High-Impact Communication

West Virginia Afterschool Program Quality Standards

• 1. Administration
• 3. Family, School and Community Connection
• 6. Intentional Relationships
• 7. Leadership and Professionalism

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management

National Afterschool Association Competencies

• 1. Child and Youth Growth and Development
• 2. Learning Environment and Curriculum
• 4. Interactions with Children and Youth

Early Care and Education Knowledge Base

• 1. Child Development
• 2. Family and community partnerships
• 3. Observation, documentation and assessment
• 4. Teaching and engagement
• 5. Curriculum and learning environment
• 6. Professionalism

Guiding Principles for Quality OST Programs

• 3. Skill Building
• 5. Youth Voice & Leadership
• 9. Quality Staff
• 10. Clear Vision, Mission & Purpose
• 11. Collaborative Relationships
• 13. Program Management
• 14. Sustainability

Childcare Program: Continuing Education

• 1. Child development
• 7. Behavior guidance
• 8. Leadership, child care administration, or mentoring
• 10. Working with families

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

• 1. Child development and learning
• 3. Family and community collaboration
• 4. Program management
• 5. Teaching and learning
• 7. Interactions and guidance
• 8. Child care center administrative rules

MOST (Michigan Out-of-School Time) Standards of Quality

• 3. Program Staffing
• 6. Administration

Teachers of Early Childhood Education Subject Matter Standards

• 1. Child Development and Learning
• 3. Relationships with families
• 6. Professionalism

Ignite Afterschool

• 3. Youth Voice and Leadership
• 5. Community Family and Engagement
• 6. Organizational Management, Staff Support and Youth Safety

Early Care & Education Professional Development Content Areas

• 1. Child Development and Learning in Context
• 2. Families - Teacher Partnerships and Community Connections
• 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• 6. Professionalism as an Early Childhood Educator
• 8. Professional Development and Leadership

Program Content

• 2. Interpersonal Relations

Afterschool Program Standards

• Program Content

Early Care and Education Professional Competency Goals for Staff

• 1. Child development, including discipline, guidance, nutrition, injury control and safety
• 4. Business related topics, including parental communication, recordkeeping, etc.

Afterschool & Youth Development Standards

• 4. Relationships
• 6. Staffing & Professional Development
• 7. Organizational Practices
• 8. Evaluation & Outcomes
• 9. Family & Community Partnerships

Early Care and Education Professional Competency Goals for Directors

• b. Business management
• c. Communication
• e. Professional and leadership development
• f. Advocacy for the Center, Parents, children and Staff

Early Childhood Education and Care Department

• 1. Child growth, development, and learning
• 3. Family and community collaboration
• 5. Learning environment and curriculum implementation
• 7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

• 3. Relationships
• 4. Family and Community Partnerships
• 7. Administration and Organizational Development
• 8. Staffing and Professional Development

B-3 Continuum

• 1. Community Partnerships
• 3. Family Engagement & Parent Leadership
• 5. Joint Professional Development

Statewide Afterschool Quality Standards

• 3. Administration
• 4. Professional Development and Qualifications
• 5. Family and Community Partnerships

Afterschool Network Quality Standards

• 1. Environment
• 2. Relationships
• 3. Community Involvement
• 6. Administration

Early Childhood Professional Learning Categories

• 1. Learning Communities
• 2. Leadership
• 3. Resources
• 5. Learning Designs
• 6. Implementation

Career Development

• 1. Ethics and professionalism in child care
• 6. Strategic leadership and planning
• 8. Marketing
• 9. Business practices

Family/Community Relations

• 1. Working with parents and families
• 6. Community needs assessment

Child Growth and Development

• 2. Interpersonal Relationships
• 3. Professionalism
• 6. Administrative Practices
• 6. Social/emotional development
• 7. Challenging behaviors
• 10. Family/Community Relations

Child Growth and Development

• 2. Interpersonal Relationships
• 3. Professionalism
• 6. Administrative Practices
• 6. Social/emotional development
• 7. Challenging behaviors
• 10. Family/Community Relations

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

• Career Development
• Child Growth and Development
• Family/Community Relations

Quality Guidelines for Ohio's Afterschool Programs

• Child Growth and Development

Afterschool Network Quality Standards

• 1. Foster positive relationships between program participants and staff
• 4. Promote high levels of student engagement

Early Childhood: Child Care Center Training Topics

• 6. Prevention, signs, and symptoms of child abuse and neglect, including child sexual abuse, and legal reporting requirements
• 7. Principles of child growth and development, including brain development

Early Learning eGuidelines Competencies

• 1. Introduction to Inclusive Child Care
• 3. Building Relationships with Families
• 4. Preparing for and Including Young Children in the Child Care Setting
• c. Building Relationships with Families
• d. Preparing for and Including Young Children in the Child Care Setting

Building Blocks for Out-of-School Time Quality

• 5. Community, School and Family Engagement
• 6. Organizational and Leadership Management
• 7. Ongoing Staff Support and Volunteer Development

NYC DYCD Core Competencies for Youth Work Professionals

• 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
• 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• 4. Ability to foster academic and non-academic skills and broaden participant horizons.

Network for Youth Success Quality Self-Assessment (QSA) Tool

• 2. Administration & Organization
• 4. Staffing & Professional Development
• 6. Establishes Strong Links to the School Day
• 8. Parent, Family, & Community Partnerships
• 9. Program Sustainability & Growth
• 10. Measuring Outcomes & Evaluation

School Age Child Care

• 5. Business Record Maintenance and Management

Afterschool Alliance's Quality Standards

• 1. Planning a safe, healthy learning environment
• 3. Positive ways to support children’s social and emotional development
• 4. Strategies to establish productive relationships with families
• 5. Strategies to manage an effective program operation
• 6. Maintaining a commitment to professionalism

Child Care Centers Professional Growth and Development Training Requirements

• 1. Planning a safe, healthy learning environment (includes nutrition)
• 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
• 5. Strategies to manage an effective program operation (includes business practices)
• 6. Maintaining a commitment to professionalism

Afterschool Network Best Practices

• 1. Prepared Staff

Core Competencies for Early Childhood Practitioners

• 4. Family and community partnerships
• 5. Learning environments and curriculum
• 6. Interactions with children
• 7. Program planning, development and evaluation
• 8. Professionalism and leadership

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 5. Development of Strong Community Partners

All Staff Annual Training

• 2. Social and Emotional Development
• 3. Child Guidance
• 6. Professional Development
• 7. Program Administration

Director Annual Training

• 4. Child Guidance
• 5. Professional Development

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Guidelines for Afterschool, Summer, and Youth Development Programs

• 1. Relationships
• 4. Youth Leadership and Engagement
• 5. Family, School, and Community
• 6. Cultural Competency, Responsiveness, and Inclusion
• 8. Staff and Professional Development
• 9. Administration and Program Management

Child Care Training Regulations

• 4. Positive behavior management
• 10. Emergency Response Plan and emergency procedures
• 13. Recordkeeping, including daily attendance procedures
• 17. Respectful engagement of families, including daily communication with parents about their child’s activities
• 18. Preventing, recognizing, and reporting child abuse and neglect

After School Network

• 1. Relationships — Interactions and Engagement
• 2. Family and Community Partnerships
• 3. Environment
• 6. Staffing/Professional Development
• 8. Sustainability and Evaluation

Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool

• 1: Structure and Management
• 2. Positive Connections

Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)

• Standard 2: Family-Teacher Partnerships and Community Connections
• Standard 3: Child Observation, Documentation, and Assessment
• Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Standard 6: Professionalism as an Early Childhood Educator

Hawaii OST Quality Guidelines

• 1a. Pilina (Relationships) between Staff and Youth
• 1b. Pilina (Relationships) between Youth and their Peers
• 1d. Pilina (Relationships) between Program and Families
• 1e. Pilina (Relationships) between Programs and Schools
• 2a. Youth Learning and Development
• 2b. Staff Professional Development and Leadership
• 3a. Program Administration for Staff
• 3b. Policies and Procedures

Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit

• 2. Behavioral guidance practices

Workforce Knowledge and Competencies

• 2. Learning Environment and Curriculum (LEC)
• 3. Positive Interactions (PI)
• 4. Family Engagement (FE) 
• 7. Professionalism and Leadership (PL)

Standards for Quality Afterschool Programs

• 2. Ongoing Training and Staff Development
• 5. Community Partnerships

The National Association for the Education of Young Children (NAEYC) Training

• 2. Child growth and development
• 6. Linkages with community services
• 7. Communications and relations with families
• 9. Advocacy for early childhood programs
• 10. Professional issues

Early Childhood Educator Requirements: Birth to Second Grade

• 2. Developmental curriculum planning/ environment and curriculum
• 6. Family and community
• 7. Professionalism
• 8. Management and administration

Department of Early Learning and Care: Training

• 2. Family and Community Systems
• 5. Learning Environments and Curriculum
• 7. Personal, Professional & Leadership Development

School's Out Washington Quality Improvement Standards

• 2. Having positive, meaningful relationships with program staff and youth
• 4. Engaging in learning opportunities that build academic, life, and career skills
• 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
• 6. Identifying their own strengths and recognizing areas for growth

Department of Children, Youth & Families: Child Care Provider Training Requirements

• 2. Learning environment and curriculum
• 4. Families, communities, and schools
• 6. Interactions with children/youth
• 7. Program planning and development
• 8. Professional development and leadership
• 9. Cultural competency and responsiveness

Core Knowledge Areas, DC Division of Early Learning Training Categories

• 2. Observing, Documenting and Assessing to Support Young Children and Families
• 4. Curriculum
• 7. Building Family and Community Relationships
• 9. Program Management, Operation and Evaluation
• 10. Professionalism and Advocacy
• 12. Personal Development and Self-Care

Standards for Quality Afterschool Programs

• 2. Program Management and Staff
• 3. Communication and Interaction

Department of Children and Families (Annual In-Service Training)

• 7. Behavior management
• 8. Working with families
• 16. Guidance and discipline
• 18. Leadership development/program management and child care personnel supervision

Afterschool Program Quality Guidelines

• 2. Programming
• 4. Family Involvement

After School Program Quality Standards and Indicators

• 2. Relationships
• 4. Staffing and Professional Development

Afterschool Program Quality Institute

• 2. Relationships and Connections

Early Childhood - Continuing Education

• 3. Child Abuse Prevention
• 6. Learning Activities
• 11. Management/Administrative Education

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality

• 2. Staff and Volunteer Management
• 5. Family Engagement and Community Partnerships
• 6. Relationships and Interactions

Early Childhood Education: Professional Development Areas

• Annual Training (2) Guidance and discipline
• Annual Training (3) Age-appropriate curriculum
• Annual Training (4) Teacher-child interaction
• Pre-Service 2. Age-appropriate activities for children
• Pre-Service 3. Positive guidance and discipline of children
• Pre-Service 5. Supervision and safety practices in the care of children
• Pre-Service 6. Positive interaction with children

Virginia Partnership for Out-of-School Time Quality Standards

• 2. Staffing, Volunteers & Professional Development
• 3. Leadership & Management

Quality Standards for OST Programs

• 2: Relationships and Interactions
• 4: Leadership and Management

Competencies for Early Childhood Educators and Administrators

• 3. Family and community partnership
• 4. Guidance
• 6. Professional development and leadership
• 7. Program planning and development
• 8. Teaching practices

OST Quality Guidelines

• 3. Human Relationships
• 4. Partnerships
• 5. Staff Qualifications and Training
• 6. Youth Development and Engagement

Department of Social Services, Child Care Services (CCS): Pathway to Professional Development

• 3. Guidance and behavior management
• 8. Program management and regulation
• 9. Communication and relations with staff
• 11. Learning environments
• 13. Professionalism
• 14. Partnerships with parents

Afterschool & Out-of-School Time Professional Network

• 3. Human Relationships

Department of Children & Families: Staff Training Requirements for Childcare Centers

• i. Child growth and development
• ii. Positive guidance and discipline
• iv. Family involvement and communication with families
• v. Program planning and development
• vi. Creating a classroom environment

Program Quality Practices

• 3. Relationships
• 4. Child and Youth Engagement
• 5. Families and Communities
• 7. Leadership and Administration
• 8. Professional Development

ECE Competencies

• 3. Relationships, Interactions, and Guidance
• 4. Family and Community Engagement
• 8. Learning Environments and Curriculum
• 10. Leadership in Early Childhood Education
• 11. Professionalism
• 12. Administration and Supervision

Quality Standards for Expanded Learning

• 3. Skill Building
• 4. Youth Voice and Leadership
• 7. Quality Staff
• 8. Clear Vision, Mission and Purpose
• 9. Collaborative Partnerships
• 10. Continuous Quality Improvement

Afterschool Quality Standards

• 3. Youth Participation, Learning, and Engagement
• 4. Family and Community Partnerships
• 6. Administration and Organizational Development

Standards of Early Learning and Development

• 4. The Child Care Professional and the Family

Core Knowledge and Competencies

• 4. Learning Environment and Curriculum
• 5. Family and Community Engagement
• 6. Leadership and Professionalism

Afterschool Standards

• 5. Administration

Core Competencies for Early Childhood Professionals

• 6. Communication
• 8. Self-Esteem
• 9. Social Development
• 10. Guidance
• 11. Family Relationships
• 12. Program Management
• 13. Professionalism

Child Care Core of Knowledge

• 6. Community

Out-of-School Time Program Quality Standards

• Administrative Quality Standards

Administrative Quality Standards

• II. Youth Program Leadership and Sustainability
• IV. Youth Program Staffing and Professional Development

Afterschool Network

• 9. Connecting with families, schools, and communities
• 10. Professionalism

Child Care Training & Education

• Standard 4: Administration and Business Practices

Department of Early Education & Care Standards

• 9. Family and Community
• 10. Supervision or Staff Development in Early Childhood Education
• 12. Child Care Administration

Quality Standards for Out-of-School Time Programs

• C. Intentional Programming and Activities
• E. Family, School and Community Engagement
• F. Program Management

Early Childhood Education Professional Learning Standards

• C. Program administration, planning, development, or management

Child Care Facilities: Staff Development Topics

• c. Positive ways to support children's social and emotional development
• d. Strategies to establish productive relationships with families
• e. Strategies to manage an effective program operation
• f. Maintaining a commitment to professionalism

Quality Standards for Nevada OST Programs

• c. Program Management & Professional Development

Department of Education: Standards for Professional Development

• g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development

Division of Early Care and Education: Staff Development

• r. Business operations

Early Childhood Professional Development Framework

• Standard I: Designs/Plans Instruction
• Standard II: Creates/Maintains Environments
• Standard III: Implements Instruction
• Standard IV: Assesses & Communicates Learning Results
• Standard V: Reflects/Evaluates Teaching/Learning
• Standard VI: Collaborates with Colleagues/Families/Others
• Standard VII: Engages in Professional Development
• Standard VIII: Supports Families
• Standard X: Provides Leadership Within School/Community/Profession