Invitation to Present PD Workshops


Family League of Baltimore
Professional Development Workshops


Family League of Baltimore (Family League) is the designated Local Management Board for the City of Baltimore. Since 1991, it serves as an architect of change by promoting data-driven, collaborative initiatives and aligning resources to create lasting outcomes for children, families, and communities with a vision of a Baltimore where every child grows up in a family that thrives. Family League believes that racial equity plays a pivotal role in realizing its organizational vision and that it can be achieved when race no longer determines the life trajectory of people in Baltimore. As such, Family League applies a racial equity lens to its policies, practices, organizational culture, and grantmaking.

Family League is also committed to building the capacity of our funded partners and the greater community by providing free coaching and professional development (PD) opportunities. PD workshops deliver the most current research and best practices to support the diverse communities of Baltimore City and to ensure partners receive the resources needed to promote equity and effectively engage the communities they serve. A variety of workshops are offered throughout the calendar year and are open to anyone who wishes to attend. PD opportunities are vital to capacity building and supporting well-designed, high-impact programs and activities for the children, youth, and families of Baltimore City.

Family League is seeking providers to facilitate professional development workshops specifically to enrich Community School Coordinators and Out-of-School Time Site Managers/Directors on core competencies related to their work. Workshops will address one or more of the integrated focus areas and will highlight best practices that support the implementation of well-designed, high-impact programs and activities. These interactive workshops will utilize methods that support adult learning to include sharing, networking, and reflection.

Integrated Focus Areas and Objectives

Community Schools Coordinator Core Competencies

Leadership and Capacity
Co-create, hold, and articulate the community school’s shared vision
Facilitate the development of trusting relationships across the school (including with community partners)
Share leadership with the school’s principal and leadership team
Identify and build support for new opportunities
Identify and negotiate solutions to challenges
Respond and adapt to changing conditions

Advocacy and Policy Change
Identify and engage key champions, including elected officials
Communicate and demonstrate the value of the Community School strategy

Represent the community school in multiple forms
Listen and respond actively to key constituencies

Data Driven Decision Making
Identify and access key data sources
Lead the school’s bi-annual Needs Assessment
Use data to respond to identified strengths and needs
Use data to focus on results and continuous improvement

Resource Development and Coordination
Identify needs and opportunities
Leverage, organize, and align school and community resources
Manage and align partners around agreed upon results
Develop, and control expenses within, a site-based budget

Community Engagement and Coordination
Identify and build strong working relationships with needed community resources
Organize community resources around student success

Out-of-School Time (OST) Professionals Core Knowledge & Competencies (These competencies were developed by the National AfterSchool Association (NAA) and therefore are the intellectual property of NAA.)

Youth Growth and Development – Knows the typical benchmarks of growth and development and uses this knowledge to provide a program that meets the multiple needs of children and youth

Learning Environments & Curriculum – Creates a high-quality learning environment and implements age appropriate curricula and program activities

Youth Observation and Assessment – understands and applies observation and assessment techniques and tools to meet individual needs

Interactions with Youth
Recognizes the importance of relationships and communication in quality practice
Implements guidance techniques and strategies to support children and youth in their development

Youth Engagement
– Acts in partnership with children and youth to foster appropriate child and youth leadership and voice

Cultural Competency & Responsiveness
– Actively promotes respect for cultural diversity and creates an inclusive, welcoming, and respectful environment that embraces diversity.

Family School, & Community Relationships
– Builds on respectful, reciprocal relationships across settings to promote optimal development for kids and families and to and enhance quality

Safety & Wellness – Ensures the safety and wellness of children and youth by implementing prevention, preparedness, and health and safety practices

Program Planning and Development
Supports staff in their development.
Models healthy relationships, developmentally appropriate practice, and resource acquisition and use

Professional Development and Leadership – Acts ethically, is committed to continuous learning, and advocates for best practices and policies for children and youth

The PD review committee will select a variety of workshop applications that highlight best practices and address one or more of the integrated focus areas. Applications should include Elements of Effective PD including being Content Focused, incorporating active learning, supporting collaboration, using models of effective practice, providing coaching and expert support, and offering feedback and reflection.

They should also consider the basis of Adult Learning Foundation:

  • Emotions: Adults must feel safe to learn (i.e., planning in advance for time to explore and prepare new learning and determine how the information fits with current conceptions).
  • History: Adults bring their own histories to learning (i.e., acknowledging that many of the answers are in the room; highlighting experiences that the participants bring).
  • Knowing Why: Adults need to know the “why” of learning (i.e., providing clarity in goals for your session; encouraging participants to articulate why the session is relevant to their work).
  • Self-Direction: Adults want agency in their learning (i.e., ensuring that there is choice in learning experiences planned during each session).
  • Internalizing Learning: Adults need practice to internalize learning (i.e., using case study analysis, role play, protocols, etc. to ensure that participants have time to move beyond initial learning and practice new skills).
  • Problem-Centered: Adults have a problem-centered orientation to learning (i.e., grounding professional learning in authentic tasks; Encouraging adults to bring relevant problems of practice to the session).

    Darling-Hammond, L., Hyle, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute
    Berquist, E. (2017). Templates for IEEE Proceedings, available at

Workshop presenters will be offered a stipend of $450 per 2-hour workshop; ($175 per instruction hour and $50 per instruction hour towards planning) Selected applicants will be notified after review of the application is completed. This date varies depending upon time line for and needs of each training; usually within 14 business days after submission.

The submission of an application does not, in any way, guarantee a contract. Family League is not responsible for any costs incurred related to the preparation of a response to this invitation.

Applications must be submitted electronically by using the format provided on the website; hard copy applications will not be accepted. Questions regarding the application or the application process can be sent to This is an ongoing application. Selected applicants will be notified once their application has been scored and reviewed and must comply to the necessary requirements set forth by Family League.