Wed, February 07, 2024
9:00 am - 11:00 am

OST Registry

It was a great experience, I learned a lot. It gave me the opportunity to see some areas where I need to work to better my leadership and my program!

Lorena D
Afterschool Professional

Disclosure of Proprietary Interest Policy

Prime Time Palm Beach County, Inc.’s Training Instructors

All facilitators of Prime Time’s Professional Development trainings are full-time staff working for the organization. Prime Time does not currently, but may in the future, employ independent contractors to design or deliver continuing education or trainings.

Prime Time Palm Beach County, Inc. Materials

All products, instruments, devices or materials used in Prime Time’s Professional Development trainings are the property of Prime Time Palm Beach County, Inc., therefore there are no product promotions or endorsements during learning events. Prime Time does not sell products or services and therefore there are no royalties or profits gained.

Disclosure of Proprietary Interest

If in the future, any of Prime Time’s facilitators have a proprietary interest in products, instruments, devices or materials used in training, these interests must be divulged in writing and proof of this disclosure must be evident in marketing and learning materials for the specific training event. No instructor may receive any share of the royalties or profits from the product promotion or endorsement. Prime Time Palm Beach County does not support, condone, or encourage working with instructors who may have a commercial interest in any products or services mentioned during the course of a training event.

The director of Professional Development is responsible for approving all training content and materials. Should the training reference a specific product, material, instrument, or service, the director or Professional Development is accountable for ensuring that the instructor either has no proprietary interest or makes a full disclosure. Prime Time Palm Beach County, Inc. reserves the right to dismiss any trainer who fails to make a full disclosure regarding proprietary interest with regards to any aspect of a training event.

In the unlikely event that a trainer does have proprietary interests and is still contracted to conduct a training or workshop, this information will be communicated to prospective participants prior to the start of the program through Prime Time’s website and registration forms.

Building a Positive Community with Teens: VIRTUAL

Participants are REQUIRED TO ATTEND ALL TRAININGS in the series and create and try out tailored activities in between trainings.

Part 1 – Building Positive Community with Teens – Laying the Foundation

Part 2 (2/21/24) – Building Positive Community with Teens – Meaningful Relationships

To learn, stay engaged, and develop as individuals, teens need a safe, predictable, joyful, and inclusive space where they can experience belonging, significance and emotional safety. They also need to feel comfortable taking risks and working with their peers. How can you create such a space for the teens you work with? This lively training series explores the environment in which you work with youth and provides strategies, fun group activities, and relationship-building meeting structures that will help you establish a community that promotes positive experiences for teens.

Please note: Only afterschool practitioners working with middle school, high school, or fifth grade elementary youth should register for this training.

Upon successful completion of this training series and follow-up assignment(s), the participant will earn 6 clock hours (.6 CEUs) of training.

Building Positive Community with Teens – Laying the Foundation

Training Objectives

Participants will:

Discuss the importance of belonging, significance and emotional safety for youth
Outline the methods involved in establishing a positive community
Utilize interactive learning structures and brain breaks that provide opportunities for youth to feel a sense of belonging and significance

Building Positive Community with Teens – Meaningful Relationships

Training Objectives

Participants will:

Explain the Responsive Advisory Meeting structure.
Practice developing Responsive Advisory Meetings as a way to help youth build positive relationships.

Core Knowledge, Skills and Competencies Addressed (CKSCs)

Learning Environments and Curriculum

Physical Environment and Activities

Identify – A. Recognizes the importance of creating a developmentally and culturally responsive learning environment and following a curriculum.

Identify – C. Identifies aspects of a developmentally and culturally responsive environment and learning plan.

Apply – B. Shows warmth, caring, and respect for children, youth, and others as individuals.

Apply – C. Employs schedules, routines, and structured transitions.

Physical, Social/Emotional, and Cognitive Development

Apply – B. Implements strategies to develop young people’s self-awareness, social awareness, self-management, relationship building, and responsible decision making.

Apply – C. Models healthy interactions and guides children and youth in self-awareness, social awareness, relationships, and responsible decision making.

Language and Communication Development

Apply – C. Encourages children and youth to communicate in a variety of ways

Creative Expression

Apply – B. Supports individual expression, including cultural influences.

Relationships and Interactions with Children and Youth

Individual Child/Youth Guidance

Apply – A. Provides a supportive environment in which children and youth can learn and practice pro-social behaviors.

Apply – D. Practices positive, health interactions and guides children and youth in self-awareness, social awareness, relationship building, and responsible decision making.

Youth Engagement, Voice, and Choice

Apply – A. Encourages youth to express their ideas and feelings to support healthy development, meaningful relationships, and program quality.

Equity and Inclusion

Inclusive and Accessible Physical and Social Spaces

Apply – A. Creates an inclusive, welcoming, and respectful environment for all.

Primary QIS Scales Addressed:

I. Safe Environment

I-E. Creating Safe Spaces

II. Supportive Environment

II-J: Active Learning

III. Interactive Environment

III-K. Sense of Belonging

III-N: Cultivating Empathy