Creating Viable After-school Teachers through College Group Associations.


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From time to time have instruction or a certification in after-school work ... After-school field does not have an all around acknowledged arrangement of preparing and guideline. Distinctive ...
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Creating Effective After-school Educators through University-Community Partnerships Joseph L. Mahoney Jeff Johnston Susan Guilfoyle Department of Education, University of California, Irvine

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

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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

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After-school Programs CAN be Beneficial for Young People * Quality is basic to program advantages * Poor Quality Programs Do not give scholarly or social advantages May add to issue practices * Program Staff are Key to Quality Safety, social atmosphere, exercises and aptitudes Typically get next to zero formal preparing University-Community joint effort can assume a basic part in teaching program staff

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Status of the After-school Workforce "… numerous specialists with little experience or instruction specifically applicable to afterschool, regular turnover, and some low maintenance laborers, recommending the requirement for preparing ways to deal with guarantee essential information of afterschool work." (p. 1). Source: National Afterschool Association (2006)

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Status of the Workforce: The "Regular" 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 training or a certification in after-school work 40% are low maintenance and short-term "A story of two workforces" 30% yearly turnover Source: National Afterschool Association (2006)

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

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

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

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Limitations "… we as of now have a large number of youngsters taking an interest in ASPs being served by grown-ups with practically zero formal instruction in giving quality after-school administrations. Just a little part of the after-school workforce gets preparing through exercises intended for working in after-school settings and the adequacy of these methodologies is profoundly sketchy and the chance to get such preparing is rare." Source? Mahoney (1/27/09 7:30am)

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What Works? Calling Development of K-12 Teachers: Sustained learning opportunities Active discovering that elements regulated chances to rehearse new abilities and mirror An emphasis on substance information and expertise improvement

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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 learning and practice

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

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Benefits of U-C Partnerships Universities are remarkably arranged to offer progressing instruction and preparing on a substantial scale Classroom-hands on work mix is ideal for the instructive needs of today\'s understudies The association results in a co-created program that yields learning and administration that will be both valuable and used

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

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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

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

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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)

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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

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

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Implementation Findings

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

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

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

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

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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

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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 coaching projects, classes and gatherings, systems, online assets, and so on. How would they fit together? Requirement for thorough assessment of choices

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

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

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

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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 )

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