Engaging afterschool: understanding the needs of afterschool educators to support professional learning opportunities and improve program quality

Abstract

This Educational Leadership Portfolio (ELP) documents my examination of the needs of afterschool educators in Delaware, using a qualitative approach and the support they need to implement high quality afterschool programs for children and families. Afterschool programs are an essential service that spans the time before and after the school day ends. Families need safe, supervised, and enriching spaces where their children have opportunities to learn new skills, work on homework, and make new friends. The hours children spend in afterschool programs can positively impact development and learning. Considering this, many programs are embarking on a quality improvement journey. This journey can include guidance from the states’ quality improvement system and includes professional learning opportunities and quality improvement specialist support. ☐ Afterschool programs in Delaware participating in the quality improvement journey need individualized support and professional learning opportunities to increase their knowledge which in turn increases the quality of the programs in which they work. The reality is that many afterschool educators are faced with many challenges. These challenges include lack of afterschool program specific learning experiences, training, and access. The quality improvement and professional development system is currently designed to support early childhood educators and does not adequately provide support to afterschool educators that is targeted to specific needs of afterschool. This ELP examines data from afterschool educators, the quality improvement staff that support them and school principals.