Planning Considerations for Afterschool Professional Development

Autor/in	Bradshaw, L. Daniele
Titel	Planning Considerations for Afterschool Professional Development
Quelle	In: Afterschool Matters, (2015) 21, S.46-54 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	After School Programs; Professional Development; Staff Development; Program Development; Strategic Planning; Guidelines; Program Implementation; Educational Resources; Needs Assessment; Educational Needs; Program Descriptions; Context Effect; Expertise; Access to Education; Time Management; Partnerships in Education; Cooperative Planning; Training Methods + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Personnel development; Personalentwicklung; Programmplanung; Strategy; Planning; Strategie; Planung; Richtlinien; Bildungsmittel; Bedarfsermittlung; Educational need; Bildungsbedarf; Expert appraisal; Education; Access; Bildung; Zugang; Bildungszugang; Zeitmanagement; Hochschulpartnerschaft; Didaktik; Trainingsmaßnahme
Abstract	Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce & Showers, 2002). Well-planned professional development also contributes to increased staff satisfaction and retention (Huang & Cho, 2010). Some researchers have noted that professional development efforts may be more successful when they fit site context and needs (Joyce & Showers, 2002; King & Newmann, 2000; Shelton & Jones, 1996). Afterschool includes a wide variety of academic, arts, and recreational programs in a wide variety of settings. There are variations in schedules and program offerings. Staff members vary in backgrounds and professional development experience (Hall & Surr, 2005). Because of these variations, afterschool professional development will be more successful if it is carefully planned and customized to site needs. Afterschool program staff and leaders are usually well aware of the need for professional development, but they often experience a gap between intention and implementation. To address this issue, this article provides implementation guidelines that can help afterschool staff plan for effective professional development. It also suggests resources that can assist with planning efforts. The TEARS (Leggett & Persichitte, 1998) implementation framework described here can help afterschool professionals evaluate their professional development needs and plan staff training that fits the context of their program or site. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01