Project Goal: The Program Coordinator Fellow will manage successful implementation of the Springboard Schoolwide pilot program integrating family engagement into class culture and reading habits into students’ homes.
Springboard Collaborative closes the reading achievement gap by coaching teachers, training family memebers, and incentivizing learning so that our scholars have the requisite skills to access life opportunities.
Address 1701 Walnut Street
Total number of Agency Staff Members 4
Agency Budget $2,500,000
The fellow’s duties and responsibilities:
- Track teacher hiring, onboarding, and professional development
- Communicate with school admin and teachers prior to start of programming
- Adapt existing content for new program offering
- Rally the school communities behind the Springboard model
- Maintain accurate warehouse inventory and coordinate materials distribution
- Collect and synthesize program reports and feedback from all stakeholders
- Ensure complete and accurate student data collection and input
- Create marketing materials for family outreach
- Serve as point person for Schoolwide inquiries
- Assist with student registration and ongoing family communication
- Complete administrative paperwork for Springboard and school partners
- Help plan capstone celebrations and on-going team building events
- Identify and respond to specific needs at each school site
- Create program handbook and post-program reflection and report
Skills/qualifications a fellow should have to succeed in the position:
- Belief that the reading achievement gap can be closed
- Experience working in a school setting with K-3 children
- Excellent written and verbal communication skills Ability to use data to inform decision making
- Fiercely organized and execution-oriented
- Acute attention to the smallest detail
- Superior initiative, maturity, humility, strong work ethic, sense of humor, and “can do” attitude
- Demonstrated ability to build relationships with key stakeholders
- Advanced proficiency using Microsoft Word, Excel, PowerPoint
Specific community need that the Philly Fellow will address:
Children spend 75% of their waking hours outside of the classroom, yet our nation does shockingly little to capture educational value from this time for low-income kids. Our system treats their families as liabilities, rather than assets. Students in under-resourced communities lack continuous access to learning at home and school, resulting in slow progress during the school year and chronic regressions over the summer. Research finds that two-thirds of the achievement gap among high school students is attributable to summer learning loss in elementary school. This is symptomatic of an even deeper problem: low-income parents have been excluded from the process of educating their kids. Connecting the dots from elementary school to adulthood tells a sobering story. A student who cannot read on grade level by 4th grade is four times more likely to drop out of high school than his or her proficiently reading peer. Add poverty to the mix, and a student is 13 times more likely to drop out1. Nationally, only 17% of low-income 4th graders are reading proficiently2; not coincidentally, only 9% earn a college degree3. Low educational attainment translates into underemployment and financial hardship. The national adult illiteracy rate of 14% closely mirrors our poverty rate of 15%4. Over a quarter of Philadelphians live in poverty, with 400,000 individuals living below the federal poverty line, and 80.8%5 of public school students qualifying for free/reduced price lunch. In 2014, only 42% of School District of Philadelphia students score proficient or advance in reading on the PSSA. Further, a Pew study shows that Philadelphia has lower per pupil revenue than any other comparable school district in the Midwest or Northeast6. Springboard serves students, families, and communities across the city. In years past, school partners have included District, charter, and Independence Mission schools in west, north, northeast, south, and center city Philadelphia. Our programs target low-performing pre-kindergarten through third grade students in some of the city’s most struggling schools. At the onset of the summer 2015 session, 26% of enrolled scholars were reading at grade level. 1Hernandez, Donald J. (2012). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. The Annie E. Casey Foundation. Baltimore, MD: Retrieved from http://www.aecf.org/m/resourcedoc/AECF-DoubleJeopardy-2012-Full.pdf 2 Fiester, Leila. (2013). Early Warning Confirmed: A Research Update on Third-Grade Reading. The Annie E. Casey Foundation. Baltimore, MD: Retrieved from http://www.aecf.org/m/resourcedoc/AECF-EarlyWarningConfirmed-2013.pdf 3 http://www.whitehouse.gov/sites/default/files/docs/white_house_report_on_increasing_college_opportunity_for_low-income_students_1-16-2014_final.pdf 4 United States Department of Education. (2015). The Duel Capacity Building Framework for Family-School Partnerships. Washington, DC. Retrieved from http://www2.ed.gov/documents/family-community/partnership-frameworks.pdf 5 Data from the Pennsylvania Department of Education, available at http://www.portal.state.pa.us/portal/server.pt/community/ national_school_lunch/7487 6 Pew Charitable Trusts. (2015). Philadelphia 2015 The State of the City. Philadelphia, PA. http://www.pewtrusts.org/~/media/assets/2015/11/2015-state-of-the-city-report_web_v2.pdf
How the agency addresses this need, and how the new capacity created by this fellow will help alleviate the problem:
Springboard Collaborative closes the reading achievement gap by coaching teachers, training family members, and incentivizing learning so that our scholars have the requisite skills to access life opportunities. We take a three-pronged approach: 1. Coach teachers in data-driven instruction to lead PreK-3rd graders toward reading growth goals. 2. Equip families with effective strategies to teach reading at home. 3. Award educational incentives in proportion to student gains. Springboard trains schools’ existing teachers to collaborate with their existing parents using their existing budgets. This approach builds lasting internal capacity by developing teachers as instructors, parents as partners, Site Managers as leaders, and children as readers. The Philly Fellow will lead the implementation of a new program offering designed to integrate effective parent engagement into schools’ culture, starting with the incoming Kindergarten classes. Schoolwide is developing to deepen our reach to more students. Our model will become more standard ethos than a seasonal intervention within school communities. Springboard intends to partner with eight School District of Philadelphia schools during the 2016-2017 year and the Philly Fellow will play an instrumental role in the success of the schoolwide pilot and collection of stakeholder feedback throughout the year for program improvement.
The organization’s experience operating anti-poverty programming of this nature:
Springboard Summer launched in 2011 with 40 participating students in one school and has grown to nearly 2,000 students in 21 schools. We have partnered with schools in three states in racially and ethnically diverse communities. Throughout our growth and expansion, we have seen consistent results in reading growth and workshop attendance. Springboard Schoolyear was piloted in 2014 with 30 students in one school and in 2015 enrolled 150 students in 4 schools. In addition to identifying the “secret sauce” of Springboard programming, we have secured inventory and warehouse space, developed training modules, and built a comprehensive database. Our team has extensive experience in the classroom, community and out-of-school time programs, and business operations. Our unique insourcing approach builds the capacity at the school level for lasting impact. Teachers and Site Managers are hired from within schools’ existing communities and have a have a shared stake in working together with parents toward a solution:
- Teachers are the experts on instruction. They know what their students need in order to improve their reading levels. However, the classroom setting makes it difficult to individually support every child.
- Parents are the experts on their children. Whereas teachers change every year, parents accumulate a wealth of knowledge about their children as learners. Moreover, parents have the unique ability to read with their children in a one-on-one setting; there is no smaller classroom than a family’s living room. These competencies form the basis for a sustainable partnership in which teachers share instructional strategies with parents in exchange for the commitment that families will use these strategies at home and return with meaningful observations.
Fellow orientation plan:
The Fellow will begin during a summer session, which will serve as a crash course on the Springboard program. He/She will coordinate with the National Program & Analytics Director and the Philadelphia Program Director to observe instruction, workshops, and a Learning Bonus Celebration. He/She will be trained on the database by the Program & Analytics Director and Director of Staff Development. He/She will be invited to attend the session debrief/reflection and final inventory organization and warehouse day. In early August, the Springboard team will orient the Fellow to the Schoolwide program model. Throughout program implementation, the Fellow will also be supported by the Chief Strategy Officer and Chief Operations Officer.
Name and title of the fellow’s immediate supervisor:
Laura Banos, Program & Analytics Director
Plans for supervision of the fellow:
The Fellow will be directly supervised by the Program and Analytics Director. He/She will have weekly one-on-one check ins with the supervisor. Springboard uses the MOCHA model in assigning tasks (manager, owner, collaborators, helpers, approver) when applicable.
Will fellow be working at the same address listed above?
No (please list alternate work site below) We are moving offices! In March we will be at Two Penn Center. The fellow will also visit our school sites.
Will the fellow have their own…
Office? Fellow will share Desk? Fellow will share Computer? Fellow will have their own
The approximate percentage of time the fellow will work…
As a team member in a group setting 50
As a team leader in a group setting 20
Will the fellow be expected to travel as part of the position? No
If so, how often and where?
Will the fellow need the following to carry out the position…
A driver’s license? Yes
Their own car? No