PHOTOS COURTESY OF CAMPFIRE COLUMBIA.
serving the food of the country they’re studying, and
practicing their table manners. “You can change people’s
world through art and through food,” Santoro says.
Who’s In Charge?
A second crucial aspect of aftercare is the providers. After
all, no matter how compelling the activities, it’s the staff who
brings them to life.
“It’s so apparent that the staff at my son’s school really love
their jobs,” Bagnall said. “I couldn’t have asked for more.”
Camille Campbell, whose daughters Shaylin and Kadence
attend Jason Lee Elementary in Northeast Portland, finds the
Vermont Hills teachers friendly, compassionate and patient:
“They have really helped my girls flourish,” she says.
“We put together
teams that have
different skills and
life experiences to
really bring that rich
background to our
students.”
And this excellent care
is reflected in how the staff
themselves are treated and
the support they receive.
Staff training is a key part of
all the programs.
Barber holds monthly
sessions where staff talk
about what’s working
and what they might do
differently.
Myers adds that communication with parents is an
important part of his role. “I want them to know that they can
talk to the staff or me if they have any questions or concerns
about our program,” he said. “We are all in this together.”
Santoro of Art4Life says that her program’s staff stands
out because of their credentials — each of her staff has a
degree in a related field, whether it’s art, theater, literature
or music. They all have also traveled outside the United
States, which allows them to bring that cultural aspect to the
classroom.
“We put together teams that have different skills and
life experiences to really bring that rich background to our
students,” Santoro said.
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August 2014 | metro-parent.com
She also prides herself on a ratio that’s below the statemandated guidelines, a program aspect echoed by Jennifer
Merrill, afterschool department director for the Portland
Jewish Academy. “Our parents really appreciate our low
teacher-to-student ratio, as well as the stability of the staff.”
Merrill says that PJA, which hosts after-care programs
onsite at local Portland schools as well as at its own facility,
only hires staff with degrees and specific experience in
education. “Because we pay living wages for part-time work,
as well as offer benefits and vacation, we have staff who
return year after year,” she added. “Parents appreciate that we
have staff who invest in their child and care about them as
much as their teacher does.”
After School, At School
The bottom line is that as good as any childcare might
be, if the child can’t get there easily, it’s not going to work
for the family. That’s why school-based programming is so
popular — kids just head right over after school. Not only does
it eliminate transportation logistics, but they are also able to
stay with their peers, in an environment that’s familiar.
Nancy Hauth, program manager for aftercare at
Portland Public Schools, says, “By a huge margin, our school
communities are really happy with the on-site care we offer.
There will always be some parents who opt out, and in some
school communities there are more options than others.
There might be dance, art or tae kwon do studios nearby, or
even a stand-alone child care facility, that can transport kids.
But by and large, we find that quality on-site care is the most
convenient for most parents.”
To ensure that the quality stays high at each facility, she
maintains an ongoing system for evaluation, including an
annual parent survey and input from principals.
And the true measure of a program’s quality? The reaction
from the kids. Says Kern-Johnson, “I know that the program
is high-quality because it’s hard to get them to leave. My boys
really want to be there.” Echoes Campbell, “Almost every day
when I pick the girls up, they complain about having
to leave.” n