The Story of Us
Coordinator Feedback
In trying to understand how other volunteers approach Mission Hill, and to learn about potential problems surrounding program, I spoke with coordinators both casually and formally. In one formal interview, Sarah, a coordinator, addressed many themes and potential problems facing program. Below are some of Sarah's highlights."I love going [to program] because I want to figure out how to best serve the kids and not think of myself."
"One thing that's most important to me is providing what the parents want us to provide. Every week I will get in contact with them and some families want specific things, like 'What did my child do every day in program?'"
One of the most important things is "fostering close relationships with families...If we say we offer homework completion, then our duty is to provide that."
"Some people on staff say this is a place for social learning and safe space, and other people in program are more interested in homework completion and academics. I'm okay with taking things on a case-by-case basis if one mom's primary goal is homework completion and another mom is okay with no homework and wants to make sure she's having a good time. We're providing a service to these families and so whatever their goals are, my goals are."
There are a few illuminating parts of Sarah's interview. One is that program should be parent focused--something all staff members see as an important goal because of the emphasis on communicating with parents. Another point is that the program can be child specific, and what works for one student may not work for another. This is a key point that I will address in my Blueprint for Action because I talk about the multitude of different purposes a program can serve, and how MHASP is uniquely situated to provide those specific and personalized programs to children.
PBHA Responds
Because MHASP is a PBHA program, I spoke with a PBHA employee to understand their perspective and approach to Mission Hill. Below are some highlights with Shaquilla Harrigan, a Service to Society Fellow."I would say the history of most youth programs has a history of students working with the housing developments to provide a safe haven for students."
"All PBBHA after school programs have a 'logic model' which is an assessment tool which you look at: 'what are your resources? What are your inputs to the program? What are the outputs? What are the overall outcomes? How is the community better because of this program?' Inputs should correspond to outcomes. At the beginning of each semester they do a goal setting program and look at the overarching PBHA logic model, and see what are the specific things for the program to work on. For example, 'Let's enroll ten more students, lets have a parent engagement night, let's have site visits, people observe a day and provide feedback on how to improve pick up, drop off, and how to make class better."
"How are PBHA after school programs able to compete with programs that have full-time staff when it is just college students? How is a program up to the quality of a place that has full-time staff? How are students feeling prepared and how is the program developing to ensure that it continues to meet the needs of families?"
Shaquilla outlines several problems--like the fact that volunteers are college students first, and MHASP staff second--that people are working to fix. Additionally, the idea of a "logic model" and a way to accurately measure progress and purpose are important, and can be designed to cater to a program's specific goals.
