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Compares credentialing approaches and describes two Massachusetts pilot programs, highlighting aims such as accessibility, affordability, and supporting core competencies for workforce development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nby Georgia Hall & Ellen Gannett  \nIn many fields, the concept of professional development for workers at varying levels is well entrenched. At the heart of professional development is the desire to expand the “toolbox” of workers’ skills. However, for out-of-school time (OST) staff and youth workers, experiences with professional development can vary widely, from high quality to no quality. The field continues to pay attention to professional development because we believe that staff training is associated with high-quality learning for children and youth.  \nFindings from the Massachusetts Afterschool Research Study (Miller & Hall, 2007) showed that, ina large sample of afterschool programs, staff development had a significant relationship with program quality. Programs with more highly educated and trained staff, both program directors and direct service workers, demonstrated higher quality staff engagement, youth  \nengagement, activities, and homework time. Other studies show that professional development initiatives have had a major impact on afterschool and youth work staff, particularly since these workers are often without pre-service training or academic degrees (Costley, 1998; Harvard Family Research Project, 2004). Guskey (2000, p. 4) concludes that “one constant finding in the research literature is that notable improvements in education almost never take place in the absence of professional development.”  \nHistorically, funding levels for workforce development and professional development have been modestand, “where possible to estimate, are small considering the size and breadth of the youth-serving workforce”  \nGEORGIA HALL, Ph. D., is Senior Research Scientist and ELLEN GANNEtt, M. Ed., is Director at the National Institute on Out-ofSchool Time at the Wellesley Centers for Women at Wellesley College. For over 30 years, the National Institute on Out-of-School Time has successfully brought national attention to the importance of children’s and youth’s out-of-school time; influenced policy; increased standards and professional recognition; and guided community action aimed at improving the availability, quality, and sustainability of programs serving children and youth.  \n(Cole & Ferrier, 2009, p. 5) . Some of the common ap- and professional development systems to hire, train, proaches to professional development for afterschool and and retain staff (Starr, Gannett, & Mello, 2009) .  \nyouth workers have included single workshops, seminars, Across the country, states are conducting key work  \ncoaching, learning communities, technical assistance, in the areas of professional development, training, certifiprofessional networks, distance training, and higher edu- cation, and credentialing. Much can be learned from this cation. As the OST and youth development fields mature, work about how to build from existing models, link cremany professional development models are emerging. dentialing to core competencies, create an infrastructure Certification and credentialing systems in many forms are to support a credential, and attend to accessibility and being developed and piloted across the country. affordability. Massachusetts, like several other states, has  \nCredentials are a means by begun to pilot credential programs.  \nwhich a profession recognizes an The example of two pilot creden  \nindividual’s performance basedona It’s important that your tials in Massachusetts, The Schoolset of defined skills and knowledge role in the world is Age Youth Development Credential (Dennehy, Gannett, & Robbins, valued. that whole piece (SAYD) and the Professional Youth 2c0al06ly)d. eCrefindeential progrwhat typesamofs ttypirain-- is so missing from this Worhelpker Cus toreudnentdeirastlan(PdYtWheCi)m, cpaonring, number of training hours, and field. many people in tance of establishing credentials  \nevidence of skill development are this progr","cbCaivh691wlaqZB","https://ap.wps.com/l/cbCaivh691wlaqZB","pdf",625409,"English","# Reflections on Professional Development Credential Pilots\n## Why Professional Development Matters for OST\n## Research Findings on Staff Development and Program Quality\n## Credentialing Approaches Across States\n## Massachusetts Pilot Credential Programs (SAYD and MCCA)\n## Impacts on Staff Confidence, Efficacy, and Turnover","[{\"question\":\"What is the purpose of professional development for OST staff and youth workers?\",\"answer\":\"It aims to expand staff members’ “toolbox” of skills, linking training to higher-quality learning experiences for children and youth.\"},{\"question\":\"What did the Massachusetts Afterschool Research Study indicate about staff development?\",\"answer\":\"In a large sample of afterschool programs, staff development showed a significant relationship with program quality, including stronger youth engagement and more effective learning activities.\"},{\"question\":\"Which two credential pilot programs in Massachusetts are discussed?\",\"answer\":\"The text highlights the School-Age Youth Development Credential (SAYD) and the Military Child Care Act (MCCA), describing them as examples of credentialing systems being piloted.\"}]","On the Relationship Between Professional Development Credentials and Out-of-School Time Work - Reflections | PDF",1792069700,23]