Participation in SAYD Associated with Improved Competencies

Georgia Hall, Ph.D., Senior Research Scientist, NIOST

The School-Age and Youth Development (SAYD) competency-based credential includes a three-part sequence of college coursework, community-based training, and direct field experience.  In January of 2008 a group of 29 SAYD credential students began an 18 month long study to complete their accreditation.  As this first pilot group completes their coursework, the National Institute on Out-of-School Time (NIOST) has found a significant improvement in students’ self-assessed ability levels.

Prior to their first college course, all of the participants completed the School-Age and Youth Development Credential Self-Assessment. This consists of a set of skill and knowledge questions within each of the 11 Achieve Boston Core Competencies, representing an integration of the competencies for both school-age and youth development work.  The three ability levels are:

  • Beginning or Building Awareness,
  • Developing Skills and Knowledge,
  • or Mastery and Consistent Application.

During the first assessment most SAYD participants viewed themselves overall in the “developing skills and knowledge” stage.  However in several competency areas there were a significant number who saw themselves in the “beginning or building awareness” stage. As Jerrell Cox, a 2008 SAYD graduate explains, “All of our intentions were good, but…we were not doing enough… After taking these courses and trainings, I am absolutely excited about the impact that after school activities and curriculum can make… I recognize the importance of balance, variety, diversity, and respect of individuality. In the past…our children seemed to enjoy themselves, but we were still missing something. We were missing the language and content areas that we were covering. We did not know how to articulate the importance of our activities and the impact that it would make on our children.”

Upon completion of all phases of the credential coursework students’ responses to the self-assessment post-survey showed positive change (movement from Beginning towards Mastery) in each of the skill areas.  A higher percent of respondents viewed themselves as developing or mastering skill areas on the post-assessment than on the pre-assessment.  The most significant positive change between pre- and post-assessments occurred in the following skill areas: 

  • Communicate regularly with parents and guardians;
  • Ensure children and youth have access to one-on-one help with homework;
  • Plan and implement activities that engage parents and families of youth;
  • Develop and implement a set of connected thematic activities;
  • Recognize and bring community assets into the program;
  • and Initiate group problem-solving skills.

As we evaluate the SAYD pilot we recognize that it is an important accomplishment that students perceive gains in almost every competency area. As one supervisor of a 2008 SAYD graduate observed, "[He] always had the inner potential to be a powerful educator. Through the SAYD program, he was able to combine his instincts for intentional learning with a strong grounding in best practices and educational theory. And the SAYD program is only the beginning-- I know he will continue to learn and teach, both informally and through future academic settings.”

In summary many students showed that they could identify the competency connection within their class, training, and experiential components. The Boston SAYD pilot helps to move the field forward in understanding how the competencies can be used as a core organizing feature for professional development and improving quality practices.

For more information:
Georgia Hall, Ph.D.
Senior Research Scientist
National Institute on Out-of-School Time, http://www.niost.org/
Wellesley Centers for Women, http://www.wcwonline.org/
e-mail: ghall@wellesley.edu