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Interview With Out-of-school Program Teachers Essay

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Out-of-school programs are often tagged as being variations of day care facilities. This is a stereo-type that the teachers and directors who lead these programs work very hard to undue. The key term to be remembered in the types of program(s) we discuss in this class is “out-of-school” and that programs striving to achieve that term in their philosophy and description are far more than babysitting services. Out-of-school programs are staffed by exceptional people who take their roles as instructors very seriously. Over the course of interviewing one director and two of her teachers from a local preschool/out-of-school program I have come see that what they want for their program is actually quite similar to what students and parents want from the program. Often the methods and even terminologies are different, however the core ideas and desires are the same.
The first element of the interviews I would like to address is issue of competency. It might be argued that the most critical factors in any school or out-of-school program are the skills and competencies of the staff. When I asked the director of this particular program what educational experience she requires of her teaching staff I was told that she requires a minimum of 12 Child Development units completed. Unofficially, however, she likes to see more and encourages the teaching staff to work towards a higher education in the field. “I want my staff to be genuinely interested in this field and be people who make this kind of work their life, not just a part-time job to pay the bills,” the director said. “I encourage them to continue with whatever schooling they may be doing,” she continued, “and I offer them any help I can give by way of time and resources. ...


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...d to be interjecting a bit of their own personalities into their expectations with Miss A seeming more focused on behavioral growth and Miss B more attentive to educational development and readiness. Either way, they seemed to share the same desire to see positive growth and development of the children.
Ultimately, what I found over the course of these interviews was that all three of the interviewees believed that what they do is a blend of both academic and social development. They all wanted to see an environment of progress and growth where the children are happy and becoming the best versions of who they could be. When looking at their answers compared to the answers of the parents and children, it seems clear that everyone involved wants the same things... a safe, nurturing environment that is as safe as home yet as challenging as school.




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