The objectives of the Principals Session are:

2. The objectives of the Principals Session are: • To gain an understanding of the structure and mission of after-school programs • To gain an understanding of how partnership can support and strengthen learning objectives throughout the day • To gain an understanding of how to collaborate with after-school leadership and build honest, trusting, sustainable relationships • To leave with practical strategies and plans of action • The objectives of the After-School Program Directors Session are: • To gain an understanding of the focus and responsibilities of principals • To gain an understanding of how partnership can support and strengthen learning objectives throughout the day • To gain an understanding of how to collaborate with principals and build honest, trusting, sustainable relationships • To leave with practical strategies and plans of action • The objectives of the Collaborative Session are: • To establish a respectful appreciation of each others vision and goals • To develop building blocks for a productive, trusting relationship • To begin alignment planning

3. After-School Program Myths • 10. After-school programs have limited sources of support. • 9. After-school programs are not accountable to standards or regulations the way schools are. • 8. After-school programs are only meant to serve under-achieving students. • 7. After-school programs are only for young children. • 6. After-school programs only serve working families. • 5. After-school staff lacks academic and child development qualifications. • 4. After-school programs do not engage the community in ways that benefit schools. • 3. After-school programs are separate from the school day and therefore do not have relevance to issues such as school attendance or graduation rates. • 2. After-school programs have no impact on academic success. • 1. After-school programs are just babysitting.

4. School Leadership Myths • 10. Schools do not welcome parent and community involvement. • 9. Schools don’t recognize that school buildings belong to the community and they should be open beyond school hours for after-school programs and other community activities. • 8. Teachers are unwilling to share their classrooms with after-school programs. • 7. Principals are “unapproachable” and slow to respond to requests from the after-school program. • 6. Principals and teachers do not understand the value of informal and experiential education experiences in academic and child development. • 5. Teachers are too busy to share resources or exchange ideas with after-school staff. • 4. Principals don’t see after-school programs as their responsibility. • 3. Principals and teachers are only concerned with raising test scores. • 2. Schools often see parents as unwilling to interact with the school principal and staff. • 1. Schools view after-school programs as child-care or babysitting.

5. As a principal, what do you want after-school programs to do to support your goals and objectives? • As an after-school provider, how best can your programs support school goals and objectives? • What would the ideal program look like in your school?

6. Leading After-School Learning Communities: Six Standards and Strategies for Principals • 1. Expand the Vision of Learning • 2. Act as a Community Catalyst • 3. Collaborate to Manage Resources • 4. Ensure Quality Content • 5. Evaluate After-School Programs • 6. Champion After-School Programs

7. Leading After-School Learning Communities Planning Tools

8. What qualities belong in each circle? After-School Community School for example: teaching, family, music, reading, mentoring

9. What are different approaches to teaching and learning? After-School How can these groups best support one another? School Community How do schools, after-school programs and communities share responsibility in educating and supporting children and young adults?

10. What do good programs that complement • the school day look like? • What role do school staff and after-school staff play • in creating a seamless learning day? Principals of Quality Learning Communities Strong vision, management and collaboration Sufficient and quality staff Attention to safety, health and nutrition Effective family and community partnerships Enriching learning opportunities that complement academic objectives Links between school-day and after-school staff Evaluation of program progress and effectiveness

11. Leading After-School Learning Communities Responsibility Checklist