NCASE Resource Library
This report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.
This infographic lists the 10 categories of the NAA (National Afterschool Association) core knowledge and competencies (CKCs). The CKCs articulate what professionals need to know and be able to do for a program to be considered high quality. This infographic presents the 10 core knowledge areas in an easy-to-read-and-remember format.
Based on the knowledge that strong, positive family relationships are good for children and youth, this easy-to-digest infographic provides suggestions on how to create growth-enhancing family relationships. The 20 suggestions for action are divided into 5 categories--(1) express care; (2) share power; (3) challenge growth; (4) provide support; and (5) expand possibilities.
On March 21, 2017 NCASE hosted a webinar as part of the National Afterschool Alliance (NAA) Conference in Dallas, Texas. The event was broadcast live. Attendees learned about the history of efforts to professionalize the field and the current state of affairs, and heard from state representatives on how they are addressing
On December 1, 2016 the National Center on Afterschool and Summer Enrichment (NCASE) facilitated a 20-minute virtual tour of its Resource Library.
This report provides a portrait of the early childhood workforce compared to 25 years ago, and examines economic insecurity and use of public benefits among this predominantly female, ethnically diverse workforce. Although not addressed specifically in this report, workforce conditions are similarly an important issue for the school-age/Out-of-School Time (OST) field.
This article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning." Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs.
This National Afterschool Association (NAA) brief summarizes the research on the afterschool workforce. It explores the conditions and barriers to building and sustaining a quality afterschool workforce, including pre-service requirements, core knowledge and competencies, provider registries, and credentials/certifications.
The Child Care and Development Block Grant (CCDBG) Reauthorization of 2016 includes requirements for health and safety training. This resource provides information on health and safety professional training for Out-of-School Time (OST) providers, as required by state, plus access to research-based online training modules.
The Stage of Change approach provides a model for those leading change to take into account readiness for change tied to motivation, confidence, and commitment levels of the individuals engaged in change. It is a model for educators, based on practices for health care and mental health. It offers guidance on what support to provide staff, given their stage of readiness for change.