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. Retrieved January 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. Retrieved January 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/