Promising Practices in Administration/Leadership

A quailty program offers staff opportunities for professional growth and development

High quality after-school programs have well-trained, skillful staff. Research has found that after-school staff should have strong skills in: group management, providing positive support to young people, involving youth in program design (1), and using sequenced, explicit instructional strategies(2).

Fortunately, these critical staff skills can be taught, allowing after-school programs to improve quality by enhancing the skills of their staff. Things to consider when planning professional development include:

• Train early, and train often – Strong professional development programs provide extensive training before staff begin working with youth, supplemented by ongoing onsite coaching and refresher trainings. Many after-school programs conduct an extensive training institute just before program begins, followed by regularly-scheduled trainings during the program year.
• Provide a mix of professional development opportunities - The right type of professional development depends on a staff member’s current qualifications and the type of skill being learned, along with the time and financial resources available. One-time workshops are good ways to provide an overview of a topic or to review organizational procedures, while more complex program practices are best learned through ongoing, customized professional development opportunities, such as coaching or mentoring.
• Build professional development into staff roles and program budgets – Be sure that program budgets include training days for line staff, and assure that site leaders’ job descriptions include observing and coaching staff.(3) Regular staff meetings provide opportunities to follow-up on trainings and share successful strategies.

California’s after-school community benefits from a variety of innovative professional development programs and models. Two examples are described below.

After-School University, YMCA Long Beach – The After-School University (AU) program consists of a three-day comprehensive training program that focuses on specific skill sets for site directors, program coordinators, program leaders, and other direct service staff. The training is divided into four required courses: youth development, homework assistance, policies and procedures, and lesson planning. AU participants also complete one academic elective (math or literacy) and an enrichment elective (recreation, science, performing arts, or technology).

The goal of the AU program is for after-school program staff to “walk away with numerous skill sets and tools that [they] can use directly in [their] after school practice. We want to provide best practices so you can begin implementing out-of-box quality after school programs to your community’s children and families the moment you receive your AU certificate. “

For more information, contact Carola Secada at carola.secada@lbymca.org or visit www.AfterSchoolUniversity.org.

Program Quality Learning Network – Community Network for Youth Development
The Program Quality Learning Network (PQLN) is a year-long system of support for ASES and 21st CCLC grantees to learn about the elements of a quality after school programming and implement practices to improve their programs. The PQLN focuses on building a system of assessment and improvement so that programs continue to strengthen their practices over time. PQLN participants include the person in charge of the overall program (usually a District Coordinator or Program Director) and the staff charged with implementing the program at the site level (usually the Site Coordinators).

The Learning Network includes three modules focused on the following areas:

• Quality Program Practice Module includes an introduction to developmental practices that create engaging learning environments, how to create meaningful youth adult relationships; and multiple ways to build youth skills, linked to school day learning while still having fun.
• Program Management Module focuses on creating leadership, program vision and specific program goals, and how to manage staff effectively and create opportunities for professional skill-building.
• Sustainability Module focuses on how to build and manage effective partnerships and increase community support; how to build the financial, information, personnel and communication systems needed to manage programs effectively; and in-depth finance planning.

The three modules are combined with site-based coaching to put improvement strategies in place. A culminating event is held at the end of they year in which each site shares its experiences the larger group.

For more information, contact Sue Eldredge at sue@cnyd.org or Lynda Bell at lynda@cnyd org or visit www.cnyd.org.

1. Jean Grossman, Margo Campbell, Rebecca Bailey, Quality Time After School: What Instructors Can to do Enhance Learning, (Philadelphia, PA: Public/Private Ventures), 2007.

2. Joseph Durlak and Roger Weissberg, Afterschool Programs that Promote Personal and Social Skills, (Chicago, IL: Collaborative for Academic, Social, and Emotional Learning), 2007.

3. Jennifer Birmingham, et al., Shared Features of High Performing After-School Programs, (Washington, DC: Policy Studies Associates), 2005.