Effective Program Management

Afterschool & Out-of-School Time Professional Network

• 1. Administration
• 5. Programming and Activities

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

• iv. Family involvement and communication with families
• v. Program planning and development

West Virginia Afterschool Program Quality Standards

• 1. Administration
• 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
• 4. Program Structure and Activities
• 6. Program Environment

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

• 10. Community, health and social service resources
• 16. Guidance and discipline
• 18. Leadership development/program management and child care personnel supervision
• 22. Developing special interest centers/spaces and environments

ECE Competencies

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

Quality Standards for Expanded Learning

• 3. Skill Building
• 7. Quality Staff
• 8. Clear Vision, Mission and Purpose
• 9. Collaborative Partnerships
• 11. Program Management
• 12. Sustainability

B-3 Continuum

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

Statewide Afterschool Quality Standards

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

Director Annual Training

• 1. Curriculum
• 3. Special Needs
• 4. Child Guidance
• 5. Professional Development

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 8. Ongoing Assessment and Improvement

All Staff Annual Training

• 6. Professional Development
• 7. Program Administration

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Afterschool Network Quality Standards

• 1. Environment
• 4. Programming
• 6. Administration

Early Childhood Professional Learning Categories

• 1. Learning Communities
• 2. Leadership
• 3. Resources
• 4. Data
• 6. Implementation
• 7. Outcomes

Career Development

• 1. Ethics and professionalism in child care
• 6. Strategic leadership and planning
• 8. Marketing
• 9. Business practices

Child Growth and Development

• 1. Programming and Curriculum
• 2. Children with special needs
• 3. Professionalism
• 6. Administrative Practices

Child Growth and Development

• 1. Programming and Curriculum
• 2. Children with special needs
• 3. Professionalism
• 6. Administrative Practices

Family/Community Relations

• 5. Disaster planning and preparedness
• 6. Community needs assessment

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

Building Blocks for Out-of-School Time Quality

• 1. Intentional Program Design
• 3. Youth Voice, Leadership, and Engagement
• 5. Community, School and Family Engagement
• 6. Organizational and Leadership Management

Early Learning eGuidelines Competencies

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

Ignite Afterschool

• 1. Intentional Program Design
• 6. Organizational Management, Staff Support and Youth Safety

Teachers of Early Childhood Education Subject Matter Standards

• 3. Relationships with families
• 6. Professionalism

Afterschool Program Quality Guidelines

• 1. Operations
• 2. Programming
• 5. Professional Development

Afterschool Network Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 3. Alignment with School Day
• 8. Ongoing Assessment and Improvement

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 & Youth Development Standards

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

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
• e. Professional and leadership development
• f. Advocacy for the Center, Parents, children and Staff

Standards for Quality Afterschool Programs

• 1. Safe and Appropriate Program Environments and Facilities
• 3. Program Monitoring and Evaluation
• 5. Community Partnerships
• 6. Sustainability Planning

Workforce Knowledge and Competencies

• 2. Learning Environment and Curriculum (LEC)
• 4. Family Engagement (FE) 
• 7. Professionalism and Leadership (PL)
• 8. Collaborative Program Management – (CPM) 

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 2: Family-Teacher Partnerships and Community Connections
• Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Standard 6: Professionalism as an Early Childhood Educator

Hawaii OST Quality Guidelines

• 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
• 2b. Staff Professional Development and Leadership
• 3a. Program Administration for Staff
• 3b. Policies and Procedures

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

• 2. Administration & Organization
• 4. Staffing & Professional Development
• 5. Programming & Activities
• 6. Establishes Strong Links to the School Day
• 8. Parent, Family, & Community Partnerships
• 9. Program Sustainability & Growth
• 10. Measuring Outcomes & Evaluation

NYC DYCD Core Competencies for Youth Work Professionals

• 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• 5. Ability to effectively implement curricula and program activities.
• 7. Ability to develop leadership, team-building and self-advocacy skills among participants.
• 8. Ability to behave professionally.

School Age Child Care

• 3. Child Day Care Program Development
• 5. Business Record Maintenance and Management
• 7. Statutes and Regulations Pertaining to Care

Early Childhood Educator Requirements: Birth to Second Grade

• 2. Developmental curriculum planning/ environment and curriculum
• 7. Professionalism
• 8. Management and administration

Early Care & Education Professional Development Content Areas

• 2. Families - Teacher Partnerships and Community Connections
• 6. Professionalism as an Early Childhood Educator
• 8. Professional Development and Leadership

Program Content

• 3. Curriculum and Activities

Program Management

• 7. Business Administration

Afterschool Program Standards

• Program Content
• Program Management

Early Care and Education Knowledge Base

• 2. Family and community partnerships
• 3. Observation, documentation and assessment
• 6. Professionalism

Guiding Principles for Quality OST Programs

• 3. Skill Building
• 5. Youth Voice & Leadership
• 9. Quality Staff
• 10. Clear Vision, Mission & Purpose
• 12. Continuous Quality Improvement
• 13. Program Management
• 14. Sustainability

Department of Early Learning and Care: Training

• 2. Family and Community Systems
• 5. Learning Environments and Curriculum

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

Department of Early Education & Care Standards

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

Afterschool Program Quality Institute

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

Early Childhood - Continuing Education

• 11. Management/Administrative Education

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

• 2. Staff and Volunteer Management
• 3. Programming and Activities
• 8. Program Sustainability, Evaluation and Awareness In-Service

Early Childhood Education: Professional Development Areas

• Annual Training (3) Age-appropriate curriculum
• Pre-Service 2. Age-appropriate activities for children

Virginia Partnership for Out-of-School Time Quality Standards

• 2. Staffing, Volunteers & Professional Development
• 3. Leadership & Management
• 4. Continuous Improvement
• 5. Active & Engaged Learning
• 6. Linkages to the School-Day & SOL Standards

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
• 8. Child care center administrative rules

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

• 3. Program Staffing
• 6. Administration

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

• 4. Family and Community Partnerships
• 6. Programming
• 7. Administration and Organizational Development
• 8. Staffing and Professional Development
• 9. Evaluation for Continuous Quality Improvement

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
• 5. Staff Qualifications and Training

Afterschool Standards

• 3. Programming and Activities
• 5. Administration

Core Knowledge and Competencies

• 4. Learning Environment and Curriculum
• 5. Family and Community Engagement
• 6. Leadership and Professionalism

After School Program Quality Standards and Indicators

• 3. Programming and Activities
• 4. Staffing and Professional Development
• 5. Administration

Guidelines for Afterschool, Summer, and Youth Development Programs

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

Child Care Training Regulations

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

Afterschool Quality Standards

• 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

Standards of Early Learning and Development

• 4. The Child Care Professional and the Family

Quality Standards for OST Programs

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

After School Network

• 4. Activities and Programming
• 6. Staffing/Professional Development
• 7. Administration/Organization

Core Knowledge Areas, DC Division of Early Learning Training Categories

• 4. Curriculum
• 6. Learning Environments
• 9. Program Management, Operation and Evaluation

Afterschool Alliance's Quality Standards

• 4. Strategies to establish productive relationships with families
• 5. Strategies to manage an effective program operation

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)

Program Quality Practices

• 5. Families and Communities
• 7. Leadership and Administration
• 8. Professional Development

Core Competencies for Early Childhood Professionals

• 6. Communication
• 10. Guidance
• 11. Family Relationships
• 12. Program Management
• 13. Professionalism

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

• 6. Linkages with community services
• 9. Advocacy for early childhood programs
• 10. Professional issues

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

• 6. Program health and safety
• 8. Program management and regulation
• 9. Communication and relations with staff
• 11. Learning environments
• 13. Professionalism

Afterschool Network

• 8. Cross-cultural competence
• 10. Professionalism

Child Care Training & Education

• Standard 2: Program Evaluation
• Standard 3: Staff Qualifications and Professional Development
• Standard 4: Administration and Business Practices

Childcare Program: Continuing Education

• 8. Leadership, child care administration, or mentoring
• 10. Working with families

National Afterschool Association Competencies

• 9. Program Planning and Development

Out-of-School Time Program Quality Standards

• Administrative Quality Standards

Administrative Quality Standards

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

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

Early Childhood Education Professional Learning Standards

• C. Program administration, planning, development, or management

Quality Standards for Nevada OST Programs

• c. Program Management & Professional Development
• d. Program Structure, Curriculum & Activities

Child Care Facilities: Staff Development Topics

• e. Strategies to manage an effective program operation
• f. Maintaining a commitment to professionalism

Division of Early Care and Education: Staff Development

• r. Business operations

Early Childhood Professional Development Framework

• Standard I: Designs/Plans Instruction
• Standard III: Implements Instruction
• 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