Develop and deepen partnerships within your school community by aligning school day and out-of-school time (OST) activities.
Full Course Description
Enhance your school’s collaborative efforts with our OST Alignment – Part 1: Collaboration and Partnerships online course. This 1.5-hour course is designed for teachers, site directors, education specialists, and school leaders committed to fostering strong relationships within their school community. You’ll learn to build trust and mutual respect, develop collaborative strategies that align out-of-school time (OST) activities with the school day, and ensure continuity in students’ learning experiences. The course emphasizes the importance of relational trust in education, helping you to respond empathetically to emotions and non-verbal cues. By the end, you’ll be equipped to strengthen school partnerships and create a seamless educational experience for all students. Enroll today to enhance collaboration and build a connected school community!
Course Outcomes
By the end of this course, you will be able to:
Understand the different ways school and CBO staff support OST programs.
Establish and maintain approaches to building positive and supportive partnerships across a school community.
Learn how to use planning tools to help align school and CBO partners.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1 hour to complete.
This course satisfies these child care training requirements:
Early Childhood Education and Care Department
1. Child growth, development, and learning
3. Family and community collaboration
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
6. Assessment of children and programs
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
2. Comprehensive Services
3. Family Engagement & Parent Leadership
4. Supported Transitions
5. Joint Professional Development
6. Aligned Curriculum and Instruction
7. Aligned Assessments
8. Data-driven Improvement
Statewide Afterschool Quality Standards
1. Indoor and Outdoor Environments
3. Administration
4. Professional Development and Qualifications
5. Family and Community Partnerships
6. Youth Development, Programming, and Activities
7. Partnerships with Schools
Director Annual Training
1. Curriculum
4. Child Guidance
5. Professional Development
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
3. Alignment with School Day
4. Promotion of Varied Youth Engagement
5. Development of Strong Community Partners
8. Ongoing Assessment and Improvement
All Staff Annual Training
2. Social and Emotional Development
6. Professional Development
7. Program Administration
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
Afterschool Program Quality Institute
1. Environment
2. Relationships and Connections
3. Programming
Early Childhood - Continuing Education
6. Learning Activities
11. Management/Administrative Education
Afterschool Network Quality Standards
1. Environment
2. Relationships
3. Community Involvement
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
4. Using child care tools
6. Strategic leadership and planning
Family/Community Relations
1. Working with parents and families
6. Community needs assessment
Child Growth and Development
2. Interpersonal Relationships
3. Professionalism
6. Social/emotional development
10. Family/Community Relations
Child Growth and Development
2. Interpersonal Relationships
3. Professionalism
6. Social/emotional development
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
Afterschool Standards
1. Human Relationships
2. Indoor and Outdoor Environments
3. Programming and Activities
5. Administration
Core Knowledge and Competencies
3. Observation and Assessment
4. Learning Environment and Curriculum
5. Family and Community Engagement
7. Organizational Development and Administration
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
5. Community, School and Family Engagement
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer Development
Early Learning eGuidelines Competencies
4. Preparing for and Including Young Children in the Child Care Setting
a. Introduction to Inclusive Child Care
d. Preparing for and Including Young Children in the Child Care Setting
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.
7. Ability to develop leadership, team-building and self-advocacy skills among participants.
8. Ability to behave professionally.
Network for Youth Success Quality Self-Assessment (QSA) Tool
2. Administration & Organization
3. Relationships
4. Staffing & Professional Development
6. Establishes Strong Links to the School Day
7. Youth Participation & Engagement to Care
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth
School Age Child Care
3. Child Day Care Program Development
5. Business Record Maintenance and Management
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
West Virginia Afterschool Program Quality Standards
3. Family, School and Community Connection
5. Indoor and Outdoor Environments
6. Intentional Relationships
7. Leadership and Professionalism
8. Activities
Afterschool Program Quality Guidelines
1. Operations
3. Relationships
4. Family Involvement
Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment
2. Steps to advance children’s physical and intellectual development
3. Positive ways to support children’s social and emotional development
4. Strategies to establish productive relationships with families
6. Maintaining a commitment to professionalism
Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition)
2. Steps to advance children’s physical and intellectual development
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)
6. Maintaining a commitment to professionalism
Afterschool & Youth Development Standards
1. Programming & Youth Development
2. Linkages with the School Day
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
9. Family & Community Partnerships
Early Care and Education Professional Competency Goals for Staff
4. Business related topics, including parental communication, recordkeeping, etc.
Early Care and Education Professional Competency Goals for Directors
b. Business management
c. Communication
d. Developmentally appropriate practices
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
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
5. Curriculum development policies and responsibilities
17. Respectful engagement of families, including daily communication with parents about their child’s activities
22. Inclusion of children with special needs
After School Network
1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
6. Staffing/Professional Development
7. Administration/Organization
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 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Standard 6: Professionalism as an Early Childhood Educator
Hawaii OST Quality Guidelines
1c. Pilina (Relationships) between program and ʻāina & place
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
3a. Program Administration for Staff
3b. Policies and Procedures
OST Quality Guidelines
2. Assessment and Evaluation
3. Human Relationships
4. Partnerships
5. Staff Qualifications and Training
Competencies for Early Childhood Educators and Administrators
3. Family and community partnership
6. Professional development and leadership
8. Teaching practices
Program Quality Practices
2. Assessment, Planning, and Improvement
4. Child and Youth Engagement
5. Families and Communities
7. Leadership and Administration
8. Professional Development
Child Care Core of Knowledge
2. Curriculum
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Administrative Quality Standards
II. Youth Program Leadership and Sustainability
IV. Youth Program Staffing and Professional Development
Program Quality Standards
III. Family/Caring Adult and Community Engagement
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
Early Care & Education Professional Development Content Areas
2. Families - Teacher Partnerships and Community Connections
3. Child Observation, Documentation, and Assessment
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
6. Professionalism as an Early Childhood Educator
8. Professional Development and Leadership
Program Content
2. Interpersonal Relations
Program Management
4. Family Involvement
Afterschool Program Standards
Program Content
Program Management
Department of Early Learning and Care: Training
2. Family and Community Systems
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership Development
Core Competencies for Early Childhood Professionals
2. Healthy Environments
3. Learning Environments
5. Cognitive Learning
6. Communication
9. Social Development
10. Guidance
11. Family Relationships
12. Program Management
13. Professionalism
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
4. Indoor and Outdoor Environments
5. Program Activities
6. Administration
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
3. Family and community collaboration
4. Program management
6. Observation, documentation, and assessment
7. Interactions and guidance
8. Child care center administrative rules
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
6. Purposeful Family & Community Engagement
7. Ongoing Quality Improvement
National Afterschool Association Competencies
2. Learning Environment and Curriculum
3. Child/Youth Observation and Assessment
4. Interactions with Children and Youth
5. Youth Engagement
9. Program Planning and Development
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
5. Family Engagement (FE)
8. Professionalism and Leadership (PL)
9. Collaborative Program Management – (CPM)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
3. Program Monitoring and Evaluation
5. Community Partnerships
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
4. Curriculum
5. Inclusive Practices
7. Building Family and Community Relationships
8. Diversity: Family, Language, Culture and Society
9. Program Management, Operation and Evaluation
10. Professionalism and Advocacy
12. Personal Development and Self-Care
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
Goals for Program Management and Delivery
2. Qualified and Diverse Staff
3. Opportunities to Learn in Diverse Environments
Goals for Program Connections
4. Positive Participant and Staff Interactions
5. Active Family and Community Partnerships
6. Consistent Participant Attendance
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
i. Learning activities that promote inclusion of children with special needs
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
Goals for Program Management and Delivery
After School Program Quality Standards and Indicators
2. Relationships
4. Staffing and Professional Development
Early Learning and Development Standards
2. Social and Emotional Development
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
4. Continuous Improvement
6. Linkages to the School-Day & SOL Standards
8. Environment (Indoor & Outdoor Spaces)
Quality Standards for OST Programs
2: Relationships and Interactions
4: Leadership and Management
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
4. Indoor and Outdoor Environment
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
iv. Family involvement and communication with families
v. Program planning and development
vi. Creating a classroom environment
Quality Standards for Expanded Learning
3. Skill Building
7. Quality Staff
9. Collaborative Partnerships
10. Continuous Quality Improvement
11. Program Management
ECE Competencies
4. Family and Community Engagement
8. Learning Environments and Curriculum
Afterschool Quality Standards
3. Youth Participation, Learning, and Engagement
4. Family and Community Partnerships
6. Administration and Organizational Development
7. Staffing and Professional Development
Standards of Early Learning and Development
4. The Child Care Professional and the Family
5. Language Development
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
5. Family Engagement and Community Partnerships
6. Relationships and Interactions
7. School Linkages
8. Program Sustainability, Evaluation and Awareness In-Service
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
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
Childcare Program: Continuing Education
6. Indoor and outdoor learning environments
8. Leadership, child care administration, or mentoring
10. Working with families
12. Child abuse and neglect
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
8. Program management and regulation
11. Learning environments
12. Age-appropriate activities and planning
13. Professionalism
14. Partnerships with parents
Quality Standards for Out-of-School Time Programs
B. Positive Relationships
C. Intentional Programming and Activities
E. Family, School and Community Engagement
F. Program Management
G. Program Evaluation and Data
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
D. Availability of community services and resources, including those available to children with special needs
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
d. Program Structure, Curriculum & Activities
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
