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Strengthen your leadership skills to effectively manage school- and community-based programs serving children and youth.

This course will take approximately 2 hours to complete.

This course satisfies these child care training requirements:

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

Quality Afterschool Guidelines

  • 5. Commitment to Quality
  • 6. Quality Staff

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

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

Course Content

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Course Includes

  • 15 Lessons
  • 16 Topics
  • 1 Check-in
  • Course Certificate