Community Schools Strategy

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Discover the transformative power of community schools by exploring the four pillars of a community school, learning about the benefits for students, families, and communities, understanding the essential role and core competencies of a Community School Director, and assessing your school’s stage of development on the community school continuum, equipping you with the insights to foster a thriving educational environment.

Full Course Description

Strengthen your school with our Community Schools Strategy Online Course. This 1-hour course is designed for educators, school leaders, and administrators focused on implementing the community school strategy. Learn about the four pillars of community schools, the role of the Community School Director, and essential competencies for success. Assess your school’s readiness and gain practical skills for building stronger community connections. Enroll today to enhance your school’s ability to thrive as a hub of support and collaboration.

This course will take approximately 1 hour to complete.

This course satisfies these child care training requirements:

West Virginia Afterschool Program Quality Standards

1. Administration
3. Family, School and Community Connection
7. Leadership and Professionalism
8. Activities

Core Knowledge and Competencies for Early Childhood Professionals

2. Child and youth development

Afterschool & Out-of-School Time Professional Network

1. Administration
4. Indoor and Outdoor Environment

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

i. Child growth and development
iv. Family involvement and communication with families
v. Program planning and development
vi. Creating a classroom environment
viii. Physical education or recreational activities for children

Standards for Quality Afterschool Programs

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

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

5. Child development – typical and atypical
8. Working with families
18. Leadership development/program management and child care personnel supervision
19. Age-appropriate lesson planning
22. Developing special interest centers/spaces and environments
23. Other course areas relating to child care or child care management

National Afterschool Association Competencies

1. Child and Youth Growth and Development
2. Learning Environment and Curriculum
4. Interactions with Children and Youth
5. Youth Engagement
6. Cultural Competency and Responsiveness
7. Family, School, and Community Relationships
9. Program Planning and Development
10. Professional Development and Leadership

Core Knowledge and Competencies

1. Child and Youth Growth and Development
3. Observation and Assessment
4. Learning Environment and Curriculum
5. Family and Community Engagement
6. Leadership and Professionalism
7. Organizational Development and Administration

Afterschool Standards

3. Programming and Activities
5. Administration

Child Care Core of Knowledge

1. Child Development
5. Professionalism
6. Community

Out-of-School Time Program Quality Standards

Administrative Quality Standards
Program Quality Standards

Program Quality Standards

I. Youth Program Climate
III. Family/Caring Adult and Community Engagement

Administrative Quality Standards

II. Youth Program Leadership and Sustainability
IV. Youth Program Staffing and Professional Development

Early Childhood Educator Requirements: Birth to Second Grade

1. Child development
2. Developmental curriculum planning/ environment and curriculum
6. Family and community
7. Professionalism

Early Childhood - Continuing Education

1. Child Development
2. Child Guidance
6. Learning Activities

Afterschool Program Quality Institute

4. Youth Participation and Engagement

Early Care and Education Knowledge Base

1. Child Development
2. Family and community partnerships
4. Teaching and engagement
5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

3. Skill Building
9. Quality Staff
10. Clear Vision, Mission & Purpose
11. Collaborative Relationships
12. Continuous Quality Improvement
13. Program Management
14. Sustainability

Childcare Program: Continuing Education

1. Child development
5. Any child care related courses sponsored or funded by the department
6. Indoor and outdoor learning environments
8. Leadership, child care administration, or mentoring
10. Working with families

Child Care Training Regulations

1. Child Development
4. Positive behavior management
5. Curriculum development policies and responsibilities
6. Supervision of children
17. Respectful engagement of families, including daily communication with parents about their child’s activities
21. Providing developmentally appropriate activities and experiences for children
23. Guidelines for volunteers, (partner staff, auxiliary staff, business managers)

Guidelines for Afterschool, Summer, and Youth Development Programs

5. Family, School, and Community
6. Cultural Competency, Responsiveness, and Inclusion
8. Staff and Professional Development
9. Administration and Program Management

ECE Competencies

1. Child Development and Learning
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
8. Learning Environments and Curriculum
10. Leadership in Early Childhood Education

Quality Standards for Expanded Learning

3. Skill Building
8. Clear Vision, Mission and Purpose
9. Collaborative Partnerships
10. Continuous Quality Improvement
11. Program Management
12. Sustainability

Teachers of Early Childhood Education Subject Matter Standards

1. Child Development and Learning
2. Developmentally appropriate learning experiences
3. Relationships with families
5. Historical and contemporary development of early childhood education
6. Professionalism

Ignite Afterschool

5. Community Family and Engagement
6. Organizational Management, Staff Support and Youth Safety

Early Care & Education Professional Development Content Areas

1. Child Development and Learning in Context
2. Families - Teacher Partnerships and Community Connections
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
6. Professionalism as an Early Childhood Educator
8. Professional Development and Leadership

Program Content

2. Interpersonal Relations

Program Management

7. Business Administration

Afterschool Program Standards

Program Content
Program Management

Early Care and Education Professional Competency Goals for Staff

1. Child development, including discipline, guidance, nutrition, injury control and safety
4. Business related topics, including parental communication, recordkeeping, etc.

Afterschool & Youth Development Standards

1. Programming & Youth Development
3. Environment & Climate
6. Staffing & Professional Development
7. Organizational Practices
9. Family & Community Partnerships

Early Care and Education Professional Competency Goals for Directors

c. Communication
d. Developmentally appropriate practices
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff

Core Competencies for Early Childhood Practitioners

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

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
8. Ongoing Assessment and Improvement

All Staff Annual Training

1. Child growth and development
3. Child Guidance
6. Professional Development
7. Program Administration

Afterschool Alliance Best Practices

1. Prepared Staff
3. Alignment with School Day
5. Development of Strong Community Partners

Director Annual Training

4. Child Guidance
5. Professional Development

Early Learning Staff Professional Development Areas

All Staff Annual Training
Director Annual Training

Department of Social Services, Child Care Services (CCS): Pathway to Professional Development

1. Child growth and development
8. Program management and regulation
9. Communication and relations with staff
10. Cultural diversity
11. Learning environments
12. Age-appropriate activities and planning
14. Partnerships with parents
15. Inclusion of all children

Competencies for Early Childhood Educators and Administrators

1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
3. Family and community partnership
4. Guidance
6. Professional development and leadership
7. Program planning and development
8. Teaching practices

OST Quality Guidelines

2. Assessment and Evaluation
4. Partnerships
5. Staff Qualifications and Training
6. Youth Development and Engagement

Department of Early Education & Care Standards

1. Child Growth and Development, Birth - 8 Years
2. Planning Programs and Environments for Young Children
8. Health and Safety in Early Childhood
9. Family and Community
10. Supervision or Staff Development in Early Childhood Education

Early Childhood Education and Care Department

1. Child growth, development, and learning
3. Family and community collaboration
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
6. Assessment of children and programs

Out-of-School Time (NMOST) Guiding Principles

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

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

1. Child/adolescent growth and development
2. Learning environment and curriculum
4. Families, communities, and schools
6. Interactions with children/youth
7. Program planning and development
8. Professional development and leadership
9. Cultural competency and responsiveness
10. Youth empowerment
11. Other training as appropriate

School's Out Washington Quality Improvement Standards

4. Engaging in learning opportunities that build academic, life, and career skills

Standards of Early Learning and Development

1. Childhood Development
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
6. Positive Discipline and Guidance

Afterschool Quality Standards

2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
4. Family and Community Partnerships
5. Programming and Alignment with Regular School Day Learning
6. Administration and Organizational Development
7. Staffing and Professional Development
8. Evaluation for Continuous Quality Improvement

B-3 Continuum

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

Statewide Afterschool Quality Standards

4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
7. Partnerships with Schools

Early Learning and Development Standards

1. Early Childhood Education and Child Development

After School Network

2. Family and Community Partnerships
3. Environment
4. Activities and Programming
6. Staffing/Professional Development
7. Administration/Organization
8. Sustainability and Evaluation

Afterschool Network Quality Standards

1. Environment
3. Community Involvement
6. Administration

Early Childhood Professional Learning Categories

1. Learning Communities
2. Leadership
5. Learning Designs
6. Implementation
7. Outcomes

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

1. Environment & Climate
2. Administration & Organization
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
10. Measuring Outcomes & Evaluation

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.
5. Ability to effectively implement curricula and program activities.
6. Ability to promote responsible and healthy decision-making among all participants.
7. Ability to develop leadership, team-building and self-advocacy skills among participants.

School Age Child Care

1. Principles of Childhood Development
3. Child Day Care Program Development

Building Blocks for Out-of-School Time Quality

1. Intentional Program Design
2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
5. Community, School and Family Engagement
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer Development

Early Learning eGuidelines Competencies

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

Afterschool Program Quality Guidelines

1. Operations
3. Relationships
4. Family Involvement
5. Professional Development

Program Quality Practices

1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
3. Relationships
4. Child and Youth Engagement
5. Families and Communities
7. Leadership and Administration
8. Professional Development

Afterschool Alliance's Quality Standards

1. Planning a safe, healthy learning environment
4. Strategies to establish productive relationships with families
5. Strategies to manage an effective program operation
6. Maintaining a commitment to professionalism
8. Principles of child growth and development

Child Care Centers Professional Growth and Development Training Requirements

1. Planning a safe, healthy learning environment (includes nutrition)
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
8. Principles of child growth and development

Quality Afterschool Guidelines

1. Quality Environments
3. Engaging Families
4. Safe Environments
5. Commitment to Quality
6. Quality Staff

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
1d. Pilina (Relationships) between Program and Families
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

Core Competencies for Early Childhood Professionals

1. Safe Environments
2. Healthy Environments
3. Learning Environments
7. Creative Learning
9. Social Development
10. Guidance
11. Family Relationships
12. Program Management

Family/Community Relations

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

Career Development

3. Assessment and observation of teachers
4. Using child care tools
6. Strategic leadership and planning

Child Growth and Development

3. Professionalism
6. Administrative Practices
10. Family/Community Relations

Child Growth and Development

3. Professionalism
6. Administrative Practices
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

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

1: Structure and Management

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

Standard 1: Child Development and Learning in Context
Standard 2: Family-Teacher Partnerships and Community Connections
Standard 3: Child Observation, Documentation, and Assessment
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Standard 6: Professionalism as an Early Childhood Educator

Workforce Knowledge and Competencies