Core Competencies refer to the observable skills that lead to delivery of high quality services and programs and establish standards of practice. They are designed to serve as a guide in determining the practitioner’s learning and professional needs. They are relevant to all positions held in an afterschool program – from executive directors to volunteers. 

The document is intended to outline standards of good youth development practices and should be used with the understanding that practitioners possess different competencies at different levels based on many factors, (i.e. life experience, position held etc.) and therefore will have different needs. The most important use of these competencies is that they serve as a guideline for individual reflection and assessment of one’s skills and learning needs as planning for personal and professional development takes place. They should not be used as a punitive way of evaluating performance.

 The core competencies are grouped into eight core knowledge areas: (1) Child/Youth Growth and Development, (2) Family and Community Relationships, (3) Program Planning and Development, (4) Learning Environment and Curriculum, (5) Interaction with Children/Youth, (6) Child/Youth Observation and Assessment, (7) Professional Development and Leadership, and (8) Health, Safety and Nutrition. Under each area, there are five levels, spanning from entry level to level 4. These levels outline a continuum from preliminary to advanced skills that demonstrate a higher level of professionalism.