WHO IS ACCREDITED?

Private Organization Accreditation

Children's Home Society of Florida delivers a unique spectrum of social services designed to protect children at risk of abuse, neglect or abandonment; to strengthen and stabilize families; to help young people break the cycle of abuse and neglect; and to find safe, loving homes for children.
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ORGANIZATION TESTIMONIAL

Children's Foundation of Mid America

James W. Thurman, President/CEO

Children’s Foundation of Mid America has been accredited through COA since 1983. The process of accreditation ensures that we meet or exceed the highest standards in the industry.
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Purpose

A stable, qualified, trained, and supported workforce contributes effectively and efficiently to the delivery of quality programming that promotes positive child and youth education and development.

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. 
 

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 8.08.

Rating Indicators
1
The program’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 On-Site Evidence On-Site Activities
    • Procedures for conducting personnel observations (CYD-HR 6.01)
    • Tool/rubric for personnel observations
    • Annual assessment of training needs
    • Outline of required training for different positions or job categories (i.e. number of hours required)
    • 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
    • Interview:
      1. Program Administrator and/or Director
      2. Program Personnel

  • CYD-HR 6.01

    In an effort to support and develop personnel, supervisors or other coaches:

    1. conduct regular, scheduled observations of personnel using a formalized tool that reflects established program practices;
    2. ensure that personnel are oriented to the expectations of the tool, prior to observation;
    3. provide opportunities for personnel to conduct self-assessments using the tool; and
    4. 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.

    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.
     

    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:

    1. meet their needs and help them improve their skills;
    2. be directly relevant to the jobs they perform;
    3. ensure that they remain up-to-date on current practices in the field; and
    4. 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 6.02.

    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:

    1. describe the practices and skills being addressed, and explain why they are important;
    2. model the practices and skills being targeted;
    3. allow personnel to practice skills and receive feedback in a safe environment that does not punish mistakes; and
    4. help personnel integrate new skills and knowledge into their daily routines at the program.


  • CYD-HR 6.05

    Professional development for out-of-school time personnel includes at least:

    1. 15 hours of training per year for Assistant Group Leaders;
    2. 18 hours of training per year for Group Leaders;
    3. 21 hours of training per year for Senior Group Leaders;
    4. 24 hours of training per year for Site Directors; and
    5. 30 hours of training per year for Program Administrators.

    Interpretation: Training may be delivered using a variety of methods based on available resources and identified training needs. Examples of training delivery methods include, but are not limited to: in-service training, adult education courses, higher education or college courses, distance learning, conference workshops, webinars, and self-paced electronic trainings.

    When programs operate only during the summer months, COA recognizes that their personnel may participate in fewer hours of professional development.

    NA The program is not an out-of-school time program.


  • CYD-HR 6.06

    Professional development for early childhood education teaching staff includes at least 24 hours of training per year.
     

    Interpretation: Training may be delivered using a variety of methods based on available resources and identified training needs. Examples of training delivery methods include, but are not limited to: in-service training, adult education courses, higher education or college courses, distance learning, conference workshops, webinars, and self-paced electronic trainings.

    Most states regulate the number of training hours and training topics required for early childhood education teaching staff, so programs should familiarize themselves with the requirements in their states and adjust their training programs accordingly. The number of training hours provided should also be adjusted each year based on the assessed training needs of teaching staff, as referenced in CYD-HR 6.01 and 6.02.

    Research Note: In-service training is critical to providing high quality child care.

    NA The program is not an early childhood education program.


  • CYD-HR 6.07

    Personnel have opportunities to participate in collaborative learning activities that include:

    1. group meetings for joint problem-solving and mutual support;
    2. information sharing on topics such as child and youth development or parent-child relationships; and
    3. opportunities for personnel to plan together.

    Note: See CYD-HR 8 for more information regarding personnel collaboration.

    Research Note: Programs should offer opportunities for teaching staff collaboration and support to prevent burnout and reduce turnover.


  • CYD-HR 6.08

    The program strives to facilitate opportunities that:

    1. enable personnel to take on a leadership role; and
    2. support advancement within the profession, to the extent possible and appropriate.

    Interpretation: Examples of ways to implement element (b) of the standard include encouraging staff to join and participate in professional associations, or working with staff to achieve credentialing or certification, where available.

    Note: See CYD-HR 8 for more information regarding opportunities for advancement at the program.

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