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Welcome. Leadership for Student Success through After School Programs. Webcast #1: The Role of The Principal in After School Programs. Introduction. Your Presenter: Dr. Paul Young Author, speaker, former president of the NAESP, and CEO of the National Afterschool Association.

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Welcome

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  1. Welcome Leadership for Student Success through After School Programs Webcast #1: The Role of The Principal in After School Programs

  2. Introduction Your Presenter: Dr. Paul YoungAuthor, speaker, former president of the NAESP, and CEO of the National Afterschool Association.

  3. Personal Story Leadership for Student Success through After School Programs

  4. Collaborative Strategies for Principals and Afterschool Program Leaders Aligning the Learning Day

  5. Principal Matters Paul G. Young, Ph. D. President & CEO National AfterSchool Association pyoung@naaweb.org www.naaweb.org

  6. A New Day for Learning http://www.newdayforlearning.org/about.html

  7. An aligned learning day for children and youth seamlessly connects regular school and after-school experiences, and provides needed TIME for learners to close gaps, enrich learning, and GROW. A NEW VISION

  8. A NEW VISION In reality, an effectively planned after-school program can provide the equivalent of 70+ more school days in a year.

  9. COMMON MYTHS Leadership for Student Success through After School Programs

  10. “There just isn’t enough time anymore in a typical school day for children to learn everything they must know and be able to do.” “Schools can no longer be the all-in-one time or place responsible for meeting the learning needs of children.”

  11. According to the National Center for Education Statistics • More than half (56%) of public elementary schools reported at least one after-school program physically located in the school in 2008. • 43% of after-school programs were structured for academic instruction/tutoring.

  12. National Center for Education Statistics • 10% of after-school programs in schools were indentified as 21st CCLCs. • 46% reported a stand-alone, pay-as-you-go childcare program in the school. Report issued in February 2009 based on 2008 data.

  13. The time is NOW to help principals and after-school program leaders learn to effectively collaborate to redefine and develop a new day of learning for America’s children. What does all this really imply?

  14. Afterschool professionals better learn how to collaborate with school personnel – especially principals –FAST!

  15. What are the common myths that impact afterschool? • Afterschool programs are not accountable to standards or regulations the way schools are. • After-school programs have no impact on academic success. • School-day staff has too much on their plate and can’t be bothered to share resources or ideas.

  16. MoreCommon Myths … • Principals don’t see afterschool programs as their responsibility. • School-day staff is only concerned with raising test scores and accountability systems. • Afterschool programs are just babysitting.

  17. ALIGNMENT Leadership for Student Success through After School Programs

  18. Understanding Collaboration National Association of Elementary School Principals. Collaborating to Build a New Day for Learning: A Toolkit for Principals, Afterschool, and Community Leaders, 2010. (www.naesp.org/Foundation_Initiatives/New_Day_for_Learning.aspx)

  19. National Afterschool Association www.naaweb.org RESOURCES / Aligning the Learning Day

  20. “No significant learning occurs without a significant relationship.” - Dr. James Comer

  21. What are the critical collaborative skills? • Vision • Common understanding of standards and regulations • Ability to communicate and articulate expectations • Sensitivity to important issues

  22. Planning to manage and align resources • Respect • Persuasion • Willingness to delegate and empower • Visibility • Establish structure

  23. Reasons to Collaborate • Better innovation. • Better results (student achievement). • Better operations. • Sharing and maximizing of resources and talent. • Teaming - sharing responsibility for success.

  24. School can't do it alone - nor can afterschool! • Collaboration can improve the quality of our decisions.

  25. Collaboration requires commitment and discipline! Collaboration is hard work!

  26. The Four Common Barriers to Collaboration • Parochialism. Insular. People are not willing to seek information or input from outside their organization. Self-reliant. Lack of motivation. Fear of revealing shortcomings. • Hoarding. People are not willing to provide information or share resources when asked. Competitive. Too busy. Lack of motivation. Fear of losing power.

  27. Search problems. People are not able to find information or resources easily. Organization is too big. Distance barriers. Information overload. Poverty of networks. Lack of ability. • Transfer problems. People are not able to transfer complicated knowledge from one organization to another. Can’t easily communicate what needs to be said. No common frame. No relationship. Lack of ability.

  28. We are wrong to assume that collaboration needs only to happen with principals. It must include teachers, school boards, parent groups, CBOs, and many, many more.

  29. What do after-school program directors want principals to know and be able to do? • Have a full understanding of quality after-school programs • Help establish and clarify the vision • Communicate needs of the after-school program to regular school staff • Connect the after-school program with the regular school day

  30. Be open-minded • Be visible in the after-school program • Provide adequate space and eliminate turf issues • Share authority • Help with recruiting and hiring staff • Meet with after-school leaders regularly

  31. What do principals want after-school program directors to know and be able to do? • Share the vision • Be consistent with discipline expectations • Provide program variety – do not simply re-create more “school.”

  32. Be confident and feel empowered to handle day-to-day issues • Be flexible • Think like an administrator

  33. The long-term sustainability of after-school programs depends on… • the capacity of after-school leaders to meet the needs and balance the expectations of principals. • a continuous focus on the learning and developmental needs of the whole child.

  34. the acknowledgement and recognition of the value and support that community-based groups can provide for schools and after-school programs. • the success of this conversation about principal & after-school program leader collaboration

  35. The essential question should not be how to get school and afterschool to collaborate… Instead, it should be what is the difference between good and bad collaboration?

  36. PRINCIPAL MATTER impacting the quality and continued expansion of after -school programs.” - Dr. Paul Young “The conversation about how we effectively collaborate at the building level is the…

  37. Remember this… Effective collaborators possess positive attitudes and manage meetings focused on solutions instead of problems. They make things work!

  38. RESOURCES Leadership for Student Success through After School Programs

  39. National Afterschool Association www.naaweb.org RESOURCES / Aligning the Learning Day

  40. Planning is a key to success • Utilize the NAESP planning tools in Leading After-School Learning Communities: What Principals Should Know and be Able To Do(p. 44-45, 2006). • Develop a Memorandum of Understanding (MOU)

  41. Schedule regular meetings • Share responsibility for developing the agenda and recording minutes. • Reflect and evaluate.

  42. Resources for Leaders

  43. An Overview of Planning and Collaboration Tools Leading a New Day for Learning – Joint Statement from NAESP and NAA Boards National Association of Elementary School Principals. Collaborating to Build a New Day for Learning: A Toolkit for Principals, Afterschool, and Community Leaders, 2010. www.naesp.org/Foundation_Initiatives/New_Day_for_Learning.aspx

  44. Acknowledgements • Dr. Paul Young, National Afterschool Association • Ventura County and Sacramento County Offices of Education for their work on the LSSASP grant project

  45. Acknowledgements Webcast made possible through funding provided by the County Superintendent's Association (CCSESA) and the After School Programs Office at the California Department of Education.

  46. Acknowledgements Sacramento County Office of Education,  Internet and Media Services

  47. Leadership for Student Success through After School Programs lssasp@vcoe.org

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