Child and Youth Development Human Resources

Transcription

1 INTRODUCTION COA's Child and Youth Development Human Resources standards address practices that can help a program attract and retain a stable, qualified workforce that promotes positive outcomes for children and youth. Since employees and volunteers perform the tasks that help to fulfill a program's mission, it is incumbent upon a program to develop and implement the plans and programs necessary to attract, motivate, develop, reward, and retain the best people to meet program goals. The standards also focus on preparing incoming personnel to fulfill their roles, and on providing them with ongoing opportunities for continued learning and professional These training opportunities, along with developmental supervision, are essential to fostering a competent workforce. Competence cannot be defined solely by supervision or training, but instead is a dynamic combination of both elements, along with a variety of other factors including educational background, work and personal experience, and workload. Viewing competency holistically allows programs to respond to the individual needs of employees by providing them with the appropriate combination of training and supervision. It is also important to note that when a program has a distinct area of focus, personnel should ideally have training or experience related to the subject matter in question. For example, if an out-of-school time program is specifically focused on arts education, having training or experience in the arts area of focus will contribute to an individual's ability to perform his or her job. Interpretation: Unless otherwise indicated, the term "personnel" refers to both full-time and part-time employees, as well as volunteers who perform the same duties as personnel and have a regular, ongoing role at the program. All other volunteers are not included in the term "personnel," and are covered in CYD-HR 10, "Volunteers." In the context of early childhood education (CYD-ECE), the term "teaching staff" is used to refer to individuals who work directly with children in the classroom, including teachers and assistant teachers. When standards refer to "personnel" or "personnel who work with children and youth," this includes teaching staff. Research Note: Literature emphasizes that a skilled, stable, educated, well-trained, and motivated workforce is key to providing the quality programming that can promote positive outcomes for children and youth. Note: When another person, department, or entity is responsible for implementing some of the practices addressed in these standards, the program should be prepared to provide evidence that this is the case. Page 1

2 Note: Please see the CYD-HR Reference List for a list of resources that informed the development of these standards. Table of Evidence Self-Study Evidence - Describe how your program manages its human resources: Are human resources managed within the program itself? If not, is there a separate HR department that is part of a larger organization, agency, or entity? - Describe any challenges that your program may have faced with regard to recruiting and/or retaining qualified staff. Include a discussion of any solutions your program has implemented that have proven effective. - Describe the structure of your program's training and professional development program. Include a discussion of your program's process for regularly assessing the training needs of staff and revising the training program as appropriate. - Describe your program's system of supervision. - Provide any additional information that would increase the Endorsers' understanding of how your program operates relative to these standards. On-Site Evidence No On-Site Evidence On-Site Activities No On-Site Activities Page 2

3 CYD-HR 1: Planning, Recruitment, and Selection The program assesses its human resource needs and recruits and hires personnel needed to oversee and operate the program. Rating Indicators 1) The programâ s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards. 3) Practice requires significant improvement, as noted in the ratings for the Practice Standards. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards. Table of Evidence Self-Study Evidence - Assessment of workforce needs - Analysis of current workforce composition - Plan for addressing workforce needs (may be included in long term plan) - Policies and/or procedures for recruitment and selection (CYD-HR 1.03, 1.04) - Procedures for ensuring that recruitment practices comply with applicable laws and regulations with regard to protected characteristics (CYD-HR 1.06) - Job descriptions On-Site Evidence - Documentation of actions taken to address workforce needs, and/or improvement/corrective action plans, if applicable - Personnel records - Hiring records - Procedures for ensuring that hiring records are retained in accordance with legal requirements (CYD-HR 1.05) - Logic model (or equivalent framework) On-Site Activities Page 3

4 - Interview: a. Program Administrator and/or Director b. Program Personnel CYD-HR 1.01 The program annually: a. assesses the number and type of personnel needed to accomplish its mission, goals, and objectives; b. compares the composition of its current workforce with workforce needs; and c. establishes a plan for closing gaps through recruiting new personnel or providing additional training to current personnel, as needed. Related: CYD-AM 3, CYD-AM 3.03, CYD-AM 11 Interpretation: Human resource assessment and planning should be based on the program's logic model (or equivalent framework), and should occur in conjunction with long-term planning. The program's plan for meeting human resource needs should take into account any anticipated turnover that may occur when the program utilizes personnel with time-limited terms (e.g., AmeriCorps Vista volunteers), and should ideally function in tandem with the program's plan for promoting personnel retention, as addressed in CYD-HR Key to the assessment of workforce needs will be determining: (1) the number of personnel needed; and (2) the skills those personnel should possess. However, human resource assessment and planning should ideally also include reflection on questions of equity in relation to staffing. This should include consideration of whether the cultural characteristics of personnel are generally reflective of the children and families served, which may be particularly important when the program serves children and families who are English language learners (i.e. in order to hire staff who can communicate with children and families in their native languages). Reflection and analysis on this issue, as well as any needed corrective action, may also occur within the context of the CQI efforts addressed in CYD-AM 11. When needed (i.e. if employment patterns do not reflect the demographics of the program population), a plan for corrective action will typically include goals for recruitment, employment, and promotion, as well as timetables for correction. However, COA does also recognize that programs may face challenges with recruitment and retention that may make corrective action in this area difficult. Page 4

5 CYD-HR 1.02 Job descriptions and selection criteria: a. state the qualifications, expectations, essential functions, and responsibilities for each position or group of like positions, including the competencies needed to fulfill job responsibilities; and b. are reviewed annually, and updated if necessary. Related: CYD-AM 3 Interpretation: The goals of the program, and the nature of the activities offered, should inform the development of job descriptions and selection criteria. While certain competencies will be relevant for all types of programs, others will vary based upon the specific nature and goals of the program. For example, if a program has an intensive focus on arts eduction, skills and experience related to the arts will typically be relevant to include. Note: See CYD-AM 3 for more information regarding the long-term plan and logic model (or equivalent framework) that should be considered when developing job descriptions and selection criteria, and see CYD-HR 3 through 5 for more information regarding staff competencies. Please note that additional expectations regarding the qualifications of staff providing specific types of out-of-school time activities are included in the OST Programming Supplements. CYD-HR 1.03 Recruitment practices include: a. creating clear and concise job anouncements that encourage qualified individuals to apply; b. posting job announcements where they are likely to be seen by qualified individuals; c. notifying current personnel of available positions; and d. providing applicants with a written job description. Related: CYD-OST 7.03 Interpretation: Programs' strategies for recruitment should ideally include partnering with other organizations and institutions that have connections to individuals who may have relevant skills and experience. In some cases this may include applying for programs that can provide access to volunteers, such as Americorps/VISTA. Page 5

6 CYD-HR 1.04 Selection practices include: a. using standard interview questions that comply with employment and labor laws; b. verifying credentials and references; and c. using a standard rating rubric or process when considering and evaluating applicants. Related: CYD-AM 4.02, CYD-AM 8.01 Interpretation: Selection practices should be designed to help the program assess whether applicants meet, or can be trained to meet, the criteria and competencies included in job descriptions. Credentials to consider include education, professional preparation, relevant experience, competence in required role, recommendations of peers and former employers, and state registration, licensing, or certification, if any. It may also be advisable to have applicants complete small projects or activities where certain key skills can be tested. For example, a program might ask candidates to facilitate an activity with children and youth in order to gain a better sense of candidates' interpersonal skills and attitudes, or a program focused on literacy and language arts might ask candidates to provide a writing sample. Personnel who interview prospective employees should understand both permissible and impermissible or unlawful categories of interview questions pursuant to applicable employment and labor laws. Research Note: In addition to considering credentials such as education and experience, it may also be important to assess a candidate's interpersonal abilities and attitudes. For example, an ability to connect with children and youth, an openness to learning new skills, and a commitment to the program's mission may also be important to promoting positive outcomes. CYD-HR 1.05 The program retains hiring records in accordance with legal requirements. Related: CYD-AM 4.02, CYD-AM 8.01 Interpretation: The retention of hiring records, including postings or other advertisements, applications, and interview notes, enables the program to demonstrate consistency in recruitment and hiring decisions, and provides Page 6

7 protection in the event of an Equal Employment Opportunity Commission (EEOC) or related complaint. Retaining the resumes of qualified individuals who were not hired can also help the program fill any vacancies that might occur during the program cycle. CYD-HR 1.06 A program that recruits and selects personnel with specific cultural traits or other characteristics establishes that such selectivity is: a. legally permissible; b. reviewed and approved by the person or entity responsible for providing oversight; and c. appropriately considered a bona fide occupational qualification. Related: CYD-AM 4.02, CYD-AM 8.01 Interpretation: When recruitment and hiring criteria include consideration of specific protected characteristics, such as gender, religion, and national origin, the program should seek legal advice as to whether these characteristics are bona fide occupational qualifications that are critical to the program's normal operation. In addition, a program under religious auspices should seek legal advice to confirm that it may require employees to belong to a specific religious affiliation, if the program believes that knowledge of and commitment to the values of the religious tradition are necessary to accomplish the activities of the program. Interpretation: In the case of privately-held and owner-operated for-profits, the program's owners will be responsible for the review and approval referenced in element (b) of the standard. NA The program does not recruit and select personnel with specific cultural traits or other characteristics. Note: For clarification on the "person or entity responsible for providing oversight," please see CYD-AM Page 7

8 CYD-HR 2: Background Checks To ensure the safety of program participants and determine the appropriateness of hiring prospective personnel, screening procedures for personnel and contractors include: a. fingerprint-based state and federal criminal history record checks; b. child abuse and neglect registry checks; and c. sex offender registry checks. Interpretation: This standard applies to anyone who will provide direct services to, or be alone with, children and youth. The program is not required to conduct background checks on licensed staff if it has verified that background checks are conducted as part of the licensing process, but it may choose to do so. It is also important to note that this standard also applies when the program contracts with an outside company to provide certain services (e.g., transportation services). Just as with licensed staff, the program is not required to conduct background checks on the staff employed by contractors if it has verified that background checks are conducted by the contractor (e.g., if the school district that provides transportation already conducts background checks on bus drivers). In all other instances the program should establish procedures for ensuring that contracted parties, including bus drivers, are subject to the requirements of the standard. If some personnel or contractors were working with the program before the implementation of background checks, the program is expected to conduct background checks on those parties prior to achieving accreditation. The program should also conduct periodic re-investigations of all personnel and contractors at intervals specified in its procedures, unless the program will be automatically notified by the authority that conducted the initial check if a subsequent violation occurs. The program should also ensure that it complies with all applicable federal, state, and local laws and regulations in conducting these checks. If a program is not legally permitted to implement part of this standard (e.g., it can only conduct name-based checks, not fingerprint-based checks), it should be prepared to provide documentation (e.g., copy of a law or regulation) demonstrating that this is the case. The program should also consult with legal counsel about any concerns regarding the appropriate use of background information. Background checks yield information, but the program must decide how to use the information it obtains. Accordingly, the program should define what offenses will disqualify an applicant, but should also take care to ensure that it does not illegally discriminate in its Page 8

9 hiring practices. Research Note: Most programs permanently disqualify anyone convicted of sex-related crimes, violent crimes, and crimes involving children. For other types of crimes, programs might consider factors such as the age of the person at the time of the offense, how long ago the offense occurred, the person's attitude about the offense, and the person's lifestyle since the offense. Note: As noted at the beginning of CYD-HR, the term "personnel" includes volunteers who perform the same duties as personnel and have a regular, ongoing role at the program. All other volunteers are not included in the term "personnel," and are covered by CYD-HR 10 instead of this standard. Rating Indicators 1) The programâ s practices reflect full implementation of the standard.â 2) Practices are basically sound but there is room for improvement. 3) Practice requires significant improvement. 4) Implementation of the standard is minimal or there is no evidence of implementation at all. Table of Evidence Self-Study Evidence - Policy and procedures for background checks (CYD-HR 2) On-Site Evidence - Legislation/regulations pertaining to background checks - Personnel records On-Site Activities - Interview: a. Program Administrator and/or Director Page 9

10 CYD-HR 3: Personnel Qualifications: Out-of-School Time Personnel are qualified to work with children and youth and operate the out-of-school time program. Related: CYD-OST-HWT 1.04, CYD-OST-HW 1.06, CYD-OST-AEE 1.07, CYD-OST-AESD 1.09, CYD-OST-MENT 1.13 NA The program is not an Out-of-School Time program. Note: COA recognizes that the job titles used in some programs may vary from the titles listed below. Accordingly, the responsibilities assumed by personnel will determine the qualifications required. COA also understands that in some programs, one person may assume the responsibilities of more than one position. When this happens, the person should meet the qualifications required for the highest level of responsibility. In some cases personnel who do not meet the exact minimum qualifications options listed may still be qualified by another equivalent combination of education and experience. For example, a person with an Associate's degree and 10 years of experience may be qualified to serve as a Program Administrator even if he or she does not have a Bachelor's degree. If already-employed staff do not meet the education, experience, and professional preparation requirements included in the standards, the program should take steps to provide the support and training opportunities needed to ensure they are capable of performing their responsibilities. This includes internal and external training and educational opportunities to support professional development, as addressed in CYD-HR 5 and 6, and direct supervision and guidance from an appropriately qualified staff person, as addressed in CYD-HR 7. Rating Indicators 1) The programâ s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards. 3) Practice requires significant improvement, as noted in the ratings for the Practice Standards. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards. Page 10

11 Table of Evidence Self-Study Evidence - List of program personnel that includes: a. name; b. job title; c. degree held and/or other credentials; d. professional preparation; e. FTE; f. length of employment at the program; g. time in current position On-Site Evidence - Job descriptions - Personnel resumes - Personnel records On-Site Activities - Interview: a. Program Administrator b. Site Director c. Program Personnel CYD-HR 3.01 The Program Administrator is qualifed by: a. a bachelor's degree in a related field, one year of related experience, and six credits of professional preparation; or b. a bachelor's degree in an unrelated field, two years of related experience, and twelve credits of professional preparation. Interpretation: In terms of education, related fields include education, child development, developmental psychology, youth studies, family social sciences, and recreation. In terms of professional preparation, credits represent approximately 15 hours of participation in a post-secondary course, and can be earned through college classes, technical vocational classes, or community-based trainings or workshops. Credits of professional preparation may be in areas including administration (e.g., human resources, fiscal management, organizational development, strategic planning, marketing, and community Page 11

12 development), child and youth development (i.e. development during middle childhood and adolescence), and other areas related to out-of-school time programming (e.g., health and safety, developmentally-appropriate practices, group or individual guidance, community service and service learning, working with families, communty outreach, and activity planning). Note: The Program Adminstrator is responsible for the overall direction of the program, including: (1) developing mission, goals, and policies; (2) program planning and evaluation; (3) program administration, including fiscal management; and (4) organizational development, including management of human resources. CYD-HR 3.02 The Site Director is qualified by: a. a bachelor's degree in a related field, six months of related experience, and six credits of professional preparation; b. a bachelor's degree in a related field, one year of related experience, and nine credits of professional preparation; c. an associate's degree or two years of college in a related field, 18 months of related experience, and six credits of professional preparation; or d. a recognized state or national school-age care or youth worker credential, 18 months of related experience, and six credits of professional preparation. Interpretation: In terms of education, related fields include education, child development, developmental psychology, youth studies, family social sciences, and recreation. In terms of professional preparation, credits represent approximately 15 hours of participation in a post-secondary course, and can be earned through college classes, technical vocational classes, or community-based trainings or workshops. Credits of professional preparation may be in child and youth development (i.e. development during middle childhood and adolescence) and other areas related to out-of-school time programming (e.g., health and safety, developmentally-appropriate practices, group or individual guidance, community service and service learning, working with families, communty outreach, and activity planning). Note: The Site Director is responsible for the daily operations of the program, including: (1) supervising personnel; (2) overseeing all program Page 12

13 activities; (3) communicating with families; and (4) building relationships with the community. CYD-HR 3.03 Senior Group Leaders are qualified by: a. a bachelor's degree in a related field and three months of related experience; b. a bachelor's degree in an unrelated field, three months of related experience, and six credits of professional preparation; c. an associate's degree or two years of college in a related field, six months of related experience, and six credits of professional preparation; d. an associate's degree or two years of college in an unrelated field, one year of related experience, and six credits of professional preparation; or e. a recognized state or national school-age care or youth worker credential, six months of related experience, and six credits of professional preparation. Interpretation: In terms of education, related fields include education, child development, developmental psychology, youth studies, family social sciences, and recreation. In terms of professional preparation, credits represent approximately 15 hours of participation in a post-secondary course, and can be earned through college classes, technical vocational classes, or community-based trainings or workshops. Credits of professional preparation may be in child and youth development (i.e. development during middle childhood and adolescence) and other areas related to out-of-school time programming (e.g., health and safety, developmentally-appropriate practices, group or individual guidance, community service and service learning, working with families, communty outreach, and activity planning). Note: Senior Group Leaders are responsible for supervision and guidance of children and youth in the program, including: (1) activity planning and implementation; (2) communicating with families; (3) supervising support staff; and (4) relating to the community. CYD-HR 3.04 Group Leaders are qualified by: a. a bachelor's degree in a related field; b. a bachelor's degree in an unrelated field, three months of related experience, and three credits of professional preparation; Page 13

14 c. an associate's degree or two years of college in a related field, and six months of related experience; d. an associate's degree or two years of college in an unrelated field, nine months of related experience, and three credits of professional preparation; e. a recognized state or national school-age care or youth worker credential, and six months of related experience; or f. a high school diploma or GED, 18 months of related experience, and six credits of professional preparation. Interpretation: In terms of education, related fields include education, child development, developmental psychology, youth studies, family social sciences, and recreation. In terms of professional preparation, credits represent approximately 15 hours of participation in a post-secondary course, and can be earned through college classes, technical vocational classes, or community-based trainings or workshops. Credits of professional preparation may be in child and youth development (i.e. development during middle childhood and adolescence) and other areas related to out-of-school time programming (e.g., health and safety, developmentally-appropriate practices, group or individual guidance, community service and service learning, working with families, communty outreach, and activity planning). Note: Group Leaders are responsible for supervision and guidance of children and youth in the program under the direction of a Senior Group Leader, including: (1) activity planning and implementation; (2) communicating with families; (3) supervising support staff; and (4) relating to the community. CYD-HR 3.05 Assistant Group Leaders are at least 16 years old. Note: Assistant Group Leaders are responsible for carrying out activities under the direct supervision of a Group Leader. Page 14

15 CYD-HR 4: Personnel Qualifications: Early Childhood Education Personnel are qualified to work with children and operate the early childhood education program. Related: CYD-ECE 9.04, CYD-ECE 13.01, CYD-ECE NA The program is not an Early Childhood Education program. Note: As noted at the beginning of CYD-HR, the term "teaching staff" is used to refer to individuals who work directly with children in the classroom, including teachers and assistant teachers. While programs may use different terminology, the term "teacher" refers to the individual with primary responsibility for a group of children. "Assistant teachers" are directly supervised by teachers. Rating Indicators 1) The programâ s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards. 3) Practice requires significant improvement, as noted in the ratings for the Practice Standards. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards. Table of Evidence Self-Study Evidence - List of program personnel that includes: a. name; b. job title; c. degree held and/or other credentials; d. FTE; e. length of employment at the program; f. time in current position On-Site Evidence - Job descriptions Page 15

16 - Personnel resumes - Personnel records On-Site Activities - Interview: a. Program Director b. Teaching staff CYD-HR 4.01 Teaching staff: a. are at least 18 years of age; and b. meet federal, state, or local requirements for minimum education. CYD-HR 4.02 The program director has assessed competence in administering an early childhood education program and is qualified by: a. a bachelor's degree in a related field with two years of post-graduate experience in a related field; b. a bachelor's degree in an unrelated field with five years of post-graduate experience in a related field; or c. a bachelor's degree in an unrelated field with a state-approved directors credential. Interpretation: Related fields include early childhood education, child development, elementary education, early childhood special education, psychology, family consumer sciences, home economics, social work, program administration, and social services. CYD-HR 4.03 Teachers have, or are actively working towards: a. a Child Development Associate (CDA) credential, Certified Childcare Professional (CCP) credential, or equivalent; b. an associate's degree in early childhood education or child development; or c. a bachelor's degree in a related field with two years of post-graduate experience in early childhood education. Page 16

17 Interpretation: Related fields include early childhood education, child development, elementary education, early childhood special education, psychology, family consumer sciences, home economics, social work, and social services. Research Note: Research has shown that education and training in child development is related to children's developmental outcomes. Teaching staff with higher education levels engaged more positively with children, leading to higher quality of care and improved developmental outcomes. As a result, the American Academy of Pediatrics and the American Public Health Association recommend formal post-high school training including certification or college degree in child development, education, or a related field. CYD-HR 4.04 Assistant teachers: a. have a high school diploma or GED; and b. carry out classroom activities under the direct supervision of an appropriately qualified teacher. CYD-HR 4.05 Teaching staff exhibit the: a. skills needed to interact and develop meaningful relationships with children, families, colleagues, and supervisors; b. energy and flexibility to meet the needs of children; and c. personal characteristics to provide children with safe, affectionate, secure, and consistent care. Page 17

18 CYD-HR 5: Initial Orientation and Training Initial orientation and training sessions provide new personnel with the information and skills they need to perform their jobs. Related: CYD-OST-HWT 1.04, CYD-OST-HW 1.06, CYD-OST-AEE 1.07, CYD-OST-AESD 1.09, CYD-OST-MENT 1.13, CYD-ECE 5.06, CYD-ECE 5.08, CYD-ECE 5.09, CYD-ECE 9.04, CYD-OST 12.04, CYD-OST 12.07, CYD-OST 12.12, CYD-OST 12.13, CYD-ECE 13.02, CYD-ECE Interpretation: While the training addressed in this core concept is intended to be initial training as opposed to the more ongoing professional development addressed in CYD-HR 6, COA does recognize that training on some of the topics addressed in CYD-HR 5.04 through 5.09 may not be provided until after personnel have begun work at the program. However, it is also important to note that personnel should never be expected to perform a task or provide a level of care that they are not yet prepared to handle. Accordingly, depending on the degree of responsibility personnel are expected to assume upon starting their jobs, it may be appropriate to provide pre-service training on some of the topics addressed in CYD-HR 5.04 through Rating Indicators 1) The programâ s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards. 3) Practice requires significant improvement, as noted in the ratings for the Practice Standards. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards. Table of Evidence Self-Study Evidence - Outline of required training for different positions or job categories, and timeframes for completion - Assessment of orientation/training program - Table of contents for employee manual Page 18

19 - Table of contents for orientation curriculum - Table of contents for training curriculum On-Site Evidence - Employee manual - Orientation curriculum - Training curriculum - Documentation that required orientations and trainings have been attended (e.g., documentation from training files or personnel records) - Annual training calendar or schedule - Annual budget with line for training and professional development On-Site Activities - Interview: a. Program Administrator and/or Director b. Program Personnel CYD-HR 5.01 The program: a. outlines specific expectations regarding the orientation and training requirements for personnel in different positions; and b. periodically evaluates the orientation and training program to ensure it meets the needs of personnel and the program as a whole. Related: CYD-AM 3.03, CYD-AM 11 Interpretation: Regarding element (a), the duties of personnel, and the competencies they are expected to demonstrate, should guide the development of the training they receive. CYD-HR 5.02 All personnel receive and confirm in writing receipt of an up-to-date employee policies and procedures manual that articulates current: a. conditions of employment; b. benefits; c. rights and responsibilities of employees; and d. other important employment-related information. Page 19

20 Interpretation: Other relevant topics to address in the manual may include, but are not limited to: emergency and safety procedures; equal employment policies; nepotism; grievance process procedures; conditions and procedures for layoffs; insurance protections including unemployment, disability, medical care, and malpractice liability; performance appraisal system; promotions; professional development; standards of conduct; time-off policies; wage policies; working conditions; technology security and usage policies; and the use of social media, electronic communications, and mobile devices. CYD-HR 5.03 Before working with children and youth, new personnel are given an orientation that includes an overview of: a. the program's mission, goals, practices, and schedule; b. their job descriptions, including their responsibilities to children and youth, families, and the program; c. the needs and other relevant characteristics of program participants, including cultural and socioeconomic characteristics; d. program policies and procedures, including policies and procedures related to health and safety, emergencies, and confidentiality; e. personnel policies and procedures, including expectations regarding work hours and schedules, breaks, and planning time; f. the roles of different program personnel; and g. lines of accountability and authority within the program. Interpretation: Although the format of orientation may vary from program to program, it should include a review of the information described in the standard. Personnel should also receive a tour of the program space, be introduced to their co-workers and any other relevant staff (e.g., custodian), and have an opportunity to raise any questions they have. CYD-HR 5.04 Out-of-school time personnel who work with children and youth are trained in: a. child and youth development, including what matters most at different stages of development; b. building caring, supportive relationships with children and youth; c. implementing programming and activities, including techniques for instructing and engaging children and youth; Page 20

21 d. effective group management; e. strategies for engaging children and youth with different temperaments, needs, and abilities; f. strategies for promoting social and emotional development; g. positive techniques for guiding and managing behavior, including for recognizing and de-escalating potentially volatile situations; h. engaging and working with families; i. expectations for collaboration with community partners (e.g., with the program host or collaborating service providers); j. expectations for professional conduct; and k. topics relevant to program activities (e.g., academics, physical fitness, nutrition, performing arts). Interpretation: In addition to ensuring staff have the competencies needed to work with children and youth, it may also be helpful to train staff in other areas that support job performance, such as team building, time management, and continuous quality improvement. NA The program is not an out-of-school time program. Note: Please note that additional expectations regarding the qualifications and competencies of staff providing specific types of activities are included in the OST Programming Supplements. CYD-HR 5.05 Early childhood education teaching staff receives training in early childhood development and education including: a. curriculum training to ensure consistent implementation; b. how to support a child's positive relationships with his or her peers; c. positive guidance techniques of behavior management; d. classroom activities appropriate to children of different developmental levels; e. recognizing developmental differences between children; f. use of screening and/or assessment tools; g. skills in observation and documentation; h. effective classroom management; and i. teaching strategies for working with young children. Interpretation: Teaching strategies include: a. techniques for keeping children engaged and motivated; b. methods for evaluating the effectiveness of teaching strategies and the comprehension of the child; Page 21

22 c. methods for working with small or large groups; d. teacher-directed and child-directed instruction; e. how to choose activities and materials; f. how to break down tasks into manageable components; and g. how to organize instruction to achieve developmental milestones. Interpretation: In addition to ensuring staff have the competencies needed to work with children, it may also be helpful to train staff in other areas that support job performance, such as team building, time management, and continuous quality improvement. Research Note: Studies have shown that curriculum implementation is often inconsistent without proper training and technical assistance. A study of preschoolers attending 14 Hartford, Connecticut child care centers found that children who received care from teachers with intensive curriculum training and support demonstrated improved school readiness. Research Note: When teaching staff are responsible for conducting comprehensive developmental screenings, they should be properly trained. Comprehensive developmental screenings include instruments that measure general and social-emotional The screenings help identify children who may have developmental delays or disabilities so they can be connected to relevant resources or more specialized screenings. Research shows that early intervention is key to future success and achievement of positive outcomes. Not all programs will offer developmental screenings on-site. Many will refer families to outside providers for screening when there are concerns. See CYD-HR 5.06 and CYD-ECE 9.01 for more information on referring children with special needs to needed support services. NA The program is not an early childhood education program. CYD-HR 5.06 Personnel who work with children and youth are trained to recognize and respond appropriately when children and youth have needs that may warrant special care or referral to additional services. Related: CYD-OST 5.05 Interpretation: In the context of this standard, children and youth with needs that may warrant special care or additional services include, but are not limited to: children and youth who speak a foreign language; children and youth who may be experiencing a crisis; children and youth with special health needs (e.g., chronic asthma); children and youth with special mental Page 22

23 health needs (e.g., a history of trauma); children and youth with developmental disabilities or limitations; children and youth who are abused or neglected; and children and youth who are living in poverty. Accordingly, personnel should be trained to work with foreign language speakers, respond to individuals and families in crisis, provide trauma-informed care, and work with children and youth with special needs. In some cases procedures for meeting needs in these areas may include collaborating with the Program Administrator or Site Director to determine how to connect a child with needed services. It will be especially important for teaching staff in early childhood education programs to recognize the signs and symptoms of conditions that may require specialized services, additional screenings, or other referrals, including for mental health or developmental delays. CYD-HR 5.07 Personnel who work with children and youth receive training on cultural responsiveness that includes: a. exploration of their own culture and biases and their effect on interactions with children, youth, and families; b. information on varying beliefs, customs, values, and child rearing practices of the different cultural groups represented at the program; c. how to communicate openly and work respectfully with families of other cultures; d. information on cultural dynamics; and e. the role that culture plays in child and youth Related: CYD-OST 3.02, CYD-OST 3.04, CYD-OST 4.01, CYD-OST 4.06, CYD-OST 4.07, CYD-OST 8.04, CYD-OST (FP) CYD-HR 5.08 Personnel who work with children and youth receive training that covers the program's health and safety procedures, including: a. meeting the basic health-related needs of the service population, including needs related to nutrition and physical fitness; b. hand washing procedures; c. proper handling and storage of disinfectants and any other potentially Page 23

24 hazardous substances; d. procedures regarding contagious and infectious disease prevention; e. food preparation, storage, and service; f. handling emergencies, including incidents involving poison, burns, and other medical emergencies; g. detection and mandatory reporting of suspected child abuse and neglect; h. procedures for coordinating with other professionals, as needed; i. medication control and administration, if applicable; j. diapering procedures, if applicable; k. SIDS prevention procedures, if applicable; and l. safety and injury prevention related to the specific activities offered (e.g., sports, cooking, science, etc.). Related: CYD-ECE 4, CYD-ECE 5, CYD-OST 11, CYD-OST 11.10, CYD-OST 12 Interpretation: If staff use gloves while changing diapers, training on diapering procedures must include how to properly use and dispose of them. Research Note: Every state has some version of a mandatory reporting process for suspected child abuse and neglect. Details about the reporting laws in each state, including who is required to report, can be found on the Child Welfare Information Gateway website. CYD-HR 5.09 Program administrators and/or directors receive training in: a. program administration and management; b. staff supervision; c. collaborating appropriately with other community members, organizations, and institutions; and d. legal topics relevant to program operations, management, and oversight. Interpretation: Topics relevant to program administration and management include: (1) financial management; (2) human resources; (3) risk prevention and management; (4) continuous quality improvement; and (5) leadership. Legal topics relevant to program operations, management, and oversight include: (1) federal and state laws requiring disclosure of confidential information for law enforcement purposes, including compliance with a court-order, warrant, or subpoena; (2) the program's policies and procedures on confidentiality and disclosure of information, and penalties Page 24

25 for violation of these policies and procedures; and (3) the legal rights of children and youth and their families. Research Note: A study exploring the management capacity and needs of out-of-school time organizations found that many programs have limited staff capacity in the areas of financial management and human resources. CYD-HR 5.10 Training activities: a. describe the practices and skills being addressed, and explain why they are important; b. model the practices and skills being targeted; and c. allow personnel to practice skills and receive feedback in a safe environment that does not punish mistakes. Page 25

26 CYD-HR 6: Ongoing Training and Professional Development Personnel participate in ongoing professional development activities that promote learning and advancement and enable personnel to better perform their jobs. Related: CYD-OST-HWT 1.04, CYD-OST-HW 1.06, CYD-OST-AEE 1.07, CYD-OST-AESD 1.09, CYD-OST-MENT 1.13, CYD-ECE 5.06, CYD-ECE 5.08, CYD-ECE 5.09, CYD-ECE 9.04, CYD-OST 12.04, CYD-OST 12.07, CYD-OST 12.12, CYD-OST 12.13, CYD-ECE 13.02, CYD-ECE Interpretation: The professional development program should include the range of activities and opportunities covered in this core concept standard, from one-on-one coaching, to training, to collaborative learning. It may also be helpful to facilitate site visits to other programs, and to have professional resource materials (e.g., books or magazines) available. The program may also support professional development by encouraging staff to join professional associations or peer learning communities, or working with staff to achieve credentialing/certification, where available. Note: Programs should also allocate sufficient resources to support ongoing training and professional development, as noted in CYD-HR Rating Indicators 1) The programâ s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards. 3) Practice requires significant improvement, as noted in the ratings for the Practice Standards. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards. Table of Evidence Self-Study Evidence - Procedures for conducting personnel observations (CYD-HR 6.01) - Tool/rubric for personnel observations - Annual assessment of training needs Page 26

27 - Outline of required training for different positions or job categories (i.e. number of hours required) On-Site Evidence - Records of personnel observations (e.g., in personnel records) - Documentation that personnel have participated in ongoing training and professional development opportunities (e.g., documentation from training files or personnel records) - Annual budget with line for training and professional development On-Site Activities - Interview: a. Program Administrator and/or Director b. Program Personnel CYD-HR 6.01 In an effort to support and develop personnel, supervisors or other coaches: a. conduct regular, scheduled observations of personnel using a formalized tool that reflects established program practices; b. ensure that personnel are oriented to the expectations of the tool, prior to observation; c. provide opportunities for personnel to conduct self-assessments using the tool; and d. partner with personnel following observation to discuss strengths and needs and establish short- and long-term goals for development and improvement. Interpretation: When supervisors or other coaches partner with personnel following observations to discuss strengths, needs, and goals, meetings should include opportunities for personnel to reflect on their own performance. This type of observation and coaching will often be provided within the context of the supervisory relationships addressed in CYD-HR 7. However, it can also be provided by outside consultants or trainers, as well as by other frontline staff at the program. The amount of observation conducted should take into account the type of programming offered. For example, an out-of-school time program that offers academic programming may need a higher amount of observation than a program that is solely enrichment-focused. Page 27

28 Note: See CYD-HR 7 for more information regarding the support and coaching to be provided within the context of supervisory relationships. CYD-HR 6.02 On an annual basis the program assesses the training needs of the program as a whole. Related: CYD-AM 3.03, CYD-AM 11 Interpretation: In determining training needs the program should consider the aggregate results of the observations and debriefings addressed in CYD-HR 6.01, as well as any surveys or other strategies used to assess the needs and interests of program personnel. CYD-HR 6.03 Personnel are connected with supports, resources, and opportunities for professional development that are designed to: a. meet their needs and help them improve their skills; b. be directly relevant to the jobs they perform; c. ensure that they remain up-to-date on current practices in the field; and d. reflect the level of relevant experience and formal education they have obtained. Interpretation: This includes both the individually-focused supports, resources, and opportunities designed to help personnel meet their individual goals for development and improvement, as addressed in CYD-HR 6.01, as well as the more macro-level program-wide training addressed in CYD-HR Note: See CYD-HR 7 for more information regarding the support and coaching to be provided within the context of supervisory relationships. CYD-HR 6.04 Professional development activities: a. describe the practices and skills being addressed, and explain why they are important; b. model the practices and skills being targeted; c. allow personnel to practice skills and receive feedback in a safe Page 28