Aligning professional development to continuous quality improvement. A case study of Los Angeles Unified School District's Beyond the Bell Branch.

Autor/inn/en	Berry, Tiffany; Sloper, Michelle; Pickar, Hannah; Talbot, Harry
Titel	Aligning professional development to continuous quality improvement. A case study of Los Angeles Unified School District's Beyond the Bell Branch.
Quelle	In: International journal for research on extended education, 4 (2016) 1, S. 65-84 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v4i1.24776
URN	urn:nbn:de:0111-pedocs-228994
Schlagwörter	Fallstudie; Planung; Schule; Lehrer; Programm; Außerschulischer Lernort; Stadt; Personalentwicklung; Qualitätssteigerung; Außerschulische Jugendbildung; Professionalität; Qualität; Lehrpersonal; Los Angeles, Calif.; USA
Abstract	There is a strong, empirical link between facets of afterschool program quality and a range of positive youth outcomes. However, implementing quality programs that are more likely to produce positive youth development require a high-level of knowledge and expertise among program staff. Training staff on the critical components of high-quality programming requires approaches that are systematic, ongoing, data-driven, inclusive of all staff, embedded into their organizational roles, and supported by organizational leadership. We present a case study of a preliminary continuous quality improvement (CQI) system at the Beyond the Bell (BTB) Branch of the Los Angeles Unified School District. We discuss the components of a CQI system (i.e., strategic planning, development of tools, staff development and data use) as well as reflect on important organizational factors that promote CQI. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4