Explore the core principles of equitable family engagement and apply practices that strengthen connections within your school or program.
Full Course Description
Enhance connections and foster inclusivity with our one-hour Equitable Family Engagement online course, tailored for youth workers, teachers, school leaders, and program directors committed to strengthening family involvement. This course equips you with tools and strategies for a more inclusive approach to family engagement, helping you develop a plan that meets the unique needs of your school or program. You’ll explore techniques for inclusive communication and two-way interactions with families, while also building trust through power-sharing, connection-building, and empathy. Enroll today to integrate these strategies and create a more supportive, connected school community.
Course Outcomes
By the end of this course, you will be able to:
Review the definition and benefits of effective family engagement.
Explore effective and inclusive family engagement strategies.
Develop a family engagement plan.
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:
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
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
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
Department of Children, Youth & Families: Child Care Provider Training Requirements
4. Families, communities, and schools
8. Professional development and leadership
9. Cultural competency and responsiveness
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
Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate
2. Administration & Organization
3. Relationships
4. Staffing & Professional Development
6. Establishes Strong Links to the School Day
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth
School Age Child Care
1. Principles of Childhood Development
3. Child Day Care Program Development
Career Development
1. Ethics and professionalism in child care
8. Marketing
9. Business practices
10. Publicly funded child care
Family/Community Relations
1. Working with parents and families
6. Community needs assessment
Child Growth and Development
2. Interpersonal Relationships
4. Program Environment
10. Family/Community Relations
Child Growth and Development
2. Interpersonal Relationships
4. Program Environment
10. Family/Community Relations
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Career Development
Child Growth and Development
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
Child Care Training & Education
Standard 5: Family Engagement and Partnership
Afterschool Standards
1. Human Relationships
Core Knowledge and Competencies
5. Family and Community Engagement
6. Leadership and Professionalism
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
Early Learning eGuidelines Competencies
3. Building Relationships with Families
c. Building Relationships with Families
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
3. Family, School and Community Connection
6. Intentional Relationships
7. Leadership and Professionalism
Afterschool Network Best Practices
1. Prepared Staff
3. Alignment with School Day
5. Development of Strong Community Partners
Core Competencies for Early Childhood Practitioners
4. Family and community partnerships
8. Professionalism and leadership
Afterschool Alliance Best Practices
1. Prepared Staff
4. Promotion of Varied Youth Engagement
5. Development of Strong Community Partners
Director Annual Training
5. Professional Development
All Staff Annual Training
6. Professional Development
7. Program Administration
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
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
Child Care Training Regulations
17. Respectful engagement of families, including daily communication with parents about their child’s activities
After School Network
1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
6. Staffing/Professional Development
Virginia Partnership for Out-of-School Time Quality Standards
1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
6. Linkages to the School-Day & SOL Standards
Hawaii OST Quality Guidelines
1a. Pilina (Relationships) between Staff and Youth
1d. Pilina (Relationships) between Program and Families
2b. Staff Professional Development and Leadership
3a. Program Administration for Staff
ECE Competencies
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
7. Special Needs and Inclusion
10. Leadership in Early Childhood Education
11. Professionalism
12. Administration and Supervision
Quality Standards for Expanded Learning
3. Skill Building
6. Diversity, Access and Equity
9. Collaborative Partnerships
10. Continuous Quality Improvement
Early Care & Education Professional Development Content Areas
2. Families - Teacher Partnerships and Community Connections
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
Early Care and Education Knowledge Base
2. Family and community partnerships
4. Teaching and engagement
6. Professionalism
Guiding Principles for Quality OST Programs
4. Positive & Empowering Relationships
11. Collaborative Relationships
Department of Early Learning and Care: Training
2. Family and Community Systems
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
3. Family and community collaboration
7. Interactions and guidance
8. Child care center administrative rules
Early Childhood Professional Learning Categories
2. Leadership
3. Resources
6. Implementation
Afterschool Network Quality Standards
2. Relationships
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
3. Positive Interactions (PI)
4. Family Engagement (FE)Â
7. Professionalism and Leadership (PL)
8. Collaborative Program Management – (CPM)Â
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
5. Community Partnerships
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
5. Inclusive Practices
6. Learning Environments
7. Building Family and Community Relationships
8. Diversity: Family, Language, Culture and Society
9. Program Management, Operation and Evaluation
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
9. Family and Community
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
2. Positive Connections
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
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
11. Management/Administrative Education
Afterschool Quality Standards
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
4. Family and Community Partnerships
6. Administration and Organizational Development
7. Staffing and Professional Development
Quality Standards for OST Programs
2: Relationships and Interactions
4: Leadership and Management
Standards for Quality Afterschool Programs
3. Communication and Interaction
7. Family and Community Involvement
Department of Children and Families (Annual In-Service Training)
8. Working with families
10. Community, health and social service resources
22. Developing special interest centers/spaces and environments
Early Childhood Education and Care Department
3. Family and community collaboration
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
Competencies for Early Childhood Educators and Administrators
3. Family and community partnership
6. Professional development and leadership
8. Teaching practices
OST Quality Guidelines
3. Human Relationships
4. Partnerships
5. Staff Qualifications and Training
6. Youth Development and Engagement
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
Department of Children & Families: Staff Training Requirements for Childcare Centers
iv. Family involvement and communication with families
Program Quality Practices
3. Relationships
5. Families and Communities
7. Leadership and Administration
8. Professional Development
Teachers of Early Childhood Education Subject Matter Standards
3. Relationships with families
6. Professionalism
Ignite Afterschool
5. Community Family and Engagement
Early Care and Education Professional Competency Goals for Staff
4. Business related topics, including parental communication, recordkeeping, etc.
Afterschool & Youth Development Standards
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
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
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
4. Diversity and Inclusion in Programming
5. Family Engagement and Community Partnerships
6. Relationships and Interactions
Afterschool Program Quality Guidelines
4. Family Involvement
Goals for Program Connections
4. Positive Participant and Staff Interactions
5. Active Family and Community Partnerships
Child Care Facilities: Staff Development Topics
d. Strategies to establish productive relationships with families
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
Afterschool Alliance's Quality Standards
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
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
Core Competencies for Early Childhood Professionals
6. Communication
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
Program Quality Standards
Program Quality Standards
III. Family/Caring Adult and Community Engagement
Administrative Quality Standards
IV. Youth Program Staffing and Professional Development
Early Childhood Educator Requirements: Birth to Second Grade
6. Family and community
7. Professionalism
8. Management and administration
The National Association for the Education of Young Children (NAEYC) Training
6. Linkages with community services
7. Communications and relations with families
9. Advocacy for early childhood programs
10. Professional issues
Childcare Program: Continuing Education
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
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
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
Division of Early Care and Education: Staff Development
r. Business operations
Early Childhood Professional Development Framework
Standard IV: Assesses & Communicates Learning Results
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
