Supporting Out-of-School Time Staff in Low Resource Communities: A Professional Development Approach.
Abstract
Federally funded out-of-school time (OST) programs provide academic support, enrichment, and safety for students and families in low-resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out-of-School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff- and program-level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program-wide outcomes is critical for supporting youth in low-resource communities.
Keywords
professional development
coaching
technical assistance
21st century community learning centers
afterschool programs
benchmarks of quality
implementation fidelity
low resource communities
measure of active supervision and interaction
one shot training
out-of-school time
performance feedback
positive behavior interventions and supports
schoolwide evaluation tool
treatment integrity
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DOI:
10.1002/ajcp.12330
Citation
ID:
57550
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57550
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10.1002/ajcp.12330
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