Reflect on and deepen your leadership and coaching skills to support growth and effectiveness.
Full Course Description
Elevate your leadership skills with our Leading and Coaching Teams online course, designed for managers, directors, site supervisors, and school leaders. In this 2-hour course, you’ll explore leadership styles, improve staff supervision, and integrate coaching into your practices to empower and motivate your team. You’ll learn practical tools, including conscious leadership language, to inspire your team and enhance your leadership effectiveness. By the end, you’ll have a deeper understanding of leadership dynamics and be equipped to lead with confidence. Enroll today to master the art of leading and coaching teams effectively.
Course Outcomes
By the end of this course, you will be able to:
Identify the core elements of leadership and power.
Explore leadership styles and how they can be used effectively.
Build coaching skills to improve staff supervision and support.
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 2 hours to complete.
This course satisfies these child care training requirements:
West Virginia Afterschool Program Quality Standards
1. Administration
6. Intentional Relationships
7. Leadership and Professionalism
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
Career Development
1. Ethics and professionalism in child care
6. Strategic leadership and planning
Child Growth and Development
2. Interpersonal Relationships
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 Standards
1. Human Relationships
Core Knowledge and Competencies
6. Leadership and Professionalism
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
3. Youth Voice, Leadership, and Engagement
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer Development
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
7. Program planning, development and evaluation
8. Professionalism and leadership
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
8. Staff and Professional Development
9. Administration and Program Management
Child Care Training Regulations
16. Release of children
17. Respectful engagement of families, including daily communication with parents about their child’s activities
After School Network
1. Relationships — Interactions and Engagement
6. Staffing/Professional Development
Goals for Program Management and Delivery
1. Safe, Healthy, and Orderly Environment
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
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
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
2. Positive Connections
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
7. Ability to develop leadership, team-building and self-advocacy skills among participants.
8. Ability to behave professionally.
School's Out Washington Quality Improvement Standards
2. Having positive, meaningful relationships with program staff and youth
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
Department of Children, Youth & Families: Child Care Provider Training Requirements
7. Program planning and development
8. Professional development and leadership
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
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
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
6. Implementation
Afterschool Network Quality Standards
2. Relationships
Standards for Quality Afterschool Programs
2. Program Management and Staff
3. Communication and Interaction
Department of Children and Families (Annual In-Service Training)
18. Leadership development/program management and child care personnel supervision
22. Developing special interest centers/spaces and environments
After School Program Quality Standards and Indicators
2. Relationships
4. Staffing and Professional Development
Afterschool Program Quality Institute
2. Relationships and Connections
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
6. Relationships and Interactions
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
Hawaii OST Quality Guidelines
2b. Staff Professional Development and Leadership
3a. Program Administration for Staff
Competencies for Early Childhood Educators and Administrators
3. Family and community partnership
6. Professional development and leadership
7. Program planning and development
OST Quality Guidelines
3. Human Relationships
4. Partnerships
5. Staff Qualifications and Training
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
Department of Children & Families: Staff Training Requirements for Childcare Centers
v. Program planning and development
Workforce Knowledge and Competencies
3. Positive Interactions (PI)
7. Professionalism and Leadership (PL)
8. Collaborative Program Management – (CPM)
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
ECE Competencies
3. Relationships, Interactions, and Guidance
10. Leadership in Early Childhood Education
11. Professionalism
12. Administration and Supervision
Quality Standards for Expanded Learning
4. Youth Voice and Leadership
5. Healthy Choices and Behaviors
8. Clear Vision, Mission and Purpose
Guiding Principles for Quality OST Programs
3. Skill Building
4. Positive & Empowering Relationships
9. Quality Staff
10. Clear Vision, Mission & Purpose
11. Collaborative Relationships
12. Continuous Quality Improvement
13. Program Management
14. Sustainability
Early Care and Education Knowledge Base
6. 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
c. Communication
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
B-3 Continuum
5. Joint 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
Afterschool Alliance's Quality Standards
5. Strategies to manage an effective program operation
6. Maintaining a commitment to professionalism
Child Care Centers Professional Growth and Development Training Requirements
5. Strategies to manage an effective program operation (includes business practices)
6. Maintaining a commitment to professionalism
Afterschool Quality Standards
6. Administration and Organizational Development
7. Staffing and Professional Development
Standards of Early Learning and Development
6. Positive Discipline and Guidance
Ignite Afterschool
6. Organizational Management, Staff Support and Youth Safety
Teachers of Early Childhood Education Subject Matter Standards
6. Professionalism
Program Quality Practices
7. Leadership and Administration
8. Professional Development
Early Childhood Educator Requirements: Birth to Second Grade
7. Professionalism
8. Management and administration
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
9. Communication and relations with staff
13. Professionalism
Core Competencies for Early Childhood Professionals
8. Self-Esteem
9. Social Development
10. Guidance
12. Program Management
13. Professionalism
The National Association for the Education of Young Children (NAEYC) Training
9. Advocacy for early childhood programs
10. Professional issues
Core Knowledge Areas, DC Division of Early Learning Training Categories
9. Program Management, Operation and Evaluation
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
C. Intentional Programming and Activities
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
Child Care Training & Education
Standard 3: Staff Qualifications and Professional Development
Standard 4: Administration and Business Practices
Division of Early Care and Education: Staff Development
r. Business operations
Early Childhood Professional Development Framework
Standard VI: Collaborates with Colleagues/Families/Others
Standard VII: Engages in Professional Development
Standard X: Provides Leadership Within School/Community/Profession
