The OSTRC’s Document Library was created in collaboration with Philadelphia’s Out-of-School Time Professional Development Project. The Library features hundreds of OST-related documents sorted into multiple categories and content areas. This classification system was suggested by and reflects Philadelphia’s Draft OST Staff Competencies.
The OSTRC either created or contributed to the documents listed below. All documents listed in reverse chronological order. Please feel free to contact OSTRC Research Coordinator, Karen Okigbo if you have questions, or need assistance locating a specific topic.
Building an Evaluation Tool Kit for Professional Development. (2006). The Evaluation Exchange. Three researchers outline the process of assembling a toolkit which measures the short-term and long-term impact of OST professional development.
of a Baseball Mom: The Impact of Youth Sports on Parents' Feelings and
Behaviors. (2011). Nancy Peter, M.Ed., a long-time practitioner in
the field of out-of-school time, afterschool, and positive youth development,
explores parents' emotional investment in and behaviors in response to youth
sports activities. The research indicated that many parents' feelings are
triggered by their children's sports experiences and that adults must learn how
to translate these feelings into productive behaviors. New Directions For Youth
Core Competencies for Afterschool Trainers. (2010). National Afterschool Association. These national competencies can be used to orient, train, and monitor afterschool workshop facilitators.
Defining Our Terms: Professional Development in Out-of-School Time. (2009). Afterschool Matters. By agreeing on common definitions of workshops, technical assistance, coaching, and similar terms, the out-of-school time field can articulate and advance its professional development agenda.
Delivering Youth Services in Philadelphia: The Integrated Youth Services Project. (2008). Fels School of Government at the University of Pennsylvania. This study investigated the variation among, funding streams for, and potential synergy of youth services in Philadelphia.
Development of the OSTRC Conference Evaluation Toolkit. (2008). Journal of Youth Development. This article describes the process of developing a toolkit which measures the impact of OST conferences.
Findings from Five Out-of-School Time Focus Groups: Professional Development Preferences, Experiences and Recommendations for Future Planning. (2006). Journal of Youth Development. Five OST focus groups informed the development of professional development topics, formats, and evaluation instruments.
The Impact of Peer Networking On Out-of-School Time Staff. (2009). The Out-of-School Time Resource Center (OSTRC) has been providing peer-oriented learning experiences for the greater Philadelphia area through monthly Peer Networking Meetings. This study focused on researching the effectiveness, and most effective elements, of these Peer Networking Meetings.
Out-of-School Time Professional Development Needs Assessment Summary. (2009). The OSTRC conducted an out-of-school time (OST) professional development (PD) needs assessment in the city of Philadelphia. The results of this city-wide survey provide valuable insight into the PD needs and preferences of the OST workforce.
Out-of-School Time Resource Center: Conference and Workshop Surveys. (2010). Out-of-School Time Resource Center. The OSTRC’s conference and workshop surveys integrate information from literature reviews, pilot studies, and participant feedback.
Out-of-School Time Resource Center Survey Toolkit. (2009). Out-of-School Time Resource Center. This Survey Toolkit is a compilation of resources and research-based surveys to evaluate out-of-school time (OST) professional development (PD) workshops and conferences.
Philadelphia Practitioner Fellowship Program October 2008 – June 2009 Evaluation Report. (2009). The Out-of-School Time Resource Center (OSTRC) evaluated the Practitioner Fellowship Program, a year-long professional development and leadership initiative for out-of-school time practitioners. This report summarizes a mixed-methodology evaluation conducted by the OSTRC that included pre and post surveys, focus groups, and participant observations.
Philadelphia Professional Development Inventory. (2010). In November 2009, The Out-of-School Time Resource Center (OSTRC) conducted an inventory of professional development available to OST staff throughout Philadelphia. The inventory sought to identify current offerings, increase access to existing resources, create a system of reciprocal professional development, and generate new professional development opportunities where needed.
Promising Practices in Out-of-School Time Professional Development. (2007). ScholarlyCommons at the University of Pennsylvania. This document broadly defines OST professional development and summarizes promising practices in its design, implementation, and evaluation.
Read Annotated Bibliography
Promoting Quality Through Professional Development. (2004). The Evaluation Exchange. This article links OST professional development to program quality, youth achievement, and evaluation strategies.
OSTRC Focus Group Summary. (2005). Out-of-School Time Resource Center. Five OST focus groups informed the development of professional development topics, formats, and evaluation instruments.
Out-of-School Time Professional Development Workshops: An Evaluation Framework. (2004). Out-of-School Time Resource Center. OST workshops can be designed and implemented using an evaluation framework that measures satisfaction, acquisition of skills and knowledge, institutional integration, application, extension, and impact.
Out-of-School Time Resource Center Summary of Literature Search: Evaluating the Impact of Teacher Training on OST Program Quality. (2003). Out-of-School Time Resource Center. Research in formal education and teacher training can help inform OST professional development evaluation.
Outcomes and Research in Out-of-School Time Program Design. (2002). Out-of-School Time Resource Center. Promising practices in OST program design can be linked to priority youth outcomes, such as academic achievement, decreased risk behaviors, workforce preparation, and personal skill development.
Supporting Success: Why and How to Improve Quality in After-School Programs. (2008). What is OST program quality, how is it measured, why does it matter, and how can it be ensured?