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ERIC Number: ED510679
Record Type: Non-Journal
Publication Date: 2009-Jun
Pages: 8
Abstractor: ERIC
Reference Count: 62
How Program Administrators Can Support Out-of-School Time Staff. Part 4 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Organizational Context and External Influences. Research-to-Results Brief. Publication #2009-32
Collins, Ashleigh; Metz, Allison J. R.
Child Trends
Implementing high-quality out-of-school time programs requires well-trained and well-prepared frontline staff who are supported by informed, competent, and committed program managers and administrators. Research on out-of-school time programs has found that effective program managers--referred to as "facilitative administrators"--promote high-quality implementation in multiple ways: by providing organizational leadership; selecting program staff; ensuring that staff receive training and supervision; and identifying and addressing implementation problems. These activities are critical to achieving intended program outcomes. To expand what is known about facilitative administration, Child Trends recently conducted a literature review of research on this topic. Additionally, Child Trends collected data on facilitative administration as part of a study on the role of frontline staff in the effective implementation of out-of-school time programs. This brief presents findings from the study and links these findings to effective strategies for facilitative administrators in out-of-school time programs. (Contains 1 footnote.) [For Part 3, see ED504269.]
Child Trends. 4301 Connecticut Avenue NW Suite 350, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-8420; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: The Atlantic Philanthropies
Authoring Institution: Child Trends