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Survey and program analysis reveal differing perceptions of collaboration outcomes and highlight how structured afterschool practices can support academics, behavior, and staff communication without overburdening schedules.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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AnnMarie Schamper  \nThroughout my high school and college years, I worked as an assistant group leader in an afterschool program in a New Jersey suburb. My work with the students consisted of helping them with their homework and organizing and leading games and art activities. In the six years I spent with the afterschool program, I never created a relationship with any of my students’ teachers. Not once did I speak with them about students’ strengthsand weaknesses or find out what was going on in the classroom.  \nI never thought twice about the lack of communication between the afterschool staff and the students’teachers until I became a teacher myself. The school where I teach is located in a rough neighborhood in  \nNorth Philadelphia, where most families live in government housing and depend on welfare. The school’s students are 99 percent African American. For many of them, the school is a safe haven from the violence of the neighborhood. Regardless of the hardships my students go through every day, they are the most amazing children I have ever met.  \nDuring my first year of teaching, I connected with my students and their families but hardly talked with anyone outside my grade level, which is kindergarten. As I started my second year of teaching, I reached out to communicate with other professionals. I also became a part of the Afterschool Matters Practitioner Research Fellowship, a small group of afterschool professionals who were eager to learn more about their field and to  \nANNMARIE SCHAMPER is in her third year as a kindergarten teacher at William Dick Elementary School in Philadelphia. She holds a bachelor of science degree in elementary education from Drexel University and is pursuing a master of education degree with a concentration in special education from Cabrini College. She began her inquiry on collaboration between in-school teachers and afterschool practitioners as a fellow in the Afterschool Matters Practitioner Research Fellowship in Philadelphia.  \nuse inquiry to improve their work. The first meeting was an eye-opening experience; I learned about amazing things that were going on in afterschool programs around Philadelphia. I still thought that afterschool programs offered only homework help and games. The Afterschool Matters fellows told me that afterschool programs help students relate what they are learning in school to reallife experiences, providing the students with hands-on learning opportunities and getting them involved in their communities. Hearing this, I started to wonder what the afterschool program in my school did.  \npractitioners. I found that both groups defined collaboration as work toward a common goal, and both saw the value in collaborating with their counterparts, though most in-school teachers hesitated because they felt they didn’t have time for collaboration. Six of the seven teachers who responded to my survey thought, as I had, that the afterschool program consisted of homework help, games, and crafts. Only one teacher knew that the program did projects that supported students’ learning in social studies, science, and literacy. When given a list of three ways that collaboration might affect outcomes, six teachers checked “student academic achievement,”  \nLearning from Afterschool and three checked “student behavior improvement,” and six  \nIn-school Colleagues checked “improved staff communication.”  \nI began my inquiry by sitting down The afterschool practitioners,  \nwith the director of my school’s af- by contrast, were well aware that  \nteisrschprooviodlepdrforgerame of .cThharisge prtoogabramout six of the seven teachers thwieir progrth themaem activs taughittiesdcourirrenglattehde 100 K–5 students from my school. who responded to my school day. Their survey responses It offers literacy programs such as survey thought, as i had, indicated that they wanted to work YouandththeE","cbCais41ez8ut3ra","https://ap.wps.com/l/cbCais41ez8ut3ra","pdf",146182,"English","# Introduction\n## Background and Communication Gap\n# Inquiry and Collaboration Findings\n## Survey Results and Shared Definitions\n## Afterschool Program Practices and Outcomes\n# Conclusion","[{\"question\":\"What communication gap motivated the author’s inquiry?\",\"answer\":\"The author noticed afterschool staff and students’ in-school teachers rarely communicated about students’ strengths, weaknesses, or classroom realities.\"},{\"question\":\"How did the author and other teachers define collaboration?\",\"answer\":\"Both groups defined collaboration as working toward a common goal, though many in-school teachers hesitated due to limited time for collaboration.\"},{\"question\":\"What did the author learn about afterschool program activities and their impacts?\",\"answer\":\"Afterschool practitioners described literacy and project-based learning tied to student achievement, behavior improvement, and improved staff communication, including projects aligned with social studies, science, and literacy.\"}]","voIceS from The fIeld - collaboration between afterschool practitioners and in-school teachers | PDF",1792071819]