1.

Goals:
A. Importance- Clear goals and desired outcomes is a cornerstone of afterschool program.
Considering the students opinions while making decisions and having student input
creates excitement and engagement in the programs.
B. Key Findings-Successful programs had:
1. Clearly defined goals in a written plan
2. Curricular design and specific practices aligned to program goals
3. Goals of many high quality afterschool programs also had a specific emphasis
(e.g. science, technology, homework support, etc.)
C. Personal Program Plan- My program goal is to provide students with a different way
of learning by going outside of their typical classroom norms and experiencing discovery
hands-on. I plan to implement school curriculum without making the students feel like
they are still school by using fieldtrips and practical activities to allow them to expand
their horizons and develop a meaningful way of learning. Hansen and Larsen prudently
argue that the utilizing social skills, positive relationships, and interaction within the
community through experiences motivate kids to engage themselves. My programs goal
will incite students to want to learn and look for solutions because it brings them a sense
of joy and accomplishment.
D. Sources- Huang and Dietel
Huang, D. & Dietel, R. (2011). Making afterschool programs better. National Center for
Research on Evaluation, Standards and Student Testing (CRESST), UCLA.
http://www.cse.ucla.edu/products/policy/huang_MAPB_v5.pdf

2. Leadership:
A. Importance- Its critical to have directors and managers with many years of experience
in afterschool programs. Leaders always shared decision making with their staff while
considering their goals, programs, and evaluation.
B. Key Findings-Successful program leaders:
1. Articulate a clear program mission, vision statement, and goals
2. Use a bottoms up leadership style
3. Promote a team culture of positive relationships, frequent communication, and
staff problem-solving skills
C. Personal Program Plan: As the creator of the program, I know that not only the staff,
but the students as well will look to me to be a prime example to follow. Because we are
all a part of the program, I would ensure that every one is involved with making decisions
such a fieldtrip sites, planning out curriculum implementation within lessons, and more.
All opinions will be heard and considered before making a final choice. Additionally, I

will focusing on making the programs goal a reality each and every day by constantly
be reminded of what the program needs to work towards in order to excel through
personal standards. I will also be sure to consistently share this with my staff and students
so that, as a program, we can all serve as a united front towards hands-on discovery. Not
only will I stress the programs focus but I will make communication a top priority. They
say communication is key for a reason. I will ensure that my entire staff is on the same
page by holding weekly meetings and consistently sending out emails/newsletters. But
most importantly, I will be sure to establish relationships with everyone in the program so
that we all feel free to express our ideas and concerns, leaving no hesitation for
communication.
D. Sources- Huang and Dietel
Huang, D. & Dietel, R. (2011). Making afterschool programs better. National Center for
Research on Evaluation, Standards and Student Testing (CRESST), UCLA.
http://www.cse.ucla.edu/products/policy/huang_MAPB_v5.pdf

3. Staff:
A. Importance- High quality programs recruit qualified staff and create collegial
environments supporting their programs missions. Programs are then able to achieve
lower turnover rates due to respect, support, and confidence. Staff should serve as a role
model for students, creating a norm of high expectations, appropriate behavior, good
school attendance, effective work habits, and positive attitudes.
B. Key Findings-Successful program staff:
1. Had substaintial experience
2. Had high education levels (at least a bachelors degree)
3. Had more than three years of work experience in afterschool education
4. Had low turnover rates (staff remained at one site for more than three years)
5. Had professional development offered to them
6. Had positive relationships with the students
C. Personal Program Plan: The staff will be highly qualified in that each member must
have at least a Bachelors degree with beneficial, focused majors such as children
development, math, environmental science, ect. and at least 3 years of experience in
childrens learning. Because communication and building trusting relationships will be
one the most important elements, the work environment will be light. What could be
more fun than working with friends? Motts argument to strive for self-improvement
shows that as I would hold myself to being a good role model, I will ensure my staff does
the same. I want them to not only inspire the students, but inspire me to become better as
well. Most importantly, the staff will not only be highly qualified academically but they
will be motivational individuals in and outside the program.

D. Sources- Charles Stewart Mott Foundation (2009). Core Competencies For

Afterschool Educators.
http://www.afterschoolprofessional.info/images/Mott_CC_web.pdf

4. Program
A. Importance- Quality programs offer their students three or more activities each day.
Programs provide their students with homework help/ tutoring, but also include other
activities that offer skill such as crafts, cooking, gardening, health, nutrition, and
recreation.
B. Key Findings-Successful programs had:
1. Employed unique and innovative strategies to engage students in the
afterschool setting, placing emphasis on making learning fun
2. Frequent use of research-based practices
3. Took field trips to enhance student learning and motivation
4. Encouraged parents to be involved in the afterschool programs
5. Parents who were very satisfied with the positive changes in their childrens
behaviors and attitudes
C. Personal Program Plan: My program will offer different choices of hands-on
activities based on subjects such as an environmental analysis of surrounding soils, a
scientific experiment with dry ice, a mathematically based scavenger hunt, ect. Each
activity will be led by a staff member that specializes in the subject. Afterwards, the
students will have time to come together and collaborate their discoveries. The kids will
then be able to choose between working individually or in groups on the next activity.
There will be off-site fieldtrips and community service events at least twice a week. The
staff and administration will meet weekly to discuss ideas, concerns, debrief about the
week, and have a set plan for the following week. Additionally, the entire administration
and staff will meet with the local schools once a month to keep communication lines
open about what is/should be taught. Concerns and new ideas will be welcomed during
these meetings as well. The purpose of these meetings is to, what Bennett stress as
seeing eye to eye and ensuring needed and necessary alignment.
D. Sources- Bennett, T. (2013). Examining levels of alignment between school and
afterschool and associations with student academic achievement. (Unpublished doctoral
dissertation). University of California,
Irvine. http://cera-web.org/wp-content/uploads/2013/06/Bennett_CERAPaper_June20124.pdf
Charles Stewart Mott Foundation (2009). Core Competencies For Afterschool Educators.
http://www.afterschoolprofessional.info/images/Mott_CC_web.pdf

5. Evaluation:
A. Importance- It is necessary to have ongoing evaluations to measure program
performance and make continuous improvement. There should be internal evaluations by
the programs own staff and an external by a third party.
B. Key Findings-Successful programs had:
1. Conduct internal evaluations
2. Conduct external evaluations
3. Generally, interviewees reported positive results for external
C. Personal Program Plan- This program will conduct monthly evaluations both
internally and externally. The external evaluations will be well established educators like
principals from local and nonlocal schools and school district administration. Internal
evaluations will be taken by a different staff member monthly and the students will
administer one as well. We will use the same tool every 6 months in addition to 1 new
tool. (there will be two evaluations, one same one new each time) The tool that is
consistently used will be switched out every 6 months. The tools that will be used are to
be discussed and decided on in weekly meetings.
D. Sources- Huang and Dietel
Huang, D. & Dietel, R. (2011). Making afterschool programs better. National Center for
Research on Evaluation, Standards and Student Testing (CRESST), UCLA.
http://www.cse.ucla.edu/products/policy/huang_MAPB_v5.pdf