NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1068601
Record Type: Journal
Publication Date: 2007
Pages: 5
Abstractor: ERIC
Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator
Rabinoff-Goldman, Lily
Afterschool Matters, n6 p1-5 Spr 2007
Following a difficult two year teaching commitment with Teach for America as a sixth-grade teacher in the Bronx, Lily Rabinoff-Goldman joined the staff of an effective, child-centered after-school program. Ex-teachers and after-school programming have a mutually beneficial relationship. Schoolteachers know how to build curriculum, discipline children, and work in teams--the cornerstones of both classroom teaching and good after-school programming. After-school programs, unconstrained by public school bureaucracies, look at children holistically and give them opportunities to expand their minds--factors that remind practitioners that they do, in fact, like children, and want to work with them in ways that enrich their lives and improve their prospects. Here the author describes her experiences with StreetSquash, the program for which she works as director of literacy projects and special programs. She shares details of how she became involved with Street Squash, describes the diversity of the program, and explains why she believes this program has helped her continue in her profession as an educator.
National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A