Core Competencies

Expanded Learning Collaborative: Making the Most of K-12 Out-of-Schooltime Learning

Core competencies are the abilities of staff to apply specific knowledge and skills to their professional practice. In other words, the core competencies are the key ingredients necessary to make a successful afterschool staff. Afterschool programs whose staff exhibit the core competencies will be best equipped to transform the next generation of youth in San Francisco.

The San Francisco Afterschool for All Advisory Council has adopted two sets of competencies: one for afterschool line staff and one for afterschool supervisors. These core competencies were aligned to the California After School Program Quality Self-Assessment Tool. Developed from national and local research on afterschool practice, these competencies will be a powerful tool for increasing afterschool program quality in San Francisco.

To view the Core Competencies, click here.

Would you like to access more tools to help you integrate the Core Competencies into your program?  Click here to learn more about the Core Competencies Toolkit.

Core Competencies – Why are they important?
Afterschool for All identified three key reasons to develop a set of core competencies:
  • to help afterschool workers name the skills they develop and identify skills they can work toward developing,
  • to encourage employers to recruit, hire and promote staff based on mastery of competencies which will increase the field’s professionalization efforts and development of career ladders, and
  • to align workforce development, professional development and technical assistance efforts around a central set of competencies.

Ultimately, the competencies will result in improved afterschool program quality and therefore more positive outcomes for youth.

Benefits to youth workers

Not only will core competencies help you in your current afterschool position to do the best possible job working with children and youth, many of the skills and knowledge outlined below are transferable to careers in many other fields.  Mastering the competencies and learning how to discuss how you use them in your everyday practice will help you to make your next upward career move, in the field of afterschool or whatever you choose to do next.

Core Competencies – Who developed them?

The SF Afterschool for All Core Competencies resulted from the work of many afterschool stakeholders.

Special thanks to the Charles Stewart Mott Foundation for developing its Core Competencies for Afterschool Educators 2009 working document, which served as a basis for much of the San Francisco Core Competencies.In fall 2009, the SF Afterschool for All Advisory Council created a work group to identify core competencies of afterschool staff as part of its overall efforts to increase collaboration and efficiently utilize resources to enhance afterschool program quality. Many thanks to the 2009‐10 Afterschool for All Program Quality Work Group for advising the process to develop the competencies and vet them with afterschool stakeholders in San Francisco. Members of the work group were:

  • Jennifer Bloomer, Spark
  • Chi‐En Chien Yu, Jamestown Community Center
  • Rene F. Dahl, Ph.D., Department of Child and Adolescent Development, SFSU
  • Stacey Daraio, consultant representing ExCEL‐ SFUSD
  • Reeshemah L. Davis, Buchanan YMCA
  • Mariel G. dela Paz, Performing Arts Workshop
  • Deidre Hayden, Support for Families – Special Needs Inclusion Project
  • Katie Krummeck, Spark
  • Salina Lam, GLO
  • Ali Metzler/Asha Mehta , SF Beacon Initiative
  • Sandra Naughton, SF Department of Children, Youth and Their Families (facilitator)
  • Pam Pradachith/ Emily LoSavio, Opportunity Impact
  • Beth Rubenstein, Out of Site: Center for Arts Education
  • Tara Ryan, SFUSD Child Development Program
  • Jordan Thompson, SF Department of Children, Youth and Their Families (staff)

Thanks to Sandra Naughton, Sr. Planner and Policy Analyst, and Jordan Thompson, intern, of the SF Department of Children, Youth and Their Families for staffing the Afterschool for All Program Quality Work Group and researching, producing, editing, revising many versions of the competencies.

Thanks to the work completed by the Youth Worker: Collective and the Afterschool for All Workforce Development Workgroup in 2008‐09 who gathered practitioner voice indentifying and prioritizing competencies for first‐year front‐line staff. The Youth Worker: Collective staff included Jason Wyman and Yas Ahmed, and theYWC Steering Committee included Vicky Valentine, Marquez Gray, Ryan McCarthy, Jan Holyko, Jora Atienza‐Washington, Vanessa Varko, Chris Ramos, and Tristen Frederickson. The Afterschool for All Workforce Development Workgroup in 2008‐09 included Alex Vila, Ben Wong, Bill Vanark, Carlos Almendarez, Dee Hayden, Jenny Arcilla‐Gonalez, Lin Ishihara, Eva Meyers, Max Rocha, Michael Luk, Kathleen White, Jason Wyman and Brian Stanley.

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