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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 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-Schoot 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.
This website provides links to all issues of Afterschool Matters, a national, peer-reviewed journal aimed at practitioners who develop and manage youth programs, as well as researchers and policymakers. The journal is published two to three times a year; each journal is 48-60 pages. Articles on almost any topic related to school-age care are available here.
This report offers recommendations to build a workforce that is unified by the foundation of the science of child development and early learning and the shared knowledge and competencies that are needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8.
Professional development systems (PDS) and quality rating and improvement systems (QRIS) are two important subsystems of the comprehensive early childhood and school-age system. State and Territory leaders can use this self-assessment tool to guide alignment across similar system functions.
This is a summary of a series of briefs. It includes a guide to planning and implementation, and a tool for targeting workforce investments. It includes quick facts about the workforce. It outlines top strategies to raise the quality and retention of early childhood and school-age workforce. The summary includes links to the other briefs.
This webinar summarizes a set of briefs and tools designed to support State/Territory efforts to recruit and retain a skilled early childhood (EC) and school-age (SA) workforce. It includes specific ways to use the various sections of the Strengthening the EC and SA Workforce tool and focuses on alignment of resources.
Brief on the components of a quality school-age program and why quality matters.