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Bringing Yourself to Work: Assessing the Impact of Social-Emotional Learning for After School Staff
Michelle Seligson describes a professional development initiative for after school practitioners.
Building an Evaluation Tool Kit for Professional Development
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
Coaching for Quality
Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.
New & Noteworthy: Expanded Web Only Version
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
Professional Development Revisited
In our last issue, we examined the evaluation of professional development in OST and other human service fields. Here, we highlight new resources that have come to our attention since the publication of that issue.
Promoting Quality Out-of-School Time Programs Through Professional Development
Suzanne Bouffard from HFRP discusses how staff development initiatives and evaluations contribute to quality youth programming.
Promoting Quality Through Professional Development: A Framework for Evaluation
Recognizing the critical role that staff play in promoting quality OST programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
Staff Characteristics and Professional Development in Quality After School Programs
Denise Huang describes her work with the National Partnership for Quality Afterschool Learning to identify best practices for learning in after school programs, including characteristics of effective professional development.
Theory of Action in Practice
Claudia Weisburd and Tamara Sniad from Foundations, Inc. describe the use of a theory of change and a theory of action to help address questions about how to develop and evaluate professional development for after school staff.
Who is the Afterschool Workforce?
Beth Miller, senior research advisor to the National Institute for Out-of-School Time (NIOST), and Ellen Gannett, codirector of NIOST, discuss the characteristics of the after school workforce.