1 / 9

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

Professionalism in Youth Development Work: What Youth Workers and Teachers Can Learn from Each Other. Monica R. Howell howe0096@umn.edu. The Problem: Silos. Disconnect between areas of youths’ lives School – Home – Community Disconnect between services to youth

rocio
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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/

More Related