9th Annual Penn Urban Doctoral Symposium Peer Networking as Professional Development for Out-of-School Time Staff

1. Peer Networking as
Professional Development for
Out-of-School Time Staff
Nancy Peter, M.Ed.
May 11, 2012

2. Introduction
Nancy Peter
 Background in environmental education, museum
education, and informal science education
 Have worked in the OST (out-of-school time) field for
12 years
 Founded the OSTRC in 2003

3. Introduction
Out-of-School Time Resource Center (OSTRC)
Supports staff who support children and youth
 Housed in the School of Social Policy and Practice,
University of Pennsylvania
 Offers newsletter, website, Online Training Calendar,
Document Library, Peer Networking Meetings, Regional
Directories, individual consultations, and more
 Conducts research on and evaluates OST professional
development (PD)

4. Study Sites
 Peer Networking Meetings/PNM
 Philadelphia Afterschool Matters Practitioner
Fellowship Program/PFP
 Youth Sports, Fitness, and Nutrition
Networking Seminars/YSFN

5. Research Questions
 What are the distinct and important elements of
these meetings?
 How are these three peer communities similar?
How are they different?
 Do these professional development activities
translate into impact?

6. Literature Review
 Out-of-school time
 Professional development for OST staff
 Professional development for classroom
teachers
 Peer networking

7. Framework/Methodology
 Action research
 Electronic surveys
 Meeting observations
 Focus groups
 Individual interviews

8. Limitations/Considerations
 Self-reported information
 Short duration
 Voluntary participation
 Not generalizable
 Evolving questions
 Finite amount of time
 Personal involvement

9. Research Findings: Sorted By
Data-Collection Methods
 Downloaded and graphed quantitative
data.
 Coded and looked for themes in
qualitative data.

10. Research Findings: Sorted By
Themes and Sub-Themes
Meeting Components (Theme #1) Participant Impact (Theme #2)
 Administration  Acquisition of new information,
 Audience participation and involvement knowledge, or resources
 Community and group dynamics  Engagement, enjoyment, and interest
 Dialogue and discussion  Personal and professional growth
 Diversity
 Environment and climate Workplace/Workforce Application (Theme #3)
 Facilitation and facilitators  Implementation
 Insiders/outsiders  Organizational support
 Meeting support  Sharing information with co-workers and
 Networking and interaction
colleagues
 Relationships and partnerships
 Panelists
 Relevance to OST field
 Topic

11. Research Findings: Sorted By
Research Questions
Research Question One: What are the
distinct and important elements of these
meetings?
 Administration and facilitation
 Audience participation, dialogue, and networking
 Community, diversity, and insiders/outsiders
 Environment and support
 Panelists and topics

12. Research Findings: Sorted By
Research Questions
Research Question Two: How are these
three peer communities similar? How are
they different?
 Relationships vs. networking
 Personal vs. interpersonal growth
 Mentors vs. presenters

13. Research Findings: Sorted By
Research Questions
Research Question Three: Do these
professional development activities
translate into impact?
 Engagement and enjoyment
 Acquisition of new information
 Implementation, organizational support, and sharing
 Relationships, partnerships, and personal growth

14. Suggestions for the Field
 Understand the audience and intent
 Identify goals and objectives
 Integrate promising practices
 Administration
– Participation, dialogue, and networking
– Environment and support
– Panelists and topics

15. Suggestions for the Field
 Build communities
– What type of community do you wish to build?
– What will it take to sustain this community?
– How will you define and ensure diversity?
– How will you make everyone feel welcome?
 Provide networking assistance
 Promote application
 Evaluate the meetings

16. The End
Nancy Peter. Ed.D.
npeter@sp2.upenn.edu; 215-898-0640