Effective Program Management

This course satisfies these child care training requirements:

Select StateAlabamaArizonaCaliforniaColoradoDelawareFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMassachusettsMichiganMinnesotaMississippiMissouriMontanaNationalNebraskaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaSouth CarolinaSouth DakotaTennesseeTexasVermontWashingtonWest VirginiaWisconsinWyoming

• ECE Competencies: 1. Child Development and Learning
• ECE Competencies: 6. Observation, Screening, Assessment and Documentation
• ECE Competencies: 8. Learning Environments and Curriculum
• ECE Competencies: 10. Leadership in Early Childhood Education
• ECE Competencies: 12. Administration and Supervision
• : California
• California: ECE Competencies

• B-3 Continuum: 1. Community Partnerships
• B-3 Continuum: 3. Family Engagement & Parent Leadership
• B-3 Continuum: 5. Joint Professional Development
• B-3 Continuum: 6. Aligned Curriculum and Instruction
• B-3 Continuum: 8. Data-driven Improvement
• Illinois: B-3 Continuum
• : Illinois

• Director Annual Training: 1. Curriculum
• Director Annual Training: 3. Special Needs
• Director Annual Training: 4. Child Guidance
• Director Annual Training: 5. Professional Development
• All Staff Annual Training: 6. Professional Development
• All Staff Annual Training: 7. Program Administration
• South Carolina: All Staff Annual Training
• South Carolina: Director Annual Training
• : South Carolina

• Career Development: 1. Ethics and professionalism in child care
• Child Growth and Development: 2. Children with special needs
• Family/Community Relations: 5. Disaster planning and preparedness
• Family/Community Relations: 6. Community needs assessment
• Career Development: 6. Strategic leadership and planning
• Career Development: 8. Marketing
• Career Development: 9. Business practices
• Ohio: Career Development
• Ohio: Child Growth and Development
• Ohio: Family/Community Relations
• : Ohio

• Early Childhood Professional Learning Categories: 1. Learning Communities
• Early Childhood Professional Learning Categories: 2. Leadership
• Early Childhood Professional Learning Categories: 3. Resources
• Early Childhood Professional Learning Categories: 4. Data
• Early Childhood Professional Learning Categories: 6. Implementation
• Early Childhood Professional Learning Categories: 7. Outcomes
• Tennessee: Early Childhood Professional Learning Categories
• : Tennessee

• Core Knowledge and Competencies for Early Childhood Professionals: 1. Management
• West Virginia: Core Knowledge and Competencies for Early Childhood Professionals
• : West Virginia

• Hawaii: 1. Pilina (Relationships)
• 1. Pilina (Relationships): 1c. Pilina (Relationships) between program and ʻāina & place
• 1. Pilina (Relationships): 1d. Pilina (Relationships) between Program and Families
• 1. Pilina (Relationships): 1e. Pilina (Relationships) between Programs and Schools
• 1. Pilina (Relationships): 1f. Pilina (Relationships) between Program and Community
• Hawaii: 2.Learning and Development
• 2.Learning and Development: 2b. Staff Professional Development and Leadership
• Hawaii: 3. Administration of Program
• 3. Administration of Program: 3a. Program Administration for Staff
• 3. Administration of Program: 3b. Policies and Procedures
• : Hawaii

• Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
• Early Childhood Educator Requirements: Birth to Second Grade: 7. Professionalism
• Early Childhood Educator Requirements: Birth to Second Grade: 8. Management and administration
• : Delaware
• Delaware: Early Childhood Educator Requirements: Birth to Second Grade

• Early Care & Education Professional Development Content Areas: 2. Families - Teacher Partnerships and Community Connections
• Early Care & Education Professional Development Content Areas: 6. Professionalism as an Early Childhood Educator
• Early Care & Education Professional Development Content Areas: 8. Professional Development and Leadership
• Missouri: Early Care & Education Professional Development Content Areas
• : Missouri

• Early Care and Education Knowledge Base: 2. Family and community partnerships
• Early Care and Education Knowledge Base: 3. Observation, documentation and assessment
• Early Care and Education Knowledge Base: 6. Professionalism
• Montana: Early Care and Education Knowledge Base
• : Montana

• Department of Early Learning and Care: Training: 2. Family and Community Systems
• Department of Early Learning and Care: Training: 5. Learning Environments and Curriculum
• Oregon: Department of Early Learning and Care: Training
• : Oregon

• Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 4. Families, communities, and schools
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 7. Program planning and development
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 8. Professional development and leadership
• Washington: Department of Children, Youth & Families: Child Care Provider Training Requirements
• : Washington

• Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
• Department of Early Education & Care Standards: 3. Curriculum for Early Childhood Settings
• Department of Early Education & Care Standards: 4. Child and Classroom Management
• Department of Early Education & Care Standards: 7. Infant and Toddler Development, Care, and Program Planning
• Department of Early Education & Care Standards: 10. Supervision or Staff Development in Early Childhood Education
• Department of Early Education & Care Standards: 12. Child Care Administration
• Massachusetts: Department of Early Education & Care Standards
• : Massachusetts

• NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• School Age Child Care: 3. Child Day Care Program Development
• NYC DYCD Core Competencies for Youth Work Professionals: 5. Ability to effectively implement curricula and program activities.
• School Age Child Care: 5. Business Record Maintenance and Management
• NYC DYCD Core Competencies for Youth Work Professionals: 7. Ability to develop leadership, team-building and self-advocacy skills among participants.
• School Age Child Care: 7. Statutes and Regulations Pertaining to Care
• NYC DYCD Core Competencies for Youth Work Professionals: 8. Ability to behave professionally.
• : New York
• New York: NYC DYCD Core Competencies for Youth Work Professionals
• New York: School Age Child Care

• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 3. Family and community collaboration
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 4. Program management
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 8. Child care center administrative rules
• Michigan: Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
• : Michigan

• Early Childhood Education and Care Department: 3. Family and community collaboration
• Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
• Early Childhood Education and Care Department: 6. Assessment of children and programs
• Early Childhood Education and Care Department: 7. Professionalism
• New Mexico: Early Childhood Education and Care Department
• : New Mexico

• Competencies for Early Childhood Educators and Administrators: 3. Family and community partnership
• Competencies for Early Childhood Educators and Administrators: 4. Guidance
• Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
• Competencies for Early Childhood Educators and Administrators: 7. Program planning and development
• : Colorado
• Colorado: Competencies for Early Childhood Educators and Administrators

• Teachers of Early Childhood Education Subject Matter Standards: 3. Relationships with families
• Teachers of Early Childhood Education Subject Matter Standards: 6. Professionalism
• : Minnesota
• Minnesota: Teachers of Early Childhood Education Subject Matter Standards

• Quality Standards for OST Programs: 3: Youth-Centered Program Design
• Quality Standards for OST Programs: 4: Leadership and Management
• : North Dakota
• North Dakota: Quality Standards for OST Programs

• 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
• Early Care and Education Professional Competency Goals for Directors: e. Professional and leadership development
• Georgia: Early Care and Education Professional Competency Goals for Directors
• Georgia: Early Care and Education Professional Competency Goals for Staff
• Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff
• : Georgia

• Core Competencies for Early Childhood Practitioners: 4. Family and community partnerships
• Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
• Core Competencies for Early Childhood Practitioners: 7. Program planning, development and evaluation
• Core Competencies for Early Childhood Practitioners: 8. Professionalism and leadership
• Oklahoma: Core Competencies for Early Childhood Practitioners
• : Oklahoma

• Core Knowledge and Competencies: 4. Learning Environment and Curriculum
• Core Knowledge and Competencies: 5. Family and Community Engagement
• Core Knowledge and Competencies: 6. Leadership and Professionalism
• Indiana: Core Knowledge and Competencies
• : Indiana

• Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
• Early Learning eGuidelines Competencies: 5. Community Services for Young Children with Disabilities (including Early Intervention services)
• Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
• Early Learning eGuidelines Competencies: e. Community Services for Young Children with Disabilities (including Early Intervention services)
• Idaho: Early Learning eGuidelines Competencies
• : Idaho

• Child Care Centers Professional Growth and Development Training Requirements: 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
• Child Care Centers Professional Growth and Development Training Requirements: 5. Strategies to manage an effective program operation (includes business practices)
• Iowa: Child Care Centers Professional Growth and Development Training Requirements
• : Iowa

• Standards of Early Learning and Development: 4. The Child Care Professional and the Family
• : Alabama
• Alabama: Standards of Early Learning and Development

• Child Care Training Regulations: 5. Curriculum development policies and responsibilities
• Child Care Training Regulations: 10. Emergency Response Plan and emergency procedures
• Child Care Training Regulations: 13. Recordkeeping, including daily attendance procedures
• Child Care Training Regulations: 17. Respectful engagement of families, including daily communication with parents about their child’s activities
• Vermont: Child Care Training Regulations
• : Vermont

• Program Quality Practices: 5. Families and Communities
• Program Quality Practices: 7. Leadership and Administration
• Program Quality Practices: 8. Professional Development
• Wyoming: Program Quality Practices
• : Wyoming

• Core Competencies for Early Childhood Professionals: 6. Communication
• Core Competencies for Early Childhood Professionals: 10. Guidance
• Core Competencies for Early Childhood Professionals: 11. Family Relationships
• Core Competencies for Early Childhood Professionals: 12. Program Management
• Core Competencies for Early Childhood Professionals: 13. Professionalism
• Nebraska: Core Competencies for Early Childhood Professionals
• : Nebraska

• The National Association for the Education of Young Children (NAEYC) Training: 6. Linkages with community services
• The National Association for the Education of Young Children (NAEYC) Training: 9. Advocacy for early childhood programs
• The National Association for the Education of Young Children (NAEYC) Training: 10. Professional issues
• : Mississippi
• Mississippi: The National Association for the Education of Young Children (NAEYC) Training

• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 6. Program health and safety
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 8. Program management and regulation
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 9. Communication and relations with staff
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 13. Professionalism
• South Dakota: Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
• : South Dakota

• Childcare Program: Continuing Education: 8. Leadership, child care administration, or mentoring
• Childcare Program: Continuing Education: 10. Working with families
• New Hampshire: Childcare Program: Continuing Education
• : New Hampshire

• National Afterschool Association Competencies: 9. Program Planning and Development
• : National
• National: National Afterschool Association Competencies

• Department of Children and Families (Annual In-Service Training): 10. Community, health and social service resources
• Department of Children and Families (Annual In-Service Training): 16. Guidance and discipline
• Department of Children and Families (Annual In-Service Training): 18. Leadership development/program management and child care personnel supervision
• Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments
• Florida: Department of Children and Families (Annual In-Service Training)
• : Florida

• Early Childhood - Continuing Education: 11. Management/Administrative Education
• Louisiana: Early Childhood - Continuing Education
• : Louisiana

• Kansas: Afterschool Program Quality Guidelines
• : Kansas
• Afterschool Program Quality Guidelines: VII. Program Planning and Development
• Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership

• Early Childhood Education: Professional Development Areas: Annual Training (3) Age-appropriate curriculum
• Texas: Early Childhood Education: Professional Development Areas
• Early Childhood Education: Professional Development Areas: Pre-Service 2. Age-appropriate activities for children
• : Texas

• : Arizona
• Early Childhood Education Professional Learning Standards: C. Program administration, planning, development, or management
• Arizona: Early Childhood Education Professional Learning Standards

• North Carolina: Child Care Facilities: Staff Development Topics
• Child Care Facilities: Staff Development Topics: e. Strategies to manage an effective program operation
• Child Care Facilities: Staff Development Topics: f. Maintaining a commitment to professionalism
• : North Carolina

• Maine: Child Care Training & Education
• : Maine
• Child Care Training & Education: Standard 2: Program Evaluation
• Child Care Training & Education: Standard 3: Staff Qualifications and Professional Development
• Child Care Training & Education: Standard 4: Administration and Business Practices

• New Jersey: Department of Children & Families: Staff Training Requirements for Childcare Centers
• Department of Children & Families: Staff Training Requirements for Childcare Centers: iv. Family involvement and communication with families
• : New Jersey
• Department of Children & Families: Staff Training Requirements for Childcare Centers: v. Program planning and development

• Wisconsin: Division of Early Care and Education: Staff Development
• Division of Early Care and Education: Staff Development: r. Business operations
• : Wisconsin

• Kentucky: Early Childhood Professional Development Framework
• : Kentucky
• Early Childhood Professional Development Framework: Standard I: Designs/Plans Instruction
• Early Childhood Professional Development Framework: Standard III: Implements Instruction
• Early Childhood Professional Development Framework: Standard V: Reflects/Evaluates Teaching/Learning
• Early Childhood Professional Development Framework: Standard VI: Collaborates with Colleagues/Families/Others
• Early Childhood Professional Development Framework: Standard VII: Engages in Professional Development
• Early Childhood Professional Development Framework: Standard VIII: Supports Families
• Early Childhood Professional Development Framework: Standard X: Provides Leadership Within School/Community/Profession

• : Pennsylvania
• Pennsylvania: Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 2: Family-Teacher Partnerships and Community Connections
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 6: Professionalism as an Early Childhood Educator