Core Competencies Quizsheet
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ACDEF
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Core Competencies Quiz Instructions:
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1. Rate yourself on each of the indicators on a scale from 1-5, with "1" meaning "I need to work on this", and "5" meaning, "I have mastered this."
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2. Click on the "Chart" tab at the bottom of the page to see which of the Core Competencies you are strongest in, and which ones you might want to do more training in.Rating
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Ability to use e-mail to communicate with program staff and stakeholders
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Ability to use good classroom management techniques
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Ability to use the Internet as a research tool to access field knowledge and locate appropriate resources
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Accepts mistakes as opportunities for new learning
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Accesses and critically evaluates resources that advance cultural understandings and appreciation of human diversity
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Activities promote critical thinking and self-reflection
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Activities promote mastery in a skill area
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Affirms and respects each participants' culture, religion, home language and family values in all verbal and nonverbal exchanges
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Articulates and maintains appropriate boundaries (such as roles, responsibilities, relationships and confidentiality) with youth
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Articulates program goals and how individual activities support them
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Assesses participants' progress towards intentional learning objectives
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Assigns youth program jobs and responsibilities, such as menu planning and language arts activity development
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Assists participants in the use of technology to demonstrate their knowledge
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Assists participants in the use of technology to demonstrate their knowledge and express their points of view
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Assists participants in the use of the Internet as a research tool
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Can describe interaction between own cultural values and the cultural values of others
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Can describe own biases
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Can describe own limitations in understanding and responding to cultural and human differences and seeks assistance when needed
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Can implement key aspects of site safety plan
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Can perform basic first aid
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Can summarize legal responsibilities and reporting requirements for reporting child abuse or when a person may do harm to him or herself or another
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Celebrates the accomplishments of individuals in the larger group
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Communicates frequently with administrators and faculty to ensure alignment of program activities to the schoolÕs learning goals and curricula
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Communicates high expectations for youth and supports youth as they strive for excellence
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Communicates information about the program, staff, and how the program can support children's social and academic growth
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Communicates to important adults (i.e. parents, caregivers, school and program staff) about individual participant's strengths, successes, and achievements
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Communicates with school to identify the materials and activities that program staff can offer to complement what happens during the school day
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Communicates with schools to share information regarding the learning and social needs of participants, effective strategies, and updates regarding participants' progresss
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Conduct activities that are "hands on" and project-based
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Conduct activities that are motivating, challenging and engaging
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Conduct activities that promote healthy choices and the avoidance of risky behaviors
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Conduct activities that promote inquiry
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Conducts academic activities that are linked to topics in the curriculum frameworks
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Conducts academic activities that incorporate a variety of age-appropriate instructional strategies to help youth build and master key academic skills and content
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Conducts activities that allow participants to explore their personal interests and learn about their everyday world
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Conducts activities that promote effective organizational and study skills
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Conducts activities to expand knowledge and understanding of good nutrition and healthy behavior
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Conducts age-appropriate activities and recognizes when an activity is inappropriate and makes necessary adjustments
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Conducts physical activities that are physically and emotionally safe
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Core skills are practiced and developed
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Deals with challenging behavior and disciplines effectively when needed in an age-appropriate manner
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Demonstrate awareness of local and state curriculum frameworks
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Demonstrates a sincere desire to work with children and youth
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Demonstrates knowledge of what is going on in participants' lives, neighborhoods and schools
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Designs activities that involve youth and gives them opportunities to develop confidence and learn independent living skills
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Designs and/or adopts existing materials appropriate for background and experience of participants
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Designs curriculum consistent with current theories of language use and acquisition, including English as a second language
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Develops lesson plans that state the purpose of the activity as it relates to program goals
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Dresses appropriately
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Emphasizes character building components of physical activities (i.e., playing by the rules, treating opponents with respect, learning from mistakes)
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Encourages community members to share their knowledge and talents with program participants
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Encourages parents and caregivers to visit the program to participate in activities, or share their thoughts about the program through informal or formal conversations or other means of communication
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Encourages youth to drink water
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Enforces program rules fairly and consistently
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Engages participants in assessing their own growth and programs
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Engages participants in decision-making and leadership opportunities
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Engages participants in opportunities to provide service to others and improve the community
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Follows procedure for reporting incidents, as required by the program policies (e.g., accidents, criminal activity, serious violation of program rules, etc.
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Fosters good relations between after school and school staff through positive interactions (exchanging welcomes, greeting by name, stopping to chat, etc.)
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Gives and receives constructive feedback
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Gives full attention to participants when they are speaking
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Has experience and interest in working with youth
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Has knowledge and skill in the programÕs content areas
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Has knowledge and skills for designing an environment that promotes cooperative learning
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Identifies barriers to own professional success and ability to access help
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Incorporate moderate to vigorous physical activity (e.g. sports, games, and exercise)
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Incorporates state content standards
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Incorporates teambuilding activities
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Intervenes promptly, appropriately and effectively when bullying or teasing happens
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Intervenes to explicitly address negative stereotyping and discriminatory statements or practices when they occur
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Intervenes when potentially unsafe situations occur
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Is actively expanding personal knowledge and educational opportunities
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Is aware of participants' health and medical needs as appropriate, and adjust activities as needed
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Is comfortable with participants and knows who needs extra attention or support
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Is open to new ideas and learning opportunities
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Is punctual and dependable
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Keeps accurate program attendance
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Knows health and safety procedures and can share them with other staff, youth, and families
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Learns the names of all parents and caregivers and greets them personally. Supports and empowers parents and caregivers to play in active role in supporting their children's education
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Looks for opportunities for involving families in activities
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Makes reasonable accommodations to serve youth with learning differences, such as breaking activities into smaller parts, working in smaller groups, and providing extra time to complete tasks
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Models healthy eating habits by consuming healthy food and drinks during program hours and encourages youth to do the same
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Participates in physical activities to model an active lifestyle for youth participants
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Participates in program, staff and team meetings
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Participates in required meetings
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Plans for and includes both verbal and non-verbal demonstrations of skills with children and youth who may be English-language learners using a variety of methods
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Prepares the program space to be free of foreseeable hazards
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Present self in a way that feels approachable to youth
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Promotes acceptance of and respect for diversity among participants (cultural, religious, gender, appearance, etc.)
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Promotes an attitude and environment that embraces wellness
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Promotes language development by integrating opportunities to speak, listen, read, and write into all activities in a way that supports English language learners
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Promotes positive behavior and discourages inappropriate behavior that can affect the feeling of safety
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Protects and appreciates the need for confidentiality when appropriate
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Provide healthy and nutritious snacks that meet participantsÕ dietary needs
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Provided or links youth and their families to outside resources
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Provides opportunities for English language learners to identify with and use their own language
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Provides opportunities for participants to engage in activities to contribute positively to their immediate and/or larger global community
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Core Competency Quiz
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