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Daniele Bradshaw  \nProfessional 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) .  \nSome 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  \ndevelopment 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.  \nAfterschool 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.  \nL. DANIELE BRADSHAW, Ph. D., is an assistant professor in the School of Education at Liberty University in Lynchburg, VA.. Her educational interests include afterschool programming and social studies.  \nTEARS Factors for Planning Professional Development  \nThe TEARS framework was originally defined by Leggett and Persichitte (1998) as a set of implementation factors for classroom educational technology. Based on a literature review and practitioner experience, they identified five implementation factors:  \n• Time  \n• Expertise  \n• Access  \n• Resources  \n• Support (Leggett & Persichitte, 1998, p. 33)  \nThese implementation factors are comprehensive enough  \nof professional development to find creative ways to tackle the time problem. Hall and Gannett (2010) list a wide range of approaches to afterschool professional development: “single workshops, seminars, coaching, learning communities, technical assistance, professional networks, distance training, and higher education” (p. 14) . Afterschool programs deal with high staff turnover and transition rates, in part because of low wages in some programs and unclear career pathways in the profession (Gannett, Mello, & Starr, 2009) . As a result, program directors or others who want to facilitate professional development must research training approaches and plan well in advance for the necessary time requirements.  \nto be applied to many contexts, including afterschool Develop a Professional Development Schedule professional development. They offer a simple, easy-to- Sustained scheduling provides opportunities for developremember framework that can make the task of planning ing and planning student instruction (King & Newmann, for professional development less daunting. Although 2000; Leggett & Persichitte, 1998; Shelton & Jones,  \nin practice all five factors are 1996) . It is important to schedule  \ninteseprarrealtateelydc,andealinhelpgplawnnithers feachocus Afterschool programs osipporonaltunditieeveslofopmr seunsttainPleadnpnirongfesaon what professional development deal with high staff schedule helps to identify time reis needed and what can work in turnover and transition quirements.  \ntheir context. rates, in ","cbCairgOwJsnAst5","https://ap.wps.com/l/cbCairgOwJsnAst5","pdf",332034,"English","# TEARS Factors for Planning Professional Development\n## Time\n## Expertise\n## Access\n## Resources\n## Support","[{\"question\":\"Why is professional development important for afterschool programs?\",\"answer\":\"Professional development enhances staff performance and knowledge, improves program quality, and contributes to better student learning outcomes. It also supports staff satisfaction and retention.\"},{\"question\":\"What problem does the article address regarding professional development planning?\",\"answer\":\"Afterschool staff and leaders may recognize the need for professional development, but often face a gap between intention and implementation. The article provides implementation guidelines to help close that gap.\"},{\"question\":\"What is the TEARS framework used for?\",\"answer\":\"TEARS is an implementation framework for evaluating professional development needs and planning staff training that fits a program or site context. It includes five factors: Time, Expertise, Access, Resources, and Support.\"}]","Planning Considerations for Afterschool Professional Development - read online free | PDF",1792069663,23]