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Training Opportunities for Front Line Staff

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Training Opportunities for Front Line Staff

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HI: At state level doing beta testing of different fiscal vehicles to support sustaining seasonal staff. Some is Title I PreK- K at school site summer programming. Other is Title IVA for native Hawaiian students in their communities. Looking for ways to sustain programming.

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KY has a director track and is looking to introduce a school-age track.

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KY: modifying state career lattice to have interactions with apprenticeship program, family and consumer sciences HS programs e.g. HS to career pathway. Scholarships and grants will be part of it. Needs legislative action.

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Hawaii is starting our “school age track” for HS students as “junior leaders” (akin to the YMCA model) … and hiring summer pre-service teachers to pair with credentialed teachers. ESSER funding supports summer pay for both groups.

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Turnover is a given. Embrace the strategy that new summer hiring is needed each year

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Make it a point to reach out to summer staff throughout the year, emphasizing that they are an important part of the team. Send them newsletters, bring them in for PD, and if funding permits, pay them for PD hours.

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Q: How do states address programming between licensed and licensed-exempt providers? This NCASE resource with some state examples was offered: https://childcareta.acf.hhs.gov/resource/key-considerations-addressing-school-age-needs-licensing-regulations

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Licensing regulations are often framed around the developmental needs of very young children, but nearly half (45 percent) of all children served through Child Care and Development Fund (CCDF) subsidies are school-age-ages 5 through 12. When school-age programs are able to attain licensure, they are able to serve families who use child care subsidies for their school-age children's care, and they are able to access additional quality supports.

This brief is based on a review of selected states' school-age child care licensing requirements. It draws on a scan of state child care licensing regulations conducted by the Afterschool Alliance; it also includes information from the National Center on Afterschool and Summer Enrichment (NCASE). The brief offers state child care licensing agencies a list of key considerations for creating school-age licensing requirements that meaningfully address school-age needs in areas including:

Staff Qualifications and Professional Development Requirements Age-Appropriate Health and Safety Training Developmentally Appropriate Programming

This resource is available in Spanish.

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Key Considerations for Addressing School-Age Needs in Licensing Regulations

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Licensing regulations are often framed around the developmental needs of very young children, but nearly half (45 percent) of all children served through Child Care and Development Fund (CCDF) subsidies are school-age-ages 5 through 12.

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Many links to support Summer Learning within this Afterschool Alliance webpage, including a staff recruitment toolkit: http://afterschoolalliance.org/covid/summer-planning.cfm?utm_source=sendinblue&utm_campaign=Updated_ARP_Map__ARP_blogs&utm_medium=email

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Bipartisan Safer Communities Act includes support for afterschool and summer programs

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One state model includes pay to HS students, career development skill building and working alongside teacher mentors.

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WV: WVDOE and WV Afterschool Network are conducting a workforce survey around PD, career pathways, and youth development needs to help build these areas in the state.

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Keep the pipeline going of recurring summer staff, new summer staff and using partners to spread the word.

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Work to match staff talents/interests with programming. Offer flexible schedules.

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Partner up! Think strategically re: recruitment and retention

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Partner up! Think strategically re: recruitment and retention