Community Schools , Meeting the Moment ,

Building Trust in School Communities

Build trustworthy relationships with colleagues and navigate challenges constructively.

Full Course Description

Foster a stronger, more cohesive school environment with our Building Trust in School Communities online course. Designed for teachers, coaches, activity specialists, directors, and school leaders, this 1.5-hour course provides key strategies for building trust and overcoming challenges with difficult colleagues. You’ll explore relational trust in education, learn techniques for fostering trust in your school community, and discover methods for recognizing excellence to enhance trust. By the end, you’ll be prepared to create a culture of respect and collaboration. Enroll today to start building a more connected and supportive school community.

This course will take approximately 1.5 hours to complete.

This course satisfies these child care training requirements:

West Virginia Afterschool Program Quality Standards

1. Administration
2. Diversity, Equity and Inclusion
3. Family, School and Community Connection
5. Indoor and Outdoor Environments
6. Intentional Relationships
7. Leadership and Professionalism

Core Knowledge and Competencies for Early Childhood Professionals

1. Management

Standards for Quality Afterschool Programs

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

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

8. Working with families
10. Community, health and social service resources
22. Developing special interest centers/spaces and environments

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
8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served

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

2. Learning environment and curriculum
4. Families, communities, and schools
7. Program planning and development
8. Professional development and leadership

B-3 Continuum

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

Statewide Afterschool Quality Standards

4. Professional Development and Qualifications
5. Family and Community Partnerships
7. Partnerships with Schools

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

1. Environment & Climate
2. Administration & Organization
3. Relationships
4. Staffing & Professional Development
6. Establishes Strong Links to the School Day
7. Youth Participation & Engagement to Care
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth

NYC DYCD Core Competencies for Youth Work Professionals

1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
4. Ability to foster academic and non-academic skills and broaden participant horizons.
6. Ability to promote responsible and healthy decision-making among all participants.
8. Ability to behave professionally.

School Age Child Care

1. Principles of Childhood Development
5. Business Record Maintenance and Management

Career Development

1. Ethics and professionalism in child care
6. Strategic leadership and planning
8. Marketing
9. Business practices

Family/Community Relations

1. Working with parents and families
3. Transitioning
6. Community needs assessment

Child Growth and Development

2. Interpersonal Relationships
10. Family/Community Relations

Child Growth and Development

2. Interpersonal Relationships
10. Family/Community Relations

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

Career Development
Child Growth and Development
Family/Community Relations

Quality Guidelines for Ohio's Afterschool Programs

Child Growth and Development

Afterschool Network Quality Standards

1. Foster positive relationships between program participants and staff

Afterschool Network

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

Child Care Training & Education

Standard 4: Administration and Business Practices

After School Program Quality Standards and Indicators

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

Afterschool Standards

1. Human Relationships

Core Knowledge and Competencies

5. Family and Community Engagement
6. Leadership and Professionalism

Early Childhood Professional Learning Categories

1. Learning Communities
2. Leadership
6. Implementation

Afterschool Network Quality Standards

2. Relationships
3. Community Involvement

Afterschool Network Best Practices

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

Core Competencies for Early Childhood Practitioners

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

Afterschool Alliance Best Practices

1. Prepared Staff
2. Intentional Programming
5. Development of Strong Community Partners
6. Promotion of Safety, Health and Wellness
7. Sustained Student Attendance and Access

Director Annual Training

5. Professional Development

All Staff Annual Training

6. Professional Development
7. Program Administration

Early Learning Staff Professional Development Areas

All Staff Annual Training
Director Annual Training

Afterschool & Youth Development Standards

1. Programming & Youth Development
2. Linkages with the School Day
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
9. Family & Community Partnerships

Early Care and Education Professional Competency Goals for Staff

4. Business related topics, including parental communication, recordkeeping, etc.

Early Care and Education Professional Competency Goals for Directors

b. Business management
c. Communication
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff

Quality Afterschool Guidelines

1. Quality Environments
3. Engaging Families
4. Safe Environments
5. Commitment to Quality
6. Quality Staff
9. Hawai'i Nei (Culture & History)

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
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

Guidelines for Afterschool, Summer, and Youth Development Programs

1. Relationships
5. Family, School, and Community
8. Staff and Professional Development

Child Care Training Regulations

17. Respectful engagement of families, including daily communication with parents about their child’s activities

After School Network

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

Virginia Partnership for Out-of-School Time Quality Standards

1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
6. Linkages to the School-Day & SOL Standards
8. Environment (Indoor & Outdoor Spaces)

Guiding Principles for Quality OST Programs

1. Safe & Supportive Environment
3. Skill Building
4. Positive & Empowering Relationships
9. Quality Staff
11. Collaborative Relationships

Early Care and Education Knowledge Base

2. Family and community partnerships
4. Teaching and engagement
6. Professionalism

Quality Standards for Expanded Learning

1. Safe and Supportive Environment
3. Skill Building
6. Diversity, Access and Equity
9. Collaborative Partnerships

ECE Competencies

3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
7. Special Needs and Inclusion
10. Leadership in Early Childhood Education
12. Administration and Supervision

Workforce Knowledge and Competencies

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

Standards for Quality Afterschool Programs

5. Community Partnerships

Early Childhood Educator Requirements: Birth to Second Grade

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

Early Care & Education Professional Development Content Areas

2. Families - Teacher Partnerships and Community Connections
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
6. Professionalism as an Early Childhood Educator
8. Professional Development and Leadership

Program Content

2. Interpersonal Relations

Program Management

4. Family Involvement

Afterschool Program Standards

Program Content

Department of Early Learning and Care: Training

2. Family and Community Systems
5. Learning Environments and Curriculum

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

2. Human Relationships

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

3. Family and community collaboration
4. Program management
7. Interactions and guidance

Department of Early Education & Care Standards

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

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

2. Positive Connections

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

Standard 2: Family-Teacher Partnerships and Community Connections
Standard 6: Professionalism as an Early Childhood Educator

Afterschool Program Quality Institute

2. Relationships and Connections
4. Youth Participation and Engagement

Early Childhood - Continuing Education

11. Management/Administrative Education

Afterschool Quality Standards

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

Standards of Early Learning and Development

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

Building Blocks for Out-of-School Time Quality

2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
5. Community, School and Family Engagement
7. Ongoing Staff Support and Volunteer Development

Early Learning eGuidelines Competencies

3. Building Relationships with Families
4. Preparing for and Including Young Children in the Child Care Setting
c. Building Relationships with Families
d. Preparing for and Including Young Children in the Child Care Setting

Ignite Afterschool

2. Supportive Relationships and Environments
5. Community Family and Engagement

Teachers of Early Childhood Education Subject Matter Standards

3. Relationships with families
6. Professionalism

Quality Standards for OST Programs

2: Relationships and Interactions
3: Youth-Centered Program Design
4: Leadership and Management

Early Childhood Education and Care Department

3. Family and community collaboration
5. Learning environment and curriculum implementation
6. Assessment of children and programs
7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

3. Relationships
4. Family and Community Partnerships
7. Administration and Organizational Development
8. Staffing and Professional Development

Competencies for Early Childhood Educators and Administrators

3. Family and community partnership
4. Guidance
6. Professional development and leadership
7. Program planning and development

OST Quality Guidelines

3. Human Relationships
4. Partnerships
6. Youth Development and Engagement

Afterschool & Out-of-School Time Professional Network

3. Human Relationships

Department of Children & Families: Staff Training Requirements for Childcare Centers

iv. Family involvement and communication with families
v. Program planning and development

Program Quality Practices

3. Relationships
4. Child and Youth Engagement
5. Families and Communities
7. Leadership and Administration
8. Professional Development

Afterschool Program Quality Guidelines

4. Family Involvement

Goals for Program Connections

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

Goals for Program Participants

8. Improved Academics Achievement

Child Care Facilities: Staff Development Topics

a. Planning a safe, healthy learning environment
d. Strategies to establish productive relationships with families
f. Maintaining a commitment to professionalism

North Carolina Center for Afterschool Programs (NCCAP)

Goals for Program Connections
Goals for Program Participants

Afterschool Alliance's Quality Standards

4. Strategies to establish productive relationships with families
5. Strategies to manage an effective program operation
6. Maintaining a commitment to professionalism

Child Care Centers Professional Growth and Development Training Requirements

4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
5. Strategies to manage an effective program operation (includes business practices)
6. Maintaining a commitment to professionalism

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality