[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590404-105":59,"doc-detail-590404-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","content-rich-ost-professional-development-teaching-the-what-as-well-as-the-how","Content-Rich OST Professional Development - Teaching the What as well as the How","","Content-rich professional development for out-of-school time (OST) staff is examined through a literature review and linked to a citywide afterschool chess program in Philadelphia. The article critiques how much professional development research centers on schools rather than OST and highlights a gap in content-specific OST training. It synthesizes best practices for content-focused development and argues that implementation can improve and sustain long-lasting, content-rich OST programming while strengthening frontline staff skills and retention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/content-rich-ost-professional-development-teaching-the-what-as-well-as-the-how/590404/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/content-rich-ost-professional-development-teaching-the-what-as-well-as-the-how/590404.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article say OST professional development research needs more content focus?","Question",{"text":112,"@type":113},"It notes that existing research often evaluates professional development pedagogy and effectiveness for school settings, while content-specific OST training has received far less attention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the article use to connect research to practice?",{"text":117,"@type":113},"It aligns best-practice findings in content-specific professional development with the practices of a citywide afterschool chess program run in Philadelphia by After School Activities Partnerships (ASAP).",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article argue professional development affects OST outcomes?",{"text":121,"@type":113},"It emphasizes that high-quality staff development builds skills and supports staff retention, citing research that staff development can affect youth outcomes and that content-focused training matters for what students learn.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590404,1792869625,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","teaching the what as well as the how  \nContent-Rich OST Professional Development  \nby Benjamin Cooper  \nAcross the nation, adults gather in classrooms. As sign-in sheets circulate the room, school teachers, out-of-school time (OST) staff, and youth workers of all stripes cram into child-sized chairs, coffee cups in hand. They ready themselves to think and talk about their work, to learn something new and useful. From CPR to conflict resolution, from curriculum standards to mentoring, professional development is a fact of life for educators at all levels and in all contexts.  \nAlthough a significant amount of research has evaluated the efficacy of professional development, most focuses on school rather than OST settings. A recent literature review notes, “The irony is that, while schoolteachers are increasingly called upon to become more proficient in subject matter, we expect OST staff to improve student outcomes . . . without adequate subject matter training” (Hill, 2012, p. 6). Indeed, the irony is furthered by the fact that so little research has focused  \non content-specific OST training. As OST programs are increasingly pressured to connect their activities to school day learning, identifying and implementing best practices in OST professional development has become increasingly important. Many practitioners and researchers have answered that call, but their work is likely to focus on evaluating the pedagogy of professional development rather than its content.  \nThis article examines the literature on best practices in content-specific professional development and then aligns this work with the practices of a citywide afterschool chess program run by After School Activities Partnerships (ASAP) in Philadelphia. This analysis shows that implementing content-specific professional development based on best practices can lead to longlasting and content-rich OST programming.  \nBENJAMiN CooPER is director of chess programs at ASAP/After School Activities Partnerships in Philadelphia. He participated in the Afterschool Matters Practitioner Research Fellowship in 2010–2011 and completed the second level of the fellowship in 2013. Before his time atASAP, he taught for two years at Family Charter School in West Philadelphia and worked in the Baltimore Yearly Meeting Summer Camp Program for nine years.  \nStudying Best Practices in Professional Development  \nOST practitioners need external perspectives and fresh ideas in order to evaluate and improve their own programming. Without such research, ineffective and unimaginative activities will persist, and true gems will remain undiscovered. High-quality professional development directly affects the group most responsible for creating those programmatic gems: front-line staff. Since the skill and longevity of a program’s workforce are central markers of its quality, professional development that can build skills and encourage staff retention is critical (Metz, Burkhauser, & Bowie, 2009). As the Harvard Family Research Project (2004) notes, “Staff development can affect youth outcomes” (p. 4, emphasis original).  \nResearch on Content-Specific Professional Development  \nIn the words of Gil Noam (2004), content encompasses“the essential features of afterschool programming: goals, curricula, and activities”(p. 8) . Much of the research on content-specific programming and professional development has been conducted on initiatives related to science, technology, engineering, and math (STEM), whose skills dovetail nicely with those taught by chess. This relationship holds true for professional development as well.  \nIn one major survey, Garet, Porter, Desimone, Birman, and Yoon (2001) tested the effect of various professional development practices on the learning, knowledge, and practices of a large sample of math and science teachers. The researchers identified six criteria for effec-  \nA Focus on Methods and Efficacy tive professional development. In keeping with other  \nMuch of the research ","cbCaiaU8hdJJLJsY","https://ap.wps.com/l/cbCaiaU8hdJJLJsY","pdf",1260617,"English","# Studying Best Practices in Professional Development\n## Research on Content-Specific Professional Development\n## Structuring Content-Specific","[{\"question\":\"Why does the article say OST professional development research needs more content focus?\",\"answer\":\"It notes that existing research often evaluates professional development pedagogy and effectiveness for school settings, while content-specific OST training has received far less attention.\"},{\"question\":\"What does the article use to connect research to practice?\",\"answer\":\"It aligns best-practice findings in content-specific professional development with the practices of a citywide afterschool chess program run in Philadelphia by After School Activities Partnerships (ASAP).\"},{\"question\":\"How does the article argue professional development affects OST outcomes?\",\"answer\":\"It emphasizes that high-quality staff development builds skills and supports staff retention, citing research that staff development can affect youth outcomes and that content-focused training matters for what students learn.\"}]","Content-Rich OST Professional Development - Teaching the What as well as the How | PDF",1792069571]