fbpx

Build trustworthy relationships with colleagues and navigate challenges constructively.

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

  • 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

The National Association for the Education of Young Children (NAEYC) Training

  • 6. Linkages with community services
  • 7. Communications and relations with families
  • 9. Advocacy for early childhood programs
  • 10. Professional issues

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

  • r. Business operations

Early Childhood Professional Development Framework

  • 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

Course Content

Not Enrolled

Course Includes

  • 21 Lessons
  • 1 Check-in