Building an Afterschool Workforce: Regulations and Beyond

March 1st, 2011 | RESEARCH

If afterschool is to become a system at the program level and a profession at the staff level, the field needs to examine requirements resulting from differing perspectives as well as the cohesive approaches to afterschool regulation in some states. Afterschool practitioners, agency officials, advocates, and other stakeholders around the country are working to identify the competencies program staff need and creating systems to support their professional growth. Understanding the requirements of different oversight sources, the perspectives that can divide them, and the common mission that connects them may forge a path toward accomplishing those tasks.


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Team Members

Patricia Cole, Author, Zero to Three: National Center on Infants, Toddlers, and Families


Publication: Afterschool Matters
Volume: 13
Page(s): 12

Related URLs

NIOST Full Text


Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | History | policy | law
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Public Programs