Docstoc

NEW PCEP Proficiency Model

Document Sample
NEW PCEP Proficiency Model Powered By Docstoc
					                                   Description




History of Soil and Water Conservation Districts
Knowledge of General Statutes (GS139; administrative rules)
Excellent customer service skills
NCASWCD Strategic Plan
District’s Annual Plan
District's Strategy Plan
County/District Policies
Familiarity with county maps; aerial photographs
Topographical maps
RUSLE & RUSLE2
PLAT
Proficient with county soil survey/soils
NLEW
Cultural Resources Training
State Cost Share Program Policies (NCACSP & CCAP), planning and field
assessment
State Easement Program Policies (CREP, ADFP/Farmland Preservation), planning
and field assessment
Proficient in surveying and note keeping
Job approval on two non-engineering and two engineering agricultural BMPs
Job approval for two non-agricultural BMPs
GIS/GPS field use
Watershed/Drainage area Delineation
Public Presentations
Proficient use of computers
Conservation Field Assessment and Planning (not just Toolkit or NCACSP)
Basic Conservation Planning
Nutrient Management Training
Waste Utilization Planning including development of waste utilization plan
Pond Construction Preliminary Assessment
Technical Specialist Designation for Animal Waste Management as applicable for the
district (SWC Commission)
How to diversify a locally-lead District program
How to create/cultivate relationships with local and state officials
Grant writing
Watershed & Buffer Rules
Ag Cost Share job approval for 5-10 additional BMPs
CCAP job approval on the main BMP’s used in that county optional
Environmental Education Program
Knowledge of Federal Cost Share Programs
Job Approval on all non-engineering BMP’s used regularly in your county
Conservation Marketing Skills
Obtain CCP (Certified Conservation Planner) designation.
The items below are included to allow the employee to further adapt their training
plan to include more specific skills and capabilities.
Understands current policy on erosion prediction, for conservation planning and
programs. Familiar with crop residue management policy for planning and programs
( USLE vs. RUSLE2, CRP highly erodible vs. HELC soil loss calculations).
Understands where to find current policy on nutrient and pest management.
Able to explain the erosion processes and types of erosion including sheet & rill,
ephemeral gully, classic gully, and wind erosion. Able to use current technology to
estimate erosion amounts for both existing and planned conditions. Able to calculate
erosion rate per year for gully sites.
Can predict when there is a potential loss of agrichemicals from a farm field. Can
utilize the currently accepted tools in making risk assessments. Can plan
appropriate mitigation strategies to reduce risk of agrichemical loss.
Able to identify need for and appropriateness of the following conservation practices
in a conservation plan. Able to locate, design and layout practice to meet criteria for
desired purposes and follow Section IV of FOTG for design.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to use the approved nutrient loss assessment tools, then locate, design and
communicate specifications for establishment and O&M, layout practice, support
implementation and evaluation following standards in Section IV of FOTG.

Able to use the approved pesticide risk assessment software, locate, design and
communicate specifications for establishment and O&M, layout practice, support
implementation and evaluation following standards in Section IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Understand current policy as it relates to biological issues including threatened and
endangered species and biological technical assistance.
Able to evaluate how the selection of conservation practices, management intensity,
and vegetation impacts species and their habitats
Able to recognize and give management recommendations for small game and other
targeted species. Able to use the state's Habitat Evaluation Procedure independently
to identify habitat limit conditions and relieve them using appropriate conservation
practices.
Able to use approved tools to recognize potential effects (positive and negative) of
conservation plans to Federal and State Listed Species.
Able to evaluate the biological health of water bodies based on the biotic community.
Able to identify and give management recommendations for key species of game fish
and other targeted species.
Able to evaluate the impacts of conservation practice alternatives on aquatic habitat
Able to identify need for and appropriateness of the following conservation practices
in a conservation plan. Able to locate, design and layout practice to meet criteria for
desired purposes and follow Section IV of FOTG for design.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to identify and delineate wetlands for Food Security Act compliance purposes.
Ability to accurately identify and describe redoximorphic features, to interpret and
delineate hydric soils, and to train others in hydric soil identification. Knowledge to
explain the pedogenic processes in hydric soils, effectively describe regional
groundwater and surface water relationships, explain the development of hydric soils
interpretations, and install monitoring equipment to quantify functions of wetlands for
mitigation, restoration, and enhancement of wetlands.
Familiar with USDA and NRCS policies on CNMPs and able to apply them to the
planning process and Farm Bill programs
Able to gather and interpret data and information for CNMP preparation. Able to
identify appropriate criteria and conservation practices in a CNMP.
Able to understand and apply NRCS conservation planning policy.
Able to apply the NRCS planning process, and to utilize supporting technology, in
order to assist clients in making decisions resulting in implemented conservation
systems that conserve, maintain, and improve our natural resources and meet the
client’s needs.
Is able to properly document a conservation plan, including creating a new case file,
conservation notes, and practice certification.
Understands and maintains Technical References including FOTG, General Manual,
etc. Knows what important references are available on the web and is able to locate
them.
Has knowledge of NRCS Economics policy and how it applies in the planning
process
Able to apply economics principles to the conservation planning process and perform
economic evaluations of conservation alternatives. Able to appropriately apply
economic considerations and document economic effects for a RMS plan.
Understands and can apply all economic tools and analysis methods used in
evaluation of conservation plans. Able to identify case study needs and request
assistance in gathering data needed to complete case studies.
Able to gather and interpret data on economic conditions for a watershed/county
area (including data required for PL-566 plans). Has knowledge of prices, yields,
crops grown and cropping rotations in the area.
Has knowledge of NRCS Engineering policy and how it applies to the planning,
design, and implementation of conservation engineering practices. Understands and
adheres to Engineering Job Approval Authority (EJAA).
Knowledge of basic engineering surveying principles needed for planning, design,
and implementation of conservation engineering practices.
Ability to identify need for and appropriate implementation of conservation
engineering practices common to local area to solve natural resource problems.
Includes ability to appropriately execute Inventory and Evaluate, Plan, Design,
Layout, Construction, Checkout and Certification elements of practice
implementation for the following practices:
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Ability to perform construction inspection to ensure the practice is installed in
accordance with the approved construction drawings and specifications and in
accordance with the applicable conservation practice standard(s). Includes the
following functions and materials:
Ability to perform and document construction inspection to ensure the practice is
installed in accordance with the approved construction drawings, specifications and
applicable conservation practice standard(s) (CPS).
Ability to perform construction inspection to ensure the work is installed in
accordance with appropriate Safety Standards and requirements.
Ability to perform construction inspection to ensure that Concrete is placed and cured
in accordance with the approved construction drawings, specifications, applicable
CPS, and industry standards.
Ability to perform construction inspection to ensure that Earthfill is routed, placed and
compacted in accordance with the approved construction drawings, specifications,
and applicable CPS.
Ability to perform construction inspection to ensure that Excavation operations are
performed in accordance with the approved construction drawings, specifications,
and applicable CPS.
Ability to perform construction inspection to ensure that Pipe material is protected
from damage and installed in accordance with the approved construction drawings,
specifications, and applicable CPS.
Ability to perform construction inspection to ensure that Reinforcing steel is protected
from damage and installed in accordance with the approved construction drawings,
specifications, and applicable CPS.
Ability to perform construction inspection to ensure that Rock riprap and other rock
materials are properly sized, placed and installed in accordance with the approved
construction drawings, specifications, and applicable CPS.
Ability to develop and/or compile a complete record of planning, design, installation,
and maintenance to ensure an effective practice. Record elements include the
following:
Ability to develop and/or compile a complete record to properly document each
Inventory and Evaluation to ensure an effective practice.
Ability to develop and/or compile complete Design Records (survey notes,
calculations, design assumptions, as-builts, etc.) to properly document the record of
planning, design, installation, and maintenance to ensure an effective practice.
Ability to develop and/or compile complete Construction Drawings and
Specifications; to properly document and record the planning and design process to
ensure that appropriate information is conveyed to the owner and contractor for the
installation of an effective practice.
Ability to develop and/or compile realistic Cost Estimates of the proposed project to
ensure that appropriate and realistic cost date is conveyed to the owner prior to
bidding. .
Ability to develop and/or compile a complete record of planning, design, and
installation to ensure that all Approvals; both Design Approval and Construction
Certifications are properly documented and recorded.
Knowledge of and ability to appropriately apply hydrology in the planning, design, and
installation of conservation practices.
Knowledge of and ability to appropriately Delineate Watershed Boundaries as
required for the planning, design, and installation of conservation practices.
Knowledge of and ability to appropriately determine Runoff Curve Numbers as
required for the planning, design, and installation of conservation practices.
Knowledge of and ability to appropriately determine Rainfall; frequency, duration, and
quantizes as required for the planning, design, and installation of conservation
practices.
Knowledge of and ability to appropriately determine Runoff Volumes from specified
storm events as required for the planning, design, and installation of conservation
practice
Knowledge of and ability to appropriately determine Peak Discharge Rates from
specified storm events as required for the planning, design, and installation of
conservation practice
Knowledge of and ability to Determine the appropriate Hydrology Factors required
when making Wetland Determinations in accordance with Agency policy and
procedures.
Knowledge of and ability to appropriately apply hydraulics in the planning, design,
and installation of conservation practices.
Knowledge of and ability to appropriately apply Pipe Flow (inlet control and outlet
control) hydraulics in the planning, design, and installation of conservation practices.
Knowledge of and ability to appropriately apply Open Channel Flow (Earth and
Vegetated conditions) hydraulics in the planning, design, and installation of
conservation practices.
Knowledge of and ability to appropriately apply Open Channel Flow ( Lined or
Armored conditions) hydraulics in the planning, design, and installation of
conservation practices.
Knowledge of and ability to appropriately perform Weir Flow hydraulics analysis in
the planning, design, and installation of conservation practices.
Knowledge of and ability to appropriately perform Orifice Flow hydraulics analysis in
the planning, design, and installation of conservation practices.
Knowledge of and ability to appropriately apply soil mechanics and geology in the
planning, design, and installation of conservation practices.
Knowledge of and ability to appropriately apply soil mechanics and geology in the
planning, design, and installation of conservation practices. Has a 'working
knowledge" of Engineering Properties of Soils as needed to plan and design
conservation practices normally encountered at the area of responsibility.

Able to identify and classify soils using the Unified Soil Classification System
Able to perform initial On-Site Subsurface Investigations for conservation practices
normally encountered at the employee's area of responsibility.
Understands basic Groundwater theory.
Has knowledge of NRCS Forestry Planning policy and objectives in Forestry
planning. Understands NRCS role in providing Forestry technical assistance
Able to properly use approved methods to inventory existing vegetation for average
tree diameter, range of tree diameters, stocking rates, stand composition, stand
condition, and site index
Has general knowledge of techniques used in management of the state’s hardwood
and softwood species. Understands and is able to apply basic Agroforestry
practices. Has basic knowledge of local wood markets and availability. Able to
identify need for and appropriateness of the following conservation practices in a
conservation plan.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to determine where practice is needed and feasible, communicate specifications
for implementation, and evaluation following standards in Section IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Ability to appropriately execute Design, Layout, Construction, Checkout, and
Certification elements of practice implementation.
Able to identify common field crops of North Carolina in various growth stages. Able
to describe the basic characteristics of these crops including planting and harvest
dates and methods. Also able to identify locally important field crops.
Able to identify common forage crops of the state in the vegetative growth stage.
Also able to identify locally important forage crops.
- Knows the forage plants' adaptations and growth habits to evaluate their relative
suitability to sites for pasture and hay use.
- Understands the advantages and disadvantages of forages especially those
adapted for the local area.
- Able to identify estimated yields based on Pasture Condition Score and/or use of a
Pasture Stick.
Able to identify common specialty crops of North Carolina in various growth stages.
Also able to identify locally important specialty crops.
Able to describe the basic characteristics of the above crops including planting and
harvest dates and methods.
Able to recognize equipment commonly used for crop production including
tilling/cultivating, planting, and harvesting. Also able to identify locally important
equipment.
Able to recognize common farm animals including dairy cattle, beef cattle, hogs,
sheep, turkeys, and chickens. Also able to identify locally important farm animals.

Able to identify common weed species of North Carolina in various growth stages.
Understands growth habits. Also able to identify locally important weeds.
Able to identify common tree species of economic and cultural importance in North
Carolina. Also able to identify and learn uses, markets and general silviculture of
locally important trees.
Able to identify common shrub species of North Carolina. Also able to identify and
learn uses and growth habits of locally important shrubs.
Able to identify and recommend use of important conservation plants (including
native plants) of North Carolina and local work area.
Able to identify invasive plant species.
Able to describe type, source, and uses of available hardcopy geographic materials,
including aerial photos, USGS quadrangles, plat maps, etc.
Able to determine scale of maps or photos. Able to describe relationship of
coordinate and land survey systems to geographic area represented.
Able to use maps and photos to locate a specific geographic feature or parcel of
property based on physical location, legal description, etc.
Able to identify physical and political features based on geographic location. Able to
identify common land cover/uses, distinct drainage patterns, changes in land cover,
etc. Able to perform horizontal and vertical measurements based on visual features.
Able to identify basic concepts and uses of GIS technologies. Able to identify tasks
which can be simplified through GIS.
Able to identify and manage spatial and tabular data. Understands geospatial data
types, uses, and limitations. Able to identify thematic data layers commonly used by
NRCS. Understands agency data quality standards.
Able to create new data layers through on-screen digitization and geographic data
reclassification. Adheres to agency data quality standards.
Able to create a plan map that meets NRCS policy and provides understandable
information to the customer. Able to determine most appropriate method for plan
map creation.
Able to manage and transfer GIS-generated plan map products in both hardcopy and
digital form.
Understands the authority, goal and mission of NRCS providing technical assistance
on Private Grazing Lands
Able to understand and apply basic grazing principles. Can use currently accepted
tools.
Able to identify types of fence and understand their construction. Able to understand
electrical fence system components and their safety requirements.

Able to identify livestock watering system components and all their types. Able to
identify sources of water for livestock. Able to identify areas to protect and improve
water quality in pastures and still provide adequate livestock water
Able to understand, determine and calculate when a hay or pasture stand needs to
be reestablished.

Able to identify common weeds in pastures and determine control methods
Able to identify need for and appropriateness of the following conservation practices
in a conservation plan. Able to locate, design and layout practice to meet criteria for
desired purposes and follow Section IV of FOTG for design.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG. Able to maximize conservation impact of practice using efficient
layout/design.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to have a face-to-face conversation about managing grass to accomplish
livestock production goals and comparison of management alternative effects on the
operation. Able to locate, design and communicate specifications for establishment
and O&M, layout practice, support implementation and evaluation following
standards in Section IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG.
Able to locate, design and communicate specifications for establishment and O&M,
layout practice, support implementation and evaluation following standards in Section
IV of FOTG. Able to use the practice to maximize pasture improvement using
efficient layout/design.
Able to explain use of the FOTG in providing technical assistance, including
accepted technology and levels of assistance. Knowledge of content of each FOTG
Section’s subsections. Ability to file and maintain Tech Guide Notice contents,
including entire technical reference center.
Able to explain parts of the Planning Process during which NEPA is considered.
Ability to consider the cumulative effects analysis under NEPA as impacted by
planned conservation systems. Able to fill out required documentation associated
with NEPA for individual conservation plans.
Knowledgeable about the NRCS Highly Erodible Land and Wetland Conservation
Compliance policy & responsibilities. Able to explain the agency's role in helping
producers meet eligibility requirements of the HELC and WC provisions.
Able to determine HEL, apply correct compliance labels, determine if exemptions
apply, complete determination letters and forms, develop and review conservation
compliance plans, conduct status reviews.
Able to collect field data, document findings, delineate wetland boundaries, apply
correct compliance labels, determine if exemptions apply, complete determination
letters and forms, develop restoration or mitigation plans, conduct status reviews.

Understands how soil surveys are made and how to use them.
Able to use soil Interpretations for cropland, woodland, wildlife, engineering,
recreation and urban areas
Understands interpretative groupings of soils for land capability classes, prime
farmland, hydrologic soil units, and North Carolina Soil Management groups.
Understands basic soil properties including:
a) Soil drainage
b) Soil permeability
c) USDA Soil texture
d) Unified texture
e) AASHTO
f) Soil structure
Understanding of soil quality

Understanding of LESA
Able to use Soil erosion classes and mapping conventions in providing conservation
planning assistance
Has knowledge of NRCS Water Quality policy
Ability to identify water quality problems. Ability to evaluate and assess land use and
WQ problem relationships. Ability to identify and evaluate needed treatment and WQ
effects of conservation practices.
Has knowledge of and can apply Social Science Policy on field responsibilities
Able to list the characteristics of an effective conservation planner and explain the
importance of each characteristic
Able to describe factors that motivate and de-motivate customers to implement
conservation systems. Able to identify considerations/courtesies that we need to
extend to customers.
Understand social considerations in Section III FOTG. Able to complete social
considerations on resource inventory
Identify and describe stakeholders, beneficiaries, and affected groups in a
watershed/county
Collect and interpret data on stakeholders, beneficiaries and affected groups in a
watershed/county (including data required for PL-566 plans).

Able to understand and apply NRCS policy regarding Conservation Programs.


Able to work with other Conservation Partners to implement local and state
conservation programs

Able to process producer applications for conservation programs in a thorough and
complete manner
Knowledge of Title XII Appeals Process and NRCS responsibilities. Ability to
maintain an Administrative Record.

Able to explain the mission, purpose, and authority of the NRCS – Plant Materials
Program


Able to utilize and promote the plant materials program


Able to locate and be familiar with web site.


Able to locate and utilize Plants Data Base


Pedon descriptions
Ability to recognize soil horizons and create descriptions of soil properties. Ability to
document diagnostic soil properties and horizons
Ability to use Pedon data entry programs to enter and store pedon descriptions.
Understanding the site vs. pedon concepts, and related site and pedon data.
Familiarity with basic database structure and content as related to point data.
Knowledge of the relationship of point data objects to other data objects in NASIS,
and how to make the appropriated connection between them. Can input and manage
site, pedon, transect, and temporal data using standard conventions. Ability to
perform calculations and validations applicable to point data.

Ability to use descriptions to classify soils according to Soil Taxonomy.

Ability to plan transects and analyze results for map unit composition.
Ability to query the National Soil Survey Laboratory Characterization database and
generate standards reports using existing scripts.
Understands where to find current policy, standards, and procedures for populating
and maintaining soil data.
Able to explain the basic database structure and content. Can perform soil survey
data population and management using standard conventions. Able to perform data
calculations and validations. Able to query the database, generate standard reports,
and export data using existing scripts.
Able to proficiently perform NASIS software interface navigation and operation
procedures. Understands fully the database structure and content. Can perform soil
survey data population and management sing all conventions. Ability to select the
most efficient edit feature for the particular task at hand. Understands the strengths
and weaknesses of the calculations and when they should and should not be used.
Can proficiently use the validations as an edit tool
Able to query data and utilize reports and exports to evaluate data and provide
information on soil properties to internal and external customers
Understands the relationships of soil properties and the criteria for soil
interpretations. Can explain the NASIS interpretation generator and the use of "fuzzy
logic." Ability to generate interpretive reports
Ability to conduct field data collection and analysis using field kits and office
equipment

Ability to use descriptions with lab data to classify soils according to the National
Cooperative Soil Survey standards and guidelines
Ability to use ArcGIS, including the NRCS Soil Data Viewer, to provide interpretive
maps to field offices and external customers.
Ability to utilize Global Positioning System (GPS) hardware and software in order to
navigate to points, and collect field data to support program documentation including
HELC and WC
 Technical       Technical      Technical        Technical     Technical
PCEP Tier I (0- PCEP Tier II   PCEP Tier III   PCEP Tier IV   PCEP Tier V
 6 months)        (1 year)      (2 years)       (3-5 years)    (5+ years)



      2              3              4               5              5
      2              3              4               5              5
      2              3              4               5              5
      1              2              3               3              3
      2              3              4               4              5
      2              3              4               5              5
      2              3              3               3              3
      2              3              4               5              5
      2              3              4               5              5
      1              3              4               5              5
      1              2              3               4              5
      2              3              4               5              5
      1              2              3               4              5
      1              2              3               3              4
      1              2              3               4              4

      1              1              2               3              3
      1              2              3               4              5
      1              2              4               4              5
      1              2              4               4              5
      2              3              4               4              5
      1              3              4               5              5
      1              2              3               4              4
      2              3              4               5              5
      2              3              4               5              5
      2              3              4               5              5
      1              2              3               4              5
      1              2              3               4              5
      1              1              3               4              4
      1              2              3               4              5
                     1              2               3              3
                     1              2               3              3
    1   2   3   3
1   2   3   3   3
        2   3   4
        2   3   4
        2   3   4
1   2   3   4   4
            4   4
    2   3   4   4
1   1   2   3   4
                                                                                         District
                                                                                       Adminstrative
                                    Description
                                                                                       PCEP Tier I (1
                                                                                          year)


Proficient in standard office etiquette                                                      2
Good oral and written communication skills with concentration on correct grammar
                                                                                             2
and punctuation
Proofreading skills                                                                          2
Good telephone skills                                                                        4
Excellent customer service skills with emphasis on professionalism                           1
Ability to use essential office automation software such as PowerPoint, Excel, Word,
                                                                                             2
Outlook
Proficient organizational skills                                                             2
Ability to multi-task                                                                        1
Working knowledge of board meetings and minute taking                                        2
General accounting skills                                                                    2
Knowledge of all programs offered by District, including technical and educational           1
Maintain appointment calendar and designated meetings calendar                               2
Basic Training Course for Soil & Water Conservation Supervisors, UNC-CH Inst. of
                                                                                             1
Government
Good listening skills                                                                        2
District filing protocol                                                                     1
Ability to work under pressure and meet deadlines                                            2
Maintain a positive attitude                                                                 2
Proficient in time management skills                                                         2
Secure/establish trust and confidence by co-workers and board of supervisors to
                                                                                             1
execute duties as an administrative professional
Knowledge of Open Meetings Law and ability to properly notice meeting and to
                                                                                             1
adhere to law (e.g. executive session; post emergency meetings)
Working knowledge of the basic elements of Robert’s Rules of Order as typically
                                                                                             1
used in a district meeting.
Demonstrates effective meeting skills (e.g. ability to run an effective meeting)             2
Proficient computer skills                                                                   2
Proficient in business etiquette                                                             2
Working technical knowledge of programs offered through District                             1
Working knowledge of district’s budget and fiscal management procedures (e.g.
                                                                                             1
Local Government Budget and Fiscal Control Act)
Working knowledge of the basic elements of State Public Records Laws and
                                                                                             1
Freedom of Information Act and other privacy policies
Knowledge of soil and water conservation partnership and related watershed,
                                                                                             1
environmental, private and nongovernmental organizations
Working knowledge of commonly used acronyms                                                  1
Proficient in preparing business reports (e.g., annual reports), correspondence, and
                                                                                             1
memoranda
Working knowledge of all forms used by District                                              1
Knowledge of all federal, state and local government leaders, officials and related
                                                                                             1
organizational structure
Proficient in preparing meeting agendas, minutes and supervisor forms                        2
Familiarity with county natural resource maps and soil surveys                               1
Proficient in county, state, and federal policies and procedures                             1
Proficient in record retention in accordance with district’s document retention
                                                                                             1
schedule
Effective interpersonal skills                                                               2
Proficient in environmental education and community outreach                                 1
Positive assertiveness                                                                       2
Creating rapport (using personal power to influence, not control)                            2
Workplace ethics                                                                             2
Project management                                                                           1
Proficient in teamwork skills                                                                2
Proficient in consensus decision making                                                      2
Awareness of office politics – aiming for positive results from fair practices               1
Managing upward – succeeding with one’s supervisor (skills in give and take)                 1
Proficient knowledge of budget, finance and statewide contracts                              1
Working knowledge of how to prepare news articles/press releases/newsletters
                                                                                             1
(public relations)
Event planning (special events)                                                              1
Ability to develop/implement project tracking system                                         1
Participate in budget analysis and cost savings planning                                     1
Proficient in grant writing skills                                                           1
Proficient in developing/using District Plan of Work                                         1
Knowledge of taxes and insurance (e.g. general liability insurance; bonding of
staff/district supervisors; holding of property) as required by district (e.g. stand alone   1
district)
Effective office management                                                                  1
Advanced communication skills                                                                2
Group facilitation skills                                                                    1
Presentation skills                                                                          1
Strategic planning skills                                                                    1
Environmental Education Certification (for District education coordinators)                  1
Working knowledge of payroll withholding regulations (if necessary for District)             1
Knowledge of how to prepare and participate in a financial audit (if necessary for
                                                                                             1
District)
History of Soil and Water Conservation Districts                                             1
Knowledge of General Statutes (GS139; administrative rules)                                  1
Excellent customer service skills                                                            2
NCASWCD Strategic Plan                                                                       1
District’s Annual Plan                                                                       1
County Policies                                                                              1
Familiarity with county maps; aerial photographs                                             1
Topographical maps                                                                           1
  District           District
Adminstrative     Adminstrative
PCEP Tier II (2   PCEP Tier III (5
   years)            years)


      3                  4
      3                  4
      3                  4
      4                  4
      3                  4
      3                  4
      3                  4
      2                  4
      3                  4
      3                  4
      2                  4
      3                  4
      3                  4
      3                  4
      3                  4
      3                  4
      3                  4
      3                  4
      3                  4

      3                  4

      2                  4
      3                  4
      3                  4
      3                  4
      2                  4
      2                  4

      2                  4

      2                  4
      2                  5
      3                  4
2   4
2   4
3   4
2   4
2   4
2   4
3   4
2   4
3   4
3   4
3   4
2   4
3   4
3   4
2   4
2   4
2   4
2   4
2   4
2   4
2   4
2   3
2   4

2   4

2   4
3   4
3   4
2   4
2   4
2   4
2   3
3   4
2   4
2   4
3   4
2   4
3   4
2   4
2   4
2   4
                                      RECORD
SOURCES OF PROFESIONAL DEVELOPMENT   LEANRING
                                      HISTORY
                                                                                            District      District       District
                                                                                          Educational   Educational    Educational
                                     Description
                                                                                          PCEP Tier I   PCEP Tier II   PCEP Tier III
                                                                                            (1 year)     (2 years)      (5 years)


Research and develop efficient way to communicate with potential participants in
District’s education programs and set-up communications system (i.e. email lists,              2             3              4
mailing labels, telephone tree, social media, etc.)
Learn to use computer software and clip art to create effective flyers to promote
District’s educational and volunteer programs and to provide certificates to District          3             4              5
award winners and to educators and volunteers to document hours
Write Education sections contained within District Plan of Work and all required
                                                                                               1             3              4
reports.
Contact school system officials and/or school administration and/or classroom
teachers to assess their needs with regards to STEM (Science, Technology,
                                                                                               1             3              4
Engineering and Math), environmental science, ecology, natural resources
management, and outdoor classroom development.
Develop promotional materials that meet local schools’ needs while meeting
District’s goals and objectives (See “NC Standard Course of Study” below under                 1             3              4
Education Skills.)
Write and submit news articles/press releases/newsletters to broaden District’s
                                                                                               1             2              3
public outreach.
Hone group facilitation and presentation skills.                                               1             2              4

Author all Education sections contained in all District reports and publications.                            2              4

Become familiar with grant writing process and begin writing grants to fund District
                                                                                                             1              3
education programs.
Explore the use of marketing theories and social marketing plans to alter people’s
                                                                                               1             2              3
environmental or natural resources behaviors.
Research and create a new lesson; then model and share it with other District
                                                                                                             3              4
Education Coordinators.
Volunteer on a working committee in improving and/or updating existing District
Education Programs (Education Committee, District contests, Envirothon, FLP,                                 3              4
RCW, CET, State Fair, etc.)
Train to be a workshop facilitator in Food, Land & People and other EE curricula;
                                                                                                             3              4
then conduct a workshop within the next year to fulfill training commitment.
Conduct a District-sponsored EE workshop for formal and non-formal educators in
                                                                                                             3              4
your county and/or Area.
Direct District volunteers in performing volunteer work for District or improving their
local environment through environmental projects (tree plantings, litter cleanups,                           3              4
etc.)
Assist local schools, organizations and partners in developing outdoor classrooms
                                                                                                             3              4
and/or community gardens.
Help plan and host your District’s Field Day, Conservation Awards Banquet, Keeping
                                                                                                             2              4
the Farm Workshop, etc.
Play a major role in developing and implementing your Area Spring & Fall Meetings
and/or your Area Contest Judging and/or Area Envirothon, including communicating                             2              3
with and involving all Districts in your Area.
Serve as a Community Partner and lead a school or organization in a long-term
environmental service learning project that is student-centered, student-owned, and                          1              3
student-directed.
Assist in planning and implementing District education programs such as the
                                                                                                             1              3
Education Track at the annual Conservation Employee Training (CET).
If teaching very young children, study the Early Childhood Environmental Education
Programs: Guidelines for Excellence by North American Association for                                        1              3
Environmental Education. http://eelinked.naaee.net/n/guidelines
Study and apply the Nonformal Environmental Education Programs: Guidelines for
Excellence by NAAEE that recommend six key characteristics to professionalize              1   3
District education programs. http://eelinked.naaee.net/n/guidelines

Become familiar with District’s education program(s)—Poster/Essay/Computer Slide
Show/Computer Poster/Public Speaking contests, Envirothon, field days, school          3   4   5
presentations, workshops, volunteer/ scholarship/grant programs, etc.
Become familiar with Association’s “Contests, Workshops, and Awards Handbook” –
especially rules and judging criteria pertaining to those contests in which your       3   4   5
District participates.
Select a few of the District’s education programs to lead in first year; observe
Mentors leading the components that are new to you, taking copious mental and          3   4   5
written notes or videotaping mentors if possible to use as training videos.
Understand and incorporate into the District’s education program the Key
Characteristics of Environmental Education as outlined in the NC EE Plan, Third        1   2   4
Edition, page 7. http://www.ee.enr.state.nc.us/ee_plan_web_print.pdf
Beginning now and throughout District education career, study and apply the six
themes recommended in the national Guidelines for the Preparation and
Professional Development of Environmental Educators by North American                  1   2   3
Association for Environmental Education (especially Themes 1 and 2 in year one.)
http://eelinked.naaee.net/n/guidelines
Become familiar with and practice using a variety of instructional strategies for
learner-centered lessons such as those described in the Guidelines above: hands-
on observation and discovery in the environment, inquiry, cooperative learning,
                                                                                       2   3   4
community-based action research and problem-solving, investigating environmental
issues, service learning, simulations and models, case studies, problem-based
learning, and project-based learning.
Set-up a personal library and/or District Loan Library of EE resources by using
criteria contained in the national Environmental Education Materials: Guidelines for
Excellence by North American Association for Environmental Education that will         1   3   5
shape content, technique and other aspects of instruction based on six key
characteristics. http://eelinked.naaee.net/n/guidelines
Learn about the NC Environmental Education Certification Program and the five
                                                                                       1   3   4
required components.
Create effective teaching materials, props and visuals as needed for District
                                                                                       2   3   5
lessons, exhibits and workshops.
Develop a *District Policy for District’s education programs—along with program
description that includes answers to questions such as: How will participants
register? What is minimum/maximum number of registrants? What can participants
                                                                                       1   2   4
expect from District educator? What expectations does District educator have of
participants? What will participants receive? Outdoors or indoors? How often can
requests be made for same program or different programs?

Develop an evaluation form and/or survey to assess your personal instruction,
                                                                                       2   4   5
District’s education program, and to obtain constructive feedback from participants.

Learn about best management practices in agriculture, sediment & erosion control,
and stormwater management (what these practices are and how they work) by going        1   3   4
out in the field with District’s technical staff and/or community partners.
Learn how to take a viable soil sample, complete sample form, mail the sample, read
& understand the soil test results, and apply the recommended amount of soil
                                                                                       1   3   4
amendments so as to assist landowners, homeowners and schools with this
process.
Review and incorporate improvements from feedback provided from participant
                                                                                           4   5
evaluations.
Enroll in the NC Environmental Education Certification Program and begin earning
                                                                                           3   5
the required 200 hours of professional development within five years.
Know thy audience and strive to conduct lessons with audiences of different ages
and cognitive abilities: preK, K-3, 4-5, 6-8, 9-12, adults, special needs, specific    1   3   4
target audiences, etc. See Guidelines below.
Study and apply the national Excellence in Environmental Education - Guidelines for
Learning (K-12) by North American Association for Environmental Education that
sets appropriate expectations for learner performance and achievement at the 4th       1   3   4
and 8th grades and by high school graduation via four strands.
http://eelinked.naaee.net/n/guidelines
Become familiar with NC Standard Course of Study (NCSCOS) and the new NC
Essential Standards mandated for grades K-12, especially science and social            1   2   3
studies http://www.ncpublicschools.org/acre/standards/new-standards
Align District’s school programs (contests, field days, etc.) with NCSCOS objectives
                                                                                       1   3   4
for the intended conceptual content and grade level.
Volunteer to help another District to see how they organize and run programs such
                                                                                       1   3   4
as Field Days, classroom presentations, contest judging, etc.
Volunteer as an RCW Counselor to provide guidance to participating high school
                                                                                       1   3   4
students and to learn about natural resources management.
Volunteer to help at your Area Envirothon and the NC Envirothon, serving as a
“Station Guide” to see how the competitions work at each level. Volunteer for          1   3   5
another task the next year to learn more or to assist where most needed.
Volunteer to help at the NC Envirothon Team Advisor Workshop to learn about
natural resources management and to gain ideas for preparing your District’s           1   2   3
Envirothon teams.
Create and set-up a working education Filing System (electronic & hard copy).          2   4   5

Create and set-up a working Scheduling Calendar for education outreach,
                                                                                       2   4   5
workshops, grant deadlines, meetings, professional development trainings, etc.
Develop a working Education Progress Spreadsheet to track and report deliverables
meeting District goals and objectives (# presentations conducted, # students taught,
# educators trained & # learners educators will reach in 1 year, #
                                                                                       3   4   5
students/teachers/schools entering Poster Contest, # citizens provided information,
# students/teachers/schools competing in Envirothon, # educational materials
distributed, etc.)
Establish a plan & policies* to maximize 40 work hours/week and to strengthen
                                                                                       3   4   5
proficiency in time management skills.
Increase knowledge of soil and water conservation partnership and related
                                                                                       1   2   3
watershed, environmental, private and nongovernmental organizations.
Gain working knowledge of commonly used acronyms in conservation programs and
                                                                                       1   2   3
government.
Become familiar with county natural resource maps and soil surveys.                    1   2   4
                                      RECORD
SOURCES OF PROFESIONAL DEVELOPMENT   LEANRING
                                      HISTORY
Proficiency Levels
1 Aware
2 Understand
3 Perform with supervision
4 Apply independently
5 Proficient and can train others
Category
            1
            2
            3
            4
            5
            6
            7
            8
            9
           10
           11
           12
           13
           14
           15
           16
           17
           18
           19
           20
           21
           22
           23
           24
           25
           26
           27
           28
           29
           30
           31
           32
           33
           34
           35
           36
           37
           38
           39
           40
           41
           42
           43
44
45
46
47
48
49
50
                                       Name
General Agricultural Characteristics
Working with Individuals/ Groups
Policies/ Laws/ Regulations
Agronomy
Biology/ Recreation
CNMPs
Economics
Engineering
Forestry
Geographic Information
Grazing
Soils and Soil Surveys
Water Quality
Conservation Planning Process
Conservation Programs
Plant Materials
PL-566
State Programs
Emergency Watershed Program
Resource Conservation & Development
Accountability
Civil Rights
Outreach
Working with Other Agencies
Contracting
Personnel Policies
EEO
Leave
Benefits
Safety
Ethics
Responsibility & conduct
Information and Education
Management Theories
Management Planning
Management of the Field Office
Evaluation
Supervision
Employee Rights and Responsibilities
General
Agency Relations
Political Process
Managing Change
Public Relations
Partner Relations
Procurement
Topic                                Name
  1     Conservation Planning
  2     Conservation Programs Delivery & Admin
        Management Operations/ Administration/
 3
        Leadership
 4      Human Resources/ Supervision
 5      Operations Management Skills
 6      Conceptual Management Skills
 7      Marketing & Public Affairs
 8      Education Skills

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:0
posted:5/3/2013
language:Unknown
pages:46