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Using Available Time to Enhance Enrichment Skills in Afterschool

Using Available Time to Enhance Enrichment Skills in Afterschool Promising Practices-Proven Strategies March 2009 Catherine Jordan , SEDL , Program Manager Joe Parker , SEDL , Program Associate Lynn Dehner, Learning Sciences International. Promising Practices – Proven Strategies

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Using Available Time to Enhance Enrichment Skills in Afterschool

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  1. Using Available Time to Enhance Enrichment Skills in Afterschool Promising Practices-Proven Strategies March 2009 Catherine Jordan, SEDL, Program Manager Joe Parker, SEDL, Program Associate Lynn Dehner, Learning Sciences International

  2. Promising Practices –Proven Strategies Afterschool Programs Working Together for Pennsylvania’s Youth Harrisburg, Pennsylvania March 5, 2009 Using Available Time to Enhance Staff Academic Enrichment Skills in Afterschool Joe Parker, The National Center for Quality Afterschool at SEDL Lynn Dehner, Learning Sciences International 10:30 A.M. Introductions – Building Relationships Background and Tools The Afterschool Training Toolkit – Online Enhancing Literacy The Afterschool Training Toolkit – Print Supplements Instructor Guides Selected Uses Staff Development Guides Selected Uses The Virtual Academy for Afterschool Online Staff Development Opportunities Current Modules Questions 12:00 Noon Adjournment

  3. What is the need for professionaldevelopment in school support programs? Professional development needs to scale up Leadershipto guide scaling up process Leadership to anchor and guide professional development initiatives Leadership to identify and harness resources across disciplines to benefit the afterschool profession —Developing the Afterschool Professional and the Profession; Charles Stewart Mott Foundation, 1999.

  4. What is Professional Development? • Professional development may be defined as any activity intended to increase clients’knowledge, skills, understanding, and/orperformance. SEDL Principles of Professional Development, 2008

  5. Expanding Thinking about Professional Development • Two principles • Everyone leads • Everyone responsible • Four ways • Presenting • Facilitating • Coaching • Consulting • Short, formal and informal sessions with intentional focus • 15-30 minutes • Staff meetings • Online opportunities

  6. Professional Development Concept Model

  7. Current Landscape of Professional Development

  8. http://www.sedl.org/afterschool/toolkits

  9. Meeting Professional Development Needs • Build staff capacity • Focus on academic enrichment • Toolkit Tour • Key components • About page • Practice in Action • Planning Your Lessons • Sample Lessons • Video • Resources

  10. Toolkit and Related Tools for Professional Development • Toolkit tour • http://www.sedl.org/toolkits • Literature reviews • National Center Web Site Tour • Sample lesson plan data base • Curricula data bases

  11. Demonstration I—Instructional Practices Using the Afterschool Training Toolkit • Literacy • Read Aloud

  12. Implementation Considerations • Select content area • Select instructional practice • Select key component • Regular staff meetings • 15 - 30 minute sessions • Laser-like focus on instruction

  13. Enriching Literacy Skills in Afterschool • Meeting need of students - as confirmed by school day staff • Read Aloud Information • Online • Goals • Models

  14. Literacy Practice: Read Aloud • Ask pre questions • Watch video • Work in groups • Discuss questions • Report out • Make decisions

  15. Read Aloud • How does the instructor capture the student’s attention? • What does the instructor do to keep the student’s attention during the reading? • How does she monitor for reading skills? • Have the students enhanced literacy skills? What evidence is there for your answer?

  16. Video - Read Aloud • How did the instructor build interest? • What do you notice she did while reading the story? After the story? • How did she determine the attendees are building word understanding and comprehension skills? • How might we adapt this type activity to fit the needs of older students?

  17. What have we accomplished? • How much time did we take? • What professional development concept or concepts did this activity address? • What could you do to include quality read alouds in your literacy offerings?

  18. Demonstration II • Using Print Material to Supplement the Online Toolkit • Instructor guides • Professional Development Guides http://www.sedl.org/afterschool/resources/guides.html

  19. Implementation Considerations • Regular staff meetings • Small group or individual • 15-30 minute sessions • Laser-like focus on instruction • Consistent, job-embedded professional development • Professional learning community

  20. Using the Instructors’ Guides Way #1 • Convene group of instructors • Provide Arts guides-might specify practice • Work in teams • Plan and lead activities • Reflect

  21. Using the Instructors’ Guides • Way #2 • Individual or Small groups of instructors • One content area • Select appropriate practice • Complete tasks • Reflect and share • Make decisions • Reflect and refine

  22. Using the Professional Development Guides • Way #1 • Create awareness • Decide on content area aligned with goals • 15 minute overview in staff meeting • Give guide to site coordinators • Ask for input/feedback • Encourage coordinators • Watch/listen for behaviors with staff

  23. Using the Professional Development Guides • Way #2 • 30 minutes in staff meeting • Site coordinators/leaders • Plan and prepare activity • Role play • Reflect and refine the activity

  24. Using the Professional Development Guides • Way #3 • 30 minute staff meeting • Site coordinators • Select content area; practice • Plan and prepare PD event • 4 15-minute sessions • Share • Provide input/feedback • Reflect and refine PD Plans

  25. Demonstration III Online Modules • The Virtual Academy • Online modules • Based on Toolkit

  26. Introducing SEDL’sVirtual Academy SEDL and Learning Sciences International Based on SEDL’s work on the Online Training Toolkit www.sedl.org/afterschool/toolkits Online, interactive courses for professional development Content- and performance-based Aligned with the standards Linked to the school day

  27. Benefits of The Virtual Academy Technology driven Tied to research and the Online Training Toolkit Focused on Front Line Instructors Intended for a variety of staff backgrounds Online Monitoring Available 24/7 and includes expert support Cost effective - on site limits travel

  28. Current Online Courses Investigating Afterschool Science Through Inquiry Afterschool Math Centers: Learning Through Purposeful Play Teaching Literacy Through Read Alouds in Afterschool Programs Using Your Afterschool Program to Build Skills in the Arts Utilizing Technology to Discover and Solve Real-World Problems Produced by SEDL and Learning Sciences International

  29. Virtual Academy Demonstration http://www.sedl.org/afterschool/academy

  30. Contact Us Website: www.sedl.org/afterschool Tel: 800-476-6861 Catherine Jordan(6523) Catherine.Jordan@sedl.org Joe Parker(6543) Joe.Parker@sedl.org

  31. Questions and Answers

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