Principal - Mott Supplement - January/February 2018 - 9

headquartered in big cities, are not available
for every district or every budget. That
doesn't mean creating effective partnerships
is out of the question.
Antoni recalls working with a school
in one small community that seemed
especially dry of resources. "So we started
talking to the kids," she recalls. "We
found that a lot of them were going to
a certain gentleman's house on Saturday
mornings. He played in a mariachi band,
and on Saturday mornings he'd open his
garage, all the kids would come, and he'd
teach them about mariachi instruments
and their place in his culture. So, we
asked him if he'd be willing to come
to the school after school, bring his
compadres, and talk. Now that school has
its own mariachi band program.
"The cost for doing that was so minuscule. It raised the profile of the school, got
more kids coming to the school instead of
choosing a charter or parochial school, and
it connects the school to the community.
"In most cities and towns, there are
organizations that have built programs
and experiences-museums, cultural
institutions, science/history-they're
looking for ways to be more relevant and
support kids in learning.
"In rural communities, it may not be
a company or an organization. You may
have a person who paints, who quilts, who
cooks, who gardens. It doesn't have to be

terribly complicated. It's about connecting
real-life activities to what's going on in
school. And for kids at risk, this can be the
thing that helps them have the perseverance and the grit to succeed."
Principal Sidney-Reed seems to be a
natural when it comes to building bridges
between the school and the community.
Her school is across the street and a few
blocks from the headquarters of Toyota
Motor Engineering & Manufacturing
North America. Toyota now donates
computers to the school, and its engineers visit to teach the children how to
program robots. She has current and former partnerships at the local high school,
at the University of Southern California
and the University of California, Los
Angeles, and even the International
Children's Choir of Long Beach.
"I always say that every child deserves
a golden opportunity, and every golden
opportunity deserves a child," she says.
"It's waiting for a courageous leader to just
ask. Go out into the community and find
those resources. Go to local businesses. It
doesn't always have to be about funds; it
could be about the services they provide.
Find something where children can dream
big, where they can see opportunities from
another angle. If someone says no, that's
OK. Go to the next person.
"I also invite company leaders to come
into the school and serve as 'principal

for an hour.' Just being there for an hour
and seeing the kids' faces gives them a
whole different perspective. When they
finish the visit, they're asking, 'What
can I do to help?' "

Everyone Can Do Something

A wealth of additional information and
resources is available for schools that want
to develop or improve their after-school
and summer programs. And that pool will
only continue to grow, because the need is
so great and the possibilities so wide open.
Perhaps best of all is the fact that every
district, every school-urban, suburban,
or rural, wealthy or low-income-can do
something when it comes to after-school
and summer learning.
"When you consider the amount of time
students spend outside of school, it makes
sense to pay attention to how best to use
this time for students' benefit," Howard
acknowledges. "I think it is important to
stress, though, that this is a collective effort.
No one school should go at it alone.
"I hope principals will feel empowered to
connect with local colleges and universities,
extracurricular providers, community
groups, local government, and each other
more, to create effective out-of-school
systems that provide relevant, enriching,
enjoyable experiences for students." *
Robert Bittner is a writer based in Michigan.

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9


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Table of Contents for the Digital Edition of Principal - Mott Supplement - January/February 2018

Principal - Mott Supplement - January/February 2018 - Cover1
Principal - Mott Supplement - January/February 2018 - Cover2
Principal - Mott Supplement - January/February 2018 - 1
Principal - Mott Supplement - January/February 2018 - 2
Principal - Mott Supplement - January/February 2018 - 3
Principal - Mott Supplement - January/February 2018 - 4
Principal - Mott Supplement - January/February 2018 - 5
Principal - Mott Supplement - January/February 2018 - 6
Principal - Mott Supplement - January/February 2018 - 7
Principal - Mott Supplement - January/February 2018 - 8
Principal - Mott Supplement - January/February 2018 - 9
Principal - Mott Supplement - January/February 2018 - 10
Principal - Mott Supplement - January/February 2018 - 11
Principal - Mott Supplement - January/February 2018 - 12
Principal - Mott Supplement - January/February 2018 - 13
Principal - Mott Supplement - January/February 2018 - 14
Principal - Mott Supplement - January/February 2018 - 15
Principal - Mott Supplement - January/February 2018 - 16
Principal - Mott Supplement - January/February 2018 - 17
Principal - Mott Supplement - January/February 2018 - 18
Principal - Mott Supplement - January/February 2018 - 19
Principal - Mott Supplement - January/February 2018 - 20
Principal - Mott Supplement - January/February 2018 - 21
Principal - Mott Supplement - January/February 2018 - 22
Principal - Mott Supplement - January/February 2018 - 23
Principal - Mott Supplement - January/February 2018 - 24
Principal - Mott Supplement - January/February 2018 - 25
Principal - Mott Supplement - January/February 2018 - 26
Principal - Mott Supplement - January/February 2018 - 27
Principal - Mott Supplement - January/February 2018 - 28
Principal - Mott Supplement - January/February 2018 - 29
Principal - Mott Supplement - January/February 2018 - 30
Principal - Mott Supplement - January/February 2018 - 31
Principal - Mott Supplement - January/February 2018 - 32
Principal - Mott Supplement - January/February 2018 - Cover3
Principal - Mott Supplement - January/February 2018 - Cover4
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http://www.nxtbook.com/ygsreprints/NAESP/principal_wallace_20190304
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190304
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190102
http://www.nxtbook.com/ygsreprints/NAESP/principal_20181112
http://www.nxtbook.com/ygsreprints/NAESP/principal_supplement_20181112
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http://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180506
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
http://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
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http://www.nxtbook.com/ygsreprints/NAESP/principal_20171112
http://www.nxtbook.com/ygsreprints/NAESP/principal_20170910
http://www.nxtbook.com/ygsreprints/NAESP/principal_crayolasupp_20170910
http://www.nxtbook.com/ygsreprints/NAESP/principal_20170708
http://www.nxtbook.com/nxtbooks/manifest/principal_20170304
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