National School Climate Center School Climate 101

This course will help educators and school staff build a practical understanding of school climate, recognize how it impacts daily experiences for students and adults, and confidently participate in conversations and improvement efforts that support a safe, supportive, and engaging learning environment.

This course will take approximately 1 hour to complete.

This course satisfies these child care training requirements:

School's Out Washington Quality Improvement Standards

1. Being welcomed into safe spaces that center their own cultures and communities
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

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

2. Learning environment and curriculum
7. Program planning and development
8. Professional development and leadership
11. Other training as appropriate

Core Knowledge and Competencies

1. Child and Youth Growth and Development
4. Learning Environment and Curriculum
5. Family and Community Engagement
6. Leadership and Professionalism
7. Organizational Development and Administration

Afterschool Standards

1. Human Relationships
2. Indoor and Outdoor Environments
3. Programming and Activities

ECE Competencies

1. Child Development and Learning
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
8. Learning Environments and Curriculum
11. Professionalism
12. Administration and Supervision

Quality Standards for Expanded Learning

1. Safe and Supportive Environment
2. Active and Engaged Learning
4. Youth Voice and Leadership
7. Quality Staff
8. Clear Vision, Mission and Purpose
9. Collaborative Partnerships
10. Continuous Quality Improvement
11. Program Management

Standards of Early Learning and Development

1. Childhood Development
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family

Afterschool Quality Standards

2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
4. Family and Community Partnerships
7. Staffing and Professional Development

B-3 Continuum

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

Statewide Afterschool Quality Standards

4. Professional Development and Qualifications
5. Family and Community Partnerships
6. Youth Development, Programming, and Activities

Afterschool Program Quality Institute

1. Environment
2. Relationships and Connections
3. Programming
4. Youth Participation and Engagement

Early Childhood - Continuing Education

2. Child Guidance

Afterschool Network Quality Standards

1. Environment
2. Relationships
3. Community Involvement
4. Programming

Early Childhood Professional Learning Categories

1. Learning Communities
2. Leadership
6. Implementation

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

1. Environment & Climate
3. Relationships
4. Staffing & Professional Development
5. Programming & Activities
7. Youth Participation & Engagement to Care
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth

NYC DYCD Core Competencies for Youth Work Professionals

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.
5. Ability to effectively implement curricula and program activities.
6. Ability to promote responsible and healthy decision-making among all participants.
7. Ability to develop leadership, team-building and self-advocacy skills among participants.
8. Ability to behave professionally.

School Age Child Care

3. Child Day Care Program Development

Afterschool Network Quality Standards

1. Foster positive relationships between program participants and staff
3. Rely on data-driven best practices and standards
4. Promote high levels of student engagement
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Afterschool Network

1. Guidance toward healthy relationships
6. Learning environment
7. Program planning and evaluation
9. Connecting with families, schools, and communities
10. Professionalism

Child Care Training & Education

Standard 1: Learning Environment/Developmentally Appropriate Practice
Standard 3: Staff Qualifications and Professional Development
Standard 5: Family Engagement and Partnership

After School Program Quality Standards and Indicators

1. Health, Safety and the Environment
2. Relationships
3. Programming and Activities
4. Staffing and Professional Development

Building Blocks for Out-of-School Time Quality

1. Intentional Program Design
2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
4. Responsiveness to Culture & Identity
5. Community, School and Family Engagement
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer 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
a. Introduction to Inclusive Child Care
c. Building Relationships with Families
d. Preparing for and Including Young Children in the Child Care Setting

Ignite Afterschool

1. Intentional Program Design
2. Supportive Relationships and Environments
5. Community Family and Engagement
6. Organizational Management, Staff Support and Youth Safety

Teachers of Early Childhood Education Subject Matter Standards

3. Relationships with families
6. Professionalism

Program Quality Practices

1. Physical Environment, Curriculum, and Program Activities
3. Relationships
4. Child and Youth Engagement
5. Families and Communities
7. Leadership and Administration
8. Professional Development

Afterschool Alliance's Quality Standards

1. Planning a safe, healthy learning environment
2. Steps to advance children’s physical and intellectual 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)
2. Steps to advance children’s physical and intellectual development
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
2. Intentional Programming
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access

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
2. Intentional Programming
5. Development of Strong Community Partners

Director Annual Training

5. Professional Development

All Staff Annual Training

6. Professional Development

Early Learning Staff Professional Development Areas

All Staff Annual Training
Director Annual Training

Afterschool & Youth Development Standards

1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
9. Family & Community Partnerships

Early Care and Education Professional Competency Goals for Directors

b. Business management
c. Communication
e. Professional and leadership development

Child Growth and Development

1. Programming and Curriculum
2. Interpersonal Relationships
3. Professionalism
4. Program Environment
10. Family/Community Relations

Career Development

6. Strategic leadership and planning

Child Growth and Development

1. Programming and Curriculum
2. Interpersonal Relationships
3. Professionalism
4. Program Environment
10. Family/Community Relations

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

Child Growth and Development

Quality Guidelines for Ohio's Afterschool Programs

Child Growth and Development

Guidelines for Afterschool, Summer, and Youth Development Programs

1. Relationships
3. Programming and Activities
4. Youth Leadership and Engagement
5. Family, School, and Community
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development

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
21. Providing developmentally appropriate activities and experiences for children

After School Network

1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
3. Environment
4. Activities and Programming
6. Staffing/Professional Development
7. Administration/Organization

Virginia Partnership for Out-of-School Time Quality Standards

1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
5. Active & Engaged Learning
8. Environment (Indoor & Outdoor Spaces)

Guiding Principles for Quality OST Programs

1. Safe & Supportive Environment
2. Active & Engaged Learning
4. Positive & Empowering Relationships
10. Clear Vision, Mission & Purpose
11. Collaborative Relationships
13. Program Management

Early Care and Education Knowledge Base

2. Family and community partnerships
4. Teaching and engagement
5. Curriculum and learning environment

Standards for Quality Afterschool Programs

1. Safe and Appropriate Program Environments and Facilities
2. Ongoing Training and Staff Development
3. Program Monitoring and Evaluation
5. Community Partnerships

Workforce Knowledge and Competencies

2. Learning Environment and Curriculum (LEC)
4. Family Engagement (FE)
5. Child Observation and Assessment (COA)
7. Professionalism and Leadership (PL)
8. Collaborative Program Management – (CPM)

Core Competencies for Early Childhood Professionals

1. Safe Environments
2. Healthy Environments
3. Learning Environments
9. Social Development
10. Guidance
11. Family Relationships
12. Program Management
13. Professionalism

Goals for Program Management and Delivery

1. Safe, Healthy, and Orderly Environment

Goals for Program Connections

4. Positive Participant and Staff Interactions
5. Active Family and Community Partnerships
6. Consistent Participant Attendance

Goals for Program Participants

7. Greater Personal Responsibility

Child Care Facilities: Staff Development Topics

a. Planning a safe, healthy learning environment
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

North Carolina Center for Afterschool Programs (NCCAP)

Goals for Program Connections
Goals for Program Management and Delivery
Goals for Program Participants

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

1: Structure and Management
2. Positive Connections
4. Activities

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

Standard 2: Family-Teacher Partnerships and Community Connections
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
1c. Pilina (Relationships) between program and ʻāina & place
1d. Pilina (Relationships) between Program and Families
1e. Pilina (Relationships) between Programs and Schools
1f. Pilina (Relationships) between Program and Community
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership

Core Knowledge and Competencies for Early Childhood Professionals

2. Child and youth development

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

Early Childhood Educator Requirements: Birth to Second Grade

2. Developmental curriculum planning/ environment and curriculum
6. Family and community
7. Professionalism

Early Care & Education Professional Development Content Areas

2. Families - Teacher Partnerships and Community Connections
8. Professional Development and Leadership

Program Content

2. Interpersonal Relations
3. Curriculum and Activities

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
6. Observation and Assessment
7. Personal, Professional & Leadership Development
8. Program Management

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

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

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
7. Interactions and guidance

National Afterschool Association Competencies

2. Learning Environment and Curriculum
4. Interactions with Children and Youth
5. Youth Engagement
7. Family, School, and Community Relationships
9. Program Planning and Development
10. Professional Development and Leadership

Academic Standards: Essential Skills

2. Personal Skills
3. Civic/Interpersonal Skills
4. Professional Skills

Competencies for Early Childhood Educators and Administrators

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

OST Quality Guidelines

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

Department of Early Education & Care Standards

2. Planning Programs and Environments for Young Children
9. Family and Community

Standards for Quality Afterschool Programs

2. Program Management and Staff
3. Communication and Interaction
4. Program Structure and Activities
6. Program Environment
7. Family and Community Involvement

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

8. Working with families
18. Leadership development/program management and child care personnel supervision
22. Developing special interest centers/spaces and environments
23. Other course areas relating to child care or child care management

Afterschool Program Quality Guidelines