Teacher Engagement in an Out-of-School Reading Program

Abstract

Quality out-of-school reading programs have positive impact on students’ academic learning. However, the recruitment and retention of qualified teachers for such programs can be challenging. In this article, we described an out-of-school reading project, the It Takes a Village Project (or Village Project), that not only enhanced students’ reading outcomes, but also supported the development of autonomy, sense of accomplishment, collegiality, and meaningful engagement of teachers who work in the out-of-school project. Based on observation notes, survey, and focus group feedback from experienced teachers engaged in the Village Project for multiple years, we reported teachers’ perception of their engagement in the Village Project and highlighted factors that supported teachers’ self-regulated teaching. Discussions were provided for educators and administrators to support and retain quality teachers in both out of school, and PreK-12 settings.