Using Professional Development to Enhance Staff Retention

Autor/inn/en	Huang, Denise; Cho, Jamie
Titel	Using Professional Development to Enhance Staff Retention
Quelle	In: Afterschool Matters, (2010) 12, S.9-16 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	After School Programs; Elementary School Students; Middle School Students; Professional Development; Role Models; Work Environment; Human Capital; Feedback (Response); Interviews; Labor Turnover; Recruitment; Community Centers; Mixed Methods Research; California; Florida; Indiana; Texas + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Identifikationsfigur; Arbeitsmilieu; Humankapital; Interviewing; Interviewtechnik; Recruiting; Rekrutierung; Kalifornien
Abstract	The data and research findings for this paper were derived from two studies. The first was commissioned to the National Afterschool Partnership (NAP) by the U.S. Department of Education to evaluate effective practices at the 21st Century Community Learning Centers (21st CCLCs). The purpose of this study was to develop resources and professional development tools related to the establishment and sustainability of afterschool programs nationwide. Using rigorous methods, researchers identified 53 high-functioning programs representative of eight geographic regions, including rural, urban, community-based, and school district related programs. Exemplary practices in organization, structure, and especially in content delivery were examined. The second study, the Extension Study, was set up to further evaluate how effective programs retain high quality staff members. Four of the 53 programs in the NAP Study were examined in greater depth regarding staff recruitment, professional development, staff retention, and student outcomes. This paper extracts critical data and findings from both studies to reflect on how professional development may create a program climate conducive to effective staff retention. Findings discussed in this article are consistent with extant literature on professional development and support state licensure guidelines and accreditation standards. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01