Professional Development

Professional Development

Navigating Social Emotional Learning from the Inside Out
Looking inside and across 25 leading SEL programs: A practical resource for schools and OST providers (Elementary School Focus)   Read More

Afterschool Training Tool Kit. SEDL National Center For Quality Afterschool
Use these researched-based practices, sample lessons, video examples and resources to support academic enrichment in afterschool. The following resources can be used with the online Afterschool Training Toolkit to give you the resources you need to build fun, innovative, and academically enriching afterschool activities. Instructor's Guides to the Afterschool Training Toolkit. Professional Development Guides. Read More

Beyond the Bell. American Institute for Research
Beyond the Bell® is a suite of professional development services, products, and practical tools designed to help afterschool program leaders and staff members create and sustain high-quality, effective afterschool and expanded learning programs. Read More   Beyond the Bell Toolkit

INTEL TEACH Program. Intel
The Intel® Teach Program provides professional development, helping teachers/program facilitators to integrate technology into their lessons and promoting students' problem-solving, critical thinking, and collaboration skills. While this free resource is geared toward classroom teachers the concepts are easily transferrable to the afterschool setting. Read More

Additional resources for designing Project-Based Learning projects: Read More

Developing and Maintaining an OST Program

110 Marketing Tools.  NMOST (2013)
From the Step Up for Quality Fall into Place Conference 2013 - 110 Marketing Tips for School-Age Care Providers.  Read More

A Practitioners Guide: Building and Managing Quality Afterschool Programs. Jordan, Donnelly, & Rudo (2009)
This Guide is intended to share the insights of SEDL’s National Partnership for Quality Afterschool Learning (the National Partnership) as well as information about both the academic and the organizational and management practices that successful afterschool programs use. The tool is organized into the following four focus areas:

  • program organization
  • academic programming practices
  • supportive relationships in afterschool
  • achieving program outcomes

Within each focus area, we describe the key practices of successful programs. In addition, we provide a Quality-O-Meter tool to help you reflect on your practices and a Planning for Action tool to help you document plans for implementing practices to increase your program’s quality. SEDL National Center For Quality Afterschool. Read More

TASC ExpandED Schools Toolkit. The After School Corporation (2012)
A System-Level Readiness Tool, ExpandED Schools aim to expand the learning day to at least 1,600 learning hours per year for all students in a school. A blended staff of teachers, community educators, teaching artists and instructional specialists work collaboratively to personalize learning and to engage students. Students receive nutritious meals daily and families are encouraged to engage actively in the education of their children. Read More  Download PDF

The National Collaboration for Youth. SparkAction (2015)
The National Collaboration for Youth has recently released a series of after school toolkits, titled, "Partnerships for After-School Success." The toolkits provide research supporting the need for school-CBO partnerships; successful strategies for creating and sustaining partnerships; and checklists and tools. The toolkits, which range from 1 to 3 pages, are web-based only. "Published by SparkAction (sparkaction.org), an online journalism and advocacy center to improve the lives of children and youth." Read More

Logic Model Presentation. Graig (2016)
Logic models are a concise way to show how a program is designed and will make a difference for a program's participants and community. On one sheet of paper, a logic model summarizes the key elements of your program, reveals the rationale behind your approach, articulates your intended outcomes and how they can be measured, and shows the cause-and-effect relationships between your program and its intended outcomes. Usable Knowledge provides an easy to follow Logic Model video will help you develop a Logic Model for your program. Usable Knowledge. Read More

 

Best Practices

Leave Them Wanting More!: Engaging Youth in Afterschool
In this commentary (PDF), M. Elena Lopez explores the different dimensions along which afterschool programs can engage youth and offers promising practice for afterschool programs to do this well. Read More

San Diego County Office of Education
The Resources and Technical Assistance Center (RTAC) for expanded learning programs provides quality technical assistance to After School Education and Safety (ASES), 21st Century Community Learning Center (CCLC) elementary- and middle-school programs, and 21st CCLC After School Safety and En​​richment for Teens (ASSETs) programs in San Diego County. Our goal is to assist you in providing quality services to the children, families, and communities that you serve. Read More

Out, Safe, and Respected -Guide for supporting LGBTQ. Lambda Legal (2010)
This booklet is designed to help parents and educators develop safe, nurturing school environments for lesbian, gay, bisexual, transgender and questioning (LGBTQ) students. Read More

Stop Bullying. StopBullying.gov
Schools are a primary place where bullying can happen. Helping to establish a supportive and safe school climate where all students are accepted and knowing how to respond when bullying happens are key to making sure all students are able to learn and grow. There are many tools on StopBullying.gov specific for teachers, administrators, and other school staff. Read More

Guide for Understanding, Supporting, and Affirming LGBTQI2-S Students. National Association of Social Workers.
This resource provides general information for service providers, educators, allies, and community members who seek to support the health and well-being of children and youth who are lesbian, gay, bisexual, transgender, questioning, intersex, and/or two-spirit (LGBTQI2-S) and their families. This guide will help to promote full and affirming inclusion of diverse LGBTQI2-S youth and families in all aspects of systems of care. Read More

Evaluation for Continuous Quality Improvement

A Crosswalk Between the LIAS Learning Principles and Afterschool Quality Measurement Tools. Piha & Newhouse
During the roll out of the Learning in Afterschool project, several afterschool leaders asked how the Learning in Afterschool learning principles correspond to afterschool quality measurement tools that are currently being used in the field. By comparing these, authors Sam Piha and Corey Newhouse establish the strong relationship between the Learning in Afterschool learning principles and what you would expect to see in a quality afterschool program. This paper identifies which learning principles are most aligned with program quality measurement tools and which seem to be absent from the quality equation. Learning in Afterschool Project. Read More

Connecting Expanded Learning Opportunities and the Common Core State Standards to Advance Student Success. Council of Chief State School Officers (2011)
This brief explores ways to strengthen expanded learning opportunities (ELOs) by building their connection to the Common Core State Standards Initiative (Common Core). The Council of Chief State School Officers (CCSSO) is interested in both efforts and wants to support states in maximizing their impact to ensure the success of all learners. Read More

The Common Core Standards: What do they mean for OST? Devaney & Yohalem (2012)
In the pages that follow we provide an overview of the standards, discuss where things stand in terms of implementation and assessment, give examples of how OST systems are beginning to respond, and reflect on specific challenges and opportunities facing the OST field. Out-of-School Time Policy Commentary #17; The Forum for Youth Investment. Read More

Assessment Tools in Informal Science.  Program for Education, Afterschool, and Resilience
Find the right assessment tool to measure performance of informal and out-of-school science, technology, engineering and math programs. Read More

Connecticut After School Network
The Connecticut After School Network works with programs, funders, and others to assess program quality and establish quality assessment and improvement systems. There are many different program assessment and evaluation models and tools, each with their own strengths and challenges. This site can help you decide which process and which tool best suits your particular needs. Read More

Some of the different tools we use include:

Elev8 NM Extended Learning Self Assessment Toolkit
This tool is free and can be use for both self assessment and observation. The tool was designed by Elev8 NM in partnership with the New York State Afterschool Network with the New Mexico context in mind. The tool is appropriate for programs serving grades K-12 and is built around quality elements rather than program content. Read More

Global Learning in Afterschool Self-Assessment Tool. Asia Society (2010)
The Global Learning in Afterschool Self-Assessment Tool serves as a guide for programs that wish to bolster their program design, environment, activities, and policies to build global competence in youth. It can be used for guiding preliminary discussions on global learning in afterschool as much as it can be used as a measurement on progress to date. Read More

Harvard Family Research Project
HFRP has resources to help stakeholders develop and evaluate strategies to promote the well being of children, youth, families, and their communities. Their website includes a searchable database of research studies and evaluations of out-of-school time programs and initiatives, as well as The Evaluation Exchange, a periodical that contains new lessons and emerging strategies for evaluating programs and policies, particularly those focused on children, families, and communities. Read More

Secrets to Success for OST Programs. Wong (2008)
A decade of evaluation studies provide a basis to assess the educational potential of afterschool programs and to identify promising practices. To build the knowledge base, and to support efforts to improve quality in this field, the Harvard Family Research Project (HFRP) has developed and maintains an accessible national database of evaluations of hundreds of afterschool programs. In 2008, HFRP issued a review of these studies to address two fundamental questions: Does participation in after school programs make a difference, and if so, what conditions appear to be necessary to achieve positive results? This article summarizes the study. Harvard Graduate School of Education. Read More

PEPNet, the Promising and Effective Practices Network. National Youth Employment Coalition
PEPNet is a system for enhancing the quality of programs that link young people (ages 12 to 25) to work and education to promote a successful transition to adulthood. The website offers tools for program evaluation and assessment. Read More

Core Knowledge and Competencies. National Afterschool Association
All professional societies share common characteristics. Among them are a body of knowledge and skills, culture, a code of ethics, and public recognition. The NAA Core Knowledge and Competencies have been developed to enable afterschool and youth development practitioners to demonstrate expertise and gain a higher level of recognition within their communities–particularly from school officials–that has long been sought after. Read More

NM State Licensed Childcare

  • New Mexico Kids is a great resource for a variety of childcare areas, below are a few direct links to commonly asked question areas. Read More


 
 

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About NMOST Network

The New Mexico Out-of-School Time Network (NMOST) brings together policymakers, educators, childcare providers, youth development workers, and other stakeholders interested in ensuring positive youth development opportunities and outcomes through out-of-school time programs.

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