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The FCCPSA proudly maintains an accreditation partnership agreement that provides AdvancED/SACS accreditation to FCCPSA schools. This partnership allows schools to obtain both FCCPSA and SACS accreditation through one seamless process utilizing AdvancED unique protocols and platforms.   

The Florida High School Athletic Association (FHSAA) requires that all full member senior high schools be accredited by one of 15 approved accrediting agencies.
In 1996, the Florida Legislature established the Gold Seal Quality Care program to acknowledge child care facilities and family day care homes that are accredited by nationally recognized agencies and whose standards reflect quality in the level of care and supervision provided to children. service-programs/child-care/goldseal

Contact Information for the FCCPSA Office:
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6.0  Personnel

Founding Principles

Parents and or guardians are responsible for their children’s spiritual, mental, and physical development. They are the first caregivers, and have a lifelong commitment to their children, not just the early years. They instill and promote certain values, reward or reinforce specific behaviors, and shape choices that form life-long habits.

When a parent or guardian seeks out an early learning center, they are enlisting the help of an organization that will partner with them in the highest calling of their lives. Early learning centers have the opportunity to present the highest standards of child. The guiding principles and methodology of the program must be completely and accurately presented so parents/guardians can make informed and appropriate choices that meet their needs and requirements.

Each member of the team must be in agreement with the fundamental vision, mission and philosophy of education that the center is founded and operates on, because a house divided brings confusion. Up to date, and thorough background screening of all personnel that may come into contact with the child is, of course, required, as safety must be foremost of importance in the mind of the administration and staff. While philosophy, vision and screening are important foundations, training is the ingredient that separates a true early learning program from simple baby-sitting. Training in the past to develop skills, combined with current and ongoing training that never ends, meets the needs and challenges of an ever-growing and diverse population.

6.1 Staff Hiring Practices and Benefits
6.1.1 Employee Handbook: All staff receives a copy of the Employee Handbook. The staff is instructed at least annually on the program's employee policies.

6.1.2 Nondiscrimination Policy: The program has a published Nondiscrimination Policy relating to its hiring practices, stating that it does not discriminate against any person or group of persons on the basis of gender, race, color, ethnic origin, physical disability or age. (Age has the exception of minimum age requirements for many positions.)

6.1.3 Background Screening: The program’s hiring procedures include Level 2 background screening and fingerprinting to obtain a history regarding abuse and any criminal convictions for all employees and for others who have direct access with the children in the program. This includes the Director, Primary Teachers, Associate Teachers, Teacher's Aids, Volunteers, Office Personnel, Kitchen and Maintenance Staff.

6.1.4 Staff Orientation: New staff is provided with an orientation and/or a Staff Manual that includes, but not limited to the following:
Goals and philosophy of the program
Planned activities for the program
Appropriate classroom management techniques
Routines and transitions in which the children in the program are engaged
Discipline policies and procedures
Communication with parents
Mealtimes and food-handling policies
Occupational health hazards
Emergency health and safety procedures
General health policies and procedures including, but not limited to the following:
hand-washing techniques
diapering techniques and toileting (including proper diaper disposal and diaper-changing techniques where applicable)
Child abuse/child neglect detection, prevention, and reporting
Cleaning, sanitizing, and disinfecting procedures
Recognition of symptoms of illness, documentation of these symptoms, and implementation of ill-child policies that include the following: Applying the program’s policies regarding exclusion of ill children and readmission of them after illness Cleaning, sanitizing, and disinfecting procedures, documenting and administering prescribed medication if given to children during program hours by program employees Notifying parents/guardians regarding a communicable disease occurring in children or staff
Assessing the health of children daily

6.2 Director
6.2.1 Qualifications of Program Director: Program Administrators must be at least 21 years of age and have a minimum of:

6.2.2 General Responsibilities of Program Director: The director is charged with assuming responsibility of the day-to-day operations of the program, maintaining program policies, and monitoring the program’s compliance with applicable requirements of civil authorities. The director’s leadership addresses the program’s goal of fostering the intellectual, physical, social, emotional, spiritual and character development of children.

6.2.3 Continuing Education and Development: The director obtains a minimum of thirty clock hours during the first year of employment, especially as related to State requirements. An additional twenty-four hours per year of continuing professional development, provided by a qualified entity, in such areas as emergent literacy and mathematics, child or staff development, programming, administration, health and safety, family relations, legal issues, communications, and technology is recommended. Whenever possible, continuing education should be validated by college credit and provided as a benefit of employment, part of tuition reimbursement program or financial assistance.

6.2.4 Hiring Staff: The director/administrator is responsible for hiring staff that supports the philosophy and mission of the program in accordance with applicable governance procedures.

6.2.5 Evaluation of New Employees: The director ensures a formal evaluation of new employees takes place no more than six months into the orientation period and at pre-determined periods thereafter.

6.2.6 Evaluation of all Employees: The director ensures for each staff member an annual written confidential, evaluation is conducted, recognizing strengths as well as areas needing improvement. Areas needing improvement receive follow-up. The evaluation is kept in the staff member's file.
Indicators of Compliance

6.2.7 Staff Substitutes: The director has a current list of qualified substitutes who may be called upon to maintain the integrity of the program.

6.2.8 Acting Director: The director designates a qualified person to assume leadership and responsibility of the early education program in the event of his/her absence.

6.2.9 Developing Relationships Among Staff: Staff treats colleagues with equal respect and consideration regardless of gender, race, color, ethnic origin, or physical disability. Respectful relationships between colleagues are encouraged and reflect mutual trust, respect, and support for each other. Staff members seek out and acknowledge the ideas and opinions of others. Staff members give positive recognition to each others’ skills and accomplishments and provide appropriate support for each other in dealing with stress to maintain confidence at all time.

6.2.10 Developing Relationships with Children: Team members treat children with equal respect and consideration regardless of gender, race, color, ethnic origin, or physical disability. Respectful relationships with children are developed by smiling, touching, holding, and speaking to children at their eye level throughout the day, during routines such as arrival and departure and mealtimes, as well as during teacher-planned and child-initiated experiences.

6.2.11 Staff Meetings: The director builds strong relationships and communication between the staff and administration, and encourages team collaboration and spirit among the staff. Regular staff meetings are held for staff to consult on program planning, to plan for implementing and attaining goals, to plan for individual children and family involvement, and to discuss program and working conditions.

6.2.12 Program Evaluation with Staff: The director meets with the staff annually to evaluate the early education program and to discuss areas of strengths as well as areas needing improvement. The areas needing improvement are addressed after the meetings through a specific Program Improvement Plan.

6.2.13 Personnel Files: The director maintains a confidential personnel file on each employee, volunteer and substitute. The file should contain, but not be limited to the following and/or contain information that civil authorities require:

6.3 Instructional and Support Staff Qualifications
All staff, regardless of position, must meet the requirements of 6.1.3 Background Screening and 6.1.4 Staff Orientation before they are permitted to work with children, alone or supervised. Primary Teachers must be at least 21 years of age, Associate teachers must be at least 18 years of age and all Teachers Aids/Volunteers must be at least 16 years of age.
6.3.1 Primary Teacher Qualifications (Staff Credential): (The primary teacher is in charge of oversight and implementation/teaching of curriculum and classroom learning activities and assessments.) Must be at least 21 years of age and have met one of the following qualifications:

6.3.2 Associate Teacher Qualifications: (The associate teacher fulfills the normal duties of a teacher in a classroom under the supervision of the primary teacher.) Must be at least 18 years of age and meet all of the qualifications listed below:

6.3.3 Teachers Aid/Volunteers Qualifications: (May assist in classroom duties or group activities under the supervision of the primary teacher.) A teacher's aid/volunteer may have no experience.  Teacher’s aids/volunteers must be at least 16 years of age and work under the direct supervision of an adult at all times.  In addition, they must have begun the Florida DCF 40-hour training.

6.3.4 Non-teaching Support Staff Qualifications:Support staff indicates individuals who have any duties on campus and therefore may come into contact with children. They do not assist in class or activities. Support Staff must be at least 16 years of age and work under the direct supervision of an adult at all times. Regardless of position, if they come on campus, the requirements of 6.1.3 Background Screening and 6.1.4 Staff Orientation apply.

6.4 Instructional and Support Staff Policies
6.4.1 Job Descriptions/Staff Policies:  Clear up-to-date written personnel polices have been developed by the program. These policies include, but are not limited to job descriptions; wages and benefits; and resignation, termination, and grievance procedures.

6.4.2 Communication of Personnel Policies: Written personnel policies have been communicated with the staff, and receipt of them by the staff has been documented.
6.4.3 Pre-Service Orientation: All personnel, including volunteers and substitutes, must have on file the appropriate screening and background checks and be adequately oriented about the program. Orientation includes but is not limited to:

6.4.4 In-Service Training: All Child Care personnel must have continuing education and professional development training that relates to topics specific to early education. The majority of which must be provided by an outside source relating to: child growth and development in the areas of cognitive learning and social, emotional, and physical development; safety and health issues for young children; family and community relations; classroom and program management; and professional development, which may include special needs. Training may also include related language development, discipline, and technology. Whenever possible, continuing education should be validated by college credit.

The DCF 40 clock hour introductory course in child care is required unless exempt under 402.305(2)(d)(1). Additional Guidelines:

Annual Training Minimums:

6.5 Supervision of Children
6.5.1 Primary Teacher/Caregiver In order to help ensure the care, bonding, and nurturing of the individual child, each group of children has one primary teacher/caregiver per class or age group.

6.5.2 Ratios and Group Size: When mixed age groups of infants and toddlers are in the same room, the child staff ratio is maintained according to the youngest child in the room. If all the children in the mixed age group are two years of age or older, the child-staff ratio is maintained according to the average age of the children. If the children in the mixed age group have children of one year old, but under two years of age, the ratio of staff to children shall not exceed 1 to 6.

Minimum Staff to Child and Group Ratios for each age group are as follows:

AgeClass SizeAdult/Child Ratio
0-12 mos.        8                      1:4
1 yr.                10                    1:5
2 yrs.               12                    1:6
3 yrs.               16                    1:8
4 yrs.               20                    1:10
5 yrs.               24                    1:12
 K                     28                    1:14
6.6.3 Attendance/Monitoring: The staff maintains direct supervision of children at all time. Direct supervision is defined as within hearing and sight at all times including during nap time, diaper changing, toileting, bating, changing clothes and when separated from other children do to illness or possible communicable disease. If students are dropped off and picked up directly into a classroom the Primary or Associate Teacher will be staff person designated as the individual reasonable for maintaining direct supervision will maintain the attendance records. If children are dropped off or picked up at a central location the supervisor at that location must communicate with the classroom teacher to assure an accurate total, and individual group or class counts are maintained. Attendance records are file in the administrative office for a period of no less than one year.

6.6.4 Internal Communication Related to Supervision: Primary and Associate teachers are assigned specific classes or groups of children to supervise, and are present with that class or group at all times. Staff members who are sharing the responsibility of a group of children communicates with one another to ensure smooth operation of the program.

6.7 Internal Relations
6.7.1 Teacher/Caregiver/Staff Survey: All early care and education teachers, caregivers and staff are given the opportunity to complete a survey in which they are asked to evaluate the quality of the early care and education program and work environment yearly. For the initial and renewal accreditation visits, the FCCPSA Teacher/Staff survey form will be used. The survey is to be sent along with a letter that explains the purpose of the survey as an integral part of the program and solicits full participation. The letter also instructs the personnel to return the completed survey sealed in an envelope and given to a designated holder. The inspector processes the sealed surveys the day of the site visit. Responses from the Survey will be provided to the early childhood program administration with a summary included in the final evaluation report. During the non-visit years surveys are to be conducted internally.