Creating a Stronger Workforce: Toward Professional Development and Recognition of After-School Staff

• In Event: 25.054 - Harnessing the Full Potential of High-Quality After-School Programming: Approaches to Collaboration, Professionalization, and Innovation

Abstract

In this paper, we argue that a comprehensive system of professional development, many parts of which are already in place throughout the United States, can strengthen the afterschool workforce. Research has established the importance of high quality afterschool programming to achieve positive youth outcomes (Durlak & Weissberg, 2007; Gambone, Lem & Connell, 2002; Shernoff & Vandell, 2007; Vandell, Reisner, & Peirce, 2007), and has further supported the link between high quality staff and quality programming (Cost Quality & Child Study Outcome Team, 1995; Shonkoff & Phillips, 2000; Vandell & Wolfe, 2000, Vandell, 2014). However, afterschool programs still struggle to achieve consistent, high quality staff due in part to high turnover, limited resources, lack of recognition, and fragmentation in the field. Training and other professional development offerings alone will not address these issues. Rather, a broad systems approach is needed to support the workforce.
After reviewing the challenges of achieving a strong and stable workforce, the authors present components of a professional development system based on findings from research and practice as well as extensive experience in training and evaluation of after-school program professionals. These components are: 1.) Definitions of quality, including core knowledge and competencies for individual staff and program quality standards, 2.) Academic pathways that outline possible paths one can take to continue professional growth (including training, credentials, and higher education) and work in conjunction with peer and self-evaluation tools, 3.) Registries that provide a central location for staff to record trainings attended and credentials or degrees earned, 4.) Career pathways to clarify steps of career advancement that are connected to increased professional development, 5.) Increases in compensation commensurate with education and experience, and 6.) Sufficient and stable funding as well as other sustainability strategies to ensure continuation of the professional development system.
Further, the authors argue that afterschool will benefit from expanding definitions so that it is not limited by time of day, age of children and youth served, or place. The afterschool workforce will be strengthened with a broad-reaching professional development system, one that builds our field’s knowledge, improves practices and helps professionalize the field.

Author

• Ellen S. Gannett, National Institute for Out-of-School Time