Build leadership confidence, balance empathy with accountability, and create a positive workplace where staff can grow, feel valued, and stay motivated.
Full Course Description
This course is designed for supervisors who want to strengthen their leadership by practicing human-centered supervision. Learn how to move beyond autocratic approaches by coaching for growth, leading with vulnerability, and creating psychological safety on your team. Explore strategies to manage common supervision challenges with empathy while maintaining accountability. Walk away with practical tools to nurture staff development, build trust, and align your team’s work with organizational purpose. Enroll now to lead with care, foster stronger connections, and help your team thrive.
Course Outcomes
By the end of this course, you will be able to:
Identify key differences between autocratic and human-centered supervision approaches.
Explore how intentional supervision and coaching supports staff growth.
Develop strategies for balancing empathy with accountability.
Facilitate Tech-Integrated Learning.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
Afterschool & Out-of-School Time Professional Network
1. Administration
3. Human Relationships
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
6. Identifying their own strengths and recognizing areas for growth
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
6. Interactions with children/youth
8. Professional development and leadership
10. Youth empowerment
11. Other training as appropriate
Academic Standards: Essential Skills
1. Entrepreneurial Skills
2. Personal Skills
3. Civic/Interpersonal Skills
4. Professional Skills
OST Quality Guidelines
3. Human Relationships
5. Staff Qualifications and Training
Competencies for Early Childhood Educators and Administrators
4. Guidance
6. Professional development and leadership
Career Development
1. Ethics and professionalism in child care
3. Assessment and observation of teachers
6. Strategic leadership and planning
9. Business practices
Child Growth and Development
2. Interpersonal Relationships
3. Professionalism
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Career Development
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
Afterschool Network
1. Guidance toward healthy relationships
10. Professionalism
Child Care Training & Education
Standard 3: Staff Qualifications and Professional Development
Standard 4: Administration and Business Practices
Afterschool Standards
1. Human Relationships
5. Administration
Core Knowledge and Competencies
6. Leadership and Professionalism
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
6. Intentional Relationships
7. Leadership and Professionalism
Afterschool Alliance Best Practices
1. Prepared Staff
Director Annual Training
5. Professional Development
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 Best Practices
1. Prepared Staff
Core Competencies for Early Childhood Practitioners
8. Professionalism and leadership
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
8. Staff and Professional Development
After School Network
1. Relationships — Interactions and Engagement
6. Staffing/Professional Development
7. Administration/Organization
Guiding Principles for Quality OST Programs
1. Safe & Supportive Environment
4. Positive & Empowering Relationships
9. Quality Staff
11. Collaborative Relationships
12. Continuous Quality Improvement
13. Program Management
Early Care and Education Knowledge Base
6. Professionalism
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
3. Skill Building
4. Youth Voice and Leadership
7. Quality Staff
ECE Competencies
3. Relationships, Interactions, and Guidance
10. Leadership in Early Childhood Education
11. Professionalism
12. Administration and Supervision
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
1: Structure and Management
2. Positive Connections
Hawaii OST Quality Guidelines
1a. Pilina (Relationships) between Staff and Youth
1f. Pilina (Relationships) between Program and Community
2b. Staff Professional Development and Leadership
3a. Program Administration for Staff
Network for Youth Success Quality Self-Assessment (QSA) Tool
2. Administration & Organization
3. Relationships
4. Staffing & Professional Development
9. Program Sustainability & Growth
School Age Child Care
5. Business Record Maintenance and Management
NYC DYCD Core Competencies for Youth Work Professionals
6. Ability to promote responsible and healthy decision-making among all participants.
7. Ability to develop leadership, team-building and self-advocacy skills among participants.
8. Ability to behave professionally.
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
2. Behavioral guidance practices
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
Workforce Knowledge and Competencies
4. Family Engagement (FE)
8. Collaborative Program Management – (CPM)
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
3. Program Staffing
6. Administration
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
4. Program management
7. Interactions and guidance
Program Content
2. Interpersonal Relations
Early Care & Education Professional Development Content Areas
6. Professionalism as an Early Childhood Educator
8. Professional Development and Leadership
Afterschool Program Standards
Program Content
Early Childhood Professional Learning Categories
2. Leadership
Afterschool Network Quality Standards
6. Administration
Standards for Quality Afterschool Programs
2. Program Management and Staff
Department of Children and Families (Annual In-Service Training)
18. Leadership development/program management and child care personnel supervision
23. Other course areas relating to child care or child care management
Goals for Program Management and Delivery
2. Qualified and Diverse Staff
Goals for Program Connections
4. Positive Participant and Staff Interactions
Goals for Program Participants
7. Greater Personal Responsibility
Child Care Facilities: Staff Development Topics
e. Strategies to manage an effective program operation
f. Maintaining a commitment to professionalism
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
Goals for Program Management and Delivery
Goals for Program Participants
After School Program Quality Standards and Indicators
2. Relationships
4. Staffing and Professional Development
Afterschool Program Quality Institute
2. Relationships and Connections
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
6. Relationships and Interactions
8. Program Sustainability, Evaluation and Awareness In-Service
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
4. Continuous Improvement
Building Blocks for Out-of-School Time Quality
2. Supportive Relationships & Environments
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer Development
Ignite Afterschool
2. Supportive Relationships and Environments
3. Youth Voice and Leadership
6. Organizational Management, Staff Support and Youth Safety
Teachers of Early Childhood Education Subject Matter Standards
6. Professionalism
Quality Standards for OST Programs
2: Relationships and Interactions
4: Leadership and Management
Statewide Afterschool Quality Standards
3. Administration
4. Professional Development and Qualifications
B-3 Continuum
5. Joint Professional Development
Early Childhood Educator Requirements: Birth to Second Grade
3. Observation and assessment
7. Professionalism
8. Management and administration
Afterschool Program Quality Guidelines
3. Relationships
5. Professional Development
Program Quality Practices
3. Relationships
7. Leadership and Administration
8. Professional Development
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
7. Administration and Organizational Development
8. Staffing and Professional Development
Early Childhood Education and Care Department
7. Professionalism
Early Care and Education Professional Competency Goals for Staff
4. Business related topics, including parental communication, recordkeeping, etc.
Afterschool & Youth Development Standards
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
Early Care and Education Professional Competency Goals for Directors
b. Business management
e. Professional and leadership development
Standards of Early Learning and Development
4. The Child Care Professional and the Family
Afterschool Quality Standards
6. Administration and Organizational Development
7. Staffing and Professional Development
Child Care Core of Knowledge
5. Professionalism
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Administrative Quality Standards
II. Youth Program Leadership and Sustainability
IV. Youth Program Staffing and Professional Development
Core Competencies for Early Childhood Professionals
6. Communication
10. Guidance
12. Program Management
13. Professionalism
Child Care Centers Professional Growth and Development Training Requirements
6. Maintaining a commitment to professionalism
Afterschool Alliance's Quality Standards
6. Maintaining a commitment to professionalism
Department of Early Learning and Care: Training
7. Personal, Professional & Leadership Development
Childcare Program: Continuing Education
8. Leadership, child care administration, or mentoring
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
9. Communication and relations with staff
13. Professionalism
National Afterschool Association Competencies
10. Professional Development and Leadership
The National Association for the Education of Young Children (NAEYC) Training
10. Professional issues
Core Knowledge Areas, DC Division of Early Learning Training Categories
10. Professionalism and Advocacy
12. Personal Development and Self-Care
Department of Early Education & Care Standards
10. Supervision or Staff Development in Early Childhood Education
Quality Standards for Out-of-School Time Programs
B. Positive Relationships
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
Early Childhood Professional Development Framework
Standard II: Creates/Maintains Environments
Standard VI: Collaborates with Colleagues/Families/Others
Standard VII: Engages in Professional Development
Standard X: Provides Leadership Within School/Community/Profession
