Foundations of Data-Driven Youth Development

Director Annual Training

• 1. Curriculum
• 5. Professional Development

Afterschool Alliance Best Practices

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

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

• 1. Environment & Climate
• 2. Administration & Organization
• 4. Staffing & Professional Development
• 5. Programming & Activities
• 7. Youth Participation & Engagement to Care
• 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.
• 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

• 5. Business Record Maintenance and Management

Afterschool Network Quality Standards

• 1. Foster positive relationships between program participants and staff
• 3. Rely on data-driven best practices and standards
• 4. Promote high levels of student engagement
• 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Early Childhood: Child Care Center Training Topics

• 4. Children with special needs
• 7. Principles of child growth and development, including brain development

Building Blocks for Out-of-School Time Quality

• 1. Intentional Program Design
• 6. Organizational and Leadership Management

Early Learning eGuidelines Competencies

• 1. Introduction to Inclusive Child Care

Early Childhood Professional Learning Categories

• 1. Learning Communities
• 2. Leadership
• 4. Data
• 5. Learning Designs
• 6. Implementation
• 7. Outcomes

Afterschool Network Quality Standards

• 2. Relationships
• 4. Programming

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management
• 2. Child and youth development

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

Afterschool Program Quality Guidelines

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

Program Quality Practices

• 1. Physical Environment, Curriculum, and Program Activities
• 2. Assessment, Planning, and Improvement
• 4. Child and Youth Engagement
• 7. Leadership and Administration
• 8. Professional Development

Afterschool & Youth Development Standards

• 1. Programming & Youth Development
• 3. Environment & Climate
• 6. Staffing & Professional Development
• 7. Organizational Practices
• 8. Evaluation & Outcomes

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

Child Growth and Development

• 1. Programming and Curriculum
• 2. Children with special needs
• 4. Brain development
• 4. Program Environment
• 5. Benefits of outdoor play and gross motor activities
• 7. Challenging behaviors
• 8. Cognitive development

Child Growth and Development

• 1. Programming and Curriculum
• 2. Children with special needs
• 4. Brain development
• 4. Program Environment
• 5. Benefits of outdoor play and gross motor activities
• 7. Challenging behaviors
• 8. Cognitive development

Career Development

• 6. Strategic leadership and planning
• 10. Publicly funded child care

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

• Career Development
• Child Growth and Development

Quality Guidelines for Ohio's Afterschool Programs

• Child Growth and Development

Guidelines for Afterschool, Summer, and Youth Development Programs

• 1. Relationships
• 3. Programming and Activities
• 4. Youth Leadership and Engagement
• 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
• 13. Recordkeeping, including daily attendance procedures
• 21. Providing developmentally appropriate activities and experiences for children

Goals for Program Management and Delivery

• 1. Safe, Healthy, and Orderly Environment
• 2. Qualified and Diverse Staff

Goals for Program Participants

• 8. Improved Academics Achievement

Child Care Facilities: Staff Development Topics

• e. Strategies to manage an effective program operation
• g. Observing and recording children's behavior

North Carolina Center for Afterschool Programs (NCCAP)

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

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 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Hawaii OST Quality Guidelines

• 1a. Pilina (Relationships) between Staff and Youth
• 2a. Youth Learning and Development
• 3a. Program Administration for Staff
• 3d. Evaluation and Data

Quality Standards for Expanded Learning

• 2. Active and Engaged Learning
• 3. Skill Building
• 10. Continuous Quality Improvement
• 11. Program Management

ECE Competencies

• 6. Observation, Screening, Assessment and Documentation
• 12. Administration and Supervision

OST Quality Guidelines

• 2. Assessment and Evaluation
• 5. Staff Qualifications and Training
• 6. Youth Development and Engagement

Competencies for Early Childhood Educators and Administrators

• 2. Child observation and assessment
• 6. Professional development and leadership
• 7. Program planning and development
• 8. Teaching practices

Early Childhood - Continuing Education

• 2. Child Guidance
• 11. Management/Administrative Education

Afterschool Program Quality Institute

• 3. Programming
• 4. Youth Participation and Engagement

B-3 Continuum

• 2. Comprehensive Services
• 5. Joint Professional Development
• 6. Aligned Curriculum and Instruction
• 8. Data-driven Improvement

Statewide Afterschool Quality Standards

• 3. Administration
• 4. Professional Development and Qualifications
• 6. Youth Development, Programming, and Activities

Child Care Core of Knowledge

• 2. Curriculum

Out-of-School Time Program Quality Standards

• Administrative Quality Standards
• Program Quality Standards

Program Quality Standards

• I. Youth Program Climate
• II. Youth Development

Administrative Quality Standards

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

Early Childhood Educator Requirements: Birth to Second Grade

• 2. Developmental curriculum planning/ environment and curriculum
• 3. Observation and assessment
• 8. Management and administration

Standards for Quality Afterschool Programs

• 2. Knowledgeable and Qualified Program Staff
• 4. Intentional Programming

National Afterschool Association Competencies

• 2. Learning Environment and Curriculum
• 3. Child/Youth Observation and Assessment
• 9. Program Planning and Development
• 10. Professional Development and Leadership

Workforce Knowledge and Competencies

• 2. Learning Environment and Curriculum (LEC)
• 6. Child Observation and Assessment (COA) 
• 9. Collaborative Program Management – (CPM) 

Standards for Quality Afterschool Programs

• 2. Ongoing Training and Staff Development
• 3. Program Monitoring and Evaluation

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

• 16. Basic child development

Core Knowledge Areas, DC Division of Early Learning Training Categories

• 2. Observing, Documenting and Assessing to Support Young Children and Families
• 4. Curriculum
• 6. Learning Environments
• 9. Program Management, Operation and Evaluation

Department of Early Education & Care Standards

• 2. Planning Programs and Environments for Young Children
• 3. Curriculum for Early Childhood Settings
• 5. Advanced or Specialized Early Childhood Education or Development
• 11. Child Observation, Documentation and Assessment
• 12. Child Care Administration

Afterschool Quality Standards

• 2. Staff and Youth Relationships
• 3. Youth Participation, Learning, and Engagement
• 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

Virginia Partnership for Out-of-School Time Quality Standards

• 2. Staffing, Volunteers & Professional Development
• 3. Leadership & Management
• 4. Continuous Improvement
• 5. Active & Engaged Learning
• 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

• 13. Foundations of Child Development and Approaches to Learning

Early Care & Education Professional Development Content Areas

• 3. Child Observation, Documentation, and Assessment
• 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum

Program Content

• 3. Curriculum and Activities

Afterschool Program Standards

• Program Content

After School Network

• 3. Environment
• 6. Staffing/Professional Development
• 7. Administration/Organization
• 8. Sustainability and Evaluation

Department of Early Learning and Care: Training

• 3. Human Growth and Development
• 5. Learning Environments and Curriculum
• 6. Observation and Assessment
• 7. Personal, Professional & Leadership Development
• 8. Program Management
• 10. Understanding and Guiding Behavior

Core Competencies for Early Childhood Professionals

• 3. Learning Environments
• 5. Cognitive Learning
• 12. Program Management
• 13. Professionalism

Core Knowledge and Competencies

• 3. Observation and Assessment
• 6. Leadership and Professionalism
• 7. Organizational Development and Administration

Afterschool Standards

• 3. Programming and Activities

Afterschool Alliance's Quality Standards

• 3. Positive ways to support children’s social and emotional development
• 5. Strategies to manage an effective program operation
• 7. Observing and recording children’s behavior

Child Care Centers Professional Growth and Development Training Requirements

• 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• 5. Strategies to manage an effective program operation (includes business practices)
• 7. Observing and recording children’s behavior

After School Program Quality Standards and Indicators

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

Early Learning and Development Standards

• 5. Cognitive Development

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

• 3. Programming and Activities
• 6. Relationships and Interactions
• 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
• In-Service 1. Recognizing and preventing shaken baby syndrome and abusive head trauma
• In-Service 2. Understanding and using safe sleep practices and preventing sudden infant death syndrome (SIDS)

Quality Standards for OST Programs

• 3: Youth-Centered Program Design

Early Childhood Education and Care Department

• 4. Developmentally appropriate content
• 5. Learning environment and curriculum implementation
• 6. Assessment of children and programs

Out-of-School Time (NMOST) Guiding Principles

• 6. Programming
• 7. Administration and Organizational Development
• 8. Staffing and Professional Development

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

• 4. Program management
• 5. Teaching and learning
• 6. Observation, documentation, and assessment
• 8. Child care center administrative rules

Afterschool & Out-of-School Time Professional Network

• 5. Programming and Activities

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

• v. Program planning and development

Childcare Program: Continuing Education

• 8. Leadership, child care administration, or mentoring

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

• 8. Program management and regulation
• 11. Learning environments
• 12. Age-appropriate activities and planning

Department of Education: Standards for Professional Development

• a. Child development and learning

Quality Standards for Nevada OST Programs

• a. Youth Development & Social Emotional Learning
• c. Program Management & Professional Development
• d. Program Structure, Curriculum & Activities

Quality Standards for Out-of-School Time Programs

• C. Intentional Programming and Activities
• F. Program Management
• G. Program Evaluation and Data

Early Childhood Education Professional Learning Standards

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

Division of Early Care and Education: Staff Development

• i. Child growth and development
• r. Business operations
• s. Any other topic that promotes child development or protects children’s health or safety