Workforce Development

Beyond the Webinar
Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs
Building a Skilled and Stable Workforce for After School Programs
Building an Afterschool Workforce: Regulations and Beyond
Check it Off ! A Youth Development Approach to Staff Training
Creating High-Performance Afterschool Programs
Defining Our Terms: Professional Development in Out-of-School Time
Emotional Intelligence and Workplace Stress Among Afterschool Supervisors in Low-Income Communities
Equity and Inclusion: An Action Agenda for Youth Development Professionals
Getting the Right Fit: Designing a Professional Learning Community for Out-of-School Time
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
Human Resources: Staffing Out-of-School Time Programs in the 21st Century
Insights on the Power of Us Workforce Survey
Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting
Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator
Learning from Science: Case Studies of Science Offerings in Afterschool Programs
Making and Mentors: What it Takes to Make Them Better Together
Making the Most of the Middle: A Strategic Model for Middle School Afterschool Programs
Measuring Program Quality: Evidence of the Scientific Validity of the Assessment of Program Practices Tool
Monitoring the Experiences of OST Volunteers
Moving Forward and Growing Together: Interview with Sylvia Lyles
Naming Common Ground: Literacy and Community
Networks Analysis of a Regional Ecosystem of Afterschool Programs
Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
Perils and Promise: Afterschool Programs on School Territory
Positive Change Through a Credential Process
Power Sharing: Building Community School Relationships from Friendship to Marriage
Preparing Youth for the 21st Century Knowledge Economy: Youth Programs and Workforce Preparation
Right Time, Right Place: Building an Online Learning Community for Afterschool Practitioners
Shared Research Dialogue: One College’s Model for Professional Development of Youth Practitioners
Supporting Afterschool Literacy
Supporting Effective Youth Work: Job-Embedded Professional Development in OST
Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey
Teaching the What as well as the How: Content-Rich OST Professional Development
The Four Cs of Afterschool Programming A New Case Method for a New Field
The Power of Us
Understanding the “How” of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention
Using Professional Development to Enhance Staff Retention
Voices From the Field: "Systems Trump Programs” A Case for Agency Support in Afterschool
Why Are OST Workers Dedicated—or Not? Factors That Influence Commitment to OST Care Work
Youth Fields Workforce Perspectives
Youth-Adult Partnerships: A Powerful Force for Community Change

    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."

    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."

    – Priscilla M. Little, Initiative Manager, The Wallace Foundation


    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."

    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."

    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

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