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.
Course Outcomes
By the end of this course, you will be able to:
Explain at least three reasons why trust is essential to creating effective learning environments.
Identify three specific practices that build relational trust among colleagues in diverse learning settings.
Plan one concrete strategy for cultivating and maintaining trust with families and communities.
CEU Requirements
To receive CEU credit for taking this course, you must:
Complete the course evaluation form at the end of the course.
Pass the knowledge check-ins and complete the entire course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
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
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
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
3. Family, School and Community Connection
5. Indoor and Outdoor Environments
6. Intentional Relationships
7. Leadership and Professionalism
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
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)
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
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
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
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
6. Purposeful Family & Community Engagement
7. Ongoing Quality Improvement
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
5. Family Engagement (FE)
8. Professionalism and Leadership (PL)
9. Collaborative Program Management – (CPM)
Standards for Quality Afterschool Programs
5. Community Partnerships
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
4. Curriculum
5. Inclusive Practices
7. Building Family and Community Relationships
8. Diversity: Family, Language, Culture and Society
9. Program Management, Operation and Evaluation
10. Professionalism and Advocacy
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
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
5. Family Engagement and Community Partnerships
6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
Annual Training (4) Teacher-child interaction
Child Care Core of Knowledge
6. Community
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Program Quality Standards
III. Family/Caring Adult and Community Engagement
Administrative Quality Standards
IV. Youth Program Staffing and Professional Development
Childcare Program: Continuing Education
8. Leadership, child care administration, or mentoring
10. Working with families
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
8. Program management and regulation
9. Communication and relations with staff
11. Learning environments
13. Professionalism
14. Partnerships with parents
Core Competencies for Early Childhood Professionals
9. Social Development
10. Guidance
11. Family Relationships
13. Professionalism
Quality Standards for Out-of-School Time Programs
A. Safe and Healthy Environments
B. Positive Relationships
D. Equity and Inclusion
E. Family, School and Community Engagement
F. Program Management
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
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
Division of Early Care and Education: Staff Development
