District Administration - March 2012 - (Page 43)

scores and report scores, understand students’ needs and can align their homework support and activities appropriately. • High-quality staff. Programs that hire high-quality teachers and other adults with substantive experience in youth development are more likely to support students with special needs and language needs, provide developmental and social/emotional support, and use instructional approaches that support academic improvement. • Planning and preparation time. All staff need dedicated, paid time to participate in professional development and to plan how to use time in the after-school program to maximize students’ success. • Partnerships at multiple levels in the school and district. Through regular, two-way communication, after-school practitioners, school-day staff and other community partners will understand one another’s skills and roles. • Connections to family and community resources. Programs that train after-school staff members to be receptive to and supportive of students’ families will create an environment of trust and respect. Families will be comfortable approaching staff when they need help resolving an academic or social issue with their son or daughter. For more information on aligning your afterschool program with the school day, visit y4y.ed.gov for a 30-minute course, “Aligning with the School Day,” or read practitioner tips at y4y.ed.gov/content/ resources/DCID20110616221706.pdf. Connecting the Dots After-school and expanded learning time programs have real potential to enhance students’ academic, social and developmental success. However, these programs are most successful when carefully planned and supported by school and district administrators. A coordinated strategy that connects the dots from the school day to after school, and with families and the larger community, can improve and increase student achievement and support youth development. DA Sherri Lauver is a senior research associate and project director at Synergy Enterprises. She recently coauthored a chapter in Expanded Learning Time and Opportunities, edited by Helen Janc Malone (Jossey-Bass, 2011). Learn More Harvard Family Resource Project www.hfrp.org/out-of-school-time Research summaries and resources You for Youth y4y.ed.gov Online professional development courses and tools from the U.S. Department of Education Afterschool Alliance www.afterschoolalliance.org Issue briefs on important issues in after-school programming www.DistrictAdministration.com March 2012 43 http://www.eduportal.com http://y4y.ed.gov http://y4y.ed.gov/content/resources/DCID20110616221706.pdf http://y4y.ed.gov/content/resources/DCID20110616221706.pdf http://www.hfrp.org/out-of-school-time http://y4y.ed.gov http://www.eduportal.com http://www.afterschoolalliance.org http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - March 2012

District Administration - March 2012
Contents
From the Editor
Letters
News Update
Inside the Law
District Profile
Administrator Profile
Research Center
CIO News
Building an Ed Tech Dream Team
Are you Ready for Common Core Math?
A Crystal Ball for Student Achievement
The Single Largest Education Donor Comes With Controversy
Models of Education Reform
Noteworthy Books
New Products
Going Mobile
Professional Opinion

District Administration - March 2012