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How Seven Foundations Bolstered Afterschool, Summer Programming as COVID Raged2061GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61​ <p>​​In the frantic early days of the pandemic, afterschool program providers went into overdrive. While schools shut, many programs stayed open, delivering meals, helping families meet basic needs, moving youth programs online, or launching all-day learning centers for the children of essential workers.<br></p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/Cover_EmergingVoicesSeries_Brief.png" alt="Cover_EmergingVoicesSeries_Brief.png" class="wf-Image-Left" style="margin&#58;5px;width&#58;212px;height&#58;275px;" />For seven philanthropies, the heavy load shouldered by youth programs was a crisis to address. It also presented an opportunity—to heighten awareness among policymakers and others of the importance of the out-of-school-time (OST) sector, which includes afterschool, summer and other beyond-the-school-bell programs. Their response, organized through Grantmakers for Education, was to pool $1.5 million to invest in a range of projects to help national organizations both advocate for OST programs <em>and</em> provide guidance to their members and affiliates scrambling to meet pandemic-created needs. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/jodi-grant.jpg" alt="jodi-grant.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;161px;height&#58;201px;" />It was a move perhaps unprecedented for OST donors. “In 18 years, this is the first time I’ve seen this kind of collaboration with funders,” said Jodi Grant, executive director of the Afterschool Alliance, one of the first four of the eight Afterschool and Summer Recovery and Opportunity Fund grantees in 2020 and 2021.</p><p>Personal stories can be influential with policymakers, Grant noted, and so her group used a portion of its grant to fund its Afterschool Ambassadors and Youth Ambassadors programs, which train providers and young people to speak publicly about their experiences with afterschool programs. Ambassadors are of diverse races and ethnicities and represent all regions of the country and communities in urban, rural, and suburban areas, Grant said. “Getting all those people to be seen and heard is key.”</p><p>She thinks similar communications efforts by a number of grantees helped lay the groundwork for the approval in federal pandemic relief packages of significant funding to bolster out-of-school-time efforts. “To date, we believe about $5 billion in federal COVID dollars have been used to support afterschool and summer learning programs,” she said. “Normally the federal budget is $1.3 billion for afterschool, so we’re talking about more than tripling that.”</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/GinaWarner.jpg" alt="GinaWarner.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;125px;height&#58;167px;" />Amid the protests surrounding George Floyd’s murder in May 2020, social justice became a focus for the fund. The National AfterSchool Association, for one, used its grant in part to develop the&#160;<a href="https&#58;//naaweb.org/all-documents/41-the-ost-leaders-guide-to-equitable-hiring-and-staff-development-practices/file"><em>OST Leader’s Guide to Equitable Hiring and Staff Development</em></a>, a resource to help its 32,000 members establish more equitable workplace practices. While many nonprofits post equity statements and have good intentions, they often lack needed plans of action, such as strategies for attracting a more diverse applicant pool and reducing bias in interviews, according to Gina Warner, the association’s president and CEO. “I don’t think it’s a lack of interest,” she said. “It’s a lack of awareness and understanding, and access to resources for how to do it.” </p><p>In partnership with another grantee—Every Hour Counts, a coalition of organizations that coordinate communitywide out-of-school-time efforts—the group also led “equity strategy sessions” for more than 500 afterschool leaders, including those heading statewide or citywide program networks.</p><h3 class="wf-Element-H3">More Diverse Perspectives Needed</h3><p>The first four grantees, which included the National Summer Learning Association, met through&#160;video conferences with the philanthropies to share information from the sector​ and discuss how funders could most effectively respond, especially in communities of color hardest hit by the pandemic. Yet it was​ evident that more diverse perspectives were needed, recalled Grant. “We were all very aware that we were four organizations led by white people even though the communities we serve are much more diverse.”</p><p>The second group of grantees—the National Urban League, the National Indian Education Association, UnidosUS, and the Coalition for Community Schools—had deep expertise with K-12 education in communities of color as well as experience supporting OST initiatives.<br></p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/EmergingVoicesBrief_Graphic3.png" alt="EmergingVoicesBrief_Graphic3.png" style="color&#58;#555555;font-size&#58;14px;margin&#58;5px;" />​<br><br></p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/Claudia-DeMegret.jpg" alt="Claudia-DeMegret.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;194px;height&#58;217px;" />“The idea was to diversify and strengthen the national out-of-school-time community,” said Claudia DeMegret, a senior program officer at Wallace, one of the funders. “We laid the groundwork for that to happen.”</p><p>Like the first four grantees, the members of the next cohort were given flexibility to spend their grant dollars on projects they believed would have the most impact.</p><p>The National Urban League wanted to spotlight a problem raised by its local affiliates—the number of young people who pulled back from school during the pandemic. In a powerful series of 13 short films titled&#160;<a href="https&#58;//nul.org/event/emerging-voices-pandemic-students-speak-out" target="_blank">Emerging Voices from the Pandemic&#58; Students Speak Out</a>, teens interviewed peers about the circumstances that had led to their disengagement and solicited ideas for improving learning and student well-being in schools. The need for more emotional support emerged as a theme.<br></p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/EmergingVoicesBrief_Graphic4.png" alt="EmergingVoicesBrief_Graphic4.png" style="margin&#58;5px;" /> <br> <br> </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/Horatio-Blackmanv1-Headshot.png" alt="Horatio-Blackmanv1-Headshot.png" class="wf-Image-Left" style="margin&#58;5px;width&#58;200px;height&#58;200px;" />“In our conversations with national policy tables, staffers on the Hill, and local advocates and our affiliates, people have told us that they’ve seen those videos and that they impacted their thinking on how to support youth,” said Horatio Blackman, vice president of education policy, advocacy, and engagement at the National Urban League. “I think it helped push the national conversation on social-emotional learning and whole child support.”</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/Diana-Cournoyer.jpg" alt="Diana-Cournoyer.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;175px;height&#58;175px;" />The National Indian Education Association used its grant to conduct a study of the characteristics and availability of afterschool programs in Native American communities nationwide. “I wanted to shine a light on these issues that don’t always get talked about in afterschool learning,” said Executive Director Diana Cournoyer.</p><p>Among other findings, nearly 36 percent of native parents surveyed did not enroll their child in an afterschool program because of lack of program availability or accessibility. For many Native American students in rural communities, commuting to and from school can take 90 minutes to four hours a day, Cournoyer explained. Running extra buses for afterschool programs, she said, is an expense rural school districts often can’t afford and grantmakers typically don’t cover.</p><h3 class="wf-Element-H3">A New Direction for Wallace</h3><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/GrantmakingPracticesOSTRecoveryOpportunityFund10-7-22-1.jpg" alt="GrantmakingPracticesOSTRecoveryOpportunityFund10-7-22-1.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;195px;height&#58;252px;" />As a culminating activity, the eight grantees&#160;<a href="https&#58;//www.edfunders.org/wp-content/uploads/2022/10/GrantmakingPracticesOSTRecoveryOpportunityFund10-7-22.pdf" target="_blank">wrote a report</a> with recommendations to out-of-school-time funders. Suggestions included allowing nonprofits more flexibility in defining grant outcomes that meet their own priorities, getting community input into foundation initiatives, and putting longer grant cycles into place.</p><p>Gigi Antoni, director of learning and enrichment at Wallace, said that the foundation is using what it learned from the grantees’ feedback and its experience with the pooled fund to rethink its approach to out-of-school-time grant making.</p><p>For example, instead of soliciting grant proposals only from selected national nonprofits, which is typical for a national foundation, she said, Wallace recently put out a broad call for first-round applicants to a forthcoming, one-year venture. The hope is that this will lead to a more diverse applicant pool from which to draw finalists.</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/how-seven-foundations-bolstered-afterschool-summer-programming-as-covid-raged/Gigi-Antoni.jpg" alt="Gigi-Antoni.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;158px;height&#58;167px;" />“We’ve talked to hundreds of communities in the last couple of months,” Antoni said, “and now have 1,700 applications from rural, suburban, and urban communities in every state in the country.”</p><p>The other contributors to the Afterschool and Summer Recovery and Opportunity Fund were the Bezos Family Foundation, S.D. Bechtel, Jr. Foundation, Charles Stewart Mott Foundation, New York Life Foundation, Overdeck Family Foundation, and Susan Crown Exchange.<br>​<br><br></p>Elizabeth Duffrin972023-01-24T05:00:00ZNovel fund supported pandemic guidance for youth programs and efforts to raise awareness of their importance1/26/2023 5:04:11 PMThe Wallace Foundation / News and Media / Wallace Blog / How Seven Foundations Bolstered Afterschool, Summer Programming as COVID Raged Novel fund supported pandemic guidance for 71https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Report Examines How School Districts Ramped Up Summer Learning in Response to Pandemic1691GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>F​​​​​​or all of the talk about “moving the needle” in K-12 public education, it’s actually quite hard to do. There are any number of academic interventions and programs launched each year that hold significant promise, but ultimately they don’t stand up to the scrutiny of evaluation.&#160;<br></p><p>Summer learning programming, however, is one intervention that does, depending on how it is carried out. Research on the&#160;<a href="/how-we-work/our-work/pages/summer-learning.aspx?_ga=2.73386203.990642777.1673471938-1960687172.1666029165">National Summer Learning Project</a> showed that high-quality, well-attended school district–run summer learning programs offering a mix of academics and enrichment&#160;<a href="/knowledge-center/pages/every-summer-counts-a-longitudinal-analysis-of-outcomes-from-the-national-summer-learning-project.aspx?_ga=2.73386203.990642777.1673471938-1960687172.1666029165">can help</a> students academically and in other ways. </p><p>The challenge for the field? Figuring out how strong summer learning programming can be rolled out for students in a range of geographic contexts—and at a much larger scale.&#160; </p><p>An ongoing study of how schools, districts and states nationwide embraced summer learning—as a strategy to mitigate the effects of school closures and other pandemic-related harms—could offer clues for communities that want to meet the challenge, both now and when COVID is in the rearview mirror.&#160;&#160; </p><p> <strong> <em>Pandemic summer learning offers important lessons now, and for the future&#160;&#160;</em></strong><br></p><p>The&#160;<a href="/knowledge-center/pages/national-call-to-action-for-summer-learning-how-did-school-districts-respond.aspx?_ga=2.73386203.990642777.1673471938-1960687172.1666029165"><em>National Summer Learning and Enrichment Study</em></a>, funded by Wallace, is being conducted by the Westat research organization. Last month, in the first publication to emerge from the research—<em>National Call to Action&#58; How Did School Districts Respond?</em> –Westat began to document <em>how</em>, exactly, school districts across the country took action. Understanding districts’ responses at this extraordinary moment—across a range of different geographic contexts and within a relatively quick time frame—is important over the next two years as remaining federal relief funds for education are spent. It also has the potential to inform policy, practice and research on summer learning and enrichment post-pandemic.</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/report-examines-how-school-districts-ramped-up-summer-learning-response-to-pandemic/Ann_5766.jpg" alt="Ann_5766.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;154px;height&#58;216px;" />“We believe the Westat study can help district and state leaders as they seek to strengthen their summer programming in the years to come,” says Ann Stone, senior research officer at Wallace. “Support for this project is an outgrowth of Wallace’s long-term commitment to summer learning, and our evidence-based belief that high-quality, well-attended summer learning programs provide significant benefits for students.”</p><p> <strong><em>How did districts respond?</em></strong></p><p>Through a survey of school districts that yielded nationally representative results, Westat found that fully 94 percent implemented summer learning programming in summer 2021, reaching, on average, approximately one-fifth (18 percent) of their students. Children K-6 were the largest population served. Other findings about the districts that had summer programming included&#58;​​<br></p><div class="wf-Element-BlueBullet">Cities&#160; and rural areas served the greatest proportion of their students (22 percent and 18 percent, respectively) with school districts in suburbs serving the smallest proportion (13 percent).&#160;</div><div class="wf-Element-BlueBullet">Supporting students in pursuing learning disrupted by the pandemic was the most common programming approach, used by 75 percent of districts.&#160;&#160;</div><div class="wf-Element-BlueBullet">More than half of districts (57 percent) supplemented academic programming with social-emotional learning.<br></div> The report also yielded insights about implementation patterns and common characteristics of typical 2021 summer programming. For example&#58;​<p></p><div class="wf-Element-BlueBullet">​​​&#160;Two-thirds of districts with programs (67 percent) prioritized serving students with special needs.</div><div class="wf-Element-BlueBullet">Student data was the most common source of information used to determine whom to prioritize.</div><div class="wf-Element-BlueBullet">&#160;41 percent of districts with programs engaged partners to plan for and/or deliver summer programming.</div> ​ <p> <img src="/News-and-Media/Blog/PublishingImages/Pages/report-examines-how-school-districts-ramped-up-summer-learning-response-to-pandemic/blog-westat-national-call-to-action-for-summer-learning-12.jpg" alt="blog-westat-national-call-to-action-for-summer-learning-12.jpg" style="margin&#58;5px;" /> <br> </p><p>​Future reports from the study will examine how states lent their support to summer efforts and dig deeper, through interviews and other analysis, into the districts’ efforts. So, stay tuned to learn more as we publish these reports later this year.&#160;<br></p><p>P.S. Yes, it may be sub-zero outside, but for those who intend to carry out a summer 2023 program, it is not too early to start planning. This<a href="/knowledge-center/summer-learning/toolkit/pages/default.aspx"> toolkit</a>, a product of the National Summer Learning Project, can help. So can this&#160;<a href="/knowledge-center/pages/federal-funding-guide-for-summer-and-afterschool.aspx?_ga=2.161918196.990642777.1673471938-1960687172.1666029165">recent guide</a> to federal funding sources. The Westat report&#160; also offers recommendations for summer learning. Finally,&#160;<a href="/News-and-Media/Blog/pages/two-summer-programs-inch-towards-normal-as-covid-subsides.aspx?_ga=2.161918196.990642777.1673471938-1960687172.1666029165">this article</a> describes how two longtime summer programs relied on “creativity, flexibility and self-reflection” as they carried out their efforts in 2021.&#160;&#160; </p> ​<br><br><br>Rebecca Haessig1312023-01-17T05:00:00ZCOVID-spurred summer learning push could offer lessons for improved summer experiences beyond the crisis1/17/2023 4:58:55 PMThe Wallace Foundation / News and Media / Wallace Blog / Report Examines How School Districts Ramped Up Summer Learning in Response to Pandemic F​​​​​​or all of the talk about 97https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Let’s Make Summer a Season of Opportunity for Students2301GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61​<p>​​​​​We’ve always known that disparities exist in education, but the COVID pandemic has shined an even brighter light on gaps in opportunities for America’s students. We see evidence of these gaps in the latest National Assessment of Education Progress (NAEP) scores, which <a href="https&#58;//www.npr.org/2022/10/24/1130629135/naep-test-covid" target="_blank">show unprecedented declines</a>, including an eight-point drop in eighth grade math—the largest in almost two decades—with historically marginalized students suffering the <a href="https&#58;//www.nationsreportcard.gov/highlights/ltt/2022/" target="_blank">greatest losses</a>. </p><p>Additionally, more than a quarter of a million students <a href="https&#58;//www.npr.org/sections/health-shots/2022/07/24/1110916298/losing-a-parent-can-derail-teens-lives-a-high-school-grief-club-aims-to-help" target="_blank">lost a parent</a> during the pandemic, adding to the <a href="https&#58;//www.nami.org/Blogs/From-the-CEO/April-2022/The-Crisis-of-Youth-Mental-Health" target="_blank">mental health crisis</a> among young people. </p><p>While there has been a consistent and urgent call from parents, educators and politicians to do something different to help stem these losses, there’s not a lot of specificity about what should be done. One place to start would be to radically reconceptualize an often under-appreciated component of the U.S. education system&#58; summer learning programs. </p><p><img src="/News-and-Media/Blog/PublishingImages/Pages/lets-make-summer-a-season-of-opportunity-for-students/NSLA3.jpg" alt="NSLA3.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;374px;height&#58;281px;" />To that end, FHI 360, a nonprofit human development and research organization, has gathered more than a hundred school districts from across the country, all of which are committed to maximizing summer learning opportunities, particularly for underserved youth. The goal of this group, called the District Summer Learning Network (DSLN), is to help districts repurpose summertime and use it as a starting point to improve outcomes for young people as they strive to recover from the last three years. The Wallace Foundation provides funding for DSLN. <br></p><p><img src="/News-and-Media/Blog/PublishingImages/Pages/lets-make-summer-a-season-of-opportunity-for-students/-Primary_DSLN-Color.png" alt="-Primary_DSLN-Color.png" class="wf-Image-Right" style="margin&#58;5px;width&#58;254px;height&#58;278px;" />Over the course of the project, those of us involved have come to see summer as a season of opportunity not just for children, but also for rethinking how schools look and feel for young people. Here’s why.</p><ol><li><strong>Summer is a great time for districts to experiment.</strong> Freed from the pressures of the academic year calendar, state assessments and standards, and curriculum constraints, summer can be the perfect time to try new strategies. It can offer opportunities to pilot new instructional practices and test curriculum in ways that improve student engagement and learning, while building system-wide capacity. For example, last summer, one of our DSLN districts in the Midwest tested several new ideas&#58; a new curriculum, outdoor classrooms and teachers assigned by passion rather than grade. Young people’s attendance soared, and teachers are eager to return in summer 2023. Another Midwestern DSLN district changed their approach to academic instruction. Community partners led full-day enrichment programming, and academic teachers provided small group tutoring in math and literacy. Summer provided districts the time and space to pilot new kinds of learning and collect data about what works. <br> <br> </li><li><strong>High-quality programs can help re-ignite students’ passion to learn</strong>. Through three consecutive rounds of funding during the pandemic, Congress dedicated billions of extra dollars to the states to fund additional services for students. Many of the districts we worked with used those funds to jettison strategies that did not work in the past for new ideas that better addressed students’ needs and interests. For instance, one Northeast district that had previously focused students on recovering credits for classes they’d failed, instead started providing the students opportunities to take new classes around topics that excited them. They are now planning to expand this approach. Another Midwestern district deepened its partnerships with local cultural institutions to bring students into museums and explore the city’s rich cultural diversity. The program saw vast increases in student retention throughout the summer. <br> <br> </li><li><img src="/News-and-Media/Blog/PublishingImages/Pages/lets-make-summer-a-season-of-opportunity-for-students/Summer1.jpg" alt="Summer1.jpg" class="ms-rte-paste-setimagesize wf-Image-Right" style="margin&#58;5px;height&#58;256px;color&#58;#555555;font-size&#58;14px;width&#58;227px;" /><span style="color&#58;#555555;font-size&#58;14px;"></span><div><strong>Young people are ready for additional challenges and opportunities.</strong> All young people deserve to experience the feeling of coming back to school in the fall with a fresh outlook, a new set of skills and newfound confidence. But too often students from historically marginalized communities have been left out of opportunities for growth during the summer months. Our project set out to address this inequity, and we heard from many DSLN districts that their students were ready to dive in over the summer. Some took accelerated courses, while others engaged in hands-on projects and connected to career learning. Some of the students even took on the role of lead teachers in summer learning classes for younger students. We saw over and over again that, given the chance, students welcomed opportunities to learn and grow and build confidence.<br></div></li></ol><p>Summer is a time to address opportunity gaps. Let’s not let this valuable resource pass us by. If we start now, we have a runway to rethink the way we approach summer learning. We can take advantage of the time and the resources available to plan an extraordinary summer for young people across the nation—a summer where we can engage them, nurture them and connect with them in ways that maximize their potential. &#160;&#160;&#160;&#160;&#160;<br></p><p><br></p><p><br></p><p><br></p><p><br></p><p><br></p>Nancy Gannon1302023-01-10T05:00:00ZAcademic loss and mental health issues continue in the wake of the pandemic—can summer programs help turn the tide?1/10/2023 8:16:53 PMThe Wallace Foundation / News and Media / Wallace Blog / Let’s Make Summer a Season of Opportunity for Students Academic loss and mental health issues continue in the wake of the 755https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
It's Here: Wallace's Top Ten Posts of 20221922GP0|#b68a91d0-1c13-4d82-b12d-2b08588c04d7;L0|#0b68a91d0-1c13-4d82-b12d-2b08588c04d7|News;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​​It has been a busy year here at Wallace. But don’t just take our word for it. Let’s look at a few numbers. Since January 1, 2022, we’ve&#58;</p><div class="wf-Element-BlueBullet"> Launched a new five-year arts initiative with 18 arts organizations of color </div><p></p><div class="wf-Element-BlueBullet">Received&#160; more than 1,700 submissions for a new funding&#160;&#160;opportunity focused on adolescents</div><div class="wf-Element-BlueBullet">Continued working with eight large school districts to explore how to build pipelines that can produce school leaders capable of advancing their own district’s vision of equity</div><div class="wf-Element-BlueBullet">Published more than 50 reports and articles, including the last of three “knowledge syntheses” examining what recent research says about important topics in school leadership</div><div class="wf-Element-BlueBullet">Launched two podcast series</div><div class="wf-Element-BlueBullet">Hosted several webinars and events, some with thousands of attendees</div><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p>Much of this work has been captured by our editorial staff and guest authors on The Wallace Blog, as you'll see in our annual Top Ten Blog Posts. We think the list gives a good sense of the breadth of our work while highlighting common themes, such as how people working in education and the arts are still experiencing effects from the pandemic, and how everyone is craving conversation (online or, thankfully this year, sometimes in person) with experts and their peers along with data and research.<br><br> We hope you enjoy revisiting these stories, and we hope you learn something new!<br><br><strong>10. </strong> <a href="/News-and-Media/Blog/pages/focusing-on-principal-wellness-6-questions-for-school-leaders.aspx"> <strong>Focusing on Principal Wellness&#58; 6 Questions for School Leaders&#58;</strong></a><strong> </strong>Four principals—who, together, have more than 30 years of experience as school leaders—discuss what inspired them to become principals, how they deal with burnout and the impact of the pandemic, among other topics.&#160; <strong></strong> <br> <br> <strong>9. </strong> <a href="/News-and-Media/Blog/pages/how-can-music-organizations-be-more-inclusive.aspx"> <strong>How Can Music Organizations Be More Inclusive?</strong></a><strong> </strong>In a Chamber Music America podcast episode, Slover Linett researcher Melody Buyukozer Dawkins highlights several insights from a recent study exploring 50 Black Americans’ perception of the arts. She also gives a few key takeaways for ensemble music professionals to use in their own work.<strong></strong><br><br><strong>8. </strong> <a href="/news-and-media/blog/pages/three-districts-one-principal-pipeline.aspx"> <strong>Three Districts, One Principal Pipeline&#58;</strong></a><strong> </strong>In this deep-dive into a sparsely populated section of rural Nebraska, we see how three small districts pooled their talent and resources to implement systemic improvements to the preparation, hiring, support and management of principals.<br><br><strong>7. </strong> <a href="/News-and-Media/Blog/pages/how-can-arts-and-culture-organizations-be-more-welcoming.aspx"> <strong>How Can Arts and Culture Organizations Be More Welcoming?</strong></a><strong> </strong>Slover Linett researchers hit our Top 10 list twice this year, this time in a conversation upon the release of their report exploring Black Americans’ perspectives on arts and culture. The report also delves into how organizations can better support Black communities and work to earn their trust and make them feel welcome.<strong></strong><br><br><strong>6. </strong> <a href="/News-and-Media/Blog/pages/five-takeaways-for-developing-high-quality-principals.aspx"> <strong>Five Takeaways for Developing High-Quality Principals&#58;</strong></a><strong> </strong>Two reports released in 2022 show how states, districts and universities all have a role to play in improving the quality of principal preparation. Authors from the two research teams presented highlights from their work​, along with a panel of experts to help dig into the findings. This blog post recaps five key takeaways from that conversation. <strong></strong> <br> <br> <strong>5. </strong> <a href="/News-and-Media/Blog/pages/why-afterschool-programs-need-social-and-emotional-learning-sel-now.aspx"> <strong>Why Afterschool Programs Need Social and Emotional Learning Now&#58;</strong></a><strong> </strong>Read highlights from a webinar jointly hosted by The Afterschool Alliance, Every Hour Counts and the Forum for Youth Investment, which emphasizes how afterschool programs have used SEL strategies to help children throughout the pandemic.<strong></strong><br><br><strong>4. </strong> <a href="/News-and-Media/Blog/pages/social-and-emotional-learning-in-the-spotlight.aspx"> <strong>Social and Emotional Learning in the Spotlight&#58;</strong></a><strong> </strong>This post breaks down our three-part podcast series, <em>Let’s Talk Social and Emotional Learning</em>, into short video clips in which Harvard’s Stephanie Jones highlights key topics in <em>Navigating SEL From the Inside Out</em>. <br><br><strong>3. </strong> <a href="/News-and-Media/Blog/pages/helping-arts-workers-navigate-pandemic-induced-burnout.aspx"> <strong>Helping Arts Workers Navigate Pandemic-Induced Burnout&#58;</strong></a><strong> </strong>Arts organizations offer up a slew of resources and ideas to support health and wellness for people working in the arts. <strong></strong> <br> <br> <strong>2. </strong> <a href="/News-and-Media/Blog/pages/two-summer-programs-inch-towards-normal-as-covid-subsides.aspx"> <strong>Two Summer Programs Inch Towards Normal as Covid Subsides&#58;</strong></a><strong> </strong>What can summer do to help overcome the havoc Covid-19 has wreaked on young people’s lives? A fair bit, according to the parents, kids and staff we interviewed at two summer programs in New York and New Jersey. In the number two blog post of the year, they talk about their experiences, how the programs had to adapt due to the pandemic and what their plans are for the future.&#160;<strong> </strong> <br> <br> <strong>1. </strong> <a href="/News-and-Media/Blog/pages/new-research-points-to-a-looming-principal-shortage.aspx"> <strong>New Research Points to a Looming Principal Shortage&#58;</strong></a><strong> </strong>Teacher burnout and shortages have been hot topics all year in the news. But what about principals? In the most viewed blog post of 2022, school leaders discuss how the principal role is changing, why four in ten principals surveyed said they might soon leave the profession and what to do about it.​<br><br></p>Jenna Doleh912022-12-13T05:00:00ZYour favorite reads this year touched on everything from SEL to principals to community arts12/13/2022 3:37:27 PMThe Wallace Foundation / News and Media / Wallace Blog / It's Here: Wallace's Top Ten Posts of 2022 Your favorite reads this year touched on everything from SEL to principals to 769https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Study Seeks to Understand Adults Working with Young People Outside of School 1495GP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​Millions of professionals and volunteers work with young people every day in the many settings where they play, learn and grow outside of the school day. To learn more about these youth-serving professionals, the American Institutes for Research (AIR) is conducting a study, with support from Wallace. The study includes a national survey called the <a href="https&#58;//powerofussurvey.org/"><em>Power of Us Workforce Survey</em></a>, in which the results are intended to ultimately better support the youth workforce and inform policy, practice and further research.</p><p>In this Q&amp;A, Deborah Moroney, a vice president at AIR, and Ann Stone, senior research officer at Wallace, reflect on this work. This post originally appeared on the <a href="https&#58;//workforce-matters.org/">Workforce Matters</a> website and is reprinted with their permission.</p><p><strong>The Wallace Foundation&#58; What is the Youth Fields Workforce Study?</strong><strong> </strong></p><p><strong>Deborah</strong>&#58; The U.S. Department of Education has challenged educators to <a href="https&#58;//engageeverystudent.org/">engage every student</a>. But who are the adults who are allies to, support and foster learning and development outside of the school day? While we know that those who work in youth fields play an important role, we lack the broader knowledge, context and holistic understanding of these individuals’ experiences and career pathways. The Youth Fields Workforce Study is a nationwide effort to fill that knowledge gap and gain critical insights into the people who make up these fields, where they work, what they do and what supports they need to continue engaging in transformative work with young people. </p><p><strong>WF&#58; Why did the Wallace Foundation decide to invest in the Youth Fields Workforce Study?</strong><strong> </strong></p><p><strong>Ann</strong>&#58; Over the years, we’ve heard anecdotal evidence that staffing has been a consistent challenge for out-of-school time programs. The COVID-19 pandemic, and the associated labor shortage it caused, only made things worse. For example, a <a href="http&#58;//afterschoolalliance.org/documents/Afterschool-COVID-19-Wave-6-Brief.pdf">survey by the Afterschool Alliance</a> found that the top two concerns among afterschool providers were finding staff to hire or staffing shortages and maintaining staff levels through health concerns and safety protocols.</p><p>Given this, we felt it was important to learn more from the field itself about the state of the workforce. </p><p>The challenge is not a trivial one. Skilled staff are crucial to fostering the <a href="/knowledge-center/pages/the-value-of-out-of-school-time-programs.aspx">many benefits </a>that afterschool and summer programs can provide young people—including new skills, exposure to new experiences, academic gains, awareness of career options, and life skills like persistence. These benefits vary, based on how programs are designed. But no matter what kind of program, we know that staff are central to creating positive relationships with young people, setting the climate, and sharing special expertise. Hardworking, well-trained staff play a key role in quality, and quality plays a key role in outcomes, so it’s important that this vital workforce is better understood—and supported. </p><p><strong>WF&#58; What do you hope to learn from the results of the Youth Fields Workforce Study?</strong><strong> </strong></p><p><strong>Ann&#58;</strong> The study is unusual in how thoroughly it seeks to incorporate views from those actually <em>in </em>the workforce. It will offer a window into who makes up the workforce, their career pathways, how they see their expertise and training needs, thoughts on job mobility, and retention. In capturing the lived experience of the staff who are forming relationships with youth, teaching skills and setting the climate, this study by AIR will not only help the field understand the challenge—but also suggest solutions. For example, understanding what motivates staff to stay in this field could be used to help attract new staff. This information should be especially useful since the pandemic, along with the influx of federal funding, have elevated the importance of afterschool and summer programming. </p><p><strong>Deborah&#58;</strong> There are real and practical uses for the survey findings, which is timely because we know that this field is not immune to <a href="https&#58;//www.edweek.org/leadership/afterschool-programs-are-low-on-staff-leaving-students-unsupervised-and-underserved/2022/03">shifts in the labor market</a>. Our partners tell us they will use the survey data to make the case to expand access to programs for youth, prioritize professional development supports, and develop career pathways for adults. But we need the information first, and we need your help! If you are part of the youth fields workforce, share your story by taking the survey. If you support the youth fields workforce, help us spread the word by sharing the survey with your networks. The more people who complete the survey, the more we will know about the adults in the youth fields workforce, and the more we can all do to support them as they support all youth to thrive<br></p>Jenna Doleh912022-12-08T05:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.12/12/2022 3:55:00 PMThe Wallace Foundation / News and Media / Wallace Blog / Study Seeks to Understand Adults Working with Young People Outside of School Millions of professionals and volunteers work 608https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Pennsylvania Voices Unite for a Diverse Pool of Teachers–and Principals 22484GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​The statistics were sobering. Fully half of the public schools in Pennsylvania and more than one-third of the state’s school districts had no teachers of color on staff. <br></p><p>For a team seeking to improve school leadership in the Keystone State, those 2020 figures from the<a href="https&#58;//www.researchforaction.org/research-resources/k-12/teacher-diversity-in-pennsylvania-from-2013-14-to-2019-20/" target="_blank"> Research for Action</a> education research group drove home the need for action.</p><p>After all, the team members reasoned, without a diverse pool of teachers how could school districts hope to have a diverse pool of principals, given that school leader ranks are filled with former teachers?</p><p>The team in question was the Pennsylvania cohort in Wallace’s&#160;<a href="/knowledge-center/pages/all-the-voices-statewide-collaborations-for-school-leadership-under-essa.aspx" target="_blank">ESSA Leadership Learning Community</a>, a six-year effort in which 11 states brought together state education officials, local school districts, community organizations and others to collaborate on promoting high-quality school leadership in their locales. (The ESSA part of the name comes from the Every Student Succeeds Act, a major source of federal funding for education.) These teams were unusual in that they forged partnerships among people and institutions that don’t normally sit at the same table, despite their common interest in improving public school education. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/pennsylvania-voices-unite-for-a-diverse-pool-of-teachers-and-principals/esther-bush-0004_1200xx-1795-1009-0-280.jpg" alt="esther-bush-0004_1200xx-1795-1009-0-280.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;309px;height&#58;174px;" />“For each partner, educator diversity had been a priority,” said Esther Bush, who was the president and CEO of the Pittsburgh Urban League and a member of the Pennsylvania team.&#160; “But we had been working in silos. By coming together, we could see that we wanted the same thing.”</p><p>The team was comprised of state, district and local partners&#58;<br></p><div class="wf-Element-BlueBullet">A+ Schools, which works to improve equity in Pittsburgh schools</div><div class="wf-Element-BlueBullet">Duquesne University</div><div class="wf-Element-BlueBullet">The Heinz Endowments</div><div class="wf-Element-BlueBullet">NEED (Negro Educational Emergency Drive), which helps students prepare for and access college</div><div class="wf-Element-BlueBullet">Pennsylvania Department of Education </div><div class="wf-Element-BlueBullet">Pennsylvania Educator​ Diversity Consortium, a nonprofit working to increase educator diversity in the state</div><div class="wf-Element-BlueBullet">Pittsburgh Public Schools</div><div class="wf-Element-BlueBullet">The School District of Philadelphia</div><div class="wf-Element-BlueBullet">Urban League of Greater Pittsburgh, the local affiliate of the national civil rights organization </div><p>Initially, the group hoped only to add a written chapter on equity to the superintendent’s academy, a two-year professional development program for school leaders across the state. Eventually, it set its sights on galvanizing the entire state around diversifying the teacher workforce, beginning with the western part of Pennsylvania, which had fewer teachers of color than the eastern part.</p><p>The result to date? A number of accomplishments. Using technical assistance grants, the team commissioned a study on how to recruit and retain teachers in western Pennsylvania. It then began working with Pennsylvania universities on an effort, now in its early stages, to help high schoolers develop an interest in teaching and provide a pathway into the universities’ education programs.</p><p>In addition, the state education agency co-sponsored a number of conferences and meetings focused on the need for a more diverse school leader workforce. The agency’s work incorporated evidence from the Urban League about the beneficial impacts on students of having a diverse educator workforce, as well as data on the disparity between percentages of Black students and percentages of principals of color. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/pennsylvania-voices-unite-for-a-diverse-pool-of-teachers-and-principals/Andy-Cole-150x188-1.jpg" alt="Andy-Cole-150x188-1.jpg" class="wf-Image-Left" style="margin&#58;5px;" />One key to the progress was that the team members worked together well. Andy Cole, an education consultant who facilitated the team’s work for Wallace, points to the simple fact that the Pennsylvanians were able to have dinner together the night before their day-long convenings and got to know each other one on one. “Breaking bread helps you see each other as people,” he said.</p><p>Although the ESSA Leadership Learning Community formally ends in December of 2022, the Pennsylvania team is hoping to sustain its endeavors through a coalition it formed with the Pennsylvania Educator Diversity Consortium, a nonprofit working to increase the number of teachers of color in the state. “This is an effort that worked,” Bush said. “The United States needs these new models.”</p><p>For states seeking to develop similar efforts, Bush urges state leaders to look to expanding work that is already under way.</p><p>“It might be a small community organization, it might be a PTA in a single school,” she said. “Try to reach out and pay attention to the baby steps that are being made and try to expand those steps into something that can positively impact all of our efforts.”</p><p>Here are three lessons the team learned along the way&#58;</p><h3 class="wf-Element-H3">Community-based organizations deserve a seat at the table – sometimes at the head of the table.</h3><p>The effort “encouraged all voices to be heard and respected,” said Bush, underscoring the importance of making sure the community perspective was represented. “This taught communities that their voices were powerful.”</p><p>Cole saw the community partners on the team shift into more of a leadership role as it became apparent that district and community engagement would be a significant part of the work. The community-based organizations had stronger relationships with the school districts than the state department of education, according to Cole. And in turn, by bringing those community voices up to the state level, the state agency helped elevate and amplify the community’s efforts and needs around teacher diversity.<br></p><h3 class="wf-Element-H3">Data are key to garnering support.</h3><p>A turning point in the Pennsylvania team’s work was the introduction of a map which depicted vivid data on the percentage of teachers of color in each school district in the state.<br><br><img src="/News-and-Media/Blog/PublishingImages/Pages/pennsylvania-voices-unite-for-a-diverse-pool-of-teachers-and-principals/ELN-Meeting-6_3_22---2022-06-03-10-map.jpg" alt="ELN-Meeting-6_3_22---2022-06-03-10-map.jpg" style="margin&#58;5px;" /><br><br></p><p>The map clearly illustrated that teachers of color compose less than 5 percent of the teacher workforce in the vast majority of districts, with many districts having no teachers of color at all. Seeing the data so starkly laid out shifted not only the focus of the group but its engagement in the effort. The team, particularly state agency leaders, realized lack of teacher diversity was a significant problem for districts, communities and students that needed to be urgently addressed, according to Cole. </p><h3 class="wf-Element-H3">Strong relationships and trust are critical to collaboration.</h3><p>“We were working with people, not organizations,”&#160; Cole said of the relationships built as part of the learning community. “Those relationships cannot be minimized.”</p><p>Cole pointed to “good-faith” conversations between team members as well as learning from other state teams as crucial to making progress. He noted that it was helpful to see other states grappling with their own challenges and to jointly acknowledge that the work is hard.</p><p>“States should know it’s okay to interact with other states and other organizations,” he said. “You can learn a lot from each other.”</p><p>Bush saw that trust build over time. She observed that while each organization or individual may have had a different approach, the team members respected those differences because they all had the same end goal – to improve educator diversity and, in turn, better support all students in Pennsylvania.<br></p>Andrea Ruggirello1142022-11-30T05:00:00ZHow data and cooperation helped make educator diversity a Keystone State priority12/1/2022 4:39:11 PMThe Wallace Foundation / News and Media / Wallace Blog / Pennsylvania Voices Unite for a Diverse Pool of Teachers–and Principals How data and cooperation helped make educator 391https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Focusing on Principal Wellness: 6 Questions for School Leaders19363GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61​ <p>​For many, this year has been the start of a return to normalcy. But the overwhelming challenges facing schools, students and principals continue to evolve. According to <a href="https&#58;//survey.nassp.org/2022/?__hstc=180157371.bac77909d6215da4a21e8c328eb24c35.1664827493701.1665580618882.1665602121992.5&amp;__hssc=180157371.4.1665602121992&amp;__hsfp=3339776304#leaders" target="_blank">NASSP’s 2022 Survey of America’s School Leaders and High School Students</a>, one out of two school leaders say their stress level is so high, they are considering a career change or retirement, and three-quarters of school leaders report they needed help with their mental or emotional health last year. </p><p>That’s why the focus of this year’s <a href="https&#58;//www.principalsmonth.org/celebrate-your-principal/" target="_blank">National Principals Month</a> is on principal wellness. Celebrated every October, National Principals Month is an opportunity to honor school principals for their leadership and tireless dedication to their students and schools.</p><p>We spoke with four principals—who, together, have more than 30 years of experience as school leaders—about what inspired them to become principals, how they deal with burnout and the impact of the pandemic, among other topics. Their responses have been edited for length and clarity.</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Kimberly_Greer_Photo.jpg" alt="Kimberly_Greer_Photo.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;189px;height&#58;252px;" />​<em>Kimberly Greer started her fifth year as principal at Langley High School in McLean, Virginia, this year.</em></p><p> <em> </em></p><p> <strong>What inspired you to become a principal?</strong></p><div> <em>​</em>I have been inspired by the need to ensure success for all students. While it is easy to focus on the majority, we must make sure all students are seen, respected and their needs properly addressed. I feel it is my calling to ensure each student is valued and feels a part of their school community.</div><div> <strong><br></strong></div><div> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job?</strong><br></div><div> <strong><br></strong></div><p>Being a principal has never been easy. However, since the pandemic, school leaders have had to work on supporting the emotional needs of stakeholders. In addition to meeting the needs of students, we’ve had to address the emotional wellness of staff members. Mental health challenges faced by students are greater. The biggest impact of the pandemic is it has provided opportunities to have conversations regarding mental health. We’ve used the pandemic as a chance to normalize these conversations and to remove the stigma associated with the topic. </p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>I haven’t experienced burnout, but weariness has been felt at varying times over the past two years. I approach each day as a new opportunity. This has helped me to avoid burnout. Educational leadership isn’t easy. What keeps me going is the recognition that I have thousands of students and their families depending on me, as well as hundreds of staff members. I must provide support to all stakeholders so we are able to remain focused on students and their success.</p><p> <strong>What do principals need in order to feel supported?</strong></p><p>We need first and foremost for our humanity to be recognized. We are people who carry the weight of our schools, divisions and communities on our shoulders. We need people to check on us and make sure we're okay. Concern for our mental and physical wellness goes a long way. We are strong individuals, but we are human.<br></p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>Build your network. Realize you can’t do it alone. Have fun. The job is tough, but find joy in the work. Young people are incredible, and we’re blessed to be a part of their journeys.</p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The best part is seeing your vision realized. It is incredible to consider that our decisions today will continue to impact our students long after they graduate. The experience that will stay with me is hearing seniors at last year’s graduation recite the sign-off I have used during the morning announcements since I became principal in 2018. This gesture meant they were listening and taking to heart the message I work daily to impart to students&#58; be kind-hearted human beings who take care of yourselves and one another.<br><br> </p><p> <em> <img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Twainna_Fortner_Calhoun_photo.jpg" alt="Twainna_Fortner_Calhoun_photo.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;195px;height&#58;195px;" />Twainna Calhoun, principal at Good Hope Middle School in Ouachita Parish, Louisiana, has been in school administration for 20 years and has been principal at her current school for 17 years. </em></p><p> <strong>What inspired you to become a principal?</strong></p><p>I think I've always had leadership in me. I have nine siblings, and I was led by awesome principals during my career. Every one of my principals saw something in me that they also thought would make a good leader. The legacy laid out in front of me inspired me to be a principal.</p><p> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job? </strong></p><p>The isolation. The students, teachers and parents had been social distancing. And we’re finally getting back to where we were in March 2020. The isolation had a huge impact on my building and getting everyone motivated again. It seemed like the students post-pandemic lost motivation and had given up, but we just had to make it fun again. For instance, we started having pep rallies and spirit days again. The kids really enjoy that. That’s part of the school experience. The social aspect is important as well as the academics.</p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>I have, definitely. As a matter of fact, this time last year I was job searching. I just thought I couldn’t do it anymore because one thing after another was compounding. But my principal colleagues—being a part of NASSP, being a part of the Louisiana Association of Principals—have helped me. Listening to their stories and knowing that I’m not alone helped me realize I can get through this. I’m not trying to be cliché, but the first day of school this year was probably the most excited I’ve been because I just put the spirit back into being a principal. I was born to do this. I came back and remembered my purpose. There are going to be roadblocks. My students, my staff and my own children are what inspired me to keep going. </p><p> <strong>What do principals need in order to feel supported?</strong></p><p>Districts can show support by attending our sporting events. It is helpful for district personnel to drop in and visit, not simply when there is a crisis. An &quot;atta girl&quot; goes a long way when you are a building leader. </p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>Be confident. Because you are the building leader. You have to make decisions that are not popular, but you have to be confident in what you do. You have to be intentional, and be a good listener. Listening goes beyond paying attention when other people talk. It’s your response. You have to be a motivator. But I think the most important thing is being confident in what you do. You have to be prepared to be the decision maker. Take the bad and the good. You’re going to get the praise one day, and not so good feedback the next. Be organized. Be balanced, and be a visionary. You have to see beyond tomorrow.</p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The best part of being a principal is building relationships. I was born and raised here, and I’ve been in my building for 17 years. I’ve built relationships with teachers, and even after they’ve retired, I still communicate with them. One of my students is about to be my dentist now. Another student is now a teacher in our building, and he said I inspired him to become a teacher. I’ve actually had three students come back to teach. So just that experience of them coming back and wanting to be part of the process will stay with me long after I’ve retired.<br><br></p><p> <em><img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Aaron_Huff_Headshot.jpeg" alt="Aaron_Huff_Headshot.jpeg" class="wf-Image-Right" style="margin&#58;5px;width&#58;189px;height&#58;284px;" />Aaron Huff, principal at Benjamin Bosse High School in Evansville, Indiana, spent three years working as an assistant principal and has now been a principal for 11 years. </em></p><p> <strong>What inspired you to become a principal?</strong></p><p>I started working at the YMCA in youth outreach my senior year of high school and continued that work through college as an afterschool care supervisor while attending Ball State University. Upon graduation, I returned to my school district and started working as a site coordinator. During my time at BSU, my mother had become an assistant principal, and I watched her impact generations of children and families. She became a highly recognizable assistant principal and principal. One who garnered the respect of the whole community. People always spoke about the impact she had on their life. Little did I know that my becoming a principal would lead to me replacing my mother as the principal of Bosse High School. </p><p> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job? </strong></p><p>I would say the biggest impacts the pandemic has had on the principalship relate to the mental health of students and staff. Also, I have seen an increase in student apathy. We are now experiencing the ripple effects of a prolonged pause in education. There are economic impacts and prolonged health impacts. The shortage of teachers and administration is a real challenge for the future of education.</p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>I'd be lying if I said I hadn't. I am just fortunate to have a village around me that is extremely supportive and encouraging. I work with great individuals and students that keep me motivated. Burnout is experienced when I have to deal with the outside noise around education that prevents me from doing the things most important to our children and advancing our school. I also try to find the &quot;balance,&quot; literally and figuratively. I have taken up hot yoga, and that time on the mat is precious and is the opportunity for me to hit the reset button.</p><p> <strong>What do principals need in order to feel supported?</strong></p><p>I think principals need to be heard. Their voice then causes decision-makers to reevaluate, reconsider and adjust policy, practice and protocols that negatively impact the principalship. Acknowledge and support the work principals are doing to improve student educational outcomes.</p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>Anyone can put time and energy into a position. As a principal, pour your heart into it, and keep students at the center. Organizations can't grow without great leaders willing to grow the people around them while they grow. Seek out various perspectives and schools of thought. Don't be consumed by maintaining day-to-day operations. Choose to think outside the box, and give permission to the people you lead to think outside the box. </p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The students, families, colleagues and friends you interact with daily. They become your family. I love the ability to alter a young person's life for the better.&#160; I value collaborative leadership and learning from others. Giving space for teachers to become leaders within the building. Creating an environment that students, families and community members love and want to be a part of. I cherish the connections with students and former students. Those are great memories. When you run into former students in the community, and they simply say thank you and share what they are doing now is what will stay with me.<br><br></p><p> <em><img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Lawson_Charles_Derrick__Headshot_2022.jpg" alt="Lawson_Charles_Derrick__Headshot_2022.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;159px;height&#58;239px;" />Derrick Lawson has been principal at Indio High School in Indio, California, for seven years and is in his 37th year of working in education. <strong></strong></em></p><p> <strong>What inspired you to become a principal?</strong></p><p>During my high school years, I was facing some significant personal life challenges. One of the assistant principals at my high school went the second, third and fourth mile to make a difference in my life and to ensure that the potential he saw in me would come to fruition. He and his wife both invested time and resources to help me stay connected to school and get through the circumstances that could have resulted in my going off in a direction that would have led me to become a very different person from who I am today. I want to do the same for others.</p><p> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job? </strong></p><p>First, recalibrating the way I spend my time in order to address the needs of my staff. We’ve had to find a new balance to their own responses to trauma and new energy levels when they are taxed to the point of exhaustion trying to meet the needs of students in this new post-COVID paradigm. The second biggest impact is leading my school family in the reestablishment of our school culture. So many of our kids came back impacted by anxiety, fear and personal trauma, or they have returned with an exuberance and zeal for being back at school. There really is no middle ground and, in reality, only my seniors were truly a part of the school culture that existed prior to the pandemic. It is as if we are having to begin at “ground zero” once again. I am perpetually reminding everyone that we cannot take for granted that all of our staff and students fully remember, understand or embrace all of the traditions, expectations and experiences that make us who we are as a school.</p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>While burnout has not been something I’ve experienced, I will say yes, I have experienced some exhausting times of stress and have had to take some specific actions to make sure that burnout does not become a potential on my horizon. I make it a point daily to take a break and find my point of joy. When I was an elementary school principal, that was visiting a kindergarten class full of kids hanging on my pant leg and wanting to hang all over me as I read a story to them. That was such a gratifying and fulfilling experience. In my high school, it may be shooting a few hoops at PE with some of my kids, going to the band room and having an impromptu performance on the piano during a practice piece or joining a science lab group as one of the students. My kids keep me level.<strong></strong></p><p> <strong>What do principals need in order to feel supported?</strong></p><p>From parents, principals need patience and grace. We care about their kids, too! But when we are juggling so many things at once, some days it is like drinking water from a firehose. I tell my parents, your issue or concern is not lost or ignored, we just may need time to be able to address it appropriately. From peers, we need one another’s empathy on those challenging days. Brilliance and expertise on days when we need to tap the skill set of others so that we can learn. Being the leader at the top can be a solitary place at times. From the district, we need flexibility in mandates and deadlines. Every day is different as we strive to uplift our staff and students and as we try to address the demands and pressures to provide a “return to normalcy” while also entertaining the changes of a whole new education paradigm. From students, we need their commitment to&#58; experience school—get involved in activities, clubs, sports and career tech pathways; Explore—new learning, stretch yourself, grow; and Exhibit—good character, acceptance of others, making good choices and being a member of our school family.</p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>I feel strongly that as school site administrators, we have the potential to have the greatest impact on shaping the next generation. I recommend my own version of the ‘three R’s’&#58; relationships, reflection and renewal. It is important that we take the time to first build relationships with fellow site administrators and to provide mutual support and inspiration. Second, it is important to end each and every day with a moment of reflection. What would you do differently? Give yourself some kudos and reflect on something you did well or on how you made an impact, and let that be the last thing you think about when you go home for the evening. Make certain that it is not the challenges, but the successes that you bring home with you. Finally, take time for renewal. Refill your emotional bucket with some self-care. Refill your professional bucket by learning something new. And then include time for physical renewal with exercise, meditation, or something else that recharges your battery.</p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The best part about being a principal is the relationships that we build as we seek to guide and develop better talents for the futures of students and staff. I have a folder that I call my “blue folder”. Here I save every card, every story, every email—the smiles, the memories and the treasured moments where I was able to make a difference. While I may not be rich in dollars, I am one of the wealthiest people you will ever meet when it comes to memories and connections. I am blessed daily to cross paths with people who, over my years as a principal, stop to share a smile, a hug, a thank you or a treasured memory. That is pure gold.</p>Jenna Doleh912022-10-26T04:00:00ZFour principals reflect on their experiences and share how we can support them during National Principals Month—and throughout the year.10/26/2022 6:23:06 PMThe Wallace Foundation / News and Media / Wallace Blog / Focusing on Principal Wellness: 6 Questions for School Leaders Four principals reflect on their experiences and share how 3645https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Exploring History and Culture with Arts Organizations of Color10216GP0|#a2eb43fb-abab-4f1c-ae41-72fd1022ddb0;L0|#0a2eb43fb-abab-4f1c-ae41-72fd1022ddb0|The Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​​​​​​​​​​​Arts ​organizations founded by, with and for communities of color are relatively underrepresented in research, with limited&#160;information available about their founding histories and how these histories might shape an organization’s purpose, culture and work.&#160;That’s why, when we launched <a href="/News-and-Media/Blog/pages/arts-open-call-yields-250-submissions-from-organizations-of-color.aspx">o​ur latest arts initiative</a>&#160;beginning with&#160;18 organizations rooted in communities of color, we commissioned the <a href="https&#58;//www.ssrc.org/programs/arts-research-with-communities-of-color-program-arcc/" target="_blank">Social Science Research Council </a>(SSRC) to create a fellowship that could not only ​help document the organizations’ history and culture, but could also build research capacity in the field through the support of early career scholars​.</p><p>SSRC has now selected a group of research fellows, who will receive funding to conduct 12-month qualitative ethnographic studies in collaboration with the organizations in the initiative. The fellowship program seeks to support early career researchers who are deeply engaged with the arts organizations of color. The group will participate in conversations with one another and with the broader network of researchers and practitioners in the Wallace initiative. </p><p>Each research fellow will be paired with a specific organization to help explore its unique history, culture and context. The goal is to produce useful information for the organization itself and for other arts organizations of color. Collectively, through cross-cutting analyses, the fellows’ research could also contribute novel insights to the broader body of research and public policy. </p><p> <strong>Meet the first group of fellows&#58;</strong><br> </p><p style="text-align&#58;left;"> <strong> <img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Monica-Barra2.jpg" alt="Monica-Barra2.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;165px;height&#58;220px;" />Monica Patrice Barra</strong> (she/her/hers) is a cultural anthropologist, ceramicist, and assistant professor at the University of South Carolina. Broadly, her research examines the relationship between race, inequality, and geography in the United States. She has explored these topics over the past decade in collaboration with visual and performing artists, policymakers, scientists, community based organizations, and fishermen. Her experience and research has been supported by a variety of institutions across the arts, sciences, and humanities, including&#58; The Princeton University Art Museum, the National Academies of Sciences, the Wenner-Gren Foundation, and the Louisiana Endowment for the Humanities. Her writings on place-based arts, environmental change, and race have appeared in edited volumes and journals in the fields of anthropology, geography, and interdisciplinary humanities. Her first book, Good Sediment&#58; Race, Science, and the Politics of Restoration, is an ethnographic study of wetland loss, environmental restoration, and Black placemaking practices in south Louisiana. She is currently at work on a second ethnographic project on heirs’ property and Black land loss in the US South.</p><p> <em>Monica will be partnering with the <a href="https&#58;//www.ganttcenter.org/" target="_blank">Gantt Center for African American Arts + Culture</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Ying-Diao.jpeg" alt="Ying-Diao.jpeg" class="wf-Image-Right" style="margin&#58;5px;width&#58;159px;height&#58;253px;" />Ying Diao</strong> is an ethnomusicologist and cultural anthropologist with research expertise in relationships between cultural production, ethnicity, and politics, and in the anthropology of religion, voice, and mediation. Her work has focused on the musical dynamics of cross-border ethnoreligious development and resilience among upland communities in southwest China and mainland Southeast Asia. Supported by the SEM Deborah Wong Research &amp; Publication Award and AAS Publication Support Grant, her book project, Muted, Mediated, and Mobilized&#58; Faith by Aurality on the China-Myanmar Border, examines how transnational sound production, circulation, and consumption become integral to the Lisu perception and striving after Christian faith amidst constraints and uncertainties. She earned her Ph.D. in ethnomusicology from the University of Maryland, College Park (2016). She was a Research Fellow at the Max Planck Institute for the Study of Religious and Ethnic Diversity, Germany, from 2017-2019, and a lecturer at the University of Minnesota in Spring 2022.</p><p> <em>Ying will be partnering with <a href="https&#58;//www.ragamaladance.org/" target="_blank">Ragamala Dance Company</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Timnet-Gedar.jpeg" alt="Timnet-Gedar.jpeg" class="wf-Image-Left" style="margin&#58;5px;width&#58;159px;height&#58;212px;" />Timnet Gedar</strong> is a historian with commitments to community engaged research and social justice. She holds an MSc in Social Development Practice, and graduate certificates in African Studies and Museum Studies. Her work includes research, teaching, and practice in intellectual history, political and social movements, Black print cultures, museums, education, and community engagement. She is a daughter of Eritrea and a proud Chicagoan.</p><p> <em>Timnet will be partnering with </em> <a href="https&#58;//chicagosinfonietta.org/" target="_blank"> <em>Chicago Sinfonietta</em></a>.​<br><br></p><p> <strong><strong style="color&#58;#555555;font-size&#58;14px;"><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Nazanin-Ghaffari.jpg" alt="Nazanin-Ghaffari.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;159px;" /></strong>Nazanin Ghaffari</strong> holds a Ph.D. in urban planning and public policy from the University of Texas&#160;at Arlington. She is interested in navigating disciplinary terrain in urban planning, public administration, feminist geography, and social anthropology to highlight the racialized, classed, gendered, and sexualized blind spots and biases found within conceptualizations of public spaces. Her research concerns inclusionary and/or exclusionary strategies incorporated by signature public spaces governance regimes through design, programming, policing, and management processes. She also investigates how design and planning empower historically marginalized communities through artistic interventions and bottom-up innovations to advance social, racial, and climate justice. Trained as an architect, urban designer, and urban planner, Nazanin has over a decade of professional experience with the United Nations Development Programme, UN-Habitat Mitigation Office, Asia-Pacific Slum Upgrading Working Group, Tehran Municipality Research Center, private design firms, grassroots and community organizations in the Middle East and North Texas.</p><p><em>Ghaffari will be partnering with <a href="https&#58;//www.rebuild-foundation.org/" target="_blank">Rebuild​</a></em>.</p>​ <p> <b>​</b></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Davinia-Gregory-Kameka.JPG" alt="Davinia-Gregory-Kameka.JPG" class="wf-Image-Left" style="margin&#58;5px;width&#58;164px;height&#58;179px;" />Davinia ​Gregory-</strong><strong>Kameka</strong>’s most recent research focuses on sociology of the role of arts organizations and their cultural policy landscape in sustaining or disrupting racial capitalism (Robinson, 1983). Her doctoral work (2015-20) was the first piece of research to fully document the closure, aftermath and legacy creation of a Black-led arts organization; the first empirical analysis of what happens at this point of stress. Such closures often happen quickly and are complex. They are sometimes documented after the fact using document analysis and archival material. However, this empirical, data-rich analysis of what happens in real time when an organization implodes is important because it bridges the gap between what policy documents say about the role and function of what policy calls “cultural diversity in the arts” and what happens (and is needed) on the ground. Among other things, her work asks, what is the importance of Black space in the arts in multiple locations across the Black Atlantic, and how is that space created, contested and supported in the pandemic age?</p><p> <em>Davinia will be partnering with <a href="https&#58;//www.blackstarfest.org/" target="_blank">BlackStar</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Cameron-Herman.jpg" alt="Cameron-Herman.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;165px;height&#58;228px;" />Dr. Cameron Herman</strong> is an Assistant Professor in the Department of Sociology and an affiliate faculty member in Africana Studies at Buffalo State College. His teaching and research broadly focuses on understanding the ways marginalized groups experience and navigate social inequalities in urban environments. Cameron has published solo and collaborative journal articles, chapters in edited volumes and online publications on a range of topics including Black artists’ response to gentrification, housing activism and neoliberal governance, Black masculinity in hip hop. In the wake of COVID-19’s onset, Cameron’s research agenda has expanded through collaborations with community partners and equity-minded scholars in the UB Food Systems and Healthy Communities lab to support community-based responses to inequitable food systems in Buffalo, NY. In his free time, Cameron enjoys spending time with his wife and daughter, exploring neighborhoods on his bicycle and photographing everyday life.</p><p> <em>Cameron will be partnering with <a href="https&#58;//www.1hood.org/" target="_blank">1Hood Media</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Raquel-Jimenez.jpg" alt="Raquel-Jimenez.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;164px;height&#58;246px;" />Raquel Jimenez</strong>’s research explores socially-engaged creative practices and the distinct place-based logics that guide community arts organizations. This interest is reflected in her dissertation, “Taking Up Space&#58; Youth Culture and Creative Resistance in a Gentrifying City,” an ethnographic study that examines how youth engage with public artmaking strategies to resist gentrification, while investigating how community arts education structures this process. Raquel teaches courses on art and culture at the Harvard Graduate School of Education and designs participatory community arts programs at the intersection of art, education, and cultural organizing. Her work has been supported by the Ford Foundation and the National Academies of Sciences, Engineering, and Medicine. Apart from research and teaching, Raquel is a member of the Sirens Crew, an all-womxn public art collective working to feminize public space through a variety of visual intervention strategies.​</p><p> <em>Raquel will be partnering with <a href="https&#58;//pregonesprtt.org/" target="_blank">Pregones PRTT</a>.<br></em><br> </p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Asif-Majid.jpg" alt="Asif-Majid.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;249px;height&#58;166px;" />Asif Majid</strong> is a scholar-artist-educator working at the intersection of racialized sociopolitical identities, multimedia, marginality, and new performance, particularly through devising community-based participatory theatre, making improvisational music, and addressing the nexus of Islam and performance. He has published in a range of academic and popular media outlets, and his performance credits include work with the Kennedy Center in the US and the Royal Exchange Theatre in the UK, among others. Asif was a Mellon/ACLS Public Fellow with the San Francisco Arts Commission and a Lab Fellow with The Laboratory for Global Performance and Performance. He earned his PhD in Anthropology, Media, and Performance from The University of Manchester. Currently, Asif is Assistant Professor of Theatre and Human Rights at the University of Connecticut, where he is at work on a book project titled Making Muslimness&#58; Race, Religion, and Performance in Contemporary Britain. Asif can be found online at <a href="http&#58;//www.asifmajid.com/" target="_blank">www.asifmajid.com</a>.</p><p> <em>Asif will be partnering with the <a href="https&#58;//arabamericanmuseum.org/" target="_blank">Arab American National Museum</a>.<br><br></em><u></u></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Jason-J-Price.jpg" alt="Jason-J-Price.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;165px;height&#58;165px;" />Jason J. Price</strong> is an Arts Research with Communities of Color (ARCC) Fellow, working in collaboration with his matched organization to explore how social science research can contribute to a thriving and more equitable arts field. He earned a PhD in sociocultural anthropology from UC Berkeley and an Advanced Certificate in Culture &amp; Media from NYU. His dissertation research, funded by the Fulbright Program, focused on the cultivation of endurance in a Pentecostal ministry in Malawi. His documentary short, The Professor, a portrait of former Interim President of Liberia, David Kpormakpor, has screened at festivals worldwide. From 2018-2020, he was Postdoctoral Researcher at IUPUI’s Arts &amp; Humanities Institute, where he worked with equity-driven arts organizations to improve their reach and efficacy.</p><p> <em>Jason will be partnering with <a href="https&#58;//pillsburyhouseandtheatre.org/" target="_blank">Pillsbury House + Theater</a>.<br></em><br> </p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Jason-C-White.jpg" alt="Jason-C-White.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;214px;height&#58;171px;" />Dr. Jason C. White</strong> is an Assistant Professor of Arts Administration in the Department of Art at Xavier University, where he prepares students for diverse careers in arts administration. An accomplished researcher, educator, author and theorist, White has published in Artivate&#58; A Journal of Entrepreneurship in the Arts, Journal of Arts Management, Law and Society, Innovative Higher Education, and Arts Education Policy Review. White is also the author of Innovation in the Arts&#58; Concepts, Theories and Practices, a recent Routledge publication. White is one of the co-creators of the AAAE Undergraduate Standards for Arts Administration Education. Prior to receiving his PhD in Arts Administration, Education and Policy from The Ohio State University, White earned a BFA from California Institute of the Arts and attended The University of Akron; obtaining a Masters degree in Arts Administration and a Masters degree in Educational Assessment. Learn more about Dr. White at <a href="http&#58;//www.innovationinthearts.com/" target="_blank">www.innovationinthearts.com</a>.</p><p> <em>Jason will be partnering with <a href="https&#58;//www.u-ca.org/" target="_blank">The Union for Contemporary Art</a>.<br></em><a href="https&#58;//www.u-ca.org/"></a>​<br><br></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/DeRon-Williams.jpeg" alt="DeRon-Williams.jpeg" class="wf-Image-Left" style="margin&#58;5px;width&#58;164px;height&#58;291px;" />DeRon S. Williams</strong> is an Assistant Professor of Theatre in the Department of Fine and Performing Arts at Loyola University Chicago and a freelance director and dramaturg. He has published in The Journal of American Drama and Theatre, Continuum&#58; The Journal of African Diaspora Drama. His directing credits include Tarell Alvin McCraney’s The Brothers Size, Regina Taylor’s Crowns, Bruce Norris’s Clybourne Park, and Africa to America&#58; A Celebration of Who We Are, an interdisciplinary performance written by Wendy R. Coleman. DeRon is also co-editor of the forthcoming edited volume titled Contemporary Black Theatre &amp; Performance&#58; Acts of Rebellion, Activism, and Solidarity, as a part of the Methuen Drama Agitations&#58; Politics, Text, Performance series.</p><p> <em>DeRon will be partnering with <a href="https&#58;//philadanco.org/" target="_blank">PHILADANCO!</a></em><a href="https&#58;//philadanco.org/"></a></p> ​<br>​<br><br>Wallace editorial team792022-10-11T04:00:00ZEleven fellows tapped by Social Science Research Council will work with organizations in Wallace’s art initiative11/3/2022 8:07:35 PMThe Wallace Foundation / News and Media / Wallace Blog / Exploring History and Culture with Arts Organizations of Color Eleven fellows tapped by Social Science Research Council 1559https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Lessons from Six Communities Building Students’ SEL Skills2249GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61​<p>​​​​​What can be learned when six communities bring together schools and out-of-school time (OST) partners to support students’ social and emotional learning (SEL)? A lot, apparently.<br></p><p><a href="/knowledge-center/pages/strengthening-students-social-and-emotional-skills-vol2-pt1.aspx">A new report from RAND</a> presents lessons culled from the six school districts that participated in Wallace’s social and emotional learning initiative. The multiyear effort, which concluded in 2021, explored whether and how children can benefit from partnerships between schools and out-of-school-time (OST) programs that were focused on building social and emotional skills.</p><p>The report synthesizes nine cross-cutting factors that facilitated these efforts, such as committed school and OST program leaders, building adults’ social and emotional skills, and establishing trusting relationships.</p><p>Along with the overarching report, RAND produced&#160;<a href="/knowledge-center/pages/district-partner-problem-solving-in-social-emotional-learning-efforts-series-vol2.aspx">six case studies</a>, each focused on one of the districts that participated in the initiative. Highlights from the case studies include&#58;</p><p></p><div class="wf-Element-BlueBullet">In&#160;<a href="/knowledge-center/pages/expanding-social-and-emotional-learning-boston-vol2-pt2.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Boston</a>, the partnership worked to expand students’ access to enrichment and linked the enrichment activities to the school-day curriculum through a shared focus on SEL.<br> </div><p></p><p></p><div class="wf-Element-BlueBullet">The&#160;<a href="/knowledge-center/pages/building-an-effective-social-and-emotional-learning-committe-dallas-vol2-pt3.aspx">Dallas</a> team focused on sustainable SEL practices and formed a steering committee to drive the work forward.</div><p></p><p></p><div class="wf-Element-BlueBullet">Through joint planning, collaboration and professional development, the partnership in&#160;<a href="/knowledge-center/pages/jointly-prioritizing-time-for-social-and-emotional-learning-in-denver-vol2-pt4.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Denver</a> prioritized SEL across in school and after school by making it a part of the daily routine.</div><p></p><p></p><div class="wf-Element-BlueBullet">In&#160;<a href="/knowledge-center/pages/engaging-teachers-staff-parents-social-and-emotional-learning-palm-beach-county-vol2-pt5.aspx">Palm Beach County, Fla.</a>, the team provided SEL training to non instructional school staff and families to help students have positive interactions not only in the classroom but in the cafeteria, on the bus and at home.</div><p></p><p></p><div class="wf-Element-BlueBullet">In&#160;<a href="/knowledge-center/pages/learning-to-focus-on-adult-sel-first-tulsa-vol2-pt7.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Tulsa</a>, the team recognized the need to help the adults working with students to&#160;develop their own social-emotional skills so they could support social and emotional learning for their students and model SEL competencies.</div><p></p><p></p><div class="wf-Element-BlueBullet">And&#160;<a href="/knowledge-center/pages/prioritizing-racial-equity-within-social-and-emotional-learning-tacoma-vol2-pt6.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Tacoma</a> focused on integrating racial equity and restorative practices into its SEL approach.</div><p></p><p>You can read more about the Partnerships for Social and Emotional Learning Initiative&#160;<a href="/knowledge-center/pages/early-lessons-from-schools-and-out-of-school-time-programs-implementing-social-and-emotional-learning.aspx">here</a>. And listen to the stories of several practitioners from the initiative on our&#160;<a href="/knowledge-center/pages/podcast-the-partnerships-for-social-and-emotional-learning.aspx">Partnerships for Social and Emotional Learning Podcast</a>.</p>Andrea Ruggirello1142022-10-05T04:00:00ZStudies explore how schools and community partners collaborated to build children’s social-emotional skills10/5/2022 5:05:52 PMThe Wallace Foundation / News and Media / Wallace Blog / Lessons from Six Communities Building Students’ SEL Skills Studies explore how schools and community partners collaborated 664https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
University's Revamped Principal Training Yields Changes for District, Too45694GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>W​​​​​​hen Henrico County Public Schools and Virginia State University began their partnership six years ago, their goal was to improve the university’s principal preparation program. Here’s what wasn’t on the horizon&#58; redesigning the district’s leadership professional development.&#160;</p><p>But what began as a Wallace-sponsored initiative to ensure that university training of future principals reflected research-based practices, ended up sparking a big rethink of leader prep within Henrico itself. The result? Changes to and expansion of professional development across the spectrum from teacher-leaders all the way up to principal supervisors. </p><p>“This was an opportunity for us to develop a new partnership, to strengthen our principal pipeline and to be involved in the work of the principal preparation program,” says Tracie Weston, director of professional development at Henrico County Public Schools, which serves about 50,000 students in suburban Richmond. </p><p>The&#160; “opportunity” in question was the University Principal Preparation Initiative (UPPI), in which seven universities in seven states each worked with a handful of local school districts and others to reshape their school-leader training programming to incorporate what research has found about everything from curriculum and clinical experiences to candidate admissions. Virginia State was one of those universities, and Henrico County was one of its partner districts, working, like all the other initiative districts, to ensure that the university programs responded to the needs and circumstances of the locales that hired program graduates. </p><p>An unexpected outcome, however, was that working to boost the university programming inspired the district to boost its own development efforts, according to a <a href="/knowledge-center/pages/district-partnerships-with-university-principal-preparation-programs.aspx">study</a> by the RAND Corp. The initiative “raised the visibility of school leadership in the district and created a window of opportunity where district leadership supported PD,”&#160; RAND reported, using the initials for “professional development.” A number of changes resulted. For example, some of the topics addressed in the refashioned district PD, including leadership dispositions and equity, reflected priorities that Virginia State and its partner districts had discussed in redesigning the university program, according to RAND’s <a href="/knowledge-center/Documents/redesigning-university-principal-preparation-programs-full-report.pdf">in-depth examination</a> of the initiative. And Henrico’s PD for sitting principals began pairings of district leaders with sitting principals to emphasize policy and practice–an approach used in the university program. </p><p>Henrico County works successfully with a number of pre-service preparation programs, Weston says. As a district with a highly diverse student population, the school system welcomed collaborating as well with Virginia State, a historically Black university with a strong commitment to educational equity. “Much of our work in the college of education has been to bring about greater equity in the face of teacher education, counselor education and K-12 administration,” said Willis Walter, the university’s dean of education. “We have a fairly simple conceptual framework that is deeply rooted in culturally responsive pedagogy, and I think that is, for the most part, what attracted Henrico to some of the concepts we were teaching. We come at education from the standpoint of everyone has strengths.”</p><p>When it started working with the university, the district had several different programs that looked at pieces of leadership, but not leadership as a whole. </p><p>“To strengthen the things Henrico was already doing well, we wanted to make sure they had the right people at the table and the most vetted and best practices that were out there. And the best way of doing that was us working together,” Walter said. </p><p>The school system and university representatives bonded quickly,&#160; according to Walter. “I think that's because there was a common passion and a common focus,” ​he said. “We had some real knock-down, dragged-out conversations, but because everyone in the room trusted and appreciated the point of view that the other was coming from, it was never taken to an extreme.”</p><p>At the start of the initiative, Henrico had a small team responsible for providing professional learning for school leaders. Because these team members had all been principals, they recognized the need for ongoing, job-embedded professional learning for all leaders, including teachers. Throughout the UPPI partnership, Weston recalls, there were conversations about additional areas that needed to be included in a principal preparation program to ensure that leaders understood the responsibilities of the position, and that they were prepared for those responsibilities. These conversations led to taking a closer look at what professional learning the partner districts themselves were providing for school leaders. </p><p>The “moment of magic” as Weston calls it–the moment that led to the district wanting to revamp its entire professional development process–occurred when Henrico visited Gwinnett County, Ga., whose school district, known for its leader-development endeavors, worked with Virginia State in the UPPI.&#160; </p><p>Within the first six months of seeing the work in Gwinnett (a participant in an earlier Wallace venture), Henrico had developed its Aspiring Leader Academy, a district program designed to help prepare those aspiring to leadership jobs for their future administrative positions. Henrico’s goal was to create a program that was “meaningful, relevant&#160;and sustainable,” according to Weston. The interest in that academy was so high that Henrico expanded and introduced some new features to it.&#160; </p><p>“In year two, not only were we looking to identify our next school leaders, but we also wanted to provide professional learning for teachers who wanted to lead from the classroom–those who wanted to stay but grow,” said Weston. So, Henrico introduced a track for&#160;teacher-leaders. Both aspiring principal and teacher-leader tracks were aligned with national model standards for school leadership, the <a href="/knowledge-center/pages/professional-standards-for-educational-leaders-2015.aspx">Professional Standards for Educational Leaders</a>, and, while in training, the two groups came together for the morning sessions, which were led by the school system’s top administrative leaders–superintendents and directors–so that the candidates had the opportunity to “learn through the broader lens vision of how we work together to maximize student achievement.”</p><p>The afternoon sessions were tailored to the two different tracks, with the aspiring principals in one room and aspiring teacher-leaders in another.</p><p>District leaders also identified a gap in Henrico’s professional learning effort&#58; development for assistant principals. They created a third track based on the teacher-leader effort, called the Assistant Principal Learning Series. In this track, candidates participate in “action research,” where assistant principals look at a problem of practice at their school. In their second year of the program, they can tap into more personalized options–at present more than 17 to choose from.</p><p>“So in the year we kicked off the AP learning series, every leader in Henrico County was getting a minimum of one day of professional learning targeted to an area of leadership where they felt they needed growth,” Weston said.<strong> </strong></p><p>After adding APs, Henrico expanded the program yet again to include principal supervisors. That means that today the district has professional learning opportunities for aspiring leaders to assistant principals and principals all the way up to supervisors.</p><p>There may be more to come. “We're so excited about the work that we were exposed to and the connections we made, that we want to create a statewide cohort of principal supervisors so that principal supervisors across the state are receiving quality, relevant, practical professional learning for their positions,” Weston said.</p><p>Weston and Walter credit the partnership between the university and district for improving principal development on both sides. </p><p>“We were looking at best practice from a theory standpoint, and they were looking at best practice from an application standpoint,” Walter said. “I think the merging of those two benefited both of us. We were able to bring more relevant examples to our candidates that were about to graduate as well as to make sure that our faculty were on the right page when it came to the conversations they were having with prospective administrators in many of our surrounding communities.”</p><p>Although the grant from the University Principal Preparation Initiative has ended, Henrico and VSU have continued their strong partnership.</p><p>“It's an ongoing partnership where we lift one another, we share resources, we share experiences,” Weston said. “We're helping Virginia State see what the boots-on-the-ground challenges are, and how that can be reflected in the coursework that the students are being exposed to so that when they graduate, they are ready for the real-life challenges of K-12.”</p><p>Both Weston and Walter have advice for other districts and universities that wish to take on similar partnerships to revamp the way they develop and support school leaders. </p><p>“We always focused on the K-12 student, not on the personality, not on the administration,” Walter said. “It was all about what is best for the K-12 students in that community.”</p><p>Weston emphasized the importance of being willing&#160; to lean on partners for support. “Have conversations, reach out, make connections,” she said. “Because we learn from one another.”&#160;<br></p>Jenna Doleh912022-09-14T04:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.9/14/2022 2:10:49 PMThe Wallace Foundation / News and Media / Wallace Blog / University's Revamped Principal Training Yields Changes for District, Too How one school district looked to its university 1907https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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