WEBVTT

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>> Peter Avila: My name is
Peter Avila, the Principal

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at Marshall Elementary, in
San Francisco, California.

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Marshall is in a district
called the Mission;

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it's predominantly a
Latino neighborhood.

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Our school demographics is
about 78 percent Latino Hispanic.

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The after-school is an
integral part to our community,

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so as the principal, of
course, I have to be involved

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with the after-school
program pretty intensely.

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But it's a fine line because
they have their own program

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and we have our own program.

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So as a second-year principal,

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my first year it was a learning
experience for me, when to step

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in and give my ideas
and when to step back.

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But ultimately as a principal
I am responsible for everything

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that happens at the school.

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So, of course, I need to
be involved quite a bit.

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>> Teacher: Pick another
word off the board

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that you haven't
already written.

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What else?

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>> Student: Um, scholarship.

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>> Teacher: Uh-huh.

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Yeah, put it wherever you want.

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>> Avila: After-school staff

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and classroom teachers
meet once a month,

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and they meet after school.

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The after-school
teachers get released

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by Mission Graduate staff
so they can sit down

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and collaborate with
the classroom teacher.

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And at these meetings they talk

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about what they are
doing curriculum-wise,

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instruction-wise, and
I think as we move

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into more project-based learning
those projects hopefully will

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carry over and be extended
in the after-school program.

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There is also a lot of
informal conversation that goes

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on between the after-school
staff

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and our teachers
just in the hallways.

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And also we have built
in the expectation

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that the after-school staff
will be in the classroom once

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or twice a month just
helping out the teacher,

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just seeing what's
happening in the classroom

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with the regular ed teacher.

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>> Teacher: Let's keep going.

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>> Students: [reading
aloud from a book]

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>> Avila: Before the year
started we had our whole-day

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professional development
that was up for us

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to decide what we wanted to do,

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and as a first-year I saw
a disconnect a little bit

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between the day program and
the after-school program.

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So I felt it was going to
be really important for us

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to increase the collaboration
between the two,

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not only collaboration
but the congeniality

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and the collegiality
between the two.

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And so we spent a
whole day together,

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and it was team building.

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But then we also said, for us
to be successful we need this.

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So the teachers said,
for us to be successful

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for the after-school, we need
the after-school staff to do X,

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Y, and Z. And then the
after-school staff said,

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for us to be successful we need
the day program to do X, Y,

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and Z. And they shared out,
and then they got together

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and they made common agreements,

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this is what they will
do throughout the course

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of the year.

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So the after-school
coordinator, Rebecca,

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and I check in with the teachers
and the after-school teachers

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and see where are we, have
we been following along

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on these agreements, do
you need some support,

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and if they do need support
what support do you need.

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The real key is our lead teacher

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who runs our grade-level
meetings, Ms. Julie Norris.

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She is the lead teacher
who shares that information

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with the after-school staff,
so she knows that data and says

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to them, these are the kids
that need specific help.

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They are almost at the cusp
of becoming proficient,

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so they are going to need
just a little bit of push.

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So for us it's going
to be very targeted.

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We need to be a little bit more
thoughtful regarding the kids

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that are really, really
struggling and how we are going

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to meet their needs,
because the needs

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that they have require
specialized instruction

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that maybe it's outside
of our knowledge base

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of our after-school staff.

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So that's where it becomes
the lead teacher working

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with our day teachers
who also are hired

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on after-school staff
as consultants.

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>> Student: University.

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>> Teacher: All right,
[student name] picked the

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word university.

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>> Avila: I see a difference
between the kids that are

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in the after-school program
and the kids that aren't,

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in a sense of their
connection to their classmates

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in connection to the school.

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On like our Saturday
events, the kids that are

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in the after-school program,
there is a higher majority

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of them that go to the
extracurricular activities;

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that's been my experience.

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So I think they feel more
of a bond to the school

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and to their fellow classmates
and to the staff here.

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>> Student: [reading
aloud from a book]

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"And there were cat-like hunters
with the giant saber teeth."

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[to another student]
Now you read this one.

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I read one page, you
read another page.

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>> Second student: [reading
aloud from a book] "...

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but in this age of..."

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>> Avila: When you have
an after-school program

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and a day program that
work so well together,

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and the after-school
program is seen as a partner

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in the total experience
of the child and family,

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that school becomes so much
more of a community institution

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and [is] seen not only as a
place that kids go to school

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but it's a place to
become a better person.