Have you had a chance to read Harvard Family Research Project’s latest issue of the Evaluation Exchange? This issue focuses on Professional Development, with a number of articles specific to afterschool and our workforce. Recently, MSAC had the opportunity to speak with Priscilla Little, Associate Director of HFRP, to discuss the impact of research on the professional development of the afterschool workforce and what opportunities this research presents for providers striving to offer quality programs for children.

One of the key messages that came out during our discussion was the need to broaden the definition of workforce development in the out of school time field. The research is clear that traditional ideas of professional development where staff participate in “one-shot” workshops is simply not enough to facilitate shifts in practice, nor is it a sufficient means of ensuring quality programming for children. As more and more research points towards the significance of staff and youth relationships in achieving quality programming, evaluating current professional development practices becomes even more important. Priscilla stressed the need to reinforce what has been taught during trainings, through on-site follow up to allow shifts in practice to be absorbed over time

In order for professional development to achieve its desired effect, it must be treated as an integral part of an afterschool program, not an afterthought or extra component. Professional development should be planned and written into the agenda and the budget. As programs branch out and become more creative in their approaches to professional development, they must also foster an environment of teambuilding and shared decision making while portraying that there is value and significance in professional development and its subsequent effect on program quality.

This issue of the Evaluation Exchange highlights several instances where research is currently informing practice and creating positive changes for some afterschool and out of school time programs. The “Coaching for Quality” article detailing The Children’s Aid Society program involving on-site coaching for staff and “The Three Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development” both present information around innovative professional development initiatives and their progress since implementation. Priscilla also cites initiatives in general, such as the BEST Initiative and the book Bringing Yourself to Work: A Guide to Successful Staff Development in After-School Programs by Seligson and Stahl that have effectively utilized a research based approach for professional development.

It is important to recognize the diversity of out of school time programs, and afterschool programs in particular, and for that reason there is not single solution to the issue of professional development in the field (See “Who is the Afterschool Workforce?” in this issue of the Evaluation Exchange). However, Priscilla noted programs such as Achieve Boston that are looking for common definitions and basic requirements in training and professional development that the field can agree are necessary of all people working with children in an out of school time setting. Establishing some commonality among programs as well as integrating a culture of professional development and training into individual programs both represent positive steps for professional development of out of school time programs. As members of a field in which professional development presents both opportunities and challenges, it is important for providers to be aware of research that they may utilize to stand behind funding and programming efforts to provide the best care possible for children and youth.

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