QUALITY

The extent to which contemporary and generally recognized standards are met and exceeded, and desirable outcomes achieved.		  
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  SUPERVISION

Assumption of responsibility for directly overseeing and evaluating the work of personnel.		  
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  EVALUATION

The review and assessment of program activities, services, and operations.		  
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  PERSONNEL DEVELOPMENT

Activities conducted both in and out of the program to improve the ability of personnel to perform their assigned tasks, assume higher levels of responsibility, and better serve the needs of children, youth, and families.		  
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  PERSONNEL

The people responsible for carrying out the program's tasks. For purposes of after school program recognition, the term "personnel" covers both full-time and part-time employees, as well as volunteers who perform the same duties as personnel and have a regular, ongoing role at the program.

Unless otherwise noted, standards related to the provision or oversight of direct services generally apply only to personnel who: (1) work with children and youth, (2) supervise personnel who work with children and youth, or (3) are responsible for overseeing the program. For example, COA would not expect personnel providing clerical services to receive the same training provided to those who work with children and youth.

  
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  TRAINING

Instruction so as to make fit, qualified, or proficient in a skill or body of knowledge.		  
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  PHILOSOPHY

The theoretical framework that describes and explains the program's approach to service. It may describe the type of environment and experiences that the program hopes to create, and will likely explain how the program intends to promote the healthy development of children and youth.		  
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  PROCEDURES

Written instructions that outline the steps for performing a task or operationalizing a process. A procedure can be written as a step-by-step set of instructions or as a narrative description of a process. A procedure tells someone how to do something, not just what to do.

Unlike policies, procedures do not need to be reviewed or approved by the person or entity providing oversight. They also do not need to be associated with a specific policy. For example, whereas a broad anti-discrimination policy requires grievance or other procedures in order to be operationalized, facility maintenance procedures do not require an approved facility maintenance policy.

If the program implements procedures that have been developed by another body (e.g., the school board, or the management of the organization of which the program is a part), the program does not need to develop its own separate procedures. Instead, it should provide evidence of the procedures it has been given to implement.

  
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ASP-HR 6: Supervision and Evaluation

 
The program has a system of supervision and evaluation that promotes personnel development and positive outcomes.

ASP-HR 6.01

 

Supervisors are responsible for:

  1. empowering personnel:
  2. providing personnel with regular and ongoing support and constructive feedback;
  3. teaching and modeling skills personnel need to perform their jobs;
  4. identifying unmet training needs; and
  5. ensuring that the program operates in a manner in line with its mission, philosophy, policies, and procedures.

Interpretation: Examples of ways to demonstrate inplementation of this standard include, but are not limited to:

  • Supervisors and the personnel they supervise regularly discuss activities and interactions with children;
  • Supervisors and the personnel they supervise work together to set goals for the coming month;
  • Supervisors and the personnel they supervise work together to set goals for professional development; and
  • Personnel feel free to request help and guidance from their supervisors.

ASP-HR 6.02

 

When assigning supervisory responsibilities, the program considers:

  1. the qualifications of the supervisor and the personnel he or she will support; and
  2. other work responsibilities, and the amount of time the supervisor will have to support personnel.

ASP-HR 6.03

 
Personnel receive written annual performance evaluations conducted by the people to whom they report.

Interpretation: Performance evaluations assess job performance, and emphasize self-development and professional growth, in relation to: specific expectations defined in the job description; objectives established in the most recent evaluation; future objectives relating to the program's mission and goals; objectives for professional development; and recommendations for further training and skill building. Evaluations should include comments based on the supervisor's observation of personnel performance.

Personnel should have the opportunity to participate in their own assessment, obtain a copy of the performance evaluation, sign the performance evaluation, and provide written comments.

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PURPOSE: A stable, qualified, trained, and supported workforce contributes effectively and efficiently to the delivery of quality after school programming that promotes positive child and youth development.

  
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