Culturally Responsive Practice in Person and Online

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
• 3. Participating in activities that encourage self-expression and inspire them to discover their passions
• 4. Engaging in learning opportunities that build academic, life, and career skills
• 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
• 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
• 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
• 6. Interactions with children/youth
• 8. Professional development and leadership
• 9. Cultural competency and responsiveness

National Afterschool Association Competencies

• 1. Child and Youth Growth and Development
• 2. Learning Environment and Curriculum
• 6. Cultural Competency and Responsiveness

Core Knowledge and Competencies

• 1. Child and Youth Growth and Development
• 4. Learning Environment and Curriculum

Afterschool Standards

• 1. Human Relationships
• 3. Programming and Activities

Child Care Core of Knowledge

• 1. Child Development

Out-of-School Time Program Quality Standards

• Administrative Quality Standards
• Program Quality Standards

Program Quality Standards

• I. Youth Program Climate

Administrative Quality Standards

• I. Youth Program Design and Accountability
• IV. Youth Program Staffing and Professional Development

Early Care and Education Knowledge Base

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

Guiding Principles for Quality OST Programs

• 1. Safe & Supportive Environment
• 3. Skill Building
• 4. Positive & Empowering Relationships
• 9. Quality Staff
• 11. Collaborative Relationships

Childcare Program: Continuing Education

• 1. Child development
• 3. Caring for children with exceptionalities
• 7. Behavior guidance
• 10. Working with families

ECE Competencies

• 1. Child Development and Learning
• 2. Culture, Diversity and Equity
• 3. Relationships, Interactions, and Guidance
• 4. Family and Community Engagement
• 7. Special Needs and Inclusion
• 8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

• 1. Safe and Supportive Environment
• 3. Skill Building
• 4. Youth Voice and Leadership
• 5. Healthy Choices and Behaviors
• 6. Diversity, Access and Equity
• 10. Continuous Quality Improvement

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

• 1. Child development and learning
• 3. Family and community collaboration
• 5. Teaching and learning

MOST (Michigan Out-of-School Time) Standards of Quality

• 2. Human Relationships
• 5. Program Activities

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
• 6. Professionalism as an Early Childhood Educator
• 8. Professional Development and Leadership

Program Content

• 2. Interpersonal Relations

Afterschool Program Standards

• Program Content

Early Care and Education Professional Competency Goals for Staff

• 1. Child development, including discipline, guidance, nutrition, injury control and safety

Afterschool & Youth Development Standards

• 1. Programming & Youth Development
• 3. Environment & Climate
• 4. Relationships
• 6. Staffing & Professional Development
• 7. Organizational Practices

Early Care and Education Professional Competency Goals for Directors

• f. Advocacy for the Center, Parents, children and Staff

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
• 7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

• 3. Relationships
• 4. Family and Community Partnerships
• 5. Cultural Relevance
• 6. Programming
• 7. Administration and Organizational Development
• 8. Staffing and Professional Development

Department of Early Learning and Care: Training

• 1. Diversity
• 2. Family and Community Systems
• 5. Learning Environments and Curriculum
• 7. Personal, Professional & Leadership Development
• 8. Program Management

OST Quality Guidelines

• 1. Diverstiy, Equity, and Inclusion
• 3. Human Relationships
• 5. Staff Qualifications and Training
• 6. Youth Development and Engagement

Academic Standards: Essential Skills

• 3. Civic/Interpersonal Skills

Competencies for Early Childhood Educators and Administrators

• 4. Guidance
• 6. Professional development and leadership
• 7. Program planning and development
• 8. Teaching practices

Afterschool Network Quality Standards

• 1. Environment
• 2. Relationships
• 4. Programming

Early Childhood Professional Learning Categories

• 1. Learning Communities
• 5. Learning Designs
• 6. Implementation

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

• 1. Environment & Climate
• 2. Administration & Organization
• 3. Relationships
• 4. Staffing & Professional Development
• 5. Programming & Activities
• 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.
• 5. Ability to effectively implement curricula and program activities.

School Age Child Care

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

Career Development

• 1. Ethics and professionalism in child care
• 6. Strategic leadership and planning

Child Growth and Development

• 1. Programming and Curriculum
• 4. Program Environment
• 6. Social/emotional development
• 7. Challenging behaviors
• 10. Family/Community Relations

Family/Community Relations

• 1. Working with parents and families

Child Growth and Development

• 1. Programming and Curriculum
• 4. Program Environment
• 6. Social/emotional development
• 7. Challenging behaviors
• 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
• 2. Offer a blend of academic and developmental skill-building activities
• 4. Promote high levels of student engagement
• 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Afterschool Network

• 1. Guidance toward healthy relationships
• 6. Learning environment
• 7. Program planning and evaluation
• 8. Cross-cultural competence

Child Care Training & Education

• Standard 1: Learning Environment/Developmentally Appropriate Practice

After School Program Quality Standards and Indicators

• 1. Health, Safety and the Environment
• 3. Programming and Activities
• 4. Staffing and Professional Development

Early Learning and Development Standards

• 2. Social and Emotional Development

Building Blocks for Out-of-School Time Quality

• 1. Intentional Program Design
• 2. Supportive Relationships & Environments
• 3. Youth Voice, Leadership, and Engagement
• 4. Responsiveness to Culture & Identity
• 5. Community, School and Family Engagement
• 7. Ongoing Staff Support and Volunteer Development

Early Learning eGuidelines Competencies

• 1. Introduction to Inclusive Child Care
• 4. Preparing for and Including Young Children in the Child Care Setting
• a. Introduction to Inclusive Child Care
• d. Preparing for and Including Young Children in the Child Care Setting

Ignite Afterschool

• 1. Intentional Program Design
• 2. Supportive Relationships and Environments

Teachers of Early Childhood Education Subject Matter Standards

• 3. Relationships with families
• 5. Historical and contemporary development of early childhood education

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management

West Virginia Afterschool Program Quality Standards

• 2. Diversity, Equity and Inclusion
• 5. Indoor and Outdoor Environments
• 6. Intentional Relationships
• 7. Leadership and Professionalism
• 8. Activities

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
• 3. Positive ways to support children’s social and emotional development
• 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

• 1. Planning a safe, healthy learning environment (includes nutrition)
• 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• 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

Afterschool Network Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 4. Promotion of Varied Youth Engagement

Core Competencies for Early Childhood Practitioners

• 4. Family and community partnerships
• 5. Learning environments and curriculum
• 6. Interactions with children
• 7. Program planning, development and evaluation
• 8. Professionalism and leadership

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 4. Promotion of Varied Youth Engagement
• 7. Sustained Student Attendance and Access

All Staff Annual Training

• 2. Social and Emotional Development
• 3. Child Guidance
• 6. Professional Development

Director Annual Training

• 4. Child Guidance
• 5. Professional Development

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit

• 1. Proper supervision of children

Workforce Knowledge and Competencies

• 2. Alignment with CDELS
• 2. Learning Environment and Curriculum (LEC)
• 3. Positive Interactions (PI)
• 7. Professionalism and Leadership (PL)

Standards for Quality Afterschool Programs

• 2. Ongoing Training and Staff Development
• 4. Positive Youth Development

Quality Afterschool Guidelines

• 1. Quality Environments
• 2. Supporting Children and Youth
• 4. Safe Environments
• 5. Commitment to Quality
• 6. Quality Staff

Hawaii OST Quality Guidelines

• 2a. Youth Learning and Development
• 2b. Staff Professional Development and Leadership

Guidelines for Afterschool, Summer, and Youth Development Programs

• 1. Relationships
• 3. Programming and Activities
• 6. Cultural Competency, Responsiveness, and Inclusion
• 7. Assessment, Planning, and Program Improvement
• 8. Staff and Professional Development

Child Care Training Regulations

• 4. Positive behavior management
• 6. Supervision of children
• 21. Providing developmentally appropriate activities and experiences for children

After School Network

• 1. Relationships — Interactions and Engagement
• 3. Environment
• 4. Activities and Programming
• 6. Staffing/Professional Development

Virginia Partnership for Out-of-School Time Quality Standards

• 1. Relationships, Culture & Diversity
• 2. Staffing, Volunteers & Professional Development
• 5. Active & Engaged Learning
• 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

• 10. Inclusion of All Children
• 13. Foundations of Child Development and Approaches to Learning

Core Competencies for Early Childhood Professionals

• 1. Safe Environments
• 2. Healthy Environments
• 3. Learning Environments
• 8. Self-Esteem
• 9. Social Development
• 10. Guidance
• 11. Family Relationships
• 12. Program Management
• 13. Professionalism

Early Childhood - Continuing Education

• 2. Child Guidance
• 6. Learning Activities

Afterschool Program Quality Institute

• 2. Relationships and Connections
• 3. Programming
• 4. Youth Participation and Engagement

Early Childhood Educator Requirements: Birth to Second Grade

• 2. Developmental curriculum planning/ environment and curriculum

Department of Early Education & Care Standards

• 2. Planning Programs and Environments for Young Children
• 4. Child and Classroom Management
• 10. Supervision or Staff Development in Early Childhood Education
• a. Diverse Learners

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 1: Child Development and Learning in Context
• Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Standards for Quality Afterschool Programs

• 2. Program Management and Staff
• 3. Communication and Interaction
• 4. Program Structure and Activities
• 6. Program Environment

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

• 7. Behavior management
• 16. Guidance and discipline
• 22. Developing special interest centers/spaces and environments

Afterschool Program Quality Guidelines

• 2. Programming
• 4. Family Involvement

Goals for Program Management and Delivery

• 2. Qualified and Diverse Staff
• 3. Opportunities to Learn in Diverse Environments

Goals for Program Connections

• 4. Positive Participant and Staff Interactions

Goals for Program Participants

• 9. Greater Creativity and Well-Being

Child Care Facilities: Staff Development Topics

• a. Planning a safe, healthy learning environment
• c. Positive ways to support children's social and emotional development

North Carolina Center for Afterschool Programs (NCCAP)

• Goals for Program Connections
• Goals for Program Management and Delivery
• Goals for Program Participants

Afterschool Quality Standards

• 2. Staff and Youth Relationships
• 3. Youth Participation, Learning, and Engagement
• 5. Programming and Alignment with Regular School Day Learning
• 7. Staffing and Professional Development

Quality Standards for OST Programs

• 2: Relationships and Interactions
• 3: Youth-Centered Program Design
• 4: Leadership and Management

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

• 3. Guidance and behavior management
• 9. Communication and relations with staff
• 10. Cultural diversity
• 11. Learning environments
• 12. Age-appropriate activities and planning
• 13. Professionalism
• 14. Partnerships with parents
• 15. Inclusion of all children

Afterschool & Out-of-School Time Professional Network

• 3. Human Relationships
• 5. Programming and Activities

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

• ii. Positive guidance and discipline
• iv. Family involvement and communication with families
• v. Program planning and development
• vi. Creating a classroom environment

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality

• 3. Programming and Activities
• 4. Diversity and Inclusion in Programming
• 6. Relationships and Interactions

Early Childhood Education: Professional Development Areas

• Annual Training (2) Guidance and discipline
• Annual Training (4) Teacher-child interaction
• Pre-Service 3. Positive guidance and discipline of children
• Pre-Service 4. Fostering children’s self-esteem
• Pre-Service 6. Positive interaction with children

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

• 4. Planning learning activities
• 6. Linkages with community services
• 7. Communications and relations with families

Statewide Afterschool Quality Standards

• 4. Professional Development and Qualifications
• 5. Family and Community Partnerships
• 6. Youth Development, Programming, and Activities

B-3 Continuum

• 5. Joint Professional Development

Quality Standards for Out-of-School Time Programs

• A. Safe and Healthy Environments
• C. Intentional Programming and Activities
• 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

• f. Strategies for working with children with disabilities
• g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
• h. Culturally and linguistically responsive pedagogy

Division of Early Care and Education: Staff Development

• k. Guiding children’s behavior
• r. Business operations

Early Childhood Professional Development Framework

• Standard I: Designs/Plans Instruction
• Standard II: Creates/Maintains Environments
• Standard V: Reflects/Evaluates Teaching/Learning
• 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