1. Welcome 1 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 Young Dr. Paul Young Author, speaker, former president of the NAESP, and CEO of the National Afterschool Association. 2

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

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. A NEW VISION 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.

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

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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 21 st 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. What does all this really imply? NOW 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.

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. Common Myths … More Common 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.

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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 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 1. Parochialism 1. Parochialism. Insular. People are not willing to seek information or input from outside their organization. Self-reliant. Lack of motivation. Fear of revealing shortcomings. 2. Hoarding 2. Hoarding. People are not willing to provide information or share resources when asked. Competitive. Too busy. Lack of motivation. Fear of losing power.

27. 3. Search problems 3. 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. 3. 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. 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. 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 acknowledgement and recognition of the value and support that community-based groups can provide for schools and after-school programs. the success of this 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. Effective collaborators possess positive attitudes and manage meetings focused on solutions instead of problems. They make things work! Remember this…

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40. National Afterschool Association RESOURCES / Aligning the Learning Day

41. 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)

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

43. Resources for Leaders

44. An Overview of Planning and Collaboration Tools Leading a New Day for LearningLeading 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.aspxwww.naesp.org/Foundation_Initiatives/New_Day_for_Learning.aspx

45. Acknowledgements Dr. Paul Young, National Afterschool Association Ventura County and Sacramento County Offices of Education for their work on the LSSASP grant project 45

46. 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

47. Sacramento County Office of Education, Internet and Media Services 47 Acknowledgements

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