IMPACT OF AFTER SCHOOL PROGRAMS AND CHILD DEVELOPMENT IN A PROFESSIONAL SOCIETY

Impact Of After School Programs and Child Development in a Professional Society

Impact Of After School Programs and Child Development in a Professional Society

The environment after school is diverse needs of the program, instructor experience, and expected results. According to a recent survey conducted by the SEDL National Partnership for Quality After School Learning at 54 sites promising after school throughout the country, 75% of after-school teachers have a bachelor's or master% and 72 have at least 3 years experience after school. These sites have shown a positive effect on student achievement. There are approximately 8,000 other sites, however, may not have the same level of resources and expertise. Professional development can have a lasting impact on these sites, if done correctly.

High quality professional activities in the development are intentionally designed to increase knowledge, skills, understanding and / or performance. Research shows that "sit-and-get" sessions where the audience sits and listens patiently to an instructor for a few hours a day, are not effective in changing the behavior of the instructor, the attitude of the instructor, or performance Student (NSDC, 2001). For 21 Century Community Learning Centers (CCLCs 21 th) and other after-school programs are often evaluated on the basis of student outcomes, the high-quality professional development for after school professionals is becoming increasingly necessary.

Professional development is much more than attend a conference once a year, "said Catherine Jordan, who heads the National Association for Quality afterschool learning. "Effective professional development is well planned, systematic, integrated and sustained work and has intentional results advance the understanding and performance of program staff. Is essential to improve the environment after school in general." Jordan explained more than 20 participants at a workshop of three days of professional development sponsored by SEDL in June. The workshops, one of six that will take place throughout the summer and autumn, are produced by the National Association of the USA Department of Education Technical Assistance and Professional Development program CCLCs 21.

SEDL staff, along with staff and associated learning Point SERVE Center at the University of North Carolina at Greensboro, introduced the 3 days of training based on the toolkit Associations after the training school, a tool online professional development. Developed over the past 4 years, the toolkit shows how to use promising practices to develop students' academic skills through fun and engaging activities. The material in the guide is based on current research after school and content area.

According to Deborah Donnelly, coordinator for the National Association products, 20 videos produced for the set of tools provide the link between theory and practice that is often missing from other forms of professional development. As the 21st CCLC site coordinators, principals or teachers, participants will take what they learned in the workshop back to your state or your program.

We were able to apply what they learned about professional development during the first day and a half to work with the content of the tasks within the ...