OST Alignment – Part 1: Collaboration and Partnerships

This course satisfies these child care training requirements:

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• Child Care Training Regulations: 1. Child Development
• Child Care Training Regulations: 5. Curriculum development policies and responsibilities
• Child Care Training Regulations: 17. Respectful engagement of families, including daily communication with parents about their child’s activities
• Child Care Training Regulations: 22. Inclusion of children with special needs
• Vermont: Child Care Training Regulations
• : Vermont

• Early Care and Education Knowledge Base: 1. Child Development
• Early Care and Education Knowledge Base: 2. Family and community partnerships
• Early Care and Education Knowledge Base: 3. Observation, documentation and assessment
• Early Care and Education Knowledge Base: 4. Teaching and engagement
• Early Care and Education Knowledge Base: 5. Curriculum and learning environment
• Early Care and Education Knowledge Base: 6. Professionalism
• Montana: Early Care and Education Knowledge Base
• : Montana

• Childcare Program: Continuing Education: 1. Child development
• Childcare Program: Continuing Education: 6. Indoor and outdoor learning environments
• Childcare Program: Continuing Education: 8. Leadership, child care administration, or mentoring
• Childcare Program: Continuing Education: 10. Working with families
• Childcare Program: Continuing Education: 12. Child abuse and neglect
• New Hampshire: Childcare Program: Continuing Education
• : New Hampshire

• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 1. Child development and learning
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 3. Family and community collaboration
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 4. Program management
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 6. Observation, documentation, and assessment
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 8. Child care center administrative rules
• Michigan: Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
• : Michigan

• Teachers of Early Childhood Education Subject Matter Standards: 1. Child Development and Learning
• Teachers of Early Childhood Education Subject Matter Standards: 3. Relationships with families
• Teachers of Early Childhood Education Subject Matter Standards: 4. Assessment, evaluation, and individualization
• Teachers of Early Childhood Education Subject Matter Standards: 6. Professionalism
• : Minnesota
• Minnesota: Teachers of Early Childhood Education Subject Matter Standards

• Early Care & Education Professional Development Content Areas: 1. Child Development and Learning in Context
• Early Care & Education Professional Development Content Areas: 2. Families - Teacher Partnerships and Community Connections
• Early Care & Education Professional Development Content Areas: 3. Child Observation, Documentation, and Assessment
• Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Early Care & Education Professional Development Content Areas: 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
• Early Care & Education Professional Development Content Areas: 6. Professionalism as an Early Childhood Educator
• Early Care & Education Professional Development Content Areas: 8. Professional Development and Leadership
• Missouri: Early Care & Education Professional Development Content Areas
• : Missouri

• Core Competencies for Early Childhood Practitioners: 1. Child growth and development
• Core Competencies for Early Childhood Practitioners: 4. Family and community partnerships
• Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
• Core Competencies for Early Childhood Practitioners: 7. Program planning, development and evaluation
• Core Competencies for Early Childhood Practitioners: 8. Professionalism and leadership
• Oklahoma: Core Competencies for Early Childhood Practitioners
• : Oklahoma

• All Staff Annual Training: 1. Child growth and development
• Director Annual Training: 1. Curriculum
• All Staff Annual Training: 2. Social and Emotional Development
• Director Annual Training: 4. Child Guidance
• Director Annual Training: 5. Professional Development
• All Staff Annual Training: 6. Professional Development
• All Staff Annual Training: 7. Program Administration
• South Carolina: All Staff Annual Training
• South Carolina: Director Annual Training
• : South Carolina

• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 1. Child growth and development
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 8. Program management and regulation
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 12. Age-appropriate activities and planning
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 13. Professionalism
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 14. Partnerships with parents
• South Dakota: Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
• : South Dakota

• Early Childhood Education and Care Department: 1. Child growth, development, and learning
• Early Childhood Education and Care Department: 3. Family and community collaboration
• Early Childhood Education and Care Department: 4. Developmentally appropriate content
• Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
• Early Childhood Education and Care Department: 6. Assessment of children and programs
• Early Childhood Education and Care Department: 7. Professionalism
• New Mexico: Early Childhood Education and Care Department
• : New Mexico

• Department of Children, Youth & Families: Child Care Provider Training Requirements: 1. Child/adolescent growth and development
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 4. Families, communities, and schools
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 7. Program planning and development
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 8. Professional development and leadership
• Washington: Department of Children, Youth & Families: Child Care Provider Training Requirements
• : Washington

• B-3 Continuum: 1. Community Partnerships
• B-3 Continuum: 2. Comprehensive Services
• B-3 Continuum: 3. Family Engagement & Parent Leadership
• B-3 Continuum: 4. Supported Transitions
• B-3 Continuum: 5. Joint Professional Development
• B-3 Continuum: 6. Aligned Curriculum and Instruction
• B-3 Continuum: 7. Aligned Assessments
• B-3 Continuum: 8. Data-driven Improvement
• Illinois: B-3 Continuum
• : Illinois

• Career Development: 1. Ethics and professionalism in child care
• Family/Community Relations: 1. Working with parents and families
• Career Development: 4. Using child care tools
• Family/Community Relations: 6. Community needs assessment
• Child Growth and Development: 6. Social/emotional development
• Career Development: 6. Strategic leadership and planning
• Child Growth and Development: 10. Family/Community Relations
• Ohio: Career Development
• Ohio: Child Growth and Development
• Ohio: Family/Community Relations
• : Ohio

• 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.
• NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• School Age Child Care: 3. Child Day Care Program Development
• NYC DYCD Core Competencies for Youth Work Professionals: 4. Ability to foster academic and non-academic skills and broaden participant horizons.
• School Age Child Care: 5. Business Record Maintenance and Management
• NYC DYCD Core Competencies for Youth Work Professionals: 7. Ability to develop leadership, team-building and self-advocacy skills among participants.
• NYC DYCD Core Competencies for Youth Work Professionals: 8. Ability to behave professionally.
• : New York
• New York: NYC DYCD Core Competencies for Youth Work Professionals
• New York: School Age Child Care

• Early Childhood Professional Learning Categories: 1. Learning Communities
• Early Childhood Professional Learning Categories: 2. Leadership
• Early Childhood Professional Learning Categories: 3. Resources
• Early Childhood Professional Learning Categories: 5. Learning Designs
• Early Childhood Professional Learning Categories: 6. Implementation
• Tennessee: Early Childhood Professional Learning Categories
• : Tennessee

• Core Knowledge and Competencies for Early Childhood Professionals: 1. Management
• West Virginia: Core Knowledge and Competencies for Early Childhood Professionals
• : West Virginia

• Hawaii: 1. Pilina (Relationships)
• 1. Pilina (Relationships): 1c. Pilina (Relationships) between program and ʻāina & place
• Hawaii: 2.Learning and Development
• 2.Learning and Development: 2a. Youth Learning and Development
• 2.Learning and Development: 2b. Staff Professional Development and Leadership
• Hawaii: 3. Administration of Program
• 3. Administration of Program: 3a. Program Administration for Staff
• 3. Administration of Program: 3b. Policies and Procedures
• : Hawaii

• Child Care Centers Professional Growth and Development Training Requirements: 1. Planning a safe, healthy learning environment (includes nutrition)
• Child Care Centers Professional Growth and Development Training Requirements: 2. Steps to advance children’s physical and intellectual development
• Child Care Centers Professional Growth and Development Training Requirements: 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• Child Care Centers Professional Growth and Development Training Requirements: 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
• Child Care Centers Professional Growth and Development Training Requirements: 6. Maintaining a commitment to professionalism
• Iowa: Child Care Centers Professional Growth and Development Training Requirements
• : Iowa

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

• Program Quality Practices: 2. Assessment, Planning, and Improvement
• Program Quality Practices: 4. Child and Youth Engagement
• Program Quality Practices: 5. Families and Communities
• Program Quality Practices: 7. Leadership and Administration
• Program Quality Practices: 8. Professional Development
• Wyoming: Program Quality Practices
• : Wyoming

• The National Association for the Education of Young Children (NAEYC) Training: 2. Child growth and development
• The National Association for the Education of Young Children (NAEYC) Training: 4. Planning learning activities
• The National Association for the Education of Young Children (NAEYC) Training: 6. Linkages with community services
• The National Association for the Education of Young Children (NAEYC) Training: 7. Communications and relations with families
• The National Association for the Education of Young Children (NAEYC) Training: 9. Advocacy for early childhood programs
• : Mississippi
• Mississippi: The National Association for the Education of Young Children (NAEYC) Training

• Critical Competencies: 2. Curriculum
• Maryland: Critical Competencies
• : Maryland

• Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
• : Delaware
• Delaware: Early Childhood Educator Requirements: Birth to Second Grade

• Department of Early Learning and Care: Training: 2. Family and Community Systems
• Department of Early Learning and Care: Training: 5. Learning Environments and Curriculum
• Department of Early Learning and Care: Training: 7. Special Needs
• Oregon: Department of Early Learning and Care: Training
• : Oregon

• Core Competencies for Early Childhood Professionals: 2. Healthy Environments
• Core Competencies for Early Childhood Professionals: 3. Learning Environments
• Core Competencies for Early Childhood Professionals: 5. Cognitive Learning
• Core Competencies for Early Childhood Professionals: 6. Communication
• Core Competencies for Early Childhood Professionals: 9. Social Development
• Core Competencies for Early Childhood Professionals: 10. Guidance
• Core Competencies for Early Childhood Professionals: 11. Family Relationships
• Core Competencies for Early Childhood Professionals: 12. Program Management
• Core Competencies for Early Childhood Professionals: 13. Professionalism
• Nebraska: Core Competencies for Early Childhood Professionals
• : Nebraska

• National Afterschool Association Competencies: 2. Learning Environment and Curriculum
• National Afterschool Association Competencies: 3. Child/Youth Observation and Assessment
• National Afterschool Association Competencies: 4. Interactions with Children and Youth
• National Afterschool Association Competencies: 5. Youth Engagement
• National Afterschool Association Competencies: 9. Program Planning and Development
• : National
• National: National Afterschool Association Competencies

• Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
• Massachusetts: Department of Early Education & Care Standards
• : Massachusetts

• Early Learning and Development Standards: 2. Social and Emotional Development
• Rhode Island: Early Learning and Development Standards
• : Rhode Island

• Quality Standards for OST Programs: 2: Relationships and Interactions
• Quality Standards for OST Programs: 4: Leadership and Management
• : North Dakota
• North Dakota: Quality Standards for OST Programs

• Competencies for Early Childhood Educators and Administrators: 3. Family and community partnership
• Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
• Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
• : Colorado
• Colorado: Competencies for Early Childhood Educators and Administrators

• Core Knowledge and Competencies: 3. Observation and Assessment
• Core Knowledge and Competencies: 4. Learning Environment and Curriculum
• Core Knowledge and Competencies: 5. Family and Community Engagement
• Core Knowledge and Competencies: 7. Organizational Development and Administration
• Indiana: Core Knowledge and Competencies
• : Indiana

• Early Care and Education Professional Competency Goals for Staff: 4. Business related topics, including parental communication, recordkeeping, etc.
• Early Care and Education Professional Competency Goals for Directors: b. Business management
• Early Care and Education Professional Competency Goals for Directors: c. Communication
• Early Care and Education Professional Competency Goals for Directors: d. Developmentally appropriate practices
• Early Care and Education Professional Competency Goals for Directors: e. Professional and leadership development
• Georgia: Early Care and Education Professional Competency Goals for Directors
• Georgia: Early Care and Education Professional Competency Goals for Staff
• Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff
• : Georgia

• ECE Competencies: 4. Family and Community Engagement
• ECE Competencies: 8. Learning Environments and Curriculum
• : California
• California: ECE Competencies

• Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
• Early Learning eGuidelines Competencies: a. Introduction to Inclusive Child Care
• Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
• Idaho: Early Learning eGuidelines Competencies
• : Idaho

• Standards of Early Learning and Development: 4. The Child Care Professional and the Family
• Standards of Early Learning and Development: 5. Language Development
• : Alabama
• Alabama: Standards of Early Learning and Development

• Early Childhood - Continuing Education: 6. Learning Activities
• Early Childhood - Continuing Education: 11. Management/Administrative Education
• Louisiana: Early Childhood - Continuing Education
• : Louisiana

• Department of Children and Families (Annual In-Service Training): 19. Age-appropriate lesson planning
• Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments
• Florida: Department of Children and Families (Annual In-Service Training)
• : Florida

• Child Care Facilities: Staff Development Topics: a. Planning a safe, healthy learning environment
• North Carolina: Child Care Facilities: Staff Development Topics
• Child Care Facilities: Staff Development Topics: i. Learning activities that promote inclusion of children with special needs
• : North Carolina

• Kansas: Afterschool Program Quality Guidelines
• Afterschool Program Quality Guidelines: I. Child/Adolescent Growth and Development
• Afterschool Program Quality Guidelines: III. Child/Adolescent Observation and Assessment
• Afterschool Program Quality Guidelines: IV. Interactions with Families and Communities
• : Kansas
• Afterschool Program Quality Guidelines: VII. Program Planning and Development
• Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership

• Early Childhood Education: Professional Development Areas: Annual Training (1) Child growth and development
• Early Childhood Education: Professional Development Areas: Annual Training (2) Guidance and discipline
• Texas: Early Childhood Education: Professional Development Areas
• Early Childhood Education: Professional Development Areas: Pre-Service 3. Positive guidance and discipline of children
• Early Childhood Education: Professional Development Areas: Pre-Service 5. Supervision and safety practices in the care of children
• Early Childhood Education: Professional Development Areas: Pre-Service 6. Positive interaction with children
• : Texas

• : Arizona
• Early Childhood Education Professional Learning Standards: C. Program administration, planning, development, or management
• Early Childhood Education Professional Learning Standards: D. Availability of community services and resources, including those available to children with special needs
• Arizona: Early Childhood Education Professional Learning Standards

• Maine: Child Care Training & Education
• : Maine
• Child Care Training & Education: Standard 1: Learning Environment/Developmentally Appropriate Practice

• New Jersey: Department of Children & Families: Staff Training Requirements for Childcare Centers
• Department of Children & Families: Staff Training Requirements for Childcare Centers: i. Child growth and development
• Department of Children & Families: Staff Training Requirements for Childcare Centers: iv. Family involvement and communication with families
• : New Jersey
• Department of Children & Families: Staff Training Requirements for Childcare Centers: v. Program planning and development
• Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment

• Nevada: Department of Education: Standards for Professional Development
• Department of Education: Standards for Professional Development: g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
• : Nevada

• Wisconsin: Division of Early Care and Education: Staff Development
• Division of Early Care and Education: Staff Development: i. Child growth and development
• Division of Early Care and Education: Staff Development: r. Business operations
• : Wisconsin

• Kentucky: Early Childhood Professional Development Framework
• : Kentucky
• Early Childhood Professional Development Framework: Standard I: Designs/Plans Instruction
• Early Childhood Professional Development Framework: Standard II: Creates/Maintains Environments
• Early Childhood Professional Development Framework: Standard III: Implements Instruction
• Early Childhood Professional Development Framework: Standard IV: Assesses & Communicates Learning Results
• Early Childhood Professional Development Framework: Standard V: Reflects/Evaluates Teaching/Learning
• Early Childhood Professional Development Framework: Standard VI: Collaborates with Colleagues/Families/Others
• Early Childhood Professional Development Framework: Standard VII: Engages in Professional Development
• Early Childhood Professional Development Framework: Standard VIII: Supports Families
• Early Childhood Professional Development Framework: Standard X: Provides Leadership Within School/Community/Profession

• : Pennsylvania
• Pennsylvania: Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 2: Family-Teacher Partnerships and Community Connections
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 6: Professionalism as an Early Childhood Educator