Creating Successful After-school Teachers through College Group Organizations.


49 views
Uploaded on:
Description
U-C Partnerships and After-school Education. I. Foundation and RationaleII. Case: UCI CASE ProgramIII. Discoveries, Challenges, and Directions. Workshop Format. This is an INTERACTIVE session YOU ought to don't hesitate to PARTICIPATEWe like to be interruptedYour inquiries and remarks are welcome whenever.
Transcripts
Slide 1

Creating Effective After-school Educators through University-Community Partnerships Joseph L. Mahoney Jeff Johnston Susan Guilfoyle Department of Education, University of California, Irvine

Slide 2

U-C Partnerships and After-school Education I. Foundation and Rationale II. Illustration: UCI CASE Program III. Discoveries, Challenges, and Directions

Slide 3

Workshop Format This is an INTERACTIVE session YOU ought to don\'t hesitate to PARTICIPATE We get a kick out of the chance to be intruded on Your inquiries and remarks are welcome whenever

Slide 4

After-school Programs CAN be Beneficial for Young People * Quality is basic to program benefits * Poor Quality Programs Do not present scholarly or social advantages May add to issue practices * Program Staff are Key to Quality Safety, social atmosphere, exercises and aptitudes Typically get almost no formal preparing University-Community joint effort can assume a basic part in instructing program staff

Slide 5

Status of the After-school Workforce "… numerous specialists with little experience or training straightforwardly applicable to afterschool, continuous turnover, and some low maintenance laborers, proposing the requirement for preparing ways to deal with guarantee fundamental learning of afterschool work." (p. 1). Source: National Afterschool Association (2006)

Slide 6

Status of the Workforce: The "Run of the mill" After-school Line Staff Female, white, age 35, 2-year degree or higher, pay $25k or $10.75/hour No paid time for preparing Seldom have instruction or a qualification in after-school work 40% are low maintenance and short-term "A story of two workforces" 30% yearly turnover Source: National Afterschool Association (2006)

Slide 7

Quality (needing) Improvement No national information on after-school program quality Existing exploration recommends that quality is regularly "insignificant" or "underneath normal" Hall & Cassidy (2002): SACERS Smith and Colleagues (2009): YPQA Quality can be enhanced through preparing

Slide 8

A Variety of Training Approaches After-school field does not have a very much acknowledged arrangement of preparing and guideline Different from K-12 Education Common ways to deal with preparing: Discussion at the project website Brief workshops and meetings Webinars Networks Source: National Afterschool Association (2006)

Slide 9

Limitations Little confirmation of viability These methodologies are reprimanded in the K-12 proficient advancement writing Few can be served by these methodologies Source: Mahoney, Levine, & Hinga (2010)

Slide 10

Limitations "… we at present have a huge number of youngsters taking an interest in ASPs being served by grown-ups with practically no formal training in giving quality after-school administrations. Just a little division of the after-school workforce gets preparing through exercises intended for working in after-school settings and the viability of these methodologies is exceedingly sketchy and the chance to get such preparing is occasional." Source? Mahoney (1/27/09 7:30am)

Slide 11

What Works? Calling Development of K-12 Teachers: Sustained learning open doors Active discovering that components managed chances to rehearse new abilities and mirror An attention on substance information and aptitude advancement

Slide 12

Developing Effective After-school Educators Education and preparing that matches the necessities of the staff and program organization(s) Pre-administration and In-administration Training Core learning and substance information Durable chances to incorporate information and practice

Slide 13

The Role of U-C Partnerships " An unequivocal assention between a group element and a college scholarly unit with the end goal of cooperating over a stretched out timeframe to accomplish shared objectives that are commonly advantageous." - Suarez-Balcazar, Harper, & Lewis (2005)

Slide 14

Benefits of U-C Partnerships Universities are interestingly arranged to offer continuous instruction and preparing on a huge scale Classroom-hands on work mix is ideal for the instructive needs of today\'s understudies The association brings about a co-created program that yields information and administration that will be both helpful and used

Slide 15

UCI Certificate in After-School Education (CASE) Coursework and Fieldwork

Slide 16

CASE: Coursework & Fieldwork 2 CORES 3 ELECTIVES in 2 CATEGORIES Foundations of Out-of-School Learning Reading/Literacy Tutoring Math/Science Child or Adolescent Development Physical/Health ED Technology Arts Multicultural Educational 10 Hours Observational Fieldwork 60+ Hours of Interactive Fieldwork

Slide 17

Core Sites for CASE Criteria for Selecting Sites Reputation; settled Formal level of preparing UCI site examination/meeting amid system\'s operation Staff supervision

Slide 18

Core Sites for CASE Feasibility for UCI Students Location (walk, bicycle, transport, auto) Variety of decisions (SES, program offerings, charge/non-expense based) Program size (ready to place 5 or more UCI understudies)

Slide 19

List of Initial CASE Sites Project Success, Costa Mesa Girl\'s Inc., Costa Mesa Think Together, Santa Ana KidWorks , Santa Ana Turtle Rock Community Park, Irvine UCI Extended Day Center, UCI Campus

Slide 20

CASE Course Examples Mr. Jeff Johnston: "Physical Education for After-school Programs" Ms. Susan Guilfoyle: "Education for After-school Programs"

Slide 21

Implementation Findings

Slide 22

Goals of CASE Benefits for Programs Staff-to-kid proportion Quality and substance (2) Benefits for Children and Youth According system objectives and offerings (3) Benefits for College Students Program-related aptitudes and information Civic-mindedness and social mindfulness

Slide 23

Student Participation and Interest: A Popular Program 619 understudies in CASE courses Equal numbers in center and elective 30% selected in two or more Students finished in-class studies 70% communicated enthusiasm for CASE; 43% arrangement to win the endorsement

Slide 24

UCI Student Experience Perceived ASPs as critical Increased their positive impression of ASPs Lessons adapted: New comprehension of ASPs and tyke advancement Importance fitting project offerings to understudy needs Blended methodology between classroom direction and hands on work was seen emphatically

Slide 25

"I am glad to the point that there was a prerequisite to do hands on work this quarter. It is exceptionally intriguing to watch the children gradually create and leave themselves as time passes by. Workmanship is a brilliant approach to help kids create and increase self-regard and certainty, which obviously, just helps their involvement in different subjects and settings. I feel that the readings and the class work merged splendidly with the hands-on experience, and I think I am a great deal all the more balanced and mindful of myself and the learning procedure now. Being an instructor wasn\'t at the highest priority on my rundown of potential outcomes, yet now, it certainly is. "

Slide 26

Site Coordinator Reports: A Helpful and Beneficial Partnership Site Improvements: Instruction Student-to-staff proportions Organization Child conduct Role model Growth in capacities of UCI understudies

Slide 27

Challenges and Future Directions U-C Collaborations are ONE way to deal with pre-administration and In-administration Training Cadillac model Other: workshops, on location introduction and tutoring projects, classes and meetings, systems, online assets, and so on. How would they fit together? Requirement for thorough assessment of choices

Slide 28

What Needs to be Known? "The amount of which sorts preparing are required and attainable for various laborers to accomplish what sorts of results for which sorts of youth in what sorts of projects?" - Mahoney, Lewis, & Hinga (2010)

Slide 29

Feasibility: Affordable, Accessible, & Sustainable Cost and Turnover CASE might be less possible for the transient part of the workforce Online coursework and preparing Training masters and coaches

Slide 30

Beyond Line Staff Formal instruction for executives, facilitators, and different managers Advanced coursework: authority, association hypothesis, business organization, instructive strategy, research approach, program assessment Require that colleges make training for all after-school program suppliers a need

Slide 31

Thank You! For More Information… CASE Program http://www.gse.uci.edu/case/program.php Joe Mahoney ( joseph.mahoney@uci.edu ) Jeff Johnston ( jmjohnst@uci.edu ) Susan Guilfoyle ( sguilfoy@uci.edu )

Recommended
View more...