Develop the understanding and skills necessary to implement the community school strategy effectively.
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.
Course Outcomes
By the end of this course, you will be able to:
Understand the four pillars of a community school.
Learn about the benefits of community schools for students, families and communities.
Understand the role of the Community School Director and the core competencies needed to excel at this role.
Assess your school’s stage of development on the community school continuum.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the 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 hour to complete.
This course satisfies these child care training requirements:
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
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
Afterschool Alliance Best Practices
1. Prepared Staff
3. Alignment with School Day
5. Development of Strong Community Partners
All Staff Annual Training
3. Child Guidance
6. Professional Development
7. Program Administration
Director Annual Training
4. Child Guidance
5. Professional Development
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
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 Staff
4. Business related topics, including parental communication, recordkeeping, etc.
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 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
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 Knowledge and Competencies for Early Childhood Professionals
2. Child and youth development
West Virginia Afterschool Program Quality Standards
3. Family, School and Community Connection
7. Leadership and Professionalism
8. Activities
Early Childhood - Continuing Education
2. Child Guidance
6. Learning Activities
Afterschool Program Quality Institute
4. Youth Participation and Engagement
ECE Competencies
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
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
6. Family and community
7. Professionalism
Early Care & Education Professional Development Content Areas
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
Department of Early Learning and Care: Training
2. Family and Community Systems
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership Development
8. Program Management
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement
7. Ongoing Quality Improvement
National Afterschool Association Competencies
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
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
8. Professionalism and Leadership (PL)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
3. Program Monitoring and Evaluation
4. Positive Youth Development
5. Community Partnerships
6. Sustainability Planning
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
16. Basic child development
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
2. Staff and Volunteer Management
5. Family Engagement and Community Partnerships
7. School Linkages
8. Program Sustainability, Evaluation and Awareness In-Service
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (3) Age-appropriate curriculum
Annual Training (4) Teacher-child interaction
Pre-Service 6. Positive interaction with children
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
Child Care VA Standards
10. Inclusion of All Children
13. Foundations of Child Development and Approaches to Learning
Quality Standards for OST Programs
2: Relationships and Interactions
3: Youth-Centered Program Design
4: Leadership and Management
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
5. Teaching and learning
7. Interactions and guidance
MOST (Michigan Out-of-School Time) Standards of Quality
3. Program Staffing
6. Administration
Core Knowledge and Competencies
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
Core Knowledge Areas, DC Division of Early Learning Training Categories
4. Curriculum
6. Learning Environments
7. Building Family and Community Relationships
9. Program Management, Operation and Evaluation
10. Professionalism and Advocacy
Afterschool & Out-of-School Time Professional Network
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
Child Care Training Regulations
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
After School Program Quality Standards and Indicators
4. Staffing and Professional Development
5. Administration
Goals for Program Connections
5. Active Family and Community Partnerships
6. Consistent Participant Attendance
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
b. Steps to advance children's physical and intellectual development
c. Positive ways to support children's social and emotional development
d. Strategies to establish productive relationships with families
e. Strategies to manage an effective program operation
i. Learning activities that promote inclusion of children with special needs
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
Childcare Program: Continuing Education
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 Core of Knowledge
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
Department of Social Services, Child Care Services (CCS): Pathway to Professional 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
Department of Education: Standards for Professional Development
a. Child development and learning
h. Culturally and linguistically responsive pedagogy
i. Play theory and creativity
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
Early Childhood Education Professional Learning Standards
A. Child Growth and Development
C. Program administration, planning, development, or management
Quality Standards for Out-of-School Time Programs
C. Intentional Programming and Activities
E. Family, School and Community Engagement
F. Program Management
G. Program Evaluation and Data
Division of Early Care and Education: Staff Development
i. Child growth and development
s. Any other topic that promotes child development or protects children’s health or safety
