STEM in Out-of-School Time

I love science, and it pains me to think that so many are terrified of the subject and feel that choosing science means you cannot also choose compassion, or the arts, or be awed by nature. Science is not meant to cure us of mystery, but to reinvent and reinvigorate it. -Robert Sapolsky

Science is a wonderful subject to teach children and youth. Earth science almost writes its own curriculum - and the materials are always at hand: water, dirt, organic materials, air, etc. Many people, such as the Coalition for Science After School think that Out-of-School time is a perfect place to do science projects. In a recent development, progressive educators have conceptualized the Science Technology Engineering and Math approach - or STEM for use in and out of school. The STEM initiative seems to thrive in the after school environment and there appears to be increasing research supporting this.

That is exciting that the learning that occurs in OST is beginning to be recognized and the unique developmental setting being used for what it can be rather than molded into an additional classroom experience. With STEM (as with project-based learning or the social emotional development) OST can serve to compliment formal education and in this way both institutions lead to positive youth outcomes. Learning, after all, is academic skills and social emotional development. As Sapolsky suggests above, these need not be mutually exclusive.

However, it will take further investigation to see how STEM can be implemented in programs. BOSTnet is working with several other agencies to realize this goal. As part of a statewide project the STEM pilot is a joint initiative of DHE and EEC. BOSTnet has selected four programs in and around Boston (the other programs are being selected by another organization out in the most western part of the state). These programs will be receiving units of instruction from the Museum of Science's Engineering is Elementary curriculum originally designed for use in the classroom but adapted for use by Out-of-School Time. Program staff will earn how to do a simple engineering project with children and test the idea that these programs can implement a fuller set of STEM initiatives.

The time for science education is always now. It does not matter whether we as a nation are doing worse than other nations in science or better than other nations in science,what matters is that all children know the stages of water, the theory of gravity, and perhaps be able to understand that plastic takes 20 generations to break down into non-complex hydro carbons and to think twice about disposing of thoseplastic toys.

We will move ahead with our own investigation and post further outcomes as we see how STEM can be brought to life in our programs and reinvent and reinvigorate the mystery of the world for all children.

Building Careers in Out-of-School: Non-traditional workers

The other day the BE SAFE collaborative had their first annual meeting. BE SAFE is a group that wants to "maximize the ability of OST programs to provide positive environments for youth." This is very much a push to use OST programs as good places of social-emotional support and a means to train staff at these programs to talk about issues they may not feel confident in discussing because of a lack of knowledge or perhaps are afraid to address because of our litigious culture of liabilities and opposing cultural viewpoints. Whatever the quality of work of BE SAFE is not under review here.

What is of interest at the BE SAFE event was the group assembled on "stage" and in the room. Be SAFE appears to give simple tools that anyone who enters youth development can use. These resources are not intended to make any youth workers experts in the field of mental health but to allow them to respond to young people's needs with professional level supports. Increasingly, thought leaders and policy advocates are discussing a "star system" for program quality. One proposal floating out there is to get more staff certified or credentialed. This may require staff to commit to a regime of college classes, 45 hours or community training, professional observations, interviews, a portfolio or at least attend 5 - 40 hours of "orientation training" before their first day of work. While we want workers to be competent, can we create a competent workforce that understands the temporary nature of our workers and the limited resources of time and money for the field of OST?

The BE SAFE panel was a very diverse group of youth workers from all ages and backgrounds. A representative from a reproductive rights organization, the head of a sports/academic program - a former principal - two youth leaders, a teen center head, a representative from a domestic violence prevention organization, and a farmer.

Yes. A farmer.

This farmer, we will call her Jane the Farmer with a wink to the spirit of recent media events, had a background in organic farming. She did not think she had what it took to work with young people but seemed to have done such a good job in her short time in the field that she was featured on this panel. The organization she works for has youth development as a key aspect of their work, but it is not the only part of her organization's responsibility. Running a farm seems the primary activity. Yet, Jane the Farmer was a youth worker. OST gains an individual with knowledge of a much different field - no pun intended - and brings with her all sorts of content knowledge she and can share that with young people. In a season's time or two, she may leave youth work for more intensive farming or private farming whatever her life goals may be. In the meantime, youth benefit and the OST field of researchers, arts education specialists, inclusion specialists, and executive directors has a farmer working along side them.

OST programs need to be seen as quality programs for youth development. Professional development is a key to providing these quality services since competent staff are the life of any program. However, there needs some way to achieve this quality without closing the gates of youth development to those who can afford to commit to certificates that may take months or years. Considering that youth development work pay for direct service falls roughly between $8.25 - $11 an hour and that even program directors/coordinators may earn around $21,000 per year, are there ways of getting people to learn skills while they work? Credentials seems like an expensive and potentially risky solution. It follows the path set by colleges and universities rather than service economy jobs. The "pass/fail" certification process itself has currently only produced only 13 accredited programs within Massachusetts. Would credentials and certification of workers have a similar bottle neck effect?

Would a certification process following traditional "school of education" models prevent her and people like her from entering the field? Can the field be permeable to these skilled and caring individuals or must we close ranks as teachers have in creating their own system of "closed shops"? Upper level OST leaders may think certification will elevate the field. It may. It may also lead to a more organized workforce, and perhaps workers who cost more than the current rate of pay - robbing us of temporary talent and meaningful jobs that hire from and serve very local communities.