Professionalism in Youth Development Work: What Youth Workers and Teachers Can Learn from Each Other

1. Professionalism in Youth Development Work: What Youth Workers and Teachers Can Learn from Each Other Monica R. Howell howe0096@umn.edu

2. The Problem: Silos • Disconnect between areas of youths’ lives • School – Home – Community • Disconnect between services to youth • Education – Caring – Social and personal development • Who are the adults in different areas of kids’ lives? • Teachers, administrators, staff members – Family – Friends, neighbors, youth workers

3. The Problem: Professionalism • Formal educators – teachers, administrators • Bachelor’s degree required at minimum • Certification/licensure required • “Highly qualified” requirements must be met • Informal educators – youth workers • Degree and certification/licensure requirements vary widely by profession or role, e.g.: • Social workers must have bachelor’s degree at minimum plus certification/licensure • Camp counselors may not even have high school diploma

4. Teachers • Recognized as professionals • Widely respected for knowledge, skills, abilities • Content knowledge • Child development knowledge • Curriculum, instructional material design skills • Instructional delivery skills • Classroom management skills

5. Challenges Teachers Face • Lack of time and community connections • May not be able to address non-school needs or interests of youth • School constraints • Achievement and testing demands • Large classrooms with variety of student needs • Lack of training and experience • Adult-youth relationship-building • Youth voice and participation

6. Youth Workers • Not always recognized as professionals • May not be respected for knowledge, skills, abilities • Content knowledge (depending on program) • Youth development knowledge • Recreation, informal development activity skills • Instructional delivery skills • Relationship-building skills • May be more able to focus on whole child

7. Challenges Youth Workers Face • Discomfort or unfamiliarity with academic research • Discomfort with enacting authority • Keeping adequate distance between adults and youth • Understanding child development at different ages • Increased pressures to make out-of-school time programs more traditionally academic

8. Recommendations • For teachers • Continual, collaborative, practical on-the-job professional learning relating to youth development and relationship-building • For youth workers • Increased and more formalized professionalism for many jobs/roles • Consensus on youth development definitions, research base, core competencies

9. References • Bodilly, S., & Beckett, M.K. (2005). Making out-of-school time matter: Evidence for an action agenda. Prepared for the Wallace Foundation. Santa Monica, CA: RAND Corporation. Accessed January 18, 2009 from http://www.wallacefoundation.org/PromoDocs/MakingOutofSchoolTimeMatter.pdf • Bowie, L., & Bronte-Tinkew, J. (2006). The importance of professional development for youth workers. Accessed January 18, 2009 from http://www.childtrends.org/Files//Child_Trends-2007-06_15_RB_ProDevel.pdf • Campbell, P.B., & Carson, R. (2007). Youth development institute: Community education pathways to success (CEPS): Implementing CEPS: The first year evaluation report. Accessed January 18, 2009 from www.campbell-kibler.com/2007%20CEPS%20%20final%20evaluation%20report.pdf • Children Now. (2008). Effectively expanding California’s after school system: Overcoming the workforce supply obstacle. Accessed January 18, 2009 from http://publications.childrennow.org/publications/education/afterschool_brief_2008.cfm • Deutsch, N. (2009). More than safe spaces: Adolescent development and relationship building in after-school settings. Presentation given January 23, 2009 at the University of Minnesota. Video available at http://www.extension.umn.edu/AppliedYouthResearch/inquirytoimpact/deutsch.html#video • Hyland, T. (1996). Professionalism, ethics and work-based learning. British Journal of Educational Studies, 44(2), 168-180. Accessed January 17, 2009 from http://www.jstor.org/stable/3121730 • Johnson, E., Rothstein, F., & Gajdosik, J. (2004). The intermediary role in youth worker professional development: Successes and challenges. New Directions for Youth Development, 104, 51-64. RetrievedJanuary 18, 2009 from Academic Search Premier database. • Minnesota Department of Education. (2008). “Highly qualified” teacher require.-MN state plan. Accessed April 24, 2009 from http://www.education.state.mn.us/MDE/Teacher_Support/Educator_Licensing/Highly_Qualified_Teacher_Require_MN_State_Plan/index.html • Nicholson, H.J., Houchin, S., & Stegall, B. (2004). Professional development in national organizations: Insights from Girls Incorporated. New Directions for Youth Development, 104, 65-73. Retrieved January 17, 2009 from Academic Search Premier database. • Noam, G.G. (2008). A new day for youth: Creating sustainable quality in out-of-school time. Accessed January 18, 2009 from www.wallacefoundation.org/wallace/whitepaper_noam.pdf • Quinn, J. (2004). Professional development in the youth development field: Issues, trends, opportunities, and challenges. New Directions for Youth Development, 104, 13-24. RetrievedJanuary 17, 2009 from Academic Search Premier database. • Rosie, A. (1996). “Pagan knowledge”: A case study of post-modern theorising and youth work training. British Educational Research Journal, 22(3), 331-346. Accessed January 17, 2009 from http://www.jstor.org/stable/1501424 • Starr, E., Gannett, E., & Garza, P., with Goldstein, S., & Yohalem, N. (2008). Clear policies for career pathways: Lessons learned. Accessed January 18, 2009 from www.forumforyouthinvestment.org/files/Next%20Gen%20Lessons%20Learned%20Final.pdf • Vile, J.D., Russell, C.A., Miller, T.D., & Reisner, E.R. (2008). College opportunities for after-school workers: Report on the first-year implementation of the Center for Afterschool Excellence certificate programs. Accessed January 18, 2009 from http://www.afterschoolexcellence.org/content/document/detail/2195/