The Michigan AfterSchool Association invites you to submit a presentation proposal for consideration for the Michigan AfterSchool Association (MAA) Fall Conference, October 17 & 18, 2024 in Southfield, MI at The Westin Southfield Detroit.
Michigan AfterSchool Association is the founding leader of a movement that is improving and expanding the quality of out-of-school time opportunities throughout the State.
Call for Presenters is now CLOSED – Thank you for all of your submissions! Please watch your email inbox for more information from us.
Join us in Celebrating 30 Years of Improving and Expanding Out of School Time
Professional Development is arguably the largest component of our programming at Michigan AfterSchool Association – therefore, it is extremely important to us and something that we strive to improve constantly.
Participants have the opportunity to earn CEU’s and “State Continuing Education Clock Hours” (SCECHs).
Presenters may submit proposals for 90 minute sessions for Thursday or Friday or both. We look forward to your proposals for creating an inclusive, learner-centered event. Submissions for sessions are due by April 15, 2024. Presenters will receive notification of acceptance by May 13, 2024.
Important: Please refrain from submitting a session proposal that is geared toward product promotion. Sessions should remain educational in nature while product sales are to remain in vendor areas.
MAA is looking for a wide array of topics that are innovative, engaging, inspiring, and informative for expanded learning professionals around the country. MAA’s goal is to offer relevant, timely education and training to help attendees do their jobs more effectively and make their agencies more successful. We encourage proposals that address the needs of the full age range of children and youth who participate in expanded learning programs.
Topics of Interest include but are not limited to:
- Intro to Developmental Resilience
- Finding and Supporting the strengths in Youth with Mental Health Needs
- Assessing Youth Wellness
- Social Emotional Development and Emotional Learning
- How do we know what youth are Going through?
- Promoting the health, safety and developmental needs of young children in early childhood and out of school time programs
- Assertiveness for Youth and Educators-Mental Health
- Career Pathways
- Including students with disabilities
- Supporting English Learners
- Bullying Prevention and Intervention
Presenters must be practitioners from the field and presentations must be non-commercial in nature. There is no compensation for presenting with Michigan AfterSchool Association.
Need help crafting your idea before submitting a proposal? Contact us at info@miafterschoolassociation.org
We love to hear new ideas and meet new people! We look forward to working with you!
MAA follows the Core Knowledge, Skills, and Competencies (CKSC’s) for AfterSchool and Youth Development Professionals. These are the areas of focus for all of our presentations and sessions.
The CKSCs research-based framework describes the dispositions, knowledge, skills, and competencies individuals need to provide high-quality OST programming, support the learning and development of children and youth, and advance equity. Dispositions are a set of attitudes, and knowledge reflects information and understanding, while skills and competencies are concrete, achievable, and establish standards of practice that strengthen individual skills and the overall profession.
The CKSCs are grouped into ten content areas. These content areas are categories of knowledge that are widely used in the field and based on research.
1. CHILD/YOUTH GROWTH AND DEVELOPMENT
Research indicates that the growth and development of young people are optimized when adults know and apply the fundamental principles of the science of learning and development (SOLD). Understanding the typical benchmarks for child and youth growth and development and individual and developmental variations, including cultural differences, family experiences, and special needs, enables the practitioner to develop healthy relationships with each young person, supporting their development and learning. It also allows the practitioner to design environments and activities that encompass developmentally and culturally responsive practices, provide accommodations as needed, establish foundations for future growth, and engage young people in building social skills and knowledge.
2. LEARNING ENVIRONMENTS AND CURRICULUM
Afterschool and youth development professionals provide critical supports for children, youth, and families by fostering growth through social interactions, relationships, stimulating physical environments, and enriching opportunities. Children and youth benefit from high-quality environments and experiences in many ways, including improved self-esteem, self-awareness, and self-control, enhanced communication between peers and within families, a genuine sense of purpose, a deeper understanding of diversity, and advancement in developmental outcomes and academic achievement.
3. CHILD/YOUTH OBSERVATION AND ASSESSMENT
Regular observations, documentation, and other effective assessment strategies including formative assessments—in partnership with families and other professionals serving the same children and youth— are critical to continuous improvement and can positively impact development and learning.
4. RELATIONSHIPS AND INTERACTIONS WITH CHILDREN AND YOUTH
Relationships and interactions are of critical importance in positive child and youth development.
5. YOUTH ENGAGEMENT, VOICE, AND CHOICE
Youth engagement is both a goal and a practice through which young people gain the knowledge and skills that support their ability to create change in their lives and the world they live in (Fletcher, 2010). Youth engagement includes fostering child and youth leadership and seeking out child and youth voices. Engagement is essential at all age levels but will look different depending on participants’ ages and developmental stages.
6. EQUITY AND INCLUSION
OST professionals have regular opportunities to facilitate or hinder (in)equity. Practitioners uphold this responsibility through continued personal learning and understanding, disrupting biases and discrimination to the greatest extent possible, and developing programs, policies, and systems that are culturally responsive, inclusive, and supportive of those historically excluded.
7. FAMILY, SCHOOL, AND COMMUNITY RELATIONSHIPS
Children and youth live and learn within a continuum of settings, including their homes, schools, and other learning environments during the school day, after school, and summer. Research indicates that successful OST programming depends on partnerships with families, schools, and communities built upon ongoing, interactive communication and a commitment to confidentiality.
8. SAFETY AND WELLNESS
The physical and emotional safety and wellness of children and youth are vital for fostering development in all areas. Children and youth can fully develop socially, emotionally, cognitively, and physically when their health, safety, and nutritional needs are met. OST professionals— working in partnership with families, schools, and communities—have a crucial opportunity and responsibility to provide relationships, environments, and experiences for all children and youth to guide them on a pathway toward lifelong health and well-being.
9. PROGRAM PLANNING AND DEVELOPMENT
Developing a shared understanding with staff and families of regulations, applicable laws, policies, staff supervision, quality standards, and meeting regulations and standards is essential to quality environments for children and youth. Programs are stronger when management supports staff and serves as role models around professional development plans, building healthy relationships with colleagues and families, providing developmentally appropriate practices, and connecting with and utilizing resources.
10. PROFESSIONAL DEVELOPMENT AND LEADERSHIP
Each professional in the OST field is a member of a larger community of professional practice. Practitioners understand that their profession originates from a core base of knowledge rooted in experience and research. Practitioners’ behavior and actions must be grounded in a code of ethics and standards related to their practice. When each professional adopts the profession’s responsibilities regarding ethical behavior, there is a positive impact on the profession.
