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WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
WASB Co-Curr Strat Plan
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WASB Co-Curr Strat Plan

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Presented at WASB 2013

Presented at WASB 2013

Published in: Education
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Transcript

  • 1. Developing a SuccessfulCo-Curricular EnvironmentManaging Complexities in Co-CurricularProgramming through Action Research and Strategic Planning
  • 2. Parents demonstrate goodsportsmanship.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 3. Parents act in ways suchthat everyone else aroundthem enjoy sitting next tothem at competitions/performances.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 4. Parents do not put toomuch pressure onstudents.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 5. Parents encouragestudents to talk to thecoaches/Advisers if theyhave issues beforeparents intervene.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 6. Parents do not coachstudents or others fromthe sidelines orcompetitions.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 7. Parents encourageparticipation in multipleactivities, instead ofspecialization in oneactivity.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 8. Parents offerunconditional support forstudents regardless ofhow they perform.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 9. Parents do not expectany type of monetaryreturn on the time/moneythey spend on theirchildren’s activities. (e.g.,scholarships,professional contracts)1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 10. Students are proud tohave their parents attendcompetitions.1-Strongly disagree2-Disagree3-Undecided4-Agree5-Strongly Agree
  • 11. Score: 45-50-Excellent 40-44-Very Good30-39-Cause for Concern 1-29-Out of Control
  • 12. The Problem(s)
  • 13. Doing the same thing over and over again and expecting . . .• Students • Coaches/Advisers – Inconsistent – High Turnover Experiences – Morale – Always new – Growth coaches/Advisers – Participation – Growth – Participation
  • 14. Vicious Cycle New Coach/ Resignation Advisor VISION ToughConversations Mistakes Parent/ Community Criticism
  • 15. Board Responsibility?
  • 16. Board Responsibility?
  • 17. How?
  • 18. Board Nominated Community Stakeholder Group
  • 19. Discussion Method:The Focused Conversation
  • 20. Book Study #1
  • 21. Book Study #2
  • 22. Define Success
  • 23. Action Research:Examples of Best Practice
  • 24. What questions do we have?
  • 25. What’s the biggest factor that supports successful co-curricular programs? How do we attract, support, and grow great Advisers? What does an advisor need from the community to be successful? What do healthy boundaries with parents look like in great co-curricular programs?What do you think should be done and how fast do administrators act when an advisor or director is struggling? To what extent does mentorship play into advisor/director development? What tools were you given that enabled your success? What overall mechanisms are in place to maximize student participation? What “winning habit” do Advisers, students, parents, administrators, or principals have that have contributed to the success of your students’ experiences in co-curricular programs?
  • 26. Interviews
  • 27. Thematic Analysis
  • 28. Themes Action Steps Belief StatementsPolicies/Rules Miscellaneous
  • 29. What Emerged?Student ParticipationContinuity of StaffGood Human BeingsRespect
  • 30. School Responsibilities-Access to Expertise -Necessary Resources-Coaching Community -Intervention When Needed
  • 31. Community Responsibilities-Chain of Command -Off-Limits Topics-Support for Autonomy -Optimism vs Criticism -Not Your Job to Evaluate
  • 32. Coach Responsibilities-Seek Mentorship -Expect Passion and Emotion-Treat People Fairly -Grow, Develop, Mature -Participate in a Community of Coaches
  • 33. The Game Plan for Students
  • 34. The Game Plan for Students •Be a good sport •Respect cheerleaders •Censure fellow students if needed •Respect property •Show respect for injured players •Do not applaud errors •Do not heckle or jeer •Respect and do not criticize •No profanity
  • 35. The Game Plan for Parents
  • 36. The Game Plan for Parents •Respect others •Be the example •Aid officials if disturbances occur •Support the coach, team, and school •Be positive •Know the rules •Respect the officials judgment
  • 37. Parent Code of Conduct1. I agree to be in control at all times rather than to display anger when something occurs that goes against my child’s team/group.2. I agree to let the officials/judges be responsible for their job without my interference.3. I agree to encourage good sportsmanship by demonstrating positive support for all players, coaches/advisers and officials/judges at every competition or performance.4. I agree to place the emotional, physical and academic well-being of my student-athlete ahead of my personal desires.5. I agree to help provide support and respect for coaches/advisers working with my child in order to provide a positive enjoyable experience for all and to create an environment of longevity and autonomy.6. I agree to encourage my child to treat other players/participants, coaches/advisers, fans, and officials/judges with respect regardless of race, sex, creed or ability.7. I agree to refrain from undermining the coach/adviser from the sidelines and at home. Instead, I will react with support for the team/group, individual conscientiousness, and increased effort.8. I understand that some topics are “off limits” to discuss with coaches/advisers, and I will support this rule for the good of our co-curricular programming.9. If I have a concern with the coach/adviser, I will follow the “chain of command” procedure.10. I agree to adopt a positive attitude no matter what the outcome of the competition or performance.
  • 38. The Game Plan for Enforcement• Because actions of spectators may warrant enforcement, possible actions taken for unacceptable behavior might include: – Reminder of behavioral expectations set by the community stakeholder group – Removal from premises by administration or law enforcement. – Suspension from attending future contests. – Exclusion from all extra-curricular events.
  • 39. Information Distribution
  • 40. Well, is it working??• Noticeably less conflict• “I know I’m not supposed to do this, but . . .”• Significantly higher awareness• Talking points established

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