VOICES FROM THE FIELD - Positive Change Through a Credential Process - Tinnycua Williams

Oct 15, 2026

Uploaded by Stanley

An afterschool program director reflects on how credentialing and staff development training shape program quality and youth outcomes. After being denied due to undergraduate coursework not meeting New York State requirements for afterschool directors, she chooses the School-Age Care (SAC) credential. The virtual credential classes, extensive portfolio, and coaching from an advisor including site visits become a structured learning process. Over time, the credential strengthens her ability to observe programs, improve staff accountability, and build a lasting learning community.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Positive Change Through a Credential Process

Credentialing challenges for directors

Denial and choosing the SAC credential

Virtual training and portfolio work

Advisor coaching and site visits

Payoff through observation and accountability

VO ICES FROM THE FIELD Positive Change Through a Credential Process Tinnycua Williams Studies have demonstrated the significance of afterschool staff development and have attempted to show the impacts of staff training on program quality and youth outcomes (New York State Afterschool Network, 2011) . Most research focuses on training for direct service or line staff, but training for directors is also critical. Directors often operate in dual roles, serving as both direct service staff and administrators. Professional development can give them the support and resources they need to operate effectively. For many directors, the critical issue is time. Asthe director of a locally funded afterschool program ina homeless shelter, I witnessed and experienced this is- sue firsthand. Juggling administrative responsibilities, staff meetings, and staff assignments along with effective observation and supervision during program time was challenging. Professional development, though necessary, wasn’t always a priority for me, especially if training hours conflicted with my afterschool program schedule. When the program was understaffed, as it often was, I had to either find a sub or fill in myself. Although each decision to put the program first made sense in the short term, in the long term, I missed opportunities to strengthen my skills as a director. The Denial That Became an Opportunity In fall 2015, everything shifted. At the beginning of the school year, I applied to the local department of health TINNYCUA WILLIAMS is a master trainer, facilitator, and coach for Dignity of Children in New York City, where she works with youth development professionals. Previously she oversaw afterschool and summer day camp programs for a large homeless shelter. Tinnycua, who has earned New York’s School-Age Care credential, recently completed the Afterschool Matters Practitioner Research Fellowship with the National Institute on Out-of-School Time. to be approved as the director of my program, as I had done several times before. Every few years I sent in the requisite documentation: background check, references, medical paperwork, and proof of the required 30 hours of training I had taken to become a director. I thought of the process as routine. This time, my undergraduate college transcript was requested. Though this request was a departure from the norm, I was not concerned. But then, to my surprise and chagrin, I learned that my education did not meet the requirements. After reviewing my transcript, the department of health concluded that none of my undergraduate coursework was in child development, elementary education, physical education, recreation, or a related field, as required for afterschool directors in New York State. My 12 years of work experience aside, I did not meet the education requirements. My application was denied. To say I was devastated is an understatement.“How could this be?” I questioned. I couldn’t understand why I had been approved so many times before but now things were different. I reviewed the state regulations again. I found that the regulations had not changed, but enforcement was stricter. People who did not hold a degree in a related field had to obtain either the SchoolAge Care (SAC) credential or the Children’s Program Administrator credential. I chose the SAC credential. and space to reflect on my program—both its challengesand the potential solutions. For a director mired in the day-to-day running of the operation, such reflection was a luxury. During the next phase of the SAC course, classes became virtual; I met with the other participants once a month using an online meeting platform. These classes focused on the credentialing process, including the creation of a resource file and portfolio. The portfolio was quite extensive, including 42 one-page journal entries, a program summary, an autobiography, parent recommendation letters—the list goes on and on. Once I had completed ha

FAQs

Why is director-focused professional development important in afterschool programs?

Directors often balance direct service and administration, so professional development provides support and resources to operate effectively.

What led to the director’s application denial in 2015?

Her undergraduate transcript did not meet New York State education requirements for afterschool directors, so enforcement was stricter and her application was denied despite her work experience.

How did the SAC credential process help her improve her program?

Virtual classes, an extensive portfolio, and advisor coaching with site visits increased her commitment to program observation, staff accountability, and continuous improvements.

Oct 15, 2026

Uploaded by Stanley