OST Alignment – Part 1: Collaboration and Partnerships

West Virginia Afterschool Program Quality Standards

• 1. Administration
• 3. Family, School and Community Connection
• 5. Indoor and Outdoor Environments
• 6. Intentional Relationships
• 7. Leadership and Professionalism
• 8. Activities

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management

Standards for Quality Afterschool Programs

• 1. Administration and Organization
• 2. Program Management and Staff
• 3. Communication and Interaction
• 6. Program Environment
• 7. Family and Community Involvement

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

• 19. Age-appropriate lesson planning
• 22. Developing special interest centers/spaces and environments

Child Care Training Regulations

• 1. Child Development
• 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

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

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

• 1. Safe & Supportive Environment
• 4. Positive & Empowering Relationships
• 11. Collaborative Relationships

Childcare Program: Continuing Education

• 1. Child development
• 6. Indoor and outdoor learning environments
• 8. Leadership, child care administration, or mentoring
• 10. Working with families
• 12. Child abuse and neglect

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
• 6. Observation, documentation, and assessment
• 7. Interactions and guidance
• 8. Child care center administrative rules

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

• 2. Human Relationships
• 4. Indoor and Outdoor Environments
• 5. Program Activities
• 6. Administration

Teachers of Early Childhood Education Subject Matter Standards

• 1. Child Development and Learning
• 3. Relationships with families
• 4. Assessment, evaluation, and individualization
• 6. Professionalism

Ignite Afterschool

• 2. Supportive Relationships and Environments
• 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
• 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

Core Competencies for Early Childhood Practitioners

• 1. Child growth and development
• 4. Family and community partnerships
• 5. Learning environments and curriculum
• 7. Program planning, development and evaluation
• 8. Professionalism and leadership

Afterschool Network Best Practices

• 1. Prepared Staff
• 3. Alignment with School Day
• 4. Promotion of Varied Youth Engagement
• 5. Development of Strong Community Partners
• 7. Sustained Student Attendance and Access

All Staff Annual Training

• 1. Child growth and development
• 2. Social and Emotional Development
• 6. Professional Development
• 7. Program Administration

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

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

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

• 1. Child growth and development
• 8. Program management and regulation
• 11. Learning environments
• 12. Age-appropriate activities and planning
• 13. Professionalism
• 14. Partnerships with parents

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

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

• 1. Child/adolescent growth and development
• 2. Learning environment and curriculum
• 4. Families, communities, and schools
• 7. Program planning and development
• 8. Professional development and leadership

School's Out Washington Quality Improvement Standards

• 2. Having positive, meaningful relationships with program staff and youth
• 3. Participating in activities that encourage self-expression and inspire them to discover their passions
• 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
• 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
• 8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served

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

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 Network

• 1. Guidance toward healthy relationships
• 9. Connecting with families, schools, and communities
• 10. Professionalism

Child Care Training & Education

• Standard 1: Learning Environment/Developmentally Appropriate Practice

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

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

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

Workforce Knowledge and Competencies

• 2. Alignment with CDELS
• 2. Learning Environment and Curriculum (LEC)
• 3. Positive Interactions (PI)
• 4. Family Engagement (FE) 
• 7. Professionalism and Leadership (PL)
• 8. Collaborative Program Management – (CPM) 

Standards for Quality Afterschool Programs

• 2. Ongoing Training and Staff Development
• 3. Program Monitoring and Evaluation
• 5. Community Partnerships

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

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

• 2. Child growth and development
• 4. Planning learning activities
• 6. Linkages with community services
• 7. Communications and relations with families
• 9. Advocacy for early childhood programs

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

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

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

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

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

• i. Child growth and 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