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November 18, 2019

The gift of identifying and engaging strategic partners only comes to those 21st CCLC professionals who can break free from scotch tape and pretty bows, roll up their sleeves, and apply some creative thinking. Join Detective Dave and go undercover in the newly updated Y4Y professional learning course, Strategic Partnerships. Together, you’ll unwrap five key strategies for making partnerships successful and effective:

Strategy 1: Identify Needs. This basic element in all facets of 21st CCLC practice ensures that your efforts correspond with desired outcomes. The course walks you through using school-level, student-level and student voice data to determine partnership needs. Y4Y offers a Strategic Partnerships Planning Checklist to help you develop your needs statements and set goals.

Strategy 2: Use Community Asset Mapping. Is your program in a rural or an urban setting? In what areas does your program need additional resources to accomplish its goals? Are there potential partners that can support an area of identified need? What does your program have to offer a prospective partner? These are just a few of the questions the course helps you consider in your quest to effectively recruit new community partners.

Strategy 3: Implement an Outreach Plan. Your new partners will fall somewhere on the continuum of engagement: networking, coordinating, cooperating, collaborating or integrating. Wherever you start, you’ll aim to move along the continuum as you collaborate.

Strategy 4: Execute Your Partnerships. Detective Dave steps you through the skills and tools you’ll need, such as negotiating and developing memorandums of understanding, or MOUs, to formalize new strategic partnerships.

Strategy 5: Preserve Your Partnerships. A marriage only begins when you say “I do,” just as a strategic partnership only begins with an MOU. The course offers important tips on routine communications to maintain and grow the partnership.

As with other Y4Y courses, the Strategic Partnerships course includes a Coaching My Staff section to help you prepare staff and stakeholders to identify, develop and sustain strategic partnerships that contribute to program success and sustainability. In this section, you’ll also get help to create a professional learning plan for your staff and stakeholder team, and integrate effective coaching techniques as you implement the plan. Trainings to Go support this important phase of implementation as you and your new partners prepare to walk off into the sunset.

 



November 18, 2019

Some students find school-day learning about government and civics to be dry as dust, and it’s no wonder. Studying the three branches of the U.S. government, the Electoral College and tariffs on trade with other countries can seem pretty remote from young people’s everyday lives. They might not know how federal, state, and local policies are made, or how those policies can affect things that matter to them, like social justice, clean air, and the price of groceries and video games. Also, they might not know how to make their voices heard. Here are some ideas to help you brush the dust off to make civics interesting.

Use Y4Y resources. See the Introduction section of the Project-Based Learning course and the Introduction to Civic Learning and Engagement Training to Go for ideas on connecting with local civics activities. Service learning and citizen science also offer entries into local, real-world policies in action. See the Citizen Science course and the Service-Learning Toolbox.

Engage students in virtual-hands-on activities. Take advantage of game-based activities to introduce cross-disciplinary learning and thinking as students encounter and grapple with problems related to science, ecology, history, agriculture and government. Choose from a group of virtual environments funded by grants from the Institute of Education Sciences. You can also explore civics, social activism and world governments through virtual tours, primary documents, and connections with students from around the world. Common Sense Education has collected links to 30 Best Government and Civics Websites and Games, all created by government, education and civic sponsors.

Recruit local partners and experts to bring civics to your site. Start by gathering student voice data on social issues that interest them. The Student Voice podcast in Y4Y’s Developing a Needs Assessment Click & Go offers tips on this step. Then find experts to help students explore one or more of these issues. The local chapter of the American Bar Association, a nearby law school or professors at a local college might help conduct a mock trial. Local advocacy organizations or individuals might help students explore an issue or event and conduct a reenactment. Local writers and theater groups might help facilitate student development of a play, video or other event related to a social issue or historical event. When it comes to civics, your neighborhood is a real-world textbook that offers plenty of teachable moments.

 



October 10, 2019

Emergencies happen, and it’s your job to be ready when they do. Natural and human-caused threats to safety can take many forms. A sudden thunderstorm may knock down power lines and flood roads, or a family dispute may leave the home and enter your program site. Prepare now to respond to an emergency by making sure you have a targeted, up-to-date safety plan and training to support it.

The new Y4Y Click & Go, Developing and Implementing a Safety Plan, offers guidance and tools to help. Here are a few highlights from the mini-lesson, podcasts and tools; consider what you already know, and explore to begin your next steps.

Look for an existing safety plan. Most schools and community organizations that regularly host activities for children and families have safety plans in place. You need to know whether and how your 21st CCLC program is included in the host organization’s plan. Start by using the Safety Plan Meeting Request to get a copy of the plan and connect with the site’s safety leader.

If necessary, adapt or update the safety plan to your situation. Perhaps the out-of-school time program is new and wasn’t included in the host site’s plan. Work with the site safety leader to determine how your staff and students should respond to various situations. Use the Site Coordinator Safety Checklist to make sure you consider important areas and procedures, such as using a fire extinguisher, locking and unlocking doors and windows, sheltering in place, and evacuating your space.

Create and implement a Training and Practice Plan. Train staff members and practice safety procedures with them and with students. This will help to reduce chaos and confusion during an emergency and will reduce anxiety for everyone, families included.

Communicate, communicate, communicate. Stay in regular touch with the host organization’s safety leader, so both sides know if anything about a safety plan needs to change. When you practice safety procedures, ask to be sure everyone understands their role or knows whose lead to follow. Use the Communication With Families About Safety tool to guide set-up of contact procedures during an emergency.

Get set to become “emergency ready” with the Y4Y Safety Click & Go.

 



October 10, 2019

The Y4Y team recently caught up with Emanuel Betz, 21st CCLC state coordinator for Vermont, to ask some questions about partnerships in his state.

What does the ground floor of your 21st CCLC partnership development look like?

First, for key partners, let’s name three pillars to call the foundation, or ground floor: the school, community and family. 

In many ways, the core “partner” in the 21st CCLC-funded project is the school. Every project needs a school (assuming it is ready and has the capacity), its resources, leaders and teachers who “get it” to actively contribute to the vision. If the school, leaders or system are not integrated with the project over time, it is fair to say it may not even work, and certainly may not be sustained or as effective as it should be. This would be especially true in a small rural community.

The second pillar consists of community contributors. These can take many forms in size and scope, including organizational or individual commitments. No contribution or activity is too small. These often manifest themselves effectively as wonderfully diverse learning opportunities, be it in STEM, the environment, in the arts and movement, or in content areas where the school may not have expertise. Look for successful organizations to support new ideas and professional development and funding.

The third pillar would be family, whether it’s just getting their kids to the program because they know they need and want it, or at greater levels, such as attending events and programming. Family members are often key stakeholders, supporters or leaders.

What are the key elements you’ve found lead to the most successful and long-lasting partnerships?

First, I think the personality and leadership skill sets of the program leaders are most important. A charismatic leader who is an effective communicator goes places quickly. Second, people who know the served community intimately have an edge on navigating challenges, maintaining relationships and building quality over time. Third, leadership retention and consistency over time provide a platform for consistent growth, especially in tandem with the above.

What are ways to expand community partners into sustainable funding sources? How else do you recommend pursuing sustainable funding after grants expire?  

I don’t think viewing partners as sustainable funding sources really works. Any partnership can be developed and contribute to quality over time. What works is a collaborative enterprise, and the results that come may not be foreseen. For example, one arts partnership I had as a program director came out of the blue with a $30,000 grant to expand our program approach. That was an unexpected but cool conversation! I think the key element to creating sustainable funding sources is executing high-quality programs that the community values because they are good and serve kids well. That is job one. Money should and will follow high-quality programming. 

I think, too, it is important to identify a partner as different from a contractor. A partner is an organization, individual or group that shares ownership of the application (program) and its intended results. Partners may assume responsibility, manage, and contribute or create activities that support the vision.

Perhaps a starting point could be using a self-assessment tool to investigate possibilities. In Vermont, after Year 5, we have a goal that at least 50% of funding would come from five different sources. There are some proven key strategies that explicitly support sustainability and can be used to build a plan that keys off of quality. This sustainability self-assessment for afterschool programs is based on the one we use in Vermont.

 



October 10, 2019

“Before you become a leader, success is all about growing yourself. After you become a leader, success is about growing others.” As a 21st CCLC program leader, you no doubt see the wisdom in this insight from business leader Jack Welch. After all, supporting and acknowledging your team’s professional growth benefits your program as well as individual staff members. It also helps you retain staff because it shows you’re invested in their success and treasure their contributions.

Y4Y’s new online Human Resources course walks you through nine key strategies you can use to manage and develop your staff. It covers everything from hiring to training to building a positive work environment to managing staff performance. Here are three tips you can start using right away:

Help staff members find their sweet spot. If Natalie loves to plan, enlist her to help plan the next Family Literacy Event or Citizen Science Experience. Once she’s had success, provide opportunities for her to grow her skills and use them in new ways. For example, ask her to lead a planning team, create an event planning checklist for staff, train others in event planning, or join a strategic planning session. If these tasks seem to take her out of her comfort zone, provide encouragement and support. Helping her find the “sweet spot” between current and potential abilities will help her grow.

Provide feedback to focus and inspire your staff. Let’s say Natalie loves planning so much that she offers to help students plan their culminating project presentations. As you observe her interact with students, you hear her say things like “Let’s do it this way” and “Here’s a better idea.” Should you call her aside and say, “Natalie, you’re making too many decisions for students instead of letting them make their own. I’d like to see you improve in this area.” Or should you say, “Natalie, I’d love for our students to develop their project planning and decision-making skills. Would you be willing to team with Linda to plan some coaching strategies to help students learn and practice these skills?” Which feedback is more likely to inspire and support Natalie in changing her approach? For most people, the second approach works best. See the Coaching My Staff section of Y4Y’s Human Resources course for ways to coach your staff (especially site coordinators) to program gold!

Recognize good work. Use formal and informal strategies to tell staff members their contributions are noticed and valued. For example, during employee reviews, be specific and give examples of what employees do well. Implement an employee recognition system to spotlight effort, innovation, problem solving and results. Recognize individual and team efforts. See Y4Y’s Employee Retention Training to Go for ideas you and other program leaders can use to keep staff engaged.

For more ideas on ways to treasure your staff and help them grow, see Y4Y’s new Human Resources course. To share your own ideas and success stories, leave a comment below.