Professional Development in Out-of-School Time: Inquiry-Based Professional Development as a Field-Building Enterprise

• In Event: The State and Future of the Out-of-School Time Field

Abstract

Objectives
The OST field offers many entry-level trainings in basic competencies. However, effectively dealing with the complexities of youth work requires professional expertise beyond the basics to help staff grow as professionals and thought leaders (Larson, Walker, Rusk, & Diaz, 2015). We describe a research study about a professional development program for advanced OST staff: the National Afterschool Matters Practitioner Fellowship. The Fellowship, in which participants complete an extensive inquiry-based learning process over several months, has engaged nearly 200 youth work practitioners across the U.S. since 2003.
Perspectives
The Fellowship operates in a cohort model, with 10-15 practitioners working in OST programs. The program targets mid-career youth-work professionals. Fellows meet twice a month for four months and then monthly to reflect upon their practice, identify critical issues, read professional articles, engage in inquiry and action research, and hone their skills towards program improvement and dissemination of their work.
We studied the Fellowship using three theoretical lenses aligned with program goals: Engaging participants in action research, building a community of practice, and expanding participants’ professional social capital. We investigated the following research questions: (1) How does engaging in inquiry-based action research affect participants’ professional outlook and practices, professional identity, and views of research? (2) To what extent and how did participants experience a community of practice during and after the Fellowship? (3) To what extent and how did participating in the Fellowship enhance participants’ professional social capital?
Methods and Data
The research team conducted 20 telephone interviews (25-60 minutes each) from a randomized list of 176 past Fellows, spread across the six cities in which the Fellowship has occurred. The interview protocol included questions in the three theoretical lenses. We also analyzed program artifacts, including fellow’s inquiry topics from 2003-2010.
Results
Participant’s topics (N=74) fell into four categories: improving programs (29%), connections with schools, parents, and others (29%), helping youth develop/learn (21%), and developing quality OST staff (21%). Interviewees described the importance of being able to step away from the “daily tumble of events” (Larson et al., 2009) to think, reflect, and integrate learning. Several respondents mentioned that they found their “voice” and the Fellowship “validated their personal experience.” Most interviewees described the community of practice as a key component of their experience. Several described moving from outsider to insider as a practitioner-researcher. Fellows described the social capital they were exposed to in the Fellowship as important for professional progression. We also uncovered challenges with the Fellowship, including writing and the large time commitment.
Scholarly Significance
Inquiry-based professional development can help bridge the practice-research gap and provide an opportunity for seasoned staff to assume leadership roles in the OST field. We found that past participants in the Fellowship described it as providing a structured opportunity for staff to reflect, read, and write about their practice. In some cases, they described it as “transformational.” A handful of new professional development programs share characteristics with the Fellowship and our study suggests that these programs should be supported.

Authors

• Sara L. Hill, Hill Consulting

• Thomas Akiva, University of Pittsburgh