moving forward and growing together - Interview with Sylvia Lyles - Ph. D.

Oct 15, 2026

Uploaded by Pentious

Interview content with Sylvia Lyles, Ph.D., program director in the U.S. Department of Education’s Office of Elementary and Secondary Education, discussing her path into afterschool work and her focus areas. She explains how early community-based activities shaped her familiarity with out-of-school programs, highlights a long career in adult literacy, and argues for extended learning time and professional development. She emphasizes adult-education principles and the WIIFM approach to make training immediately useful, engaging, and supportive of youth development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Interview with Sylvia Lyles

Her background and entry into afterschool

Focus on professional development

Motivating participation through WIIFM

moving forward and growing together Interview with Sylvia Lyles Afterschool Matters had the opportunity to talk with Sylvia Ly les, Ph. D., program director of the Academic Improvement Programs Group in the Office of Elementary and Secondary Education at the U. S. Department of Education in Washington, DC. Sylvia works on behalf of all of us in the out-of-school time and school domains to keep our concerns front and center so we can reach our goal of providing the highestquality learning experiences for our children and youth. Afterschool Matters (ASM): We would like tore-introduce you to the audience of the Annual National Afterschool Association Convention and the readers of Afterschool Matters. Can you tell us about yourself and your own journey into the field of afterschool? Sylvia: I grew up in Portsmouth, Virginia. When I was growing up, I was part of the ballet troupe, school band, and track team. But in addition to being involved with those activities, my parents had me involved with all types of activities in the recreation center we had in our neighborhood. That was how I became familiar with the afterschool world. Most of the staff came from the elemen- tary school that I attended. But it wasn’t a very formal, structured process, because we didn’t have to apply to participate. Activities were announced at the elementary school—what was happening after school at the recreation center—and parents in the neighborhood just got you involved. It was a low-income neighborhood, so I’m pretty sure the funds were subsidized. That’s how I became involved, and that’s what I know. I spent 23 of my 29 years of federal service focused on adult literacy, and then I landed at the Department of Education. There is a huge literacy issue here in the United States and particularly in DC. I became interested in what happens before we become adults. What’s happening in our school systems? And lo and behold, the position came open in elementary and secondary education, and for me it was a lateral move. I thought it was my opportunity to really make a difference, especially when I heard it was afterschool within the Office of Elementary and Secondary Education. ASM: Why a particular focus on professional development? Sylvia: Coming from adult education, when I came into the world of afterschool I had a lot to learn. I had a huge learning curve. So I spent a lot of time my first year out in the field, talking to afterschool professionals, providers, researchers, practitioners—people down on the ground Sylvia: We have so much going on. Secretary Duncan who are doing the work every day. And what I continue talks about—and a lot of my colleagues aren’t comfortto hear is that we need a system in place where we can all able with it—a longer day. He realizes that six hours share ideas, we can all learn and grow together. I would a day, five days a week, nine months out of the year love to say that this idea, the work that I’m doing now, is just doesn’t work for successfully educating our nabased on my creativity and innovation. But no, it’s from tion’s children. So he talks extensively about extending the people who work every day down on the ground. the time the children have to learn. He believes that we And what they say to me is,“We really focus on profes- have an unprecedented opportunity to support all stusional development.” I heard that so much while I was out dent learning, especially through positive youth develthere in the field. When I looked at all of the things that I opment. My colleagues at the department, when they needed to do to improve the afterschool program for the go out and talk to the states and to other folks, they U.S. Department of Education, I had to prioritize, because are very clear about including extended learning time. there’s so much we need todo. Iam always fighting for more And they use examples of extended learning time such funding at the department, and I am going to continue to as “after

FAQs

Who is Sylvia Lyles and what role does she hold in the Department of Education?

Sylvia Lyles, Ph.D., is the program director of the Academic Improvement Programs Group in the Office of Elementary and Secondary Education at the U.S. Department of Education in Washington, DC.

Why does she emphasize professional development in the afterschool field?

She argues that professionals need a clear system for sharing ideas and learning and that training should be grounded in adult education principles so it changes practice, not just awareness.

What does the WIIFM concept mean in her view of training effectiveness?

WIIFM stands for “what’s in it for me,” and she says people are more likely to engage when professional development offers clear, immediate benefits that match their learning goals and can be applied right away.

Oct 15, 2026

Uploaded by Pentious