To help youth development professionals identify and activate their leadership skills.
Full Course Description
Unlock your leadership potential with our Activating Leadership Skills Online Course. This 1-hour course is designed for site supervisors, school leaders, and managers in youth development who want to enhance their leadership abilities. Learn four core leadership skills, including how to apply multiple intelligence theory, emotional intelligence, and cultural intelligence to connect with and motivate your team. By the end of this course, you’ll be equipped to activate leadership skills in youth development professionals and lead with empathy and strategic insight. Enroll today to strengthen your leadership skills and make a lasting impact.
This course will take approximately 1 hour to complete.
This course satisfies these child care training requirements:
West Virginia Afterschool Program Quality Standards
1. Administration
7. Leadership and Professionalism
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
Afterschool Standards
1. Human Relationships
Core Knowledge and Competencies
6. Leadership and Professionalism
7. Organizational Development and Administration
1. Pilina (Relationships)
1b. Pilina (Relationships) between Youth and their Peers
1c. Pilina (Relationships) between program and ʻāina & place
2. Learning and Development
2b. Staff Professional Development and Leadership
Quality Afterschool Guidelines
3. Engaging Families
5. Commitment to Quality
6. Quality Staff
Afterschool Alliance Best Practices
1. Prepared Staff
5. Development of Strong Community Partners
Director Annual Training
5. Professional Development
All Staff Annual Training
6. Professional Development
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
After School Network
1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
3. Environment
6. Staffing/Professional Development
Family/Community Relations
1. Working with parents and families
Child Growth and Development
2. Interpersonal Relationships
3. Professionalism
10. Family/Community Relations
Career Development
3. Assessment and observation of teachers
6. Strategic leadership and planning
Child Growth and Development
2. Interpersonal Relationships
3. Professionalism
10. Family/Community Relations
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
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
1: Structure and Management
2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 6: Professionalism as an Early Childhood Educator
Network for Youth Success Quality Self-Assessment (QSA) Tool
2. Administration & Organization
3. Relationships
4. Staffing & Professional Development
9. Program Sustainability & Growth
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
3. Program Staffing
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
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
7. Outcomes
Afterschool Network Quality Standards
6. Administration
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
5. Community Partnerships
Workforce Knowledge and Competencies
3. Positive Interactions (PI)
7. Professionalism and Leadership (PL)
Standards for Quality Afterschool Programs
2. Program Management and Staff
3. Communication and Interaction
6. Program Environment
Department of Children and Families (Annual In-Service Training)
18. Leadership development/program management and child care personnel supervision
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
Afterschool Quality Standards
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
6. Administration and Organizational Development
7. Staffing and Professional Development
Standards of Early Learning and Development
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
Quality Standards for OST Programs
2: Relationships and Interactions
4: Leadership and Management
B-3 Continuum
3. Family Engagement & Parent Leadership
5. Joint Professional Development
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
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
Quality Standards for Expanded Learning
3. Skill Building
4. Youth Voice and Leadership
7. Quality Staff
9. Collaborative Partnerships
10. Continuous Quality Improvement
ECE Competencies
10. Leadership in Early Childhood Education
11. Professionalism
12. Administration and Supervision
Guiding Principles for Quality OST Programs
3. Skill Building
4. Positive & Empowering Relationships
5. Youth Voice & Leadership
9. Quality Staff
10. Clear Vision, Mission & Purpose
11. Collaborative Relationships
13. Program Management
14. Sustainability
Early Care and Education Knowledge Base
4. Teaching and engagement
6. Professionalism
Building Blocks for Out-of-School Time Quality
3. Youth Voice, Leadership, and Engagement
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer Development
Early Learning eGuidelines Competencies
5. Community Services for Young Children with Disabilities (including Early Intervention services)
c. Building Relationships with Families
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
9. Family & Community Partnerships
Early Care and Education Professional Competency Goals for Directors
b. Business management
c. Communication
e. Professional and leadership development
School's Out Washington Quality Improvement Standards
4. Engaging in learning opportunities that build academic, life, and career skills
6. Identifying their own strengths and recognizing areas for growth
Department of Children, Youth & Families: Child Care Provider Training Requirements
8. Professional development and leadership
10. Youth empowerment
11. Other training as appropriate
Competencies for Early Childhood Educators and Administrators
4. Guidance
6. Professional development and leadership
7. Program planning and development
OST Quality Guidelines
4. Partnerships
5. Staff Qualifications and Training
National Afterschool Association Competencies
4. Interactions with Children and Youth
5. Youth Engagement
10. Professional Development and Leadership
Goals for Program Connections
4. Positive Participant and Staff Interactions
Child Care Facilities: Staff Development Topics
f. Maintaining a commitment to professionalism
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
Guidelines for Afterschool, Summer, and Youth Development Programs
4. Youth Leadership and Engagement
8. Staff and Professional Development
9. Administration and Program Management
Child Care Training Regulations
17. Respectful engagement of families, including daily communication with parents about their child’s activities
23. Guidelines for volunteers, (partner staff, auxiliary staff, business managers)
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
Ignite Afterschool
6. Organizational Management, Staff Support and Youth Safety
Teachers of Early Childhood Education Subject Matter Standards
6. Professionalism
Early Childhood Educator Requirements: Birth to Second Grade
7. Professionalism
8. Management and administration
Department of Early Learning and Care: Training
7. Special Needs
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
The National Association for the Education of Young Children (NAEYC) Training
10. Professional issues
Afterschool Network
10. Professionalism
Child Care Training & Education
Standard 3: Staff Qualifications and Professional Development
Department of Early Education & Care Standards
10. Supervision or Staff Development in Early Childhood Education
Afterschool Program Quality Guidelines
III. Child/Adolescent Observation and Assessment
V. Health, Safety and Nutrition
Quality Standards for Out-of-School Time Programs
C. Intentional Programming and Activities
E. Family, School and Community Engagement
F. Program Management
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
Division of Early Care and Education: Staff Development
r. Business operations
Early Childhood Professional Development Framework
Standard VII: Engages in Professional Development
Standard X: Provides Leadership Within School/Community/Profession
