After School Programming Professional Development & Instructional Quality

1. Introduction: • In an era where over six million children participate in structured after-school programs throughout the United States, there is a compelling concern about the effectiveness of professional development on the quality of after-school programming (Afterschool Alliance, 2004). In spite of this recent concern, professional development and instructional quality of after-school program staff have been questioned as to their relationship with sustaining high quality after-school programming. • Literature Review: • Professional development and instructional quality research indicates a high-quality learning environment is more apt to transpire when evidence-based training approaches are incorporated within after-school programs (Durlak & DuPre, 2008) • Professional development of staff is a one of several vital contributing factors in high-performing quality programming ("Core Competencies For Afterschool Education", 2009) Judy L. Singletary Clemson University Youth Development Leadership • Guiding Questions: • How can City of Wilmington after-school programs use pre-established methods to identify their strengths and weakness while striving for high-quality performance? • What role professional development plays in meeting the needs of youth academic success? • What characteristics of effective instructional learning environments incorporate the support and opportunities necessary for youth to succeed academically and developmentally? • What kind of systemic staff support is necessary to build the capacity of after-school programs in Wilmington to promote positive youth development as a support to academic achievement? • What factors promote and foster professional development and instructional quality within the City’s after-school programming? Problem Statement: As expectation of after-school programs has risen to incorporate approaches that encompass enrichment opportunities for academic achievement, after-school educators are often not prepared with professional knowledge and competencies that will provide high-quality programming Purpose of Study: To evaluate the professional development of staff within the City of Wilmington after-school programs and identify practices that are central to achieving high instructional program quality to provide positive academic outcomes for youth After School Programming Professional Development & Instructional Quality City of Wilmington After School Programs