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All Compliance Categories
Alabama
Afterschool Quality Standards
1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
4. Family and Community Partnerships
5. Programming and Alignment with Regular School Day Learning
6. Administration and Organizational Development
7. Staffing and Professional Development
8. Evaluation for Continuous Quality Improvement
Standards of Early Learning and Development
1. Childhood Development
2. Health, Safety and Universal Precautions
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
5. Language Development
6. Positive Discipline and Guidance
Alaska
Department of Education and Early Development (DEED)
Annual Requirements: 1. Precautions Against Blood Borne Pathogens Trainings
Annual Requirements: 2. Special Education Training for Aides
Biennial and Quadrennial Requirements: 1. Domestic Violence & Sexual Assault Training for Educators
Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Biennial and Quadrennial Requirements: 4. Mandates Reporters of Child Abuse and Neglect
Mandatory Trainings: 1. Sexual abuse awareness and prevention
Mandatory Trainings: 2. Alcohol or drug-related disabilities
Mandatory Trainings: 3. Dating violence awareness and prevention (Must be approved by DEED)
Periodic Requirements: 2. Special Education Training for Staff
Teacher Certification Requirements: 2. Domestic Violence & Sexual Assault Training for Educators (eLearning course: Domestic Violence & Sexual Assault Training for Educators)
Arizona
Early Childhood Education Professional Learning Standards
A. Child Growth and Development
B. Health and Safety Issues
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 Out-of-School Time Programs
A. Safe and Healthy Environments
B. Positive Relationships
C. Intentional Programming and Activities
D. Equity and Inclusion
E. Family, School and Community Engagement
F. Program Management
G. Program Evaluation and Data
Arkansas
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
1. Proper supervision of children
2. Behavioral guidance practices
3. Safe sleep practices for infants
4. Shaken baby syndrome; which includes prevention (Carter's Law, Act 1208)
5. Appropriately responding to a crying or fussy infant or child
7. Mandated reporter training
8. Administering medication
14. Nutrition and physical activities
16. Basic child development
Standards for Quality Afterschool Programs
1. Safe and Appropriate Program Environments and Facilities
2. Ongoing Training and Staff Development
3. Program Monitoring and Evaluation
4. Positive Youth Development
5. Community Partnerships
6. Sustainability Planning
Workforce Knowledge and Competencies
1. Child Growth and Development (CGD)
2. Alignment with CDELS
2. Learning Environment and Curriculum (LEC)
3. Positive Interactions (PI)
4. Family Engagement (FE)
5. Child Observation and Assessment (COA)
6. Health, Safety and Nutrition (HSN)
7. Professionalism and Leadership (PL)
8. Collaborative Program Management – (CPM)
California
ECE Competencies
1. Child Development and Learning
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
5. Dual-Language Development
6. Observation, Screening, Assessment and Documentation
7. Special Needs and Inclusion
8. Learning Environments and Curriculum
9. Health, Safety, and Nutrition
10. Leadership in Early Childhood Education
11. Professionalism
12. Administration and Supervision
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
2. Active and Engaged Learning
3. Skill Building
4. Youth Voice and Leadership
5. Healthy Choices and Behaviors
6. Diversity, Access and Equity
7. Quality Staff
8. Clear Vision, Mission and Purpose
9. Collaborative Partnerships
10. Continuous Quality Improvement
11. Program Management
12. Sustainability
Colorado
Academic Standards: Essential Skills
1. Entrepreneurial Skills
2. Personal Skills
3. Civic/Interpersonal Skills
4. Professional Skills
Competencies for Early Childhood Educators and Administrators
1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
2. Child observation and assessment
3. Family and community partnership
4. Guidance
5. Health, safety and nutrition
6. Professional development and leadership
7. Program planning and development
8. Teaching practices
OST Quality Guidelines
1. Diverstiy, Equity, and Inclusion
2. Assessment and Evaluation
3. Human Relationships
4. Partnerships
5. Staff Qualifications and Training
6. Youth Development and Engagement
7. Health and Safety Guidelines
Connecticut
After School Network
1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
3. Environment
4. Activities and Programming
5. Safety
6. Staffing/Professional Development
7. Administration/Organization
8. Sustainability and Evaluation
Early Learning and Development Standards
1. Early Childhood Education and Child Development
2. Licensing and regulations
3. Health Issues
4. Nutrition
6. Social Services
7. Child Abuse Laws
8. Programming for Children with Disabilities or Special Health Care Needs
Delaware
Early Childhood Educator Requirements: Birth to Second Grade
1. Child development
2. Developmental curriculum planning/ environment and curriculum
3. Observation and assessment
4. Positive behavior management/social-emotional development
5. Health, safety, physical activity, and nutrition
6. Family and community
7. Professionalism
8. Management and administration
Florida
Department of Children and Families (Annual In-Service Training)
1. Health and safety
5. Child development – typical and atypical
6. Child transportation and safety
7. Behavior management
8. Working with families
9. Design and use of child-oriented space
10. Community, health and social service resources
11. Child abuse
12. Child care for multilingual children
13. Working with children with disabilities in child care
15. Literacy
16. Guidance and discipline
17. Computer technology
18. Leadership development/program management and child care personnel supervision
19. Age-appropriate lesson planning
20. Homework assistance for school-age care
22. Developing special interest centers/spaces and environments
23. Other course areas relating to child care or child care management
Standards for Quality Afterschool Programs
1. Administration and Organization
2. Program Management and Staff
3. Communication and Interaction
4. Program Structure and Activities
5. Health, Safety and Nutrition
6. Program Environment
7. Family and Community Involvement
Georgia
Afterschool & Youth Development Standards
1. Programming & Youth Development
2. Linkages with the School Day
3. Environment & Climate
4. Relationships
5. Health & Well Being
6. Staffing & Professional Development
7. Organizational Practices
8. Evaluation & Outcomes
9. Family & Community Partnerships
Early Care and Education Professional Competency Goals for Directors
a. Early learning standards
b. Business management
c. Communication
d. Developmentally appropriate practices
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff
Early Care and Education Professional Competency Goals for Staff
1. Child development, including discipline, guidance, nutrition, injury control and safety
2. Health, including sanitation, disease control, cleanliness, detection and disposition of illness
3. Child abuse and neglect, including identification and reporting, and meeting the needs of abused and/or neglected children
4. Business related topics, including parental communication, recordkeeping, etc.
Hawaii
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
3a. Program Administration for Staff
3b. Policies and Procedures
3c. Health, Safety, and Emergencies
3d. Evaluation and Data
Quality Afterschool Guidelines
1. Quality Environments
2. Supporting Children and Youth
3. Engaging Families
4. Safe Environments
5. Commitment to Quality
6. Quality Staff
8. Physical Activity
9. Hawai'i Nei (Culture & History)
Idaho
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
8. Youth Safety and Wellness
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
2. Understanding Child Development in Relation to Disabilities
3. Building Relationships with Families
4. Preparing for and Including Young Children in the Child Care Setting
5. Community Services for Young Children with Disabilities (including Early Intervention services)
a. Introduction to Inclusive Child Care
b. Understanding Child Development in Relation to Disabilities
c. Building Relationships with Families
d. Preparing for and Including Young Children in the Child Care Setting
e. Community Services for Young Children with Disabilities (including Early Intervention services)
Illinois
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
2. Safety, Health, and Nutrition
3. Administration
4. Professional Development and Qualifications
5. Family and Community Partnerships
6. Youth Development, Programming, and Activities
7. Partnerships with Schools
Indiana
Afterschool Standards
1. Human Relationships
2. Indoor and Outdoor Environments
3. Programming and Activities
4. Safety, Health, and Nutrition
5. Administration
Core Knowledge and Competencies
1. Child and Youth Growth and Development
2. Health, Safety and Nutrition
3. Observation and Assessment
4. Learning Environment and Curriculum
5. Family and Community Engagement
6. Leadership and Professionalism
7. Organizational Development and Administration
Iowa
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
5. Strategies to manage an effective program operation
6. Maintaining a commitment to professionalism
7. Observing and recording children’s behavior
8. Principles of child growth and development
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)
5. Strategies to manage an effective program operation (includes business practices)
6. Maintaining a commitment to professionalism
7. Observing and recording children’s behavior
8. Principles of child growth and development
Kansas
Afterschool Program Quality Guidelines
1. Operations
2. Programming
3. Relationships
4. Family Involvement
5. Professional Development
Kentucky
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 IX: Demonstrates Implementation of Technology
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
Louisiana
Afterschool Program Quality Institute
1. Environment
2. Relationships and Connections
3. Programming
4. Youth Participation and Engagement
5. Emergency Preparedness
Early Childhood - Continuing Education
1. Child Development
2. Child Guidance
3. Child Abuse Prevention
4. Emergency Preparation
5. Licensing Regulations
6. Learning Activities
7. Health and Safety
11. Management/Administrative Education
Maine
Afterschool Network
1. Guidance toward healthy relationships
2. Child and adolescent development
3. Health, wellness, and safety
4. Observation and assessment
5. Curriculum and activities
6. Learning environment
7. Program planning and evaluation
8. Cross-cultural competence
9. Connecting with families, schools, and communities
10. Professionalism
Child Care Training & Education
Standard 1: Learning Environment/Developmentally Appropriate Practice
Standard 2: Program Evaluation
Standard 3: Staff Qualifications and Professional Development
Standard 4: Administration and Business Practices
Standard 5: Family Engagement and Partnership
Standard 6: Child and Youth Assessment
Standard 7: Health, Safety, Nutrition, and Physical Activity
Maryland
Child Care Core of Knowledge
1. Child Development
2. Curriculum
3. Health, Safety, and Nutrition
4. Special Needs
5. Professionalism
6. Community
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Massachusetts
Department of Early Education & Care Standards
1. Child Growth and Development, Birth - 8 Years
2. Planning Programs and Environments for Young Children
3. Curriculum for Early Childhood Settings
4. Child and Classroom Management
5. Advanced or Specialized Early Childhood Education or Development
6. Children with Special Needs, Birth - 16 years
7. Infant and Toddler Development, Care, and Program Planning
8. Health and Safety in Early Childhood
9. Family and Community
10. Supervision or Staff Development in Early Childhood Education
11. Child Observation, Documentation and Assessment
12. Child Care Administration
a. Diverse Learners
Michigan
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
1. Child development and learning
2. Health, safety, and nutrition
3. Family and community collaboration
4. Program management
5. Teaching and learning
6. Observation, documentation, and assessment
7. Interactions and guidance
8. Child care center administrative rules
MOST (Michigan Out-of-School Time) Standards of Quality
1. Health, Safety
2. Human Relationships
3. Program Staffing
4. Indoor and Outdoor Environments
5. Program Activities
6. Administration
7. Single-Purpose Programs
Minnesota
Ignite Afterschool
1. Intentional Program Design
2. Supportive Relationships and Environments
3. Youth Voice and Leadership
4. Responsiveness to Culture and Identity
5. Community Family and Engagement
6. Organizational Management, Staff Support and Youth Safety
Teachers of Early Childhood Education Subject Matter Standards
1. Child Development and Learning
2. Developmentally appropriate learning experiences
3. Relationships with families
4. Assessment, evaluation, and individualization
5. Historical and contemporary development of early childhood education
6. Professionalism
7. Health, safety, and nutrition
8. Application through clinical experiences
Mississippi
The National Association for the Education of Young Children (NAEYC) Training
1. Health and safety
2. Child growth and development
3. Nutrition
4. Planning learning activities
5. Guidance and discipline techniques
6. Linkages with community services
7. Communications and relations with families
8. Detection of child abuse
9. Advocacy for early childhood programs
10. Professional issues
Missouri
Afterschool Program Standards
Program Content
Program Management
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
7. Health and Safety
8. Professional Development and Leadership
Montana
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
2. Active & Engaged Learning
3. Skill Building
4. Positive & Empowering Relationships
5. Youth Voice & Leadership
6. Healthy Choices & Behaviors
7. Inclusion & Access
8. Cultural Responsiveness
9. Quality Staff
10. Clear Vision, Mission & Purpose
11. Collaborative Relationships
12. Continuous Quality Improvement
13. Program Management
14. Sustainability
National
National Afterschool Association Competencies
1. Child and Youth Growth and Development
2. Learning Environment and Curriculum
3. Child/Youth Observation and Assessment
4. Interactions with Children and Youth
5. Youth Engagement
6. Cultural Competency and Responsiveness
7. Family, School, and Community Relationships
8. Safety and Wellness
9. Program Planning and Development
10. Professional Development and Leadership
Nebraska
Core Competencies for Early Childhood Professionals
1. Safe Environments
2. Healthy Environments
3. Learning Environments
4. Physical Development
5. Cognitive Learning
6. Communication
7. Creative Learning
8. Self-Esteem
9. Social Development
10. Guidance
11. Family Relationships
12. Program Management
13. Professionalism
Nevada
Department of Education: Standards for Professional Development
a. Child development and learning
b. Language and literacy
f. Strategies for working with children with disabilities
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
h. Culturally and linguistically responsive pedagogy
i. Play theory and creativity
Quality Standards for Nevada OST Programs
a. Youth Development & Social Emotional Learning
b. Health, Safety and Security of the Physical Environment
c. Program Management & Professional Development
d. Program Structure, Curriculum & Activities
New Hampshire
Childcare Program: Continuing Education
1. Child development
2. Health and safety or fire safety
3. Caring for children with exceptionalities
4. Nutrition
5. Any child care related courses sponsored or funded by the department
6. Indoor and outdoor learning environments
7. Behavior guidance
8. Leadership, child care administration, or mentoring
9. Financial management
10. Working with families
11. Legal issues in child care
12. Child abuse and neglect
New Jersey
Afterschool & Out-of-School Time Professional Network
1. Administration
2. Healthy Behaviors: Nutrition and Physical Activity
3. Human Relationships
4. Indoor and Outdoor Environment
5. Programming and Activities
6. Safety and Environmental Health
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
ii. Positive guidance and discipline
iii. Nutrition and good eating habits
iv. Family involvement and communication with families
v. Program planning and development
vi. Creating a classroom environment
vii. Health and safety procedures, including recognition of illness and disease and training in basic infection control techniques
viii. Physical education or recreational activities for children
New Mexico
Early Childhood Education and Care Department
1. Child growth, development, and learning
2. Health, safety, nutrition, and infection control
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
1. Environmental Safety
2. Health, Nutrition and Physical Activity
3. Relationships
4. Family and Community Partnerships
5. Cultural Relevance
6. Programming
7. Administration and Organizational Development
8. Staffing and Professional Development
9. Evaluation for Continuous Quality Improvement
New York
Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate
2. Administration & Organization
3. Relationships
4. Staffing & Professional Development
5. Programming & Activities
6. Establishes Strong Links to the School Day
7. Youth Participation & Engagement to Care
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth
10. Measuring Outcomes & Evaluation
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.
2. Ability to comply with applicable safety and emergency requirements.
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
1. Principles of Childhood Development
2. Nutrition and Health Needs of Infants and Children
3. Child Day Care Program Development
4. Safety and Security Procedure
5. Business Record Maintenance and Management
6. Child Abuse and Maltreatment Identification and Prevention
7. Statutes and Regulations Pertaining to Care
8. Statutes and Regulations Pertaining to Child Abuse & Maltreatment
9. Education and Information on the Identification, Diagnosis and Prevention of Shaken Baby Syndrome
10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
North Carolina
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
b. Steps to advance children's physical and intellectual development
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
g. Observing and recording children's behavior
h. Principles of child growth and development
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
Goals for Program Participants
North Dakota
Quality Standards for OST Programs
1: Health and Safety
2: Relationships and Interactions
3: Youth-Centered Program Design
4: Leadership and Management
Ohio
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
Oklahoma
Afterschool Network 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
6. Promotion of Safety, Health and Wellness
7. Sustained Student Attendance and Access
8. Ongoing Assessment and Improvement
Core Competencies for Early Childhood Practitioners
1. Child growth and development
2. Health, safety and nutrition
3. Child observation and assessment
4. Family and community partnerships
5. Learning environments and curriculum
6. Interactions with children
7. Program planning, development and evaluation
8. Professionalism and leadership
Oregon
Department of Early Learning and Care: Training
1. Diversity
2. Family and Community Systems
3. Human Growth and Development
4. Health Safety and Nutrition
5. Learning Environments and Curriculum
6. Observation and Assessment
7. Personal, Professional & Leadership Development
8. Program Management
9. Special Needs
10. Understanding and Guiding Behavior
Pennsylvania
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
1: Structure and Management
2. Positive Connections
3. Safety and Health
4. Activities
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 1: Child Development and Learning in Context
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 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Standard 6: Professionalism as an Early Childhood Educator
Rhode Island
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
2. Relationships
3. Programming and Activities
4. Staffing and Professional Development
5. Administration
Early Learning and Development Standards
1. Physical Health and Motor Development
2. Social and Emotional Development
3. Language Development
4. Literacy
5. Cognitive Development
6. Mathematics
7. Science
8. Social Studies
9. Creative Arts
South Carolina
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
6. Promotion of Safety, Health and Wellness
7. Sustained Student Attendance and Access
8. Ongoing Assessment and Improvement
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
South Dakota
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
1. Child growth and development
2. Detecting and reporting child abuse and neglect
3. Guidance and behavior management
4. Food handling techniques
5. Identification and prevention of communicable diseases
6. Program health and safety
7. Nutrition for children
8. Program management and regulation
9. Communication and relations with staff
10. Cultural diversity
11. Learning environments
12. Age-appropriate activities and planning
13. Professionalism
14. Partnerships with parents
15. Inclusion of all children
16. Basic first aid
Tennessee
Afterschool Network Quality Standards
1. Environment
2. Relationships
3. Community Involvement
4. Programming
5. Health
6. Administration
Early Childhood Professional Learning Categories
1. Learning Communities
2. Leadership
3. Resources
4. Data
5. Learning Designs
6. Implementation
7. Outcomes
Texas
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (3) Age-appropriate curriculum
Annual Training (4) Teacher-child interaction
In-Service 1. Recognizing and preventing shaken baby syndrome and abusive head trauma
In-Service 2. Understanding and using safe sleep practices and preventing sudden infant death syndrome (SIDS)
In-Service 3. Understanding early childhood brain development.
Pre-Service 1. Developmental stages of children
Pre-Service 2. Age-appropriate activities for children
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 4. Fostering children’s self-esteem
Pre-Service 5. Supervision and safety practices in the care of children
Pre-Service 6. Positive interaction with children
Pre-Service 7. Preventing and controlling the spread of communicable diseases, including immunizations.
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
1. Safety, Health and Nutrition
2. Staff and Volunteer Management
3. Programming and Activities
4. Diversity and Inclusion in Programming
5. Family Engagement and Community Partnerships
6. Relationships and Interactions
7. School Linkages
8. Program Sustainability, Evaluation and Awareness In-Service
Utah
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
2. Offer a blend of academic and developmental skill-building activities
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
Early Childhood: Child Care Center Training Topics
4. Children with special needs
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
8. Prevention of shaken baby syndrome and abusive head trauma, and coping with crying babies
9. Prevention of sudden infant death syndrome (SIDS) and use of safe sleeping practices
Vermont
Child Care Training Regulations
1. Child Development
2. Routine and emergency health protection of children including health related exclusions
4. Positive behavior management
5. Curriculum development policies and responsibilities
6. Supervision of children
7. Child accident and injury procedures including building and physical premises safety
8. Safe sleep practices
9. Requirements for administration and storage of medications
10. Emergency Response Plan and emergency procedures
12. Nutrition and food safety including prevention and response to emergencies due to food and allergic reactions
13. Recordkeeping, including daily attendance procedures
16. Release of children
17. Respectful engagement of families, including daily communication with parents about their child’s activities
18. Preventing, recognizing, and reporting child abuse and neglect
19. Recognition and response to the symptoms of common childhood illnesses
21. Providing developmentally appropriate activities and experiences for children
22. Inclusion of children with special needs
23. Guidelines for volunteers, (partner staff, auxiliary staff, business managers)
25. Staffing plans and definitions of related duties to include opening and closing procedures
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
2. Health, Safety, and Environment
3. Programming and Activities
4. Youth Leadership and Engagement
5. Family, School, and Community
6. Cultural Competency, Responsiveness, and Inclusion
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
9. Administration and Program Management
Virginia
Child Care VA Standards
1. Emergency Preparedness
3. Food and Allergic Reactions
4. Shaken Baby Syndrome/Abusive Head Trauma
5. Safe Sleep and SUIDS Prevention
6. Safe Spaces
10. Inclusion of All Children
12. Recognition and Reporting of Child Abuse and Neglect
13. Foundations of Child Development and Approaches to Learning
Virginia Partnership for Out-of-School Time Quality Standards
1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
4. Continuous Improvement
5. Active & Engaged Learning
6. Linkages to the School-Day & SOL Standards
7. Health, Nutrition & Physical Fitness
8. Environment (Indoor & Outdoor Spaces)
Washington
Department of Children, Youth & Families: Child Care Provider Training Requirements
1. Child/adolescent growth and development
2. Learning environment and curriculum
3. Child observation and assessment
4. Families, communities, and schools
5. Safety and wellness
6. Interactions with children/youth
7. Program planning and development
8. Professional development and leadership
9. Cultural competency and responsiveness
10. Youth empowerment
11. Other training as appropriate
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
6. Identifying their own strengths and recognizing areas for growth
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
West Virginia
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
2. Child and youth development
3. Child safety, abuse, and neglect
West Virginia Afterschool Program Quality Standards
1. Administration
2. Diversity, Equity and Inclusion
3. Family, School and Community Connection
4. Health, Safety and Nutrition
5. Indoor and Outdoor Environments
6. Intentional Relationships
7. Leadership and Professionalism
8. Activities
Wisconsin
Division of Early Care and Education: Staff Development
a. Prevention and control of infectious diseases
c. Prevention of and response to emergencies due to food and allergic reactions
e. Building and physical premises safety
i. Child growth and development
j. Caring for children with disabilities
k. Guiding children’s behavior
L. Nutrition
m. Physical activity
o. Identification and reporting of suspected child abuse or neglect
r. Business operations
s. Any other topic that promotes child development or protects children’s health or safety
Wyoming
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
3. Relationships
4. Child and Youth Engagement
5. Families and Communities
6. Safety, Health, and Wellness
7. Leadership and Administration
8. Professional Development
All Alabama Compliance Categories
Afterschool Quality Standards
1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
4. Family and Community Partnerships
5. Programming and Alignment with Regular School Day Learning
6. Administration and Organizational Development
7. Staffing and Professional Development
8. Evaluation for Continuous Quality Improvement
Standards of Early Learning and Development
1. Childhood Development
2. Health, Safety and Universal Precautions
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
5. Language Development
6. Positive Discipline and Guidance
All Alaska Compliance Categories
Department of Education and Early Development (DEED)
Annual Requirements: 1. Precautions Against Blood Borne Pathogens Trainings
Annual Requirements: 2. Special Education Training for Aides
Biennial and Quadrennial Requirements: 1. Domestic Violence & Sexual Assault Training for Educators
Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Biennial and Quadrennial Requirements: 4. Mandates Reporters of Child Abuse and Neglect
Mandatory Trainings: 1. Sexual abuse awareness and prevention
Mandatory Trainings: 2. Alcohol or drug-related disabilities
Mandatory Trainings: 3. Dating violence awareness and prevention (Must be approved by DEED)
Periodic Requirements: 2. Special Education Training for Staff
Teacher Certification Requirements: 2. Domestic Violence & Sexual Assault Training for Educators (eLearning course: Domestic Violence & Sexual Assault Training for Educators)
All Arizona Compliance Categories
Early Childhood Education Professional Learning Standards
A. Child Growth and Development
B. Health and Safety Issues
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 Out-of-School Time Programs
A. Safe and Healthy Environments
B. Positive Relationships
C. Intentional Programming and Activities
D. Equity and Inclusion
E. Family, School and Community Engagement
F. Program Management
G. Program Evaluation and Data
All Arkansas Compliance Categories
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
1. Proper supervision of children
2. Behavioral guidance practices
3. Safe sleep practices for infants
4. Shaken baby syndrome; which includes prevention (Carter's Law, Act 1208)
5. Appropriately responding to a crying or fussy infant or child
7. Mandated reporter training
8. Administering medication
14. Nutrition and physical activities
16. Basic child development
Standards for Quality Afterschool Programs
1. Safe and Appropriate Program Environments and Facilities
2. Ongoing Training and Staff Development
3. Program Monitoring and Evaluation
4. Positive Youth Development
5. Community Partnerships
6. Sustainability Planning
Workforce Knowledge and Competencies
1. Child Growth and Development (CGD)
2. Alignment with CDELS
2. Learning Environment and Curriculum (LEC)
3. Positive Interactions (PI)
4. Family Engagement (FE)
5. Child Observation and Assessment (COA)
6. Health, Safety and Nutrition (HSN)
7. Professionalism and Leadership (PL)
8. Collaborative Program Management – (CPM)
All California Compliance Categories
ECE Competencies
1. Child Development and Learning
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
5. Dual-Language Development
6. Observation, Screening, Assessment and Documentation
7. Special Needs and Inclusion
8. Learning Environments and Curriculum
9. Health, Safety, and Nutrition
10. Leadership in Early Childhood Education
11. Professionalism
12. Administration and Supervision
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
2. Active and Engaged Learning
3. Skill Building
4. Youth Voice and Leadership
5. Healthy Choices and Behaviors
6. Diversity, Access and Equity
7. Quality Staff
8. Clear Vision, Mission and Purpose
9. Collaborative Partnerships
10. Continuous Quality Improvement
11. Program Management
12. Sustainability
All Colorado Compliance Categories
Academic Standards: Essential Skills
1. Entrepreneurial Skills
2. Personal Skills
3. Civic/Interpersonal Skills
4. Professional Skills
Competencies for Early Childhood Educators and Administrators
1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
2. Child observation and assessment
3. Family and community partnership
4. Guidance
5. Health, safety and nutrition
6. Professional development and leadership
7. Program planning and development
8. Teaching practices
OST Quality Guidelines
1. Diverstiy, Equity, and Inclusion
2. Assessment and Evaluation
3. Human Relationships
4. Partnerships
5. Staff Qualifications and Training
6. Youth Development and Engagement
7. Health and Safety Guidelines
All Connecticut Compliance Categories
After School Network
1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
3. Environment
4. Activities and Programming
5. Safety
6. Staffing/Professional Development
7. Administration/Organization
8. Sustainability and Evaluation
Early Learning and Development Standards
1. Early Childhood Education and Child Development
2. Licensing and regulations
3. Health Issues
4. Nutrition
6. Social Services
7. Child Abuse Laws
8. Programming for Children with Disabilities or Special Health Care Needs
All Delaware Compliance Categories
Early Childhood Educator Requirements: Birth to Second Grade
1. Child development
2. Developmental curriculum planning/ environment and curriculum
3. Observation and assessment
4. Positive behavior management/social-emotional development
5. Health, safety, physical activity, and nutrition
6. Family and community
7. Professionalism
8. Management and administration
All Florida Compliance Categories
Department of Children and Families (Annual In-Service Training)
1. Health and safety
5. Child development – typical and atypical
6. Child transportation and safety
7. Behavior management
8. Working with families
9. Design and use of child-oriented space
10. Community, health and social service resources
11. Child abuse
12. Child care for multilingual children
13. Working with children with disabilities in child care
15. Literacy
16. Guidance and discipline
17. Computer technology
18. Leadership development/program management and child care personnel supervision
19. Age-appropriate lesson planning
20. Homework assistance for school-age care
22. Developing special interest centers/spaces and environments
23. Other course areas relating to child care or child care management
Standards for Quality Afterschool Programs
1. Administration and Organization
2. Program Management and Staff
3. Communication and Interaction
4. Program Structure and Activities
5. Health, Safety and Nutrition
6. Program Environment
7. Family and Community Involvement
All Georgia Compliance Categories
Afterschool & Youth Development Standards
1. Programming & Youth Development
2. Linkages with the School Day
3. Environment & Climate
4. Relationships
5. Health & Well Being
6. Staffing & Professional Development
7. Organizational Practices
8. Evaluation & Outcomes
9. Family & Community Partnerships
Early Care and Education Professional Competency Goals for Directors
a. Early learning standards
b. Business management
c. Communication
d. Developmentally appropriate practices
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff
Early Care and Education Professional Competency Goals for Staff
1. Child development, including discipline, guidance, nutrition, injury control and safety
2. Health, including sanitation, disease control, cleanliness, detection and disposition of illness
3. Child abuse and neglect, including identification and reporting, and meeting the needs of abused and/or neglected children
4. Business related topics, including parental communication, recordkeeping, etc.
All Hawaii Compliance Categories
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
3a. Program Administration for Staff
3b. Policies and Procedures
3c. Health, Safety, and Emergencies
3d. Evaluation and Data
Quality Afterschool Guidelines
1. Quality Environments
2. Supporting Children and Youth
3. Engaging Families
4. Safe Environments
5. Commitment to Quality
6. Quality Staff
8. Physical Activity
9. Hawai'i Nei (Culture & History)
All Idaho Compliance Categories
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
8. Youth Safety and Wellness
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
2. Understanding Child Development in Relation to Disabilities
3. Building Relationships with Families
4. Preparing for and Including Young Children in the Child Care Setting
5. Community Services for Young Children with Disabilities (including Early Intervention services)
a. Introduction to Inclusive Child Care
b. Understanding Child Development in Relation to Disabilities
c. Building Relationships with Families
d. Preparing for and Including Young Children in the Child Care Setting
e. Community Services for Young Children with Disabilities (including Early Intervention services)
All Illinois Compliance Categories
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
2. Safety, Health, and Nutrition
3. Administration
4. Professional Development and Qualifications
5. Family and Community Partnerships
6. Youth Development, Programming, and Activities
7. Partnerships with Schools
All Indiana Compliance Categories
Afterschool Standards
1. Human Relationships
2. Indoor and Outdoor Environments
3. Programming and Activities
4. Safety, Health, and Nutrition
5. Administration
Core Knowledge and Competencies
1. Child and Youth Growth and Development
2. Health, Safety and Nutrition
3. Observation and Assessment
4. Learning Environment and Curriculum
5. Family and Community Engagement
6. Leadership and Professionalism
7. Organizational Development and Administration
All Iowa Compliance Categories
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
5. Strategies to manage an effective program operation
6. Maintaining a commitment to professionalism
7. Observing and recording children’s behavior
8. Principles of child growth and development
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)
5. Strategies to manage an effective program operation (includes business practices)
6. Maintaining a commitment to professionalism
7. Observing and recording children’s behavior
8. Principles of child growth and development
All Kansas Compliance Categories
Afterschool Program Quality Guidelines
1. Operations
2. Programming
3. Relationships
4. Family Involvement
5. Professional Development
All Kentucky Compliance Categories
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 IX: Demonstrates Implementation of Technology
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
All Louisiana Compliance Categories
Afterschool Program Quality Institute
1. Environment
2. Relationships and Connections
3. Programming
4. Youth Participation and Engagement
5. Emergency Preparedness
Early Childhood - Continuing Education
1. Child Development
2. Child Guidance
3. Child Abuse Prevention
4. Emergency Preparation
5. Licensing Regulations
6. Learning Activities
7. Health and Safety
11. Management/Administrative Education
All Maine Compliance Categories
Afterschool Network
1. Guidance toward healthy relationships
2. Child and adolescent development
3. Health, wellness, and safety
4. Observation and assessment
5. Curriculum and activities
6. Learning environment
7. Program planning and evaluation
8. Cross-cultural competence
9. Connecting with families, schools, and communities
10. Professionalism
Child Care Training & Education
Standard 1: Learning Environment/Developmentally Appropriate Practice
Standard 2: Program Evaluation
Standard 3: Staff Qualifications and Professional Development
Standard 4: Administration and Business Practices
Standard 5: Family Engagement and Partnership
Standard 6: Child and Youth Assessment
Standard 7: Health, Safety, Nutrition, and Physical Activity
All Maryland Compliance Categories
Child Care Core of Knowledge
1. Child Development
2. Curriculum
3. Health, Safety, and Nutrition
4. Special Needs
5. Professionalism
6. Community
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
All Massachusetts Compliance Categories
Department of Early Education & Care Standards
1. Child Growth and Development, Birth - 8 Years
2. Planning Programs and Environments for Young Children
3. Curriculum for Early Childhood Settings
4. Child and Classroom Management
5. Advanced or Specialized Early Childhood Education or Development
6. Children with Special Needs, Birth - 16 years
7. Infant and Toddler Development, Care, and Program Planning
8. Health and Safety in Early Childhood
9. Family and Community
10. Supervision or Staff Development in Early Childhood Education
11. Child Observation, Documentation and Assessment
12. Child Care Administration
a. Diverse Learners
All Michigan Compliance Categories
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
1. Child development and learning
2. Health, safety, and nutrition
3. Family and community collaboration
4. Program management
5. Teaching and learning
6. Observation, documentation, and assessment
7. Interactions and guidance
8. Child care center administrative rules
MOST (Michigan Out-of-School Time) Standards of Quality
1. Health, Safety
2. Human Relationships
3. Program Staffing
4. Indoor and Outdoor Environments
5. Program Activities
6. Administration
7. Single-Purpose Programs
All Minnesota Compliance Categories
Ignite Afterschool
1. Intentional Program Design
2. Supportive Relationships and Environments
3. Youth Voice and Leadership
4. Responsiveness to Culture and Identity
5. Community Family and Engagement
6. Organizational Management, Staff Support and Youth Safety
Teachers of Early Childhood Education Subject Matter Standards
1. Child Development and Learning
2. Developmentally appropriate learning experiences
3. Relationships with families
4. Assessment, evaluation, and individualization
5. Historical and contemporary development of early childhood education
6. Professionalism
7. Health, safety, and nutrition
8. Application through clinical experiences
All Mississippi Compliance Categories
The National Association for the Education of Young Children (NAEYC) Training
1. Health and safety
2. Child growth and development
3. Nutrition
4. Planning learning activities
5. Guidance and discipline techniques
6. Linkages with community services
7. Communications and relations with families
8. Detection of child abuse
9. Advocacy for early childhood programs
10. Professional issues
All Missouri Compliance Categories
Afterschool Program Standards
Program Content
Program Management
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
7. Health and Safety
8. Professional Development and Leadership
All Montana Compliance Categories
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
2. Active & Engaged Learning
3. Skill Building
4. Positive & Empowering Relationships
5. Youth Voice & Leadership
6. Healthy Choices & Behaviors
7. Inclusion & Access
8. Cultural Responsiveness
9. Quality Staff
10. Clear Vision, Mission & Purpose
11. Collaborative Relationships
12. Continuous Quality Improvement
13. Program Management
14. Sustainability
All National Compliance Categories
National Afterschool Association Competencies
1. Child and Youth Growth and Development
2. Learning Environment and Curriculum
3. Child/Youth Observation and Assessment
4. Interactions with Children and Youth
5. Youth Engagement
6. Cultural Competency and Responsiveness
7. Family, School, and Community Relationships
8. Safety and Wellness
9. Program Planning and Development
10. Professional Development and Leadership
All Nebraska Compliance Categories
Core Competencies for Early Childhood Professionals
1. Safe Environments
2. Healthy Environments
3. Learning Environments
4. Physical Development
5. Cognitive Learning
6. Communication
7. Creative Learning
8. Self-Esteem
9. Social Development
10. Guidance
11. Family Relationships
12. Program Management
13. Professionalism
All Nevada Compliance Categories
Department of Education: Standards for Professional Development
a. Child development and learning
b. Language and literacy
f. Strategies for working with children with disabilities
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
h. Culturally and linguistically responsive pedagogy
i. Play theory and creativity
Quality Standards for Nevada OST Programs
a. Youth Development & Social Emotional Learning
b. Health, Safety and Security of the Physical Environment
c. Program Management & Professional Development
d. Program Structure, Curriculum & Activities
All New Hampshire Compliance Categories
Childcare Program: Continuing Education
1. Child development
2. Health and safety or fire safety
3. Caring for children with exceptionalities
4. Nutrition
5. Any child care related courses sponsored or funded by the department
6. Indoor and outdoor learning environments
7. Behavior guidance
8. Leadership, child care administration, or mentoring
9. Financial management
10. Working with families
11. Legal issues in child care
12. Child abuse and neglect
All New Jersey Compliance Categories
Afterschool & Out-of-School Time Professional Network
1. Administration
2. Healthy Behaviors: Nutrition and Physical Activity
3. Human Relationships
4. Indoor and Outdoor Environment
5. Programming and Activities
6. Safety and Environmental Health
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
ii. Positive guidance and discipline
iii. Nutrition and good eating habits
iv. Family involvement and communication with families
v. Program planning and development
vi. Creating a classroom environment
vii. Health and safety procedures, including recognition of illness and disease and training in basic infection control techniques
viii. Physical education or recreational activities for children
All New Mexico Compliance Categories
Early Childhood Education and Care Department
1. Child growth, development, and learning
2. Health, safety, nutrition, and infection control
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
1. Environmental Safety
2. Health, Nutrition and Physical Activity
3. Relationships
4. Family and Community Partnerships
5. Cultural Relevance
6. Programming
7. Administration and Organizational Development
8. Staffing and Professional Development
9. Evaluation for Continuous Quality Improvement
All New York Compliance Categories
Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate
2. Administration & Organization
3. Relationships
4. Staffing & Professional Development
5. Programming & Activities
6. Establishes Strong Links to the School Day
7. Youth Participation & Engagement to Care
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth
10. Measuring Outcomes & Evaluation
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.
2. Ability to comply with applicable safety and emergency requirements.
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
1. Principles of Childhood Development
2. Nutrition and Health Needs of Infants and Children
3. Child Day Care Program Development
4. Safety and Security Procedure
5. Business Record Maintenance and Management
6. Child Abuse and Maltreatment Identification and Prevention
7. Statutes and Regulations Pertaining to Care
8. Statutes and Regulations Pertaining to Child Abuse & Maltreatment
9. Education and Information on the Identification, Diagnosis and Prevention of Shaken Baby Syndrome
10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
All North Carolina Compliance Categories
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
b. Steps to advance children's physical and intellectual development
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
g. Observing and recording children's behavior
h. Principles of child growth and development
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
Goals for Program Participants
All North Dakota Compliance Categories
Quality Standards for OST Programs
1: Health and Safety
2: Relationships and Interactions
3: Youth-Centered Program Design
4: Leadership and Management
All Ohio Compliance Categories
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
All Oklahoma Compliance Categories
Afterschool Network 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
6. Promotion of Safety, Health and Wellness
7. Sustained Student Attendance and Access
8. Ongoing Assessment and Improvement
Core Competencies for Early Childhood Practitioners
1. Child growth and development
2. Health, safety and nutrition
3. Child observation and assessment
4. Family and community partnerships
5. Learning environments and curriculum
6. Interactions with children
7. Program planning, development and evaluation
8. Professionalism and leadership
All Oregon Compliance Categories
Department of Early Learning and Care: Training
1. Diversity
2. Family and Community Systems
3. Human Growth and Development
4. Health Safety and Nutrition
5. Learning Environments and Curriculum
6. Observation and Assessment
7. Personal, Professional & Leadership Development
8. Program Management
9. Special Needs
10. Understanding and Guiding Behavior
All Pennsylvania Compliance Categories
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
1: Structure and Management
2. Positive Connections
3. Safety and Health
4. Activities
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 1: Child Development and Learning in Context
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 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Standard 6: Professionalism as an Early Childhood Educator
All Rhode Island Compliance Categories
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
2. Relationships
3. Programming and Activities
4. Staffing and Professional Development
5. Administration
Early Learning and Development Standards
1. Physical Health and Motor Development
2. Social and Emotional Development
3. Language Development
4. Literacy
5. Cognitive Development
6. Mathematics
7. Science
8. Social Studies
9. Creative Arts
All South Carolina Compliance Categories
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
6. Promotion of Safety, Health and Wellness
7. Sustained Student Attendance and Access
8. Ongoing Assessment and Improvement
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
All South Dakota Compliance Categories
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
1. Child growth and development
2. Detecting and reporting child abuse and neglect
3. Guidance and behavior management
4. Food handling techniques
5. Identification and prevention of communicable diseases
6. Program health and safety
7. Nutrition for children
8. Program management and regulation
9. Communication and relations with staff
10. Cultural diversity
11. Learning environments
12. Age-appropriate activities and planning
13. Professionalism
14. Partnerships with parents
15. Inclusion of all children
16. Basic first aid
All Tennessee Compliance Categories
Afterschool Network Quality Standards
1. Environment
2. Relationships
3. Community Involvement
4. Programming
5. Health
6. Administration
Early Childhood Professional Learning Categories
1. Learning Communities
2. Leadership
3. Resources
4. Data
5. Learning Designs
6. Implementation
7. Outcomes
All Texas Compliance Categories
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (3) Age-appropriate curriculum
Annual Training (4) Teacher-child interaction
In-Service 1. Recognizing and preventing shaken baby syndrome and abusive head trauma
In-Service 2. Understanding and using safe sleep practices and preventing sudden infant death syndrome (SIDS)
In-Service 3. Understanding early childhood brain development.
Pre-Service 1. Developmental stages of children
Pre-Service 2. Age-appropriate activities for children
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 4. Fostering children’s self-esteem
Pre-Service 5. Supervision and safety practices in the care of children
Pre-Service 6. Positive interaction with children
Pre-Service 7. Preventing and controlling the spread of communicable diseases, including immunizations.
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
1. Safety, Health and Nutrition
2. Staff and Volunteer Management
3. Programming and Activities
4. Diversity and Inclusion in Programming
5. Family Engagement and Community Partnerships
6. Relationships and Interactions
7. School Linkages
8. Program Sustainability, Evaluation and Awareness In-Service
All Utah Compliance Categories
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
2. Offer a blend of academic and developmental skill-building activities
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
Early Childhood: Child Care Center Training Topics
4. Children with special needs
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
8. Prevention of shaken baby syndrome and abusive head trauma, and coping with crying babies
9. Prevention of sudden infant death syndrome (SIDS) and use of safe sleeping practices
All Vermont Compliance Categories
Child Care Training Regulations
1. Child Development
2. Routine and emergency health protection of children including health related exclusions
4. Positive behavior management
5. Curriculum development policies and responsibilities
6. Supervision of children
7. Child accident and injury procedures including building and physical premises safety
8. Safe sleep practices
9. Requirements for administration and storage of medications
10. Emergency Response Plan and emergency procedures
12. Nutrition and food safety including prevention and response to emergencies due to food and allergic reactions
13. Recordkeeping, including daily attendance procedures
16. Release of children
17. Respectful engagement of families, including daily communication with parents about their child’s activities
18. Preventing, recognizing, and reporting child abuse and neglect
19. Recognition and response to the symptoms of common childhood illnesses
21. Providing developmentally appropriate activities and experiences for children
22. Inclusion of children with special needs
23. Guidelines for volunteers, (partner staff, auxiliary staff, business managers)
25. Staffing plans and definitions of related duties to include opening and closing procedures
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
2. Health, Safety, and Environment
3. Programming and Activities
4. Youth Leadership and Engagement
5. Family, School, and Community
6. Cultural Competency, Responsiveness, and Inclusion
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
9. Administration and Program Management
All Virginia Compliance Categories
Child Care VA Standards
1. Emergency Preparedness
3. Food and Allergic Reactions
4. Shaken Baby Syndrome/Abusive Head Trauma
5. Safe Sleep and SUIDS Prevention
6. Safe Spaces
10. Inclusion of All Children
12. Recognition and Reporting of Child Abuse and Neglect
13. Foundations of Child Development and Approaches to Learning
Virginia Partnership for Out-of-School Time Quality Standards
1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
4. Continuous Improvement
5. Active & Engaged Learning
6. Linkages to the School-Day & SOL Standards
7. Health, Nutrition & Physical Fitness
8. Environment (Indoor & Outdoor Spaces)
All Washington Compliance Categories
Department of Children, Youth & Families: Child Care Provider Training Requirements
1. Child/adolescent growth and development
2. Learning environment and curriculum
3. Child observation and assessment
4. Families, communities, and schools
5. Safety and wellness
6. Interactions with children/youth
7. Program planning and development
8. Professional development and leadership
9. Cultural competency and responsiveness
10. Youth empowerment
11. Other training as appropriate
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
6. Identifying their own strengths and recognizing areas for growth
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
All West Virginia Compliance Categories
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
2. Child and youth development
3. Child safety, abuse, and neglect
West Virginia Afterschool Program Quality Standards
1. Administration
2. Diversity, Equity and Inclusion
3. Family, School and Community Connection
4. Health, Safety and Nutrition
5. Indoor and Outdoor Environments
6. Intentional Relationships
7. Leadership and Professionalism
8. Activities
All Wisconsin Compliance Categories
Division of Early Care and Education: Staff Development
a. Prevention and control of infectious diseases
c. Prevention of and response to emergencies due to food and allergic reactions
e. Building and physical premises safety
i. Child growth and development
j. Caring for children with disabilities
k. Guiding children’s behavior
L. Nutrition
m. Physical activity
o. Identification and reporting of suspected child abuse or neglect
r. Business operations
s. Any other topic that promotes child development or protects children’s health or safety
All Wyoming Compliance Categories
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
3. Relationships
4. Child and Youth Engagement
5. Families and Communities
6. Safety, Health, and Wellness
7. Leadership and Administration
8. Professional Development
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OST Alignment – Part 1: Collaboration and Partnerships
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Suicide Prevention
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Virtual Youth Engagement
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