Building Trust in School Communities

This course satisfies these child care training requirements:

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• B-3 Continuum: 1. Community Partnerships
• B-3 Continuum: 3. Family Engagement & Parent Leadership
• B-3 Continuum: 5. Joint Professional Development

• Career Development: 1. Ethics and professionalism in child care
• Family/Community Relations: 1. Working with parents and families
• Family/Community Relations: 3. Transitioning
• Family/Community Relations: 6. Community needs assessment
• Career Development: 6. Strategic leadership and planning
• Career Development: 8. Marketing
• Career Development: 9. Business practices
• Child Growth and Development: 10. Family/Community Relations

• 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.
• School Age Child Care: 1. Principles of Childhood Development
• NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• 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: 6. Ability to promote responsible and healthy decision-making among all participants.
• NYC DYCD Core Competencies for Youth Work Professionals: 8. Ability to behave professionally.

• Early Childhood Professional Learning Categories: 1. Learning Communities
• Early Childhood Professional Learning Categories: 2. Leadership
• Early Childhood Professional Learning Categories: 6. Implementation

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

• Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
• Early Childhood Educator Requirements: Birth to Second Grade: 6. Family and community
• Early Childhood Educator Requirements: Birth to Second Grade: 7. Professionalism
• Early Childhood Educator Requirements: Birth to Second Grade: 8. Management and administration

• Early Care & Education Professional Development Content Areas: 2. Families - Teacher Partnerships and Community Connections
• Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• 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

• Early Care and Education Knowledge Base: 2. Family and community partnerships
• Early Care and Education Knowledge Base: 4. Teaching and engagement
• Early Care and Education Knowledge Base: 6. Professionalism

• 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 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

• Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
• Department of Early Education & Care Standards: 9. Family and Community

• Quality Standards for OST Programs: 2: Relationships and Interactions
• Quality Standards for OST Programs: 3: Youth-Centered Program Design
• Quality Standards for OST Programs: 4: Leadership and Management

• Early Learning eGuidelines Competencies: 3. Building Relationships with Families
• Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
• Early Learning eGuidelines Competencies: c. Building Relationships with Families
• Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting

• 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: 7. Interactions and guidance

• Early Childhood Education and Care Department: 3. Family and community collaboration
• 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

• Competencies for Early Childhood Educators and Administrators: 3. Family and community partnership
• Competencies for Early Childhood Educators and Administrators: 4. Guidance
• Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
• Competencies for Early Childhood Educators and Administrators: 7. Program planning and development

• Standards of Early Learning and Development: 3. Quality Child Care and Licensing
• Standards of Early Learning and Development: 4. The Child Care Professional and the Family

• Program Quality Practices: 3. Relationships
• 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

• Teachers of Early Childhood Education Subject Matter Standards: 3. Relationships with families
• Teachers of Early Childhood Education Subject Matter Standards: 6. Professionalism

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

• 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: e. Professional and leadership development
• Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff

• 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

• 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: 5. Strategies to manage an effective program operation (includes business practices)
• Child Care Centers Professional Growth and Development Training Requirements: 6. Maintaining a commitment to professionalism

• Core Knowledge and Competencies: 5. Family and Community Engagement
• Core Knowledge and Competencies: 6. Leadership and Professionalism

• Director Annual Training: 5. Professional Development
• All Staff Annual Training: 6. Professional Development
• All Staff Annual Training: 7. Program Administration

• Critical Competencies: 6. Community

• 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
• The National Association for the Education of Young Children (NAEYC) Training: 10. Professional issues

• Childcare Program: Continuing Education: 8. Leadership, child care administration, or mentoring
• Childcare Program: Continuing Education: 10. Working with families

• 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: 9. Communication and relations with staff
• 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: 13. Professionalism
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 14. Partnerships with parents

• Department of Children and Families (Annual In-Service Training): 8. Working with families
• Department of Children and Families (Annual In-Service Training): 10. Community, health and social service resources
• Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments

• 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: 13. Professionalism

• Early Childhood - Continuing Education: 11. Management/Administrative Education

• Child Care Training Regulations: 17. Respectful engagement of families, including daily communication with parents about their child’s activities

• Child Care Facilities: Staff Development Topics: a. Planning a safe, healthy learning environment
• Child Care Facilities: Staff Development Topics: d. Strategies to establish productive relationships with families
• Child Care Facilities: Staff Development Topics: f. Maintaining a commitment to professionalism

• Early Childhood Education: Professional Development Areas: Annual Training (4) Teacher-child interaction

• Early Childhood Education Professional Learning Standards: C. Program administration, planning, development, or management

• 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

• Department of Children & Families: Staff Training Requirements for Childcare Centers: iv. Family involvement and communication with families
• Department of Children & Families: Staff Training Requirements for Childcare Centers: v. Program planning and development

• Afterschool Program Quality Guidelines: IV. Interactions with Families and Communities
• Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
• Afterschool Program Quality Guidelines: VII. Program Planning and Development
• Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership

• Division of Early Care and Education: Staff Development: r. Business operations

• 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 6: Professionalism as an Early Childhood Educator

• Child Care Training & Education: Standard 4: Administration and Business Practices

• 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