techmission program coordinator resource binder · no written resource can match a human resource....

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TechMission Program Coordinator

Resource Binder

Prepared by Christopher D. Hampson

Presented to: Bil Moony-McCoy

Claire F. Barton Sheridan

In partial fulfillment of his term of service with Americorps, TechMission, and Pope John Paul II Catholic Academy

Boston, Massachusetts

September 2009 – September 2010



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Table of Contents

I. Preliminary Material 3 A. Introduction 3 B. Locations of this Resource 3 II. A Theoretical Foundation 4 A. Open Letter 4 B. YouTube Messages 5 C. Readings 5

1. Maslow’s Theory of Human Motivation (1943) 2. Halpern on the Promise and Challenges of After-School Programs (1999) 3. Taylor and Ballengee-Morris on Service-Learning (2004) 4. Cosden et al. on Homework Programs (2004) 5. Vandell and Shumow on After-School Child Care Programs (1999) 6. Foster on Professional Development for Urban Teachers (2004)

III. Data and Outcomes in Excel 7 A. Building the Worksheet 7 1. Rows vs. Columns 2. Colors & Borders 3. Freeze Cells B. Manipulating the Worksheet 7 1. Sorting 2. Filtering 3. Funneling 4. Autosum 5. Functions: Sum and Product IV. Activity Packets 9 A. Philosophy & Purpose B. Sources for Material V. Gathering Resources 10 A. Volunteers B. Grants C. In-kind Donations VI. Gateway Website 11

The header and footer come from Mitchel Resnick’s Creative Learning Cycle (2007)



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I. Preliminary Material

A. Introduction

No written resource can match a human resource. Ultimately, the best tools for your job will not be tools at all, but people. So I like to think of this resource as a little bit of a person. It includes many of the things I learned from my year as an After School Program Coordinator with TechMission.

This resource is not comprehensive. I couldn’t possibly communicate everything I have learned. Many things are picked up unconsciously. But I have tried to structure this resource in such a way as to extract as much as possible. I’ve begun with some of the best theory that has begun to inform my teaching and I move on to very practical elements. I conclude with a link to the gateway website I designed for the students and staff at my school. This way, as the Internet changes—and with it the world of technological education—I can change the resources I make available.

Thanks for reading!

-Chris Hampson-

B. Locations of this Resource

To make the information as accessible as possible, I have stored this resource in multiple locations:

1. TMC Wiki techmissioncorps.org/cms/wiki/techmission-corps-wiki 2. Thinkfinity Community community.thinkfinity.org

3. After School TechTeam afterschooltechteam.wordpress.com



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II. A Theoretical Foundation

A. Open Letter Dear Reader, In A Place for Truth, Christian philosopher Dallas Willard states, “Our beliefs are the rails upon which our lives run.” If this is true (and I think it is), it explains why theory is so important. What we believe about the nature of humanity—who we are, where we are headed—will influence how we educate our youth and prepare them for a destination. So what do we believe? Who are these young people and where are we helping them to go? Answers to these questions necessarily involve difference of opinion, because they connect to worldview, parts of our vision that are based on evidence, not proof. Let me suggest some points that derive from my Christian theology and ethics, but will nevertheless, I hope, not be overly controversial: We want our children to be morally and ethically successful; we don’t want wealth if justice is sacrificed. We want our children to be socially mature; we don’t want intellect if community is sacrificed. We want them to be happy in creative service; we don’t want fame if it isn’t in the name of a higher good. These are all goals which education can help serve in the lives of young people. And our teaching styles can either inflate or suffocate this burgeoning vision in the lives of our students. Fundamentally, people are on a journey. We want our children to journey well. Much of teaching them that involves letting them see us journey well. We model learning as we facilitate it. As Jesus said, “The truth shall set you free.” Oddly, truth is restrictive. It allows none of the fantasies that could exist, limiting us to the One Truth. But in that limitation, there is freedom. A classroom is the same way. Within the limitation of structure and order, students can find the freedom to learn, experiment, and grow—if the structure is laid out with that end goal in mind! So hit the theory books. Learn the best practices. Bring the best of aspirations and the best of experience to the table, and then when the worst of practical problems hits you—you’ll at least have the right direction and the right tools. God Bless, -Chris Hampson-



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B. YouTube Messages I have recorded several short YouTube messages to share simple thoughts and ideas I learned from TechMission. They are available on my YouTube channel, rubicon1035. C. Readings

Why read? Why not learn from experience alone? Well, given the range of learning styles prevalent among adults, most of us probably need some combination of learning-by-practice and learning-by-theory. Here are some of the best materials I have found.

Copyright law does not allow us to preserve digital or hard copies of published works for any purpose other than personal, non-commercial use. This means that you must go online to access these articles yourself. The upside is that once you know how to access these articles, you can continue researching. And there’s good news: I found all of these articles in exactly the same place, and it’s available for free through the Boston Public Library online system: JSTOR.

JSTOR is a search engine of academic journals. I have provided all of the bibliographic information, so you should be able to run a simple search and find the right article. Log in to JSTOR through the Boston Public Library site using your free card. Go to electronic resources, A-Z list. Click on J. Enter your number, and off you go!

Check out this link for the Scratch articles: http://info.scratch.mit.edu/Research

1. Maslow’s Theory of Human Motivation (1943).

In this watershed article, A. H. Maslow argues that human motivation falls into a rough hierarchy. The more “basic” or “fundamental” needs, if unmet, will organize and drive the other needs, so that a human being who is hungry will be more motivated by hunger than by the desire for relationship, since the hunger is a more basic need. The implications for education are clear: to be successful, an educational program must meet the basic provisional and safety needs of its children before it can hope to motivate them to learn and grow. — Maslow, A. H. “A Theory of Human Motivation.” Psychological Review 50 (1943): 370-396.

2. Halpern on the Promise and Challenges of After-School Programs (1999).

Halpern’s article is cathartic for anyone who has worked in an after-school program. He discusses the history and future of the field and speaks honestly about how funding issues and choices of vision influence the characteristics of a program. Common challenges include underpaid staff, a lack of dedicated space, and shoddy programming. Halpern argues that the field will need to decide how to support its programs, while admitting that no after-school program can make up for the “web of neglect” in which many low-income children find themselves. — Halpern, Robert. “After-School Programs for Low-Income Children: Promise and

Challenges.” The Future of Children 9, no. 2 (1999): 81-95.



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3. Taylor and Ballengee-Morris on Service-Learning (2004).

Pamela G. Taylor and Christine Ballengee-Morris build the case for service-learning, a way of approaching education as a community that reaches out. Outlining the necessary steps, Taylor and Ballengee-Morris draw from experience in a school in Virginia to argue that if we set out to learn as “we,” we will find ourselves learning more than we thought possible. — Taylor, Pamela G. and Ballengee-Morris, Christine. “Service-Learning: A Language of ‘We’.”

Art Education 57, no. 5 (2004): 6-12.

4. Cosden et al. on Homework Programs (2004). Merith Cosden and her team question assumptions about homework programs in after school care, drawing several conclusions from a host of studies. Programs, particularly in low-income areas, succeed the most when they help students (1) raise self-esteem, (2) develop good study habits, and (3) promote engagement with school life. Homework help, however, can have adverse effects if it lowers self-esteem, alienates the child from parental involvement, or prohibits extracurricular activities. — Cosden, Merith, et al. “The Effects of Homework Programs and After-School Activities on School Success.” Theory into Practice 43, no. 3 (2004): 220-226.

5. Vandell and Shumow on After-School Child Care Programs (1999).

Arguing that self-care poses risks for children in inner-city contexts, Vandell and Shumow explore the possibilities latent within after-school programs. Drawing from data across the nation, they look at the characteristics of after-school programs and conclude that the programs are vitally necessary, particularly in low-income areas where parents can have few cost-effective alternatives. They conclude with suggestions for the field. — Vandell, Deborah Lowe and Shumow, Lee. “After-School Child Care Programs.” The Future of Children 9, no. 2 (1999): 64-80.

6. Foster on Professional Development for Urban Teachers (2004).

Michéle Foster shares her innovative professional development program that took place within an after school context. Several teachers shadowed a “master teacher” and then participated in discussions to learn the tricks of the trade. Teachers gradually learned how student problems can often be traced to the teacher. Foster also shares some of the difficulties faced in her program, but ultimately presents it as a model for change in urban schools. — Foster, Michéle. “An Innovative Professional Development Program for Urban Teachers.” The Phi Delta Kappan 85, no. 5 (2004): 401-406.



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III. Data and Outcomes in Excel Make sure you read this manual in front of your computer with Excel open! This manual assumes a basic knowledge of Excel and aims to supplement that knowledge with tips specifically relevant to TechMission or similar jobs. A. Building the Worksheet When using Excel to build a worksheet, design is the appropriate verb, because you should custom-create your worksheet to serve your goals. You must ensure that your structure will be flexible in the ways you need—before you take hours filling it in with thousands of numbers! Here are some tips to get you started. But because you build it to use it, make sure you read Manipulating the Worksheet before you actually do get started! 1. Rows vs. Columns

Typically, columns are for categories and rows are for elements. In other words, if you are building a worksheet with information about each student, put the categories across the top and the students’ names across the left. Use one row per student.

2. Colors & Borders

Colors and borders don’t just make the spreadsheet look nice. When things get really complex, they help you divide out the data into meaningful segments. Use light, pastel colors and thin lines.

3. Freeze Cells

Freezing cells allows you to keep a header row and column preserved on the left and top of your screen while you scroll through lines and lines of data—a very helpful trick! Visit the Microsoft Office page for more information.

B. Manipulating the Worksheet 1. Sorting

Use the sort function to make sure your elements are in the correct order. Make sure that the entire worksheet is selected by clicking on the diamond in the far upper-left corner. Otherwise, you risk sorting only part of your sheet, which can jumble all your data and take hours to iron out. [Data > Sort]



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2. Filtering

The filter function is extremely useful when drawing data from a worksheet. Use [Data > Filter > Autofilter] and small arrows will appear on the top of every row. Click the arrow to filter each column. You can create a custom filter if you need something subtler. Use [Data > Filter > Show All] to clear all of the filters. You must be very careful to clear the filters after you’re done, particularly when filtering in multiple rows, otherwise your data might be incorrect.

3. Funneling

Submitting outcomes involves boiling down large amounts of data into small numbers. In certain cases, you may want to retain some of the original data. For example, TechMission asks for a relatively simple breakdown of race, including only half a dozen categories. But I wanted to keep a deeper record of data. I didn’t want Polish to disappear into White, Honduran into Hispanic, and Cape Verdean into Black. One way to resolve this situation is to create two columns to hold the information. The first contains the exact data. The second contains a code that refers to the data that will be requested. By this method, you can funnel the data into the categories you need, while keeping the original data handy.

4. Autosum

Use the autosum function to count large numbers. Simply click the cell beneath the numbers and click the autosum button: ∑. Since this can be done so easily, whenever you need to count how many elements are “true” in a column—such as how many students completed a tech project—instead of y for yes or some check mark, use the number 1. Note that you cannot have empty cells or the autosum function will not work properly, so be sure to input a 0 for every element that is not a 1.

5. Functions: SUM and PRODUCT

You should learn a few Excel functions if you haven’t already. The two most important will be SUM and PRODUCT. In a cell, you can type in a formula, such as =SUM(). Then select the appropriate cells and your cell will contain the answer. Refer to the Microsoft Office help page for further information.



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IV. Activity Packets

A. Philosophy & Purpose During homework time, resources can often feel strained. There may be a very high student-to-teacher ratio and everyone is asking for help with homework. Or, because of staffing limitations, students who finish early may not be able to leave for another room. Activity Packets help mitigate this problem, offering fun things to do while other students finish their homework or the clock runs out. One philosophy would be to expect that every student spend a fixed amount of after-school time doing academic things, say, one hour. Students who finish early will then be assigned other academic activities. Several problems arise: first, the strategy reeks of busywork, which students can easily sense by 1st grade; second, the strategy requires evaluation of work to draw student interest, adding more time to the preparation; third, the same academic goals could be achieved in much more fun ways; and fourth, and most importantly, the strategy runs against what most students already understand to be their responsibility after school—when you finish your homework, you get to play. I’ve found that fun activity packets work best. They are better than handouts because they last longer in the students’ hands and are easier to collect. They give students a range of material with which to work and a project that could extend from one day to the next. Or they give students something to take home and finish. What should an activity packet include? Fun activities and indirect learning, put together in perhaps ten pages. Give space for coloring, critical thinking, writing, reading comprehension, math, geography, geometric shapes, weather. This is a great place to address common knowledge and seasonal themes. Draw from a variety of materials and don’t be afraid to think outside the box! Label each activity packet and keep a list so that you know which students have completed which packets. Create activity packets for groups of grades. 1-2, 3-6, 7-8 is a fair enough breakdown. B. Sources for Material

• www.edhelper.com requires a subscription, but is worth it for any full-time teacher. • www.kidopo.com great coloring pages, on or offline! • www.coloring-fun.com/advanced-coloring-pages.html great for geometric shapes! • www.colorpagesformom.com fun for the teacher too! • www.coloring-pages-for-all-ages.com seems to have a lot of great stuff!



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V. Gathering Resources

Gathering resources is one of the most important jobs in a Program Coordinator. Much more could be said about this subject than what I will address here. Rather, the purposes of this section is to provide brief orientation. A. Volunteers Having volunteers makes the difference between a good program and a great program. Cesar Espinoza, TechMission member, completed his final project on volunteer management. Refer to his project on the TechMission Wiki for further details. Volunteers come to a school for a variety of reasons, including goodwill, community development, professional growth, and personal growth. Make sure you see the volunteer as a member of a partnership, not as a free staff member. Provide for the volunteers’ needs and make sure the volunteer understands his or her role. Written expectations are best. Collect mailing information. And have a stack of thank you cards ready.

• http://www.christianvolunteering.com • http://www.volunteermatch.com

B. Grants A well-written grant is definitely worth your time. Focus on technology, and have a demonstrable plan that can be quantified. Ask executives in your organization what grants they are working on getting and figure out how you can make the organization more appealing. And help your organization build a development team, even if it’s just a small one.

• http://www.thinkfinity.com C. In-kind Donations My experience suggests that small in-kind donations from organizations are not easy to get. Target places such as Walmart and Shaw’s for gift cards, not specific items. Book drives and food drives appeal to community networks. And I would try for larger, technological items. Operate within current connections, whenever possible. I spent a lot of time doing in-kind donations and the organizations that donated were both local and had a connection to the community. Check out TechSoup as well, which offers discounted technology items to qualified non-profits.

• http://home.techsoup.org



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VI. Gateway Website

My magnum opus this year was a gateway website, built through WordPress, that contains links to all the fantastic websites I’d found. While this resource aims to go much of the way in providing information central to the job of a Program Coordinator, there will always be something left out—and the job always changes! I will be continuing to maintain the After School Tech Team website. It includes workshop activities, recent tech posts, safe chat room links, a list of fun websites, and a resource page for parents and teachers. Check it out at http://afterschooltechteam.wordpress.com Or http://bit.ly/pjptech

techmission program coordinator resource binder · no written resource can match a human resource....

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