify other cues that indicate food is correctly cooked. - Compose a three-course menu that offers variety and balance in flavor, texture, appearance, nutrients, and cooking methods. - Calculate conversion factors and convert recipes to differing yields. - Demonstrate the baking/roasting cooking method. - Demonstrate how to calibrate an instant-read thermometer using the ice water method. - Demonstrate how to peel onions by the blanching method. - Employ the braising cooking method to cook food to fork tender. - Demonstrate how to use a beurre manie to thicken liquids. - Employ the roasting cooking method to cook a food to the correct degree of doneness. - Prepare a gastrique. - Demonstrate how to supreme citrus fruits. - Demonstrate how to trim a bulb of fennel for cooking. - Employ the sous-vide cooking method. - Demonstrate how to make a brine and use it to flavor and add moisture to a roasted food. - Prepare a stuffing and fill a butterflied product. - Demonstrate how to substitute base for stock. - Employ the stewing cooking method to cook a food to fork tender. ## Competencies - Roasting Foods - Common Roasting Equipment Identification - Braising Foods - Cooking Sous-Vide - Identifying and Operating Sous-Vide Equipment - Controlling Heat During Cooking - Identifying the Doneness of Food - Minimum Internal Cooking Temperatures - Menu Writing - Recipe Conversion - Baking Foods - Thermometer Use and Calibration - Stewing Foods
Earners of the EMCC Saucier Badge have demonstrated proficiency in the preparing a variety of sautéed, stir-fried, and other a la minute cooking methods prepared on the line. They have demonstrated the ability to prepare pan sauces, hot hors d’oeuvres, and a selection of breakfast foods including French omelets. Earners also have an introductory understanding of the food purchasing, receiving, and storing process.
sauteing equipment identification and use
stir-frying equipment identification and use
## Earning Criteria - Complete knowledge quizzes in the areas of saute pan selection and use, dry heat cooking method definition and description, and pan sauce production, as well as hot hors d’oeuvre and breakfast preparation. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, purchase food, receive and store food, prepare scaloppini, and perform the saute snap to toss foods in the saute pan. - Complete lab exercises demonstrating how to saute, stir-fry, pan-smoke, and fricassee a variety of meats, poultry, and vegetables to the correct degree of doneness, as well as prepare a variety of hot hors d’oeuvres and breakfast foods, such as pancakes, waffles, and French toast. ## Outcomes - Define the term saucier. - Identify common pans used by the saucier to prepare food. - Describe the cooking methods commonly employed by sauciers, including sauteing, stir-frying, and searing. - Identify common pan sauces and describe their preparation. - Describe common hot hors d'oeuvres. - Compare and contrast different breakfast quick breads, including pancakes and waffles, and describe how they are best prepared for restaurant service. - Demonstrate how to place a food order with a purveyor. - Calculate conversion factors and convert recipes to differing yields. - Demonstrate how to correctly and safely receive and store foods. - Demonstrate how to fabricate scaloppini. - Demonstrate how to toss food in a saute pan to even cooking using the saute snap. - Demonstrate how to stir-fry and saute foods. - Demonstrate how to prepare a la minute pan sauces to accompany sautéed dishes. - Demonstrate the blanquette and fricassee cooking process. - Employ rangetop pan-smoking to cook food. - Demonstrate how to work with and bake phyllo dough. - Use a grill pan or charbroiler to prepare a hot hors d'oeuvre, such as chicken satay. - Soak and clean chicken livers in the preparation of a hot hors d'oeuvre. - Employ the muffin mixing method to prepare a batch of pancake batter and griddle into pancakes. - Whip egg whites to soft peaks and fold into a waffle batter before cooking into waffles using a waffle iron. - Demonstrate how to griddle French toast until golden and cooked through. ## Competencies - Sauteing Equipment Identification and Use - Stir-Frying Equipment Identification and Use - Sauteing Foods - Stir-Frying Foods - Pan-Broiling Foods - Searing Foods - Griddling Foods - Pan Sauce Making - Hot Hors d’Oeuvres Making - Breakfast Preparation - Food Purchasing - Recipe Conversion - Receiving Food - Storing Food - Scaloppini Fabrication - Saute Snapping - French Omelet Making - Blanquette and Fricassee Making - Pan-Smoking Foods
Earners of the EMCC Friturier Badge have demonstrated proficiency in the frying of foods, including deep-fat, pan-frying, and shallow-frying. They have demonstrated the ability to identify and use common kitchen equipment used in such cooking methods, deep-fat fryers and filters. Earners can also demonstrate basic food garnishing techniques, as well as have an introductory understanding of how heat effects food during cooking.
## Earning Criteria - Complete knowledge quizzes in the areas of food breading and battering, common frying methods and equipment, and common fats used in frying, as well as how heat effects food during cooking. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, garnish foods, shallow-fry foods, and maintain fryer oil and equipment for prolonged use. - Complete lab exercises demonstrating how to pan-fry and deep-fry a variety of meats, poultry, seafood, and vegetables to the correct degree of doneness. ## Outcomes - Define the term friturier. - Describe the food breading and batter process and discuss key ingredients used in breading and batters. - Describe the common frying methods, including deep-frying and shallow-frying. - Identify common kitchen equipment used in the frying of foods. - Describe how the application of heat effects foods, including carbohydrates, proteins, and fats. - Identify fats appropriate for frying and list ways to prolong the useful life of fryer oil. - Experiment with differing garnishing techniques in the planning of a plated dish of food. - Calculate conversion factors and convert recipes to differing yields. - Demonstrate the shallow-frying cooking method. - Demonstrate how to filter deep-fryer oil to prolong its useful life and ensure proper sanitation and food quality. - Demonstrate how to prepare fresh bread crumbs and use them to bread a product using the standard breading procedure. - Prepare a batter and apply it to a food before pan-frying and deep-frying. - Demonstrate the pan-frying cooking method. - Prepare beurre noisette for garnish. - Demonstrate the deep-frying cooking method. ## Competencies - Frying Cooking Methods - Frying Equipment Identification and Use - Deep-Frying Foods - Maintaining Fryer Oil - Smoke Points of Oils - Pan-Frying Foods - Shallow-Frying Foods - Garnishing Foods - Recipe Conversion - Heats Effects on Food
Earners of the EMCC Poissonnier Badge have demonstrated proficiency in the preparation and cooking of various forms of seafood, including flat and round fish, shellfish, and squid. They have demonstrated the ability to employ a variety of cooking methods, including cooking en papillote, pan-steaming, poaching, pan-frying, sautéing, and baking, as well as serving seafood raw and as seviche. Earners can also demonstrate an introductory understanding of how to compose market orders and conduct a food inventory.
denaturing seafood with acidic ingredients
## Earning Criteria - Complete knowledge quizzes in the areas of seafood identification and quality characteristics, as well as how to prepare many forms of seafood for cooking. - Complete lesson and theory activities demonstrating how to convert recipes to different yields, compose a market order, take inventory, fillet fish, pick crab meat, and clean squid. - Complete lab exercises demonstrating how to cook a variety of seafood, including round and flat fish, mussels, clams, oysters, shrimp, crab, scallops, squid, and lobsters using a variety of cooking methods, including cooking en papillote, pan-steaming, poaching, pan-frying, sautéing, and baking. ## Outcomes - Define the term poissonnier. - Compare and contrast round and flat fish and identify common examples of each. Identify the common market forms for fresh fish. - List the quality characteristics of fresh fish. - Describe how to properly store and prepare fish and shellfish. - Identify common kitchen equipment used in the preparation of fish and shellfish. - Compose a market order that includes all the ingredients needed to prepare a selection of recipes. - Calculate conversion factors and convert recipes to differing yields. - Collate various market orders into a complete order. - Conduct an inventory to determine what food is on-hand and what food requires purchasing. - Demonstrate how to fillet a round fish and a flat fish. - Demonstrate how to pick crab meat from a cooked crab. - Demonstrate how to clean and prepare squid for cooking. - Employ the en papillote, pan-steaming, poaching, pan-frying, sauteing and baking cooking methods to prepare seafood to the correct degree of doneness. - Demonstrate how to clean and debearded mussels before cooking. - Demonstrate how to clean and shuck oysters, preserving the shells for service. - Maintain appropriate kitchen sanitation in the service of raw seafood. - Demonstrate how to peel and devein shrimp. - Demonstrate how to clean and shuck clams before cooking without damaging the shells. - Demonstrate how to trim scallops before cooking. - “Cook” seafood to the correct degree of doneness using acidic ingredients. ## Competencies - Purchasing Seafood - Storing Seafood - Fish Identification - Fish Fabrication - Shellfish Identification - Shellfish Fabrication - Cooking Fish and Seafood - Composing Market Orders - Recipe Conversion - Taking Inventory - Filleting Round Fish - Filleting Flat Fish - Picking Crabmeat - Cleaning Squid - Cooking en Papillote - Pan-Steaming Seafood - Serving Raw Seafood - Poaching Seafood - Pan-Frying and Deep-Frying Seafood - Sauteing Seafood - Baking Seafood - Denaturing Seafood with Acidic Ingredients - Broiling Seafood
This series of trainings introduces exercises, mass casualty planning, multi-hazard planning, and continuity of operations. These trainings build on the foundation of knowledge gained from the School Safety Specialist Badge. Earners will be able to explain the purpose of the emergency operations plan (EOP), describe leading practices in developing an EOP, identify exercises used in various situations, and explain the need for continuity of operations. Earners will demonstrate their knowledge by completing two Tabletop exercises.
## Earning Criteria - Complete exam at the end of each training (offered by FEMA) - Conduct two tabletop exercises ## Outcomes - Introduce the basics of emergency management exercises. It also builds a foundation for subsequent exercise courses, which provide the specifics of the Homeland Security Exercise and Evaluation Program (HSEEP). - Provide leading practices and resources to assist elementary and secondary schools, in developing emergency plans for preparing for, responding to, and recovering from mass casualty incidents. - Cover basic information about developing, implementing, and maintaining a school emergency operations plan (EOP). The goal is to provide an understanding of the importance of schools having an EOP and basic information on how an EOP is developed, exercised, and maintained. - Lay the foundation of knowledge for those who wish to increase their understanding of continuity and building a comprehensive continuity program in their organization or jurisdiction. ## Competencies - Explain the benefits of training and exercising the school EOP. - Identify the types of exercises available to exercise the school’s plan. - Describe steps for developing effective exercises. - Describe how exercise results are used to improve school preparedness efforts - Develop a baseline knowledge of exercise fundamentals. - Identify the tasks necessary to complete each phase of the exercise process. - Define how exercises complete the preparedness process. - Identify the role of exercises in validating capabilities. - Identify phases of exercise evaluation and the improvement planning process. - Understanding the threats and challenges of mass casualty incidents. - Establishing planning processes for mass casualty incidents. - Assessing and mitigating vulnerabilities in a mass casualty incident. - Establishing response procedures. - Planning for recovery after a mass casualty incident. - Staying prepared for mass casualty incidents. - Describe the activities related to the key areas of incident management. - Describe how the school emergency operations plan (EOP) fits into district, community, and family/personal emergency plans. - Identify school staff to participate on the school planning team. - Identify community members who should be on the school planning team. - Identify natural, technological, and human-caused hazards. - Identify and assess hazards likely to impact your school. - Describe each of the components of the traditional EOP. - Identify the steps to approve and disseminate the school EOP. - Describe the Incident Command System (ICS) principles and organization. - Identify the ICS roles included in the school EOP. - Define continuity. - Describe the importance of continuity planning for organizations and communities. - Recognize elements required for a continuity program in your organization. - Describe the key elements of a continuity program. - Explain the Whole Community approach to continuity planning.
Earners of this badge will understand the use of the Comprehensive School Threat Assessment Guidelines (CSTAG). They will know the reasons for performing threat assessment and the various types of threats. They will be able to identify the components of the CSTAG method, common pathways to violence, and methods for prevention of violence.
## Earning Criteria - Complete the 8-module, 6 hour training. - Pass the CSTAG level 1 exam - Complete the live 4-hour training. - Pass the CSTAG level 2 exam ## Outcomes - Explain the need for Threat Assessment. - Identify three common pathways to violence. - Explain the different types of threat (transient, substantive, serious substantive). - Identify components of the CSTAG Threat Assessment method - Explain how to conduct a CSTAG interview. - Explain how to identify serious and very serious substantive threats. - Explain actions to take during substantive threats. - Identify key factors in successful implementation of the CSTAG Threat Assessment model. ## Competencies - Purpose of threat assessment - Three common pathways to violence - CSTAG approach to violence prevention - Transient threat vs substantive threat - Conduct a safety evaluation - Share information and coordinate with special education services - Problems of a zero-tolerance approach - Evidence-based approach - CSTAG content, training, and outcomes - Use the CSTAG interview - Identify and respond to a serious and very serious substantive threats - Factors affecting liability in a threat assessment - How teams should deal with victim concerns about a threat - How to take protective actions in very serious substantive cases - Key factors in the successful implementation of the CSTAG model
Katahdin Learning Collective: Wilderness First Aid
Earners of the Wilderness First Aid digital badge are non-medical professionals for whom first aid delivery is a secondary responsibility. Earners have completed an approved WFA certification course. They have examined the practical skills and drills necessary to provide first aid delivery in the outdoor environment. They have demonstrated various methods for performing basic physical assessments of a person or environment, prevention of medical problems anticipated within an outdoor activity or environment, and treatment focused on stabilization of emergency situations. CPR certification is included.
human physiology and response to heat and cold
## Earning Criteria - Complete approved 16-hour WFA course - Passing exam score per industry certification requirements ## Outcomes - Describe the anatomy of a wilderness crisis and the use of universal precautions - Analyze a crisis scene and apply Patient Assessment System protocols - Describe musculoskeletal injuries and demonstrate principles of sprain, strain, fracture care, and spinal cord injury management protocols - Identify environmental emergencies, medical emergencies, and critical care situations and demonstrate care protocols appropriate to each circumstance ## Competencies Anatomy of a Wilderness Crisis - Universal Precautions - Patient Assessment System - Scene Survey - Primary Survey - Secondary Survey - Rescue Planning - Patient Documentation - Patient Lifting and Moving Techniques - Anatomy of the Musculoskeletal System - Sprains and Strains - Principles of Fracture Care - Shock - Spinal Cord Injury Management - Trauma - Soft Tissue Injuries - Human Physiology and Response to Heat and Cold - Cold Related Injuries - Heat Related Injuries - Backcountry Essentials - Lightning - North American Bites and Stings - Shortness of Breath - Changes in Level of consciousness - Chest Pain - Allergies and Anaphylaxis
Earners of the Culinary Boot camp badge have been introduced to the foodservice industry and professional cooking. They can describe and demonstrate basic cooking methods, including simmering, frying, roasting, and grilling. They have demonstrated knowledge of topics including kitchen measurements, recipe conversion, sanitation, and professionalism.
safe food preparation & degrees of doneness
calculate conversion factors for recipes
## Earning Criteria - Complete 5-week culinary boot camp course - Module Quizzes - Demonstration of required skills as outlines in the curriculum ## Learning Objectives - Demonstrate safe workplace practices & understanding of how to operate kitchen equipment - Demonstrate moist heat cooking methods & knife skills - Demonstrate Roasting/Baking & Braising/Stewing cooking methods - Demonstrate Grilling, Griddling, Broiling, & Pan-broiling methods - Demonstrate cooking methods commonly employed by sauciers, including sautéing, stir-frying, and searing ## Competencies - Identify workplace practices that can reduce the risk of injury, including cuts, burns, and falls. - Identify the common elements of the professional kitchen uniform. - List the steps followed to wash dishes using both a three-basin sink and a dish machine. - Demonstrate the use of a three-basin sink to effectively wash, rinse, and sanitize dishes. - Show the correct operation of a dish machine to wash and sanitize dishes. - Demonstrate how to correctly clean the equipment and surfaces in all areas of the professional kitchen, including food preparation, storage, and food service areas. - Name kitchen knives commonly used in the professional kitchen. - Identify the common components and requirements of a kitchen workstation. - Define mise en place and list tasks frequently completed as part of mise en place. - Compare moist- and dry-heat cooking methods and provide basic examples of both. - Convert the various U.S. Standard and Metric volume, weight, length, and temperature measurements used in the professional kitchen to different units. - Calculate conversion factors and convert recipes to differing yields. - Define the common moist heat cooking methods, including boiling, simmering, and poaching. - Identify examples of clear soups and list ways to preserve the clarity of their body liquids. - Define and list examples of thick soups. - Organize the steps followed in the preparation of cream and puree soups. - Demonstrate the formal knife cuts, including the dices, brunoise, batonnet, and the juliennes. - Demonstrate how to properly slice onions to ensure their consistency in size and cooking. - Demonstrate how to caramelize a vegetable over low heat. - Prepare a clear vegetable soup using the simmering cooking method. - Demonstrate how to use the broiler to toast bread and melt cheese. - Demonstrate how to trim leeks and use the sweating them until tender. - Employ the simmering cooking method in the preparation of a puree soup. - Use a food mill to puree a soup. - Demonstrate how to properly clean and trim mushrooms. - Employ the one-pot method to prepare a cream soup. - Demonstrate how to puree a cream soup and adjust its consistency to heavy cream like. - Describe the roasting/baking cooking method, including the processes of brining, marinating, and basting. - Define the braising/stewing cooking method and discuss the steps one follows to prepare braised and stewed foods. - Match common foods with their correct minimum internal cooking temperatures and identify other cues that indicate food is correctly cooked. - Demonstrate how to make a brine and use it to flavor and add moisture to a roasted food. - Prepare a stuffing and fill in a butterflied product. - Employ the roasting cooking method and demonstrate how to test is a product is cooked to the correct degree of doneness. - Demonstrate how to peel onions by using the blanching method. - Employ the braising cooking method to cook a food to fork tender. - Demonstrate how to use a beurre manie to thicken liquids. - Define the cooking methods grilling, griddling, broiling, and pan-broiling and describe the process followed for each. - Identify common kitchen equipment used by the grillardin. - Identify the visual characteristics and internal temperatures for the different degrees of steak doneness. - Describe the food breading and batter process and discuss key ingredients used in breading and batters. - Describe the common frying methods, including deep-frying and shallow-frying. - Identify common kitchen equipment used in the frying of foods. - Identify fats appropriate for frying and list ways to prolong the useful life of fryer oil. - Prepare and apply a batter and a breading to a product before deep-frying. - Demonstrate the deep-frying cooking method. - Use a meat mallet to flatten a product for grilling. - Prepare a marinade to flavor a grilled product. - Demonstrate how to grill poultry and vegetables to the correct degree of doneness. - Prepare a marinade to flavor a grilled product. - Demonstrate how to pan-broil meat to the correct degree of doneness. - Demonstrate how to correctly flambé. - Demonstrate how to cut meat against the grain for more tender cuts.
Diversity, Equity, Inclusion, & Accessibility Awareness
Earners of the Eastern Maine Community College: Diversity, Equity, Inclusion & Accessibiity Awareness digital badge have demonstrated their awareness of the importance of diversity, equity, inclusion and accessibility, and understand the importance of empathy, cultural awareness, and allyship. They further understand the barriers that can inhibit, or prohibit, DEIA initatives, and demonstrate an understanding of the best practices to limit these barriers.
diversity, equity, inclusion, & accessibility
Following an asynchronous training consisting of readings, videos, and self-guided exercises earners will take a summative quiz through which they demonstrate their awareness and understanding of Diversity, Equity, Inclusion and Accessability with a passing scrore of 80% or higher.
Earners of the Restorative Practices badge have demonstrated awareness of the factors involved in making schools safer places and making students feel like they belong. They have explored student-teacher relationships and relationships between colleagues, and analyzed how the development of solid foundational relationships increases learning and safety. They can describe strategies to create stronger relationships, to engage in difficult discussions when issues arise, and to repair harm when it occurs. Earners of this badge can view school safety from a holistic perspective and take concrete steps towards improving relationships, school culture, and school climate.
## Earning Criteria ## - Complete modules on Brightspace and complete final quiz. ## Learning Objectives - Participants will be able to identify and explain the basic principles of restorative practices, focusing on the primary principle of relationships. - Participants will be able to engage in and facilitate community circles for building a sense of belonging and connectedness in schools, particularly in classrooms. - Participants will be able to respond restoratively to minor misbehavior problems. - Participants will be able to engage in and facilitate restorative conversations, restorative circles, and restorative assessments for creating harmony in schools, particularly in classrooms.
Maine Safe Schools Initiative: Special Considerations in Emergency Planning
Earners of the Special Considerations in Emergency Planning badge have demonstrated awareness of Cybersecurity basics, Memorandums of Understanding, and how special roles inside the school play a part in school safety. Earners can use the information to work with their school safety team to improve their emergency operations plan, improve relationships with stakeholders, and improve overall school safety.
## Earning Criteria - Achieve a score of 80% or above on a final quiz and reflective questions ## Learning Objectives - Define cybersecurity and list ways to mitigate attacks. - Explain the terms data breach, ransomware, and phishing. - Define cyberbulling and list ways to mitigate cyberbullying. - Define online safety and list ways to increase online safety. - Explain what a Memorandum of Understanding (MOU) is, why you should have one, and what it should include. - Describe the reason for an MOU with your local Law Enforcement Agency (LEA) regarding a School Resource Officer (SRO) and which activities it should include. - Explain the athletic director, school nurse, and Technical Center Director roles in emergency planning.