Set up an evaluation project that examines what, if any, long-term impact your program has had on your alumni participants.
Program evaluation can help foster accountability, determine whether programs make a difference, and provide staff with the information they need to improve service delivery.
This resource explores the elements of group development; focusing specifically on building and strengthening program and group culture and cohesion through strategies and activities.
Understanding how classroom teachers are shifting instruction - and using a common language based on these instructional shifts to reinforce learning – is critical knowledge for non-academic programs. Participants learn more deeply and authentically if skills, expectations and language are consistant inside and outside the classroom. Use the CCSS Shifts in Instruction to reflect on program direction, tasks and assessment and to design and implement programs that align with CCSS.
When designing any aspect of program, use Webb’s Depth of Knowledge (DOK) to create learning objectives (goals) for participants. Program participants understand information at various and progressing levels. Webb’s DOK is a useful tool for determining - and most importantly – for transparently sharing with participants the learning objectives of programs. Whether for practicing reading, basketball, cooking, service learning or applying new skills in an internship, use DOK critical thinking ACTION WORDS (skills) to intentionally design and make clear what participants will be able to do or to demonstrate to achieve a particular learning objective and CCCS
This resource provides an overview of the Search Institute's 40 Developmental Assets – the key developmental factors essential for all young people to feel connected and to thrive. This packet includes some core content on the research behind the Assets, skill building activities, and resources programs to incorporate asset building in their programs
Cracking the Codes: Systems of Inequality
This document describes youth development principles which can be applied to help structure and/or assess program and work settings in mentoring as well as in other programs.
Prominent Scholar Calls Growth Mindset A "Cancerous" Idea, in Isolation.
Carol Dweck Revisits the 'Growth Mindset'
Why a 'Growth Mindset' Won't Work
New evidence that students' beliefs about their brains drive learning.
A video explaining the basics of Growth Mindset.
A resource packet of Icebreakers and Energizers compiled by CIN Members for use with interns.
Assessments for program start up and exisitng programming. Includes an assessment of authentic work.
A resource guide containing CIN members' best practices.
Research study revealing both positive and inconclusive implications of mentoring on youth.
Good mentors are a key component to a successful internship program. A good mentor has the potential to impact a student’s future, and thus you want to make sure to get a strong sense of prospective mentors to see if you want to entrust your youth with them. You can use the following questions as part of a mentor application, mentor interview, or mentor pre-program training workshop.
This document addresses the process of preparing mentors to work with interns.
A brief overview of the research in the field about essential criteria for quality internship programs.
This file provides information on how youth development principles can be infused throughout an internship program to help increase retention.
This resource includes tips for improving your practice in supporting teens around the social and emotional issues they face, role play activities to use with staff and resources for linking young people to support.
A self-assessment rubric for interns and program staff to mointor progress on skills.
Useful and relevant information packet that can be used directly with interns to help them with the transition from high school to college.
This document desribes the benefits and drawbacks of tools and methods to be used in the evaluation process.
An in-depth look of the characteristics necessary for a quality internship program. There is also brief information about what the research reveals on mentoring relationships.
A working definition of a what it meants to be a Mentor.
A summary of existing on work-based learning experences intended to support staff and organizations to identify promising practices in career internship programs and design programs that lead to successful outcomes for young people.