Professional Development

"We Think You Need a Vacation": The Discipline Model at Fresh Youth Initiatives
A New Approach to Accountability: Creating Effective Learning Environments for Programs
A New Way to Assess Nutrition Knowledge: The Healthy Plate Photo Method
A Place for the Arts: Lessons Learned from an Afterschool Art Experience with Reclaimed Materials
Beyond the Webinar
Body and Soul: Reflections on Two Professional Development Credential Pilots in Massachusetts
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
Coaching for Early Literacy Support
Creating an Agency Culture: A Model for Common Humanity
Creating High-Performance Afterschool Programs
Creating Holistic Partnerships Between School and Afterschool
Defining Our Terms: Professional Development in Out-of-School Time
Designing Professional Development Resources to Meet the Needs of OST STEM Educators
Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned
Emotional Intelligence and Workplace Stress Among Afterschool Supervisors in Low-Income Communities
Empowering Youth Work Supervisors with Action Research Strategies
Enhancing Program Quality and Care through Supervision
Equity and Inclusion: An Action Agenda for Youth Development Professionals
Fostering Arts Education Through a University-Afterschool Partnership
From Promise to Participation: Afterschool Programs through the Lens of Socio-Cultural Learning Theory
Getting Intentional about STEM Learning
Getting the Right Fit: Designing a Professional Learning Community for Out-of-School Time
Growing Leaders in Native American Communities: An Interview with Gerald Eagle Bear
Growing Our Own: Former Participants as Staff in Afterschool Youth Development Programs
Human Resources: Staffing Out-of-School Time Programs in the 21st Century
Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting
Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator
Leveraging Resources to Promote Positive School-CBO Relationships
Making and Mentors: What it Takes to Make Them Better Together
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Measuring Program Quality: Evidence of the Scientific Validity of the Assessment of Program Practices Tool
Moving Forward and Growing Together: Interview with Sylvia Lyles
Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
Planning Considerations for Afterschool Professional Development
Playful Learning Landscapes
Positive Change Through a Credential Process
Putting Our Questions at the Center: Afterschool Matters Practitioner Fellowships
Right Time, Right Place: Building an Online Learning Community for Afterschool Practitioners
Self-Assessment of High-Quality Academic Enrichment Practices
Shared Research Dialogue: One College’s Model for Professional Development of Youth Practitioners
Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming
Strong Start, Strong Readers
Supporting Effective Youth Work: Job-Embedded Professional Development in OST
Supporting Latinx Youth Participation in Out-of-School Time Programs
System Building, Relationships, and Quality Interview with NIOST’s Ellen Gannett
Systemwide Implementation of Project-Based Learning: The Philadelphia Approach
Teaching the What as well as the How: Content-Rich OST Professional Development

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    "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 National Institute on Out-of-School Time

A program of the Wellesley Centers for Women at Wellesley College

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

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