Document Library

Professionalism & Professional Development

These documents are about identifying and accessing career pathways, enhancing professional appearance and conduct, and designing and implementing professional development.

 

Career Pathways and Advancement Providing Professional Development
Professionalism  

 

Career Pathways and Advancement

7 Resolutions to Advance Your Career. (2013). New Year's resolutions are a tricky thing - easy to make and hard to keep. We all know that, yet each year we attempt to make ourselves a bit better. This brief article provides seven resolutions that if kept would advance your career.

Become a Top Networker: 4 Ways Anyone Can Build Bonds Faster. (2014). Here's the key to networking: The more you help people get what they want, the more they'll help you. When you're networking, you're not just looking blindly for people who can give you things; you're looking to create another kind of connection.

Climbing Career Ladders. (2008). This article presents the United Kingdom's youth worker hiring qualifications as a potential model for US practices.

Describing the Preparation and Ongoing Professional Development of the Infant/Toddler Workforce: An Analysis of the National Survey for Early Care and Education Data. (March 2016) The goal of this brief is to help the field better understand the strengths and needs of the I/T workforce in center-based as well as home-based early care and education (ECE) programs. Child Trends.

Educators Seek Professionally Driven Social Networking. (2013). Within the wide expanse of social networking, educators appear to be gravitating to more protected and exclusive spaces. While teachers often use such popular mainstream social networks as Facebook, they are more likely to seek out and return to sites such as edWeb and Edmodo that offer the privacy, peer-to-peer connections, and resource sharing that meets their specific professional needs, according to a recent survey conducted by MMS Foundation and interviews with educators. These sites provide secure spaces for educators to facilitate student learning and grow professionally.

Evaluation of the 215 Pittsburgh Learn & Earn Summer Youth Employment Program. (2015) The report offers a detailed look at a summer youth employment and job training program designed for youth ages 14-21 in the Pittsburgh metropolitan region. University of Pittsburgh.

Federal Programs & Youth Workers: Opportunities to Strengthen Our Workforce. (2009). The Next Generation Youth Work Coalition undertook this scan of a broad range of federal programs to determine how federal funds are being used to strengthen, support and retain youth workers, and to begin dialogue about increasing policy supports for this workforce.

Five Questions that Will Improve Your Teaching. (2011). It's not hard to find checklists that are supposed to make it easy to improve schools and classroom instruction. What's difficult is locating checklists that you can remember and that are actually useful.

From Membership to Leadership: The Pathways to Leadership Program. (2009). This publication shows how Good Shepherd Services, a community organizations, builds on the multi-age structure of its Beacon to help young people develop from participants to staff members. Part of the “Practices to Keep In After-School and Youth Programs” series from the Youth Development Institute.

How to Network Like You Really Mean It. (2014). Stop treating your schmoozing like a business card collection contest. Start over with a new goal: quality always trumps quantity. This article provides 8 tips and strategies on proper networking.

Improving School Leadership: The Promise of Cohesive Leadership Systems.(2009). This report from the RAND Corporation finds that although cohesion is difficult to achieve, it can result in principals devoting more time to improving instruction. The study also details eight key strategies to build cohesion and describes factors that help or hinder it.

Learning to Teach: Practice-Based Preparation in Teacher Education. 2016. American Institutes for Research and University of Florida.

 

The Mirage: Confronting the Hard Truth About Our Quest For Teacher Development. (2015) The Mirage challenges the widely held perception among education leaders that we know what works when it comes to teacher development, and if we could just apply that knowledge more widely, we could improve the quality of classroom teaching in short order. The New Teacher Project.

A Network Wide Approach to Professional Development: Professional Development in Out-of-School Time. (2014). Out-of-School time (OST) is a growing field that includes after-school, evening, weekend, and summer positive development and workforce development programs. Research demonstrates that OST professional development is a powerful intervention that enhances program quality and student impact.

Proposed Revisions to the Definitions for the Early Childhood Workforce in the Standard Occupational Classification. (May 2016) The SOC is used by Federal statistical agencies to classify and report on workers and jobs. This white paper proposes changes to the titles, definitions, and placement of the detailed occupations involving the early childhood care and education (ECCE) workforce in the SOC given the challenges of accurately determining the size and characteristics of the workforce. Child Trends / OPRE.

Room to Grow: Tapping the After-School Workforce Potential. (2009). This Policy Brief from The After-School Corporation proposes creating a sequenced, articulated system of professional development for the after-school workforce. The brief describes promising approaches for helping after-school educators enhance their practice and further their career goals.

Staffing OST Programs in the 21st Century. (2012). In the Fall 2012 issue of Afterschool Matters, a peer-reviewed journal dedicated to promoting professionalism, scholarship and consciousness in the field of afterschool education, Ron Asher discusses his research into the systemic challenges of hiring and retaining part-time front-line staff in the afterschool youth development workforce.

Supervising at the Beacons: Developing Leaders for After-School Programs. (2009). The supervisory process is a critical element in the quality and effectiveness of youth programs. The work of three Beacon Centers is described, highlighting strategies and practices that guide the supervisory process at these organizations. Part of the “Practices to Keep In After-School and Youth Programs” series from the Youth Development Institute.

Teacher Certification Degrees.(2015). This site offers resources for K-12 educators that are looking to advance in the field.  It provides a search engine to look for programs in your area, reviews of programs, tips for professionals entering the teaching profession, a list of popular teaching careers, links to teacher blogs, and much more.

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Providing Professional Development

10 Keys to Making Professional Learning Meaningful. (2014). The biggest challenge in teacher development isn't teaching teachers something new, but ensuring that knowledge and skills are applied in the classroom. This article provides ten important keys to ensuring that professional learning is meaningful.

10 Most Common Rookie Mistakes in Public Speaking. (2014). In this article, the author provides insight into how to become a better presenter by avoiding a few common mistakes commonly made.

10 Tips for Delivering Awesome Professional Development. September 2014. A Transformational Leadership Coach outlines Professional Development basics for teachers, leaders and coaches. The article caters to trainers who often work with young people and need to adapt their teaching style to adult learners. The easy-to-read article provides several ideas on how to engage workshop attendees. Edutopia.

100 Ways to Energize Groups. (2002). This is one of a series of resources that the Alliance is developing to encourage participation in practice. It is a complication of activities that can be used by anyone working with groups in workshops, meetings, or community settings.

Afterschool Academies: Guidebook for Action - Professional Development for Afterschool Educators. (2009). This guide is designed to help afterschool leaders develop and launch their own intensive, cross-program, multi-site training institutes to address the fundamentals of afterschool education.

Afterschool Professional Development: Resources, Outcomes, and Considerations. (2011). Intended to support program providers, intermediaries, public agencies, and other stakeholders to make key decisions about professional development. This publication provides an overview of the available in the out-of-school time field types of professional development, outcomes participants or organizations can expect related to each type of professional development opportunity, principles of effective professional development for trainers, managers, and front-line staff, considerations individuals and/or organizations must make when deciding on deploying resources for professional development, and more.

After-School Trainer Competencies. (2010). This tool, developed by the TASC Training Advisory Committee members, is designed for site supervisors, site coordinators, and line staff. The main objectives of this tool are: to provide the necessary guidelines that will help after-school staff become effective facilitators and trainers and ensure that the transfer of knowledge benefits all program staff members; to support quality capacity building efforts; to contribute to the development of a career pathway in after-school professional development; and to encourage after-school leadership staff to go beyond "one-time training" and create ongoing opportunities for staff development that strengthen the after-school workforce.

The Age of Our Accountability (1998). For many years, educators have operated under the premise that professional development is good by definition, and therefore more is always better. Today, however, we live in an age of accountability. Students are expected to meet higher standards, teachers are held accountable for student results, and professional developers are asked to show that what they do really matters.

Back-to-School Professional Development: Love It or Leave It. (2012). The smell of fall is in the air and with that come the back-to-school traditions: shopping for clothes, shopping for supplies and educators sitting at endless hours of professional staff development. This article focuses on the pros and cons of various PD models, including the traditional PD model and the edcamp PD model. Edcamp is a free unconference for educators at all levels. Unlike the trainings that often prove to be of no use to enthusiastic teachers, in edcamp, you the educator are responsible for driving your learning.

Better Mentoring, Better Teachers .(2010). Good teaching is the key to student achievement. This article provides strategies to develop quality teacher-mentoring programs, to aid new teachers as well as veteran teachers. This, in turn, benefits overall school, district, and community programming.

Building a Better Teacher. (2010). This article from the New York Times Magazine talks about how the education field is beginning to look at professional development and training.

Building an Evaluation Tool Kit for Professional Development. (2006). Three researchers outline the process of assembling a toolkit which measures the short-term and long-term impact of OST professional development.

The Changing Landscape of Teacher Learning. (2009). In this article from EdWeek an education-technology scholar discusses the current state and promise of online teacher PD.

Climbing Career Ladders. (2008). Increasingly, those in the youth work field need to "build their own ladder" by attaining higher degrees of education. This article provides examples on how administrators can help their potential employees navigate through the system.

Core Competencies for Afterschool Educators. (2009). This guide, funded by the C.S. Mott Foundation and developed by a working group of afterschool experts, is designed to help programs and systems define the capabilities that are critical for afterschool educators committed to high quality programs that produce positive participant outcomes. The guide includes core competencies for afterschool educators and supervisors, and steps for designing professional development system.

Core Competencies for Afterschool Trainers. (2009). National Afterschool Association. These national competencies can be used to orient, train, and monitor afterschool workshop facilitators.

Defining Our Terms: Professional Development in Out-of-School Time. (2009). This OSTRC Article, published in the fall issue of Afterschool Matters, hopes to move the OST field toward consensus on common definitions of our professional development terms. By agreeing on common definitions of workshops, technical assistance, coaching, and similar terms, the out-of-school time field can articulate and advance its professional development agenda.

Developing a Comprehensive Professional Learning System. (2014). This four-page reference offers detailed instruction on setting up a professional learning system. Research assists in informing program design and system implementation. Leaning Forward.

Developing a Professional Development System for Youth Service Professionals. (2012). This Info Brief describes the current status of and opportunities for a comprehensive cross-disciplinary professional development system for youth service professionals. It also discusses next steps for systems, professionals, and policy makers.

Development of the OSTRC Conference Evaluation Toolkit.This article describes the process of developing a toolkit which measures the impact of OST conferences.

Early Childhood Education Professional Development: Training and Technical Assistance Glossary. (2011).Professional preparation and ongoing professional development (PD) for the early childhood education workforce is essential to providing high-quality services to children and families. Consistent terminology and definitions related to PD methods, roles, knowledge, and capabilities have emerged as a critical issue for the early education field. Recently, states have experienced new early childhood education system challenges and needs related to training and technical assistance (TA).

Evidence of Effectiveness. (2011). For more than 40 years, Learning Forward (formerly NSDC) has been the only association committed solely to enhancing educators' professional learning. The organization adopted a bold purpose: "Every educator engages in effective professional learning every day so every student achieves." This purpose connects professional development with student learning and emphasizes that all educators have a responsibility to learn in order to improve student performance.

Evidence of Effectiveness for Training in the High/Scope Participatory Learning Approach. (2005). This article explains that Professional Development for OST staff should be evaluated at four levels: feedback from participants about their satisfaction with the training, demonstration of knowledge gains, improvement in the quality of practice at the program site, and lastly positive developmental outcomes for youth and other stakeholders. Ultimately, learning occurs when organizations support the individual learning efforts of their staff by ensuring that staff learning is built into ongoing practices and training is aligned with requirements in the work environment.

Features of Professional Development and On-site Assistance in Child Care Quality Rating Improvement Systems. (2010). This report presents findings from an interview study that investigated features of the professional development and on-site assistance available to center-based staff and home-based providers who participate in states' Quality Rating Improvement Systems.

Findings from Five Out-of-School Time Focus Groups: Professional Development Preferences, Experiences and Recommendations for Future Planning(2006). Five OST focus groups informed the development of professional development topics, formats, and evaluation instruments.

Fostering Teacher Leadership Through Collaborative Inquiry. (2013). Teachers as change agents have the potential to transform their classrooms, schools, and communities. Collaborative inquiry is a powerful design for professional learning that supports the notion of teacher leadership. This article describes the role of collaborative inquiry in fostering teacher leadership through a four-stage model.

A High Impact Training Ground for Teachers and Staff. (2013). This report describes how summer learning provides important professional development opportunities for program staff and teachers, and details the ways that program managers use planning and staff learning activities to align summer goals and district priorities.

High Quality Professional Development for Teachers. (2013). Professional Development (PD) in education has gotten a bad reputation, and for good reason. Everyone on all sides of the education reform debate agree that what most teachers receive as PD are thin, sporadic, and of little use when it comes to improving teaching.

How Do You Define PD? (2010). Over the past year, the National Staff Development Council, a nonprofit devoted to improving teacher learning, has been pushing Congress to adopt a new, expanded definition of professional development.

How to Give a Killer Presentation. (2013). On the basis of his experience with TED talks, Chris Anderson provides tips on how to give a compelling presentation. The enumerated tips include: frame your story, plan your delivery, develop stage presence, plan the multimedia, and put it all together in a cohesive narrative.

How Teachers Can Build Emotional Resilience. (2011). Findings suggest ways that administrators can take proactive steps to develop the emotional resiliency of their staff.

The Ill-Prepared US Workforce: Exploring the Challenges of Employer-Provided Workforce Readiness Training. (2009). This summary of a report from the Conference Board notes that businesses are struggling to correct for an ill-prepared workforce. They present alternative approaches to workforce readiness and offer suggestions for businesses.

Investing in Teachers as Learners. (2011). With the enormous wealth of content online already, the sum of human knowledge is nearly at our fingertips. For educators to really understand what it means to be a connected learner in the classroom, to create an environment in which all are teachers and learners, they need time and support and patience.

Leap of Faith: A Literature Review on the Effects of Professional Development on Program Quality and Youth Outcomes. (2012). Although there is no empirical research that clearly links professional development and youth outcomes, there exists a large body of OST literature that establishes the characteristics of high-quality professional development. Some of these characteristics are that professional development should be: coherent, content focused, based in a community of learners, and sustained over a period of time.

The Learning Principal: "Opening Doors to Success, Making a Case for Effective Leadership" . (2010). This issue of The Learning Principal newsletter from the National Staff Development Council contains the following articles: “Opening doors to success: Making a case for effective leadership,” “Q&A: Keeping school relevant requires connections to the community,”  “Focus on NSDC's standards: Simple steps support implementation of new strategies,” and “NSDC tool: Look fors in K-5 reading instruction.”

The Learning System: "New Emphasis on New Teacher Support."(2010). This issue of The Learning System newsletter from the National Staff Development Council contains the following articles: “New emphasis on new teacher support: Texas district's pilot program aligns learning at all levels,” “District leadership: Professional learning is not a quick fix for low-performing teachers,”  “Focus on NSDC's standards: Knowledge about change is key to success,” and “NSDC tool: Mentoring conversations.”

Leveraging Technology in Professional Learning. (2013). Current reforms in education are increased the need for highly effective professional learning. Technology-enhanced learning designs can improve engagement with research-based models that improve learning results. Incorporating technology into a system of professional learning requires alignment of goals on the individual, team, and system levels, helping ensure coherence in the learning.

Making Professional Development an Inside Job. (2009). This article from Teacher Magazine explores the idea of internal consultants, facilitators, and trainers for your youth organization.

Making the Case for Coaching. (2013). Policymakers want to see evidence that coaching makes a difference for teachers and students. To this group, making a difference means improving performance on standardized tests. In the current fiscal climate, leaders want to know that their investments are based on theoretically firm grounds, but more importantly, that instructional coaching works. This publication provides 5 guidelines for gathering such evidence.

Mentoring Youth Work Professionals (2004) This newsletter, from the National Youth Development Learning Network (NYDLN), details the benefits and importance of mentoring staff, and explains how to begin a quality mentoring network.  Good youth work mentoring generally shows improved quality programming and higher staff retention.

The Mirage: Confronting the Hard Truth About Our Quest For Teacher Development. (2015) The Mirage challenges the widely held perception among education leaders that we know what works when it comes to teacher development, and if we could just apply that knowledge more widely, we could improve the quality of classroom teaching in short order. The New Teacher Project.

A Network Wide Approach to Professional Development: Professional Development in Out-of-School Time. (June 2014).   Following an overview of the OST field, Dr. Peter explores staff competencies and research findings. The article also discusses unique challenges experienced by OST practitioners. Philadelphia Social Innovations Journal.

NYSAN Guide to Afterschool Professional Development in New York State. (2010). This guide from the NY state Afterschool Network offers detailed information about learning, development, and training opportunities for afterschool professionals. 

OSTRC Focus Group Summary. (2005). Five OST focus groups informed the development of professional development topics, formats, and evaluation instruments.

Out-of-School Time Professional Development Workshops: An Evaluation Framework. (2009). OST workshops can be designed and implemented using an evaluation framework that measures satisfaction, acquisition of skills and knowledge, institutional integration, application, extension, and impact.

Out-of-School Time Resource Center: Conference and Workshop Surveys. (2009). The OSTRC’s conference and workshop surveys integrate information from literature reviews, pilot studies, and participant feedback.

Out-of-School Time Resource Center Summary of Literature Search: Evaluating the Impact of Teacher Training on OST Program Quality. (2009). Research in formal education and teacher training can help inform OST professional development evaluation.

Out-of-School Time Resource Center Survey Toolkit. (2009). This Survey Toolkit is a compilation of resources and research-based surveys to evaluate out-of-school time (OST) professional development (PD) workshops and conferences.

Overcoming Barriers to Effective PD. (2011). Traditionally, there are two major barriers to implementing effective professional development: money and time. Professional development is labor intensive, and the ways many school systems choose to implement it are expensive. Costs can range from employing substitute teachers to replace teachers who participate in professional development during the school day, to covering travel, lodging, and other expenses associated with sending educators to conferences, to employing consultants.

PD: How Do Educators Get to Know What They Don't Know? (2012). This blog post discusses how educators can learn to gauge their knowledge of the most recent education information, and how t stay current as an education expert. Additionally, the post explores the way in which PD strategies need to change in order to keep education experts at the top of their fields. SmartBlog on Education.

Peer Review Undergoing Revitalization. (2009). This article from EdWeek explores an old concept that calls for teachers to assess their own is gaining traction as evaluation comes under the spotlight.

Philadelphia Afterschool Matters Practitioner Fellowship Program. (2009).The OSTRC evaluated the 2008-2009 Philadelphia Afterschool Matters Practitioner Fellowship. Using a mixed method approach, the evaluation measured changes in professional identify, writing skills, research skills, and program improvement.

Planning Professional Learning. (2014). With backward planning, schools can ensure that they choose professional development activities aligned with their most important goals. In his latest article, Thomas Guskey argues that the effectiveness of any professional learning activity, regardless of its content, structure, or format, depends mainly on how well it is planned.

The Power of Peer Coaching. (2013). In peer coaching, two teachers come together to refine and reflect on their practice through a structured conversation. This formal, confidential, and voluntary process represents a unique form of professional development that is centered on an individual's instruction and helps educators continuously improve their practice.

The Power of Teacher Workshops: Advocating for Better PD at Your School. (2011). Teachers have all experienced a professional development that is so way off target, or one that had nothing to do with what they teach or who they teach.The key to an effective, quality workshop is this: PD planners and facilitators need to know as much as they can about the teacher participants and their needs and then strive to meet those very needs. From Edutopia.

Professional Development for Afterschool Practitioners: The First Year of the Palm Beach County Afterschool Educator Certificate Program. (2011). Professional development for afterschool practitioners increased participants’ confidence levels and encouraged identification with the afterschool field as a profession. Reported barriers included time constraints and difficulty applying parts of the training to work. Chapin Hill at the University of Chicago.

Professional Development in the United States: Trends and Challenges Executive Summary. (2010). Ruth Chung Wei, Linda Darling-Hammond, and Frank Adamson, Stanford Center for Opportunity Policy in Education. This report is the second part of a three-phase research study of teacher professional learning opportunities in the United States.

Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. (2009). Examine what research has revealed about professional learning that improves teachers’ practice and student learning.

Promising Practices in Out-of-School Time Professional Development(2007). This document broadly defines OST professional development and summarizes promising practices in its design, implementation, and evaluation Read Annotated Bibliography

Promoting Quality Through Professional Development. (2004). This article links OST professional development to program quality, youth achievement, and evaluation strategies.

Quality Comes First: A Leadership Institute for the Managers of New York’s Afterschool Funding Initiatives, Final Report.(2010). New York State Afterschool Network’s final report on Quality Comes First: A Leadership Institute for the Managers of New York's Afterschool Funding Initiatives, an innovative professional development experience for public agency staff and program managers who oversee New York State and City investments in afterschool programs.

Recovery: Job Growth and Education Requirements Through 2020. (June 2013) This report addresses the ever-increasing demand for better education credentials and upskilling across an array of new fields. It also updates the jobs projected to be available through 2020, using a macro-micro modeling framework to forecast educational demand by detailed occupations. Center on Education and the Workforce at Georgetown University.

 

Schools Must Help Educators Transform PD into Personal Discovery. (2012). This article outlines a five-step process for using online learning networks such that educators can learn according to their own needs. This article includes information on technology, educators as learners, verbal and written commitment, legitimizing online PD, and thinking about the future.

The Science of Teacher Development. (2010). The ongoing focus on school reform has led to broad consensus on at least one point: Improving training and support for teachers is key to improving student learning. Many districts are investing heavily in professional development and emphasizing collaboration among educators. But do these strategies provide enough of the right kind of support for new teachers, especially in high-demand areas such as science, technology, and math?

Social and Emotional Learning Practices: A Self-Reflection Tool for Afterschool Staff. (September 2015) The tool is designed to help afterschool staff reflect upon their own social and emotional competencies and their ability to support young people's SEL through program practices. American Institutes for Research.

Standards for Professional Learning. (2011). Learning Forward released the newly revised Standards for Professional Learning, the third iteration of standards outlining the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results. Last revised in 2001, the new standards will serve as a guide for teaching practice for the nearly 13,000 members of Learning Forward, formerly known as National Staff Development Council.

STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching. (2011). STEM teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools. This finding is supported by a two-year National Science Foundation funded study, STEM Teachers in Professional Learning Communities: A Knowledge Synthesis ("Knowledge Synthesis"), conducted by the National Commission on Teaching and America's Future (NCTAF) and WestEd, based on an analysis of nearly two hundred STEM education research articles and reports. National Commission on Teaching and America's Future.

A Tale of Two Teacher Professional Development Workshops. (2013). This article chronicles a teacher's experiences at two district provided PD workshops. The author explains that while one PD session felt like a sales pitch to the wrong audience, the other was highly beneficial because it afforded him the opportunity to digest the information and plan how it will be applied.

Teacher Coaches in Training. (2008). This article describes how the Erie School District is working to improve student achievement through teacher mentoring during summer learning academies.

Teacher PD Sourcebook .(2011). This issue focuses on effective strategies for working with students with diverse learning needs-specifically those who have learning disabilities or limited English, or who come from disadvantaged backgrounds.

Teacher Professional Development Evaluation Guide. (2010). This evaluation guide from the national Staff Development Council urges evaluation planners to use the guide to inform evaluation design and to make choices among design options and data collection strategies that will add rigor while, at the same time, recognizing limits in capacity and resources.

Teachers See Benefit in Peer-to-Peer Interaction. (2011).The National Center for Education Information's recently released Profile of Teachers in the U.S. 2011. This survey of 2,500 randomly selected K-12 public school teachers addresses a whole range of topics, from teachers' perceptions of their preparation programs to their overall job satisfaction. L

Teachers Teaching Teachers (T3): "Motivation and Mastery: Students Learn About Learning". (2010). This issue of the Teachers Teaching Teachers newsletter from the National Staff Development Council contains the following articles: “Motivation and mastery: Students learn about learning,” “NSDC tool: It starts with a spark and Many interests, many strengths,”  “Lessons from a coach: Goals help coaches get a good start,” and “Focus on NSDC's standards: Quality teaching is a tapestry of skills.”

Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability. (2013). This paper aims to provide a research-based answer to how districts can structure professional development so that teachers change their teaching practices, leading to students learning more. It also addresses the many facets of developing an effective PD program, and what research says about the structure of PD that truly changes teachers' work.

Teaching the What as Well as the How. (2013). Although a significant amount of research has evaluated the efficacy of professional development, most focus on school rather than OST settings. This article examines the literature on best practices in content-specific professional development and then aligns this work with the practices of a citywide afterschool chess program run by After School Activities Partnerships in Philadelphia.

Training Out of School Staff Debated. (2012). As the expectations for out-of-school programs grow, the field is struggling to identify the kind of training staff members need to meet those expectations. This article examines efforts to ensure programs maintain quality and effectiveness.

Training Out-of-School Time Staff. (2009). This Child Trends brief presents findings on the role of frontline staff in the effective implementation of out-of-school time programs, as well as from other research about staff training, and links these findings to effective strategies for training frontline staff. The brief also describes these strategies.

Using Coaching to Provide Ongoing Support and Supervision to Out-of-School Time Staff. (2009). This Child Trends brief presents information about staff coaching and links their findings to effective strategies for staff coaching in out-of-school time programs.

Virtual Students Are Used to Train Teachers. (2011). Real-time classroom simulations like TeachME, supporters say, offer promise for a host of teacher-training applications. Through them, candidates could gain hands-on practice with urban students, or practice a discrete skill such as classroom management.

When Schools Out, PBL Opens New Doors to Learning. (2011). Project-based learning offers a host of benefits to youth during the academic day, but active learning doesn't have to stop when school's out. A new movement is underway to encourage PBL during summer vacations and after-school hours.

Why Teachers Need to Start Their Own Professional Development. (2013). With our current school structure, it's no wonder teachers are creating their own PD outside of whatever the school districts offer. There's a new type of PD that's arisen from connected educations, known as third-rail professional development.

Why Professional Development Matters. (2010). For those times you need to explain what professional development is and why it is important, The National Staff Development Council (NSDC) has published a collection of basic Q-and-A;s on the topic. Written by Hayes Mizell, Learning Forward's distinguished Senior Fellow, “Why Professional Development Matters” covers the basics as well as details on ensuring quality staff learning.

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Professionalism

5 Ways to Turn TGIF into TGIM. (2014). The way you start next week has everything to do with how you end this week. To really rock your Mondays, be smarter about the way you spend your Fridays. This article provides 5 strategies that will have you looking forward to Mondays!

25 Years of Out-of-School Time Jargon & Acronyms. (2013). The National AfterSchool Association celebrates twenty-five years as the organization charged with leading development, education, and care of youth during the out-of-school hours. This article helps translate the commonly used terms and acronyms by professionals, parents, principals, and community leaders.

Create Your PLN: 6 Easy Steps. (2013). Have you been thinking about expanding your professional knowledge through a personal learning network (PLN)? Wait no longer, because this article provides six easy steps to create your own PLN. The enumerated steps are: pick your passion; get a twitter account; do a blog search; be a lurker; share good stuff; and make it a habit.

Describing the Preparation and Ongoing Professional Development of the Infant/Toddler Workforce: An Analysis of the National Survey for Early Care and Education Data. (March 2016) The goal of this brief is to help the field better understand the strengths and needs of the I/T workforce in center-based as well as home-based early care and education (ECE) programs. Child Trends.

Educators Seek Professionally Driven Social Networking. (2013). Within the wide expanse of social networking, educators appear to be gravitating to more protected and exclusive spaces. While teachers often use such popular mainstream social networks as Facebook, they are more likely to seek out and return to sites such as edWeb and Edmodo that offer the privacy, peer-to-peer connections, and resource sharing that meets their specific professional needs, according to a recent survey conducted by MMS Foundation and interviews with educators. These sites provide secure spaces for educators to facilitate student learning and grow professionally.

Learning to Teach: Practice-Based Preparation in Teacher Education. 2016. American Institutes for Research and University of Florida.

 

Lessons From Blended Professional Learning: The Case of Family Engagement. (2015) In this commentary, Margaret Caspe highlights what effective blended professional learning to prepare and support educators in engaging families can look like. Harvard Family Research Project.

 

A Magic Trick to Increase Your Credibility. (2014). According to Liane Davey, author of You First: Inspire Your Team to Grow Up, Get Along, and Get Stuff Done (2013), the secret to building credibility with others is to stop talking and start listening. This article provides tools to avoid the common mistakes of attacking and running.

National Certification for Child and Youth Workers: Does it Make a Difference? (2013). This article examines the impact of professional certification on worker performance as well as the incremental validity of key facets of the national child and youth care practitioner certificates sponsored by the Association for Child and Youth Care Practice. Findings reveal that certified practitioners receive higher performance rating from their supervisors than non-certified practitioners.

Teacher Burnout: You're Not Alone. (2013). As teachers relax into summer, and hopefully feel less pressure than during the school year, it's a good time to check for signs of Teacher Burnout. When burnout hits, the tendency is to feel very lonely and to think that you are the only person dealing with these feelings. This article provides some suggestions on how to deal with teacher burnout.

Ten Books for the Afterschool Professional. (2013). Reading truly is fundamental, so this publication by the National Afterschool Association provides a list of ten books with messages that resonate with afterschool professionals and reinforce many of the strategies employed in high-quality afterschool programs.

Top of the Class: Afterschool's Next Generation. (2014). In selecting the 2014 Afterschool's Next Generation, the National AfterSchool Association sought to highlight emerging professionals who are active in the afterschool community - who possess passion, creativity, and a commitment to youth, who embrace professional development who embody the NAA core competencies. This digital supplement features details, photos, and inspiration!

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