S 5 EP 4: Connect to Reflect Feat. Dr. Virginia Patterson and Sharon Burton

[00:00:00] When I first came into the role as a non-robotic world, K-12 after 33 years, trying to understand how to align the resources, how to align not only just funding, but human resources. We are all about the same work. We all want to elevate and empower and build our young people.

[00:00:21] And I sat in the space as many times being asked to come to various meetings. And I hear the same objectives. I hear the same mission, same vision. We want to empower young people.

[00:00:36] If we would take time to maybe just strategically look at each strategic plan and see how they align with United Way. How they might be aligned with the community foundation. How they align with Girls for Change. We have so many programs, so many nonprofit agencies.

[00:00:57] And if we all would just try to come in the same space, that network will be in that partnership that we need to develop. If you're doing the same work or something similar to what I'm doing, then let's see if we can join our efforts together.

[00:01:17] Hello, hello everyone. Welcome to School After Hours podcast where we talk about all things related to out of school time programming and education. I am your host Jaylee and today I have a little bit of a treat for you.

[00:01:27] So this summer I had an opportunity to record a live show at the state conference for out of school time program providers, educators, all of the above.

[00:01:39] And this year was a little different because this year it was a traveling conference. So it's usually needed by V-Post, aka known as Virginia Partnership for out of school time.

[00:01:51] And they were able to travel around the state of Virginia and stop at different places to do professional development for school time programming and youth development providers, directors, all the wonderful people that are involved in this out of school time space, right?

[00:02:09] While they were here in central Virginia, they stopped in Richmond where I was able to go ahead and do my live show.

[00:02:15] So that's what we'll be looking at today.

[00:02:18] And I had lovely guests. Miss Sharon Burton was with us from Peter Paul Development Center and Dr. Virginia Patterson was with us from Mentor BA.

[00:02:27] So we had a wonderful conversation of how out of school time programming has changed over time and how their programs are adapting to their students' new needs, but also how they're addressing the new challenges that they're facing as well.

[00:02:42] So, I hope you enjoyed our conversation and let me know in the comments what you learned.

[00:02:47] All right, let's go ahead and get into it.

[00:02:50] Hello everyone, how are you doing?

[00:02:51] Thank you.

[00:02:52] Are you ready to hear from this mic?

[00:02:53] Yes.

[00:02:54] Okay, great. I can't hear myself.

[00:02:56] But thank you for sticking through this with us.

[00:02:59] I know it's been a long day and I greatly appreciate you being here for this segment.

[00:03:03] So I just want to say thank you.

[00:03:04] And we'll also give yourselves a round of applause for all the participation that you've done,

[00:03:07] and all the information that comes here, but also just being the great individuals that you are as we go into this next school year

[00:03:15] with all the excitement that we are about to be reading with, if you know what I mean.

[00:03:20] So, for today's conversation, we are doing the wrap-up session, Connect to Reflect,

[00:03:27] and we have our wonderful guests here with us.

[00:03:30] We have Dr. Virginia Patterson here with us, the Executive Director of Mentor VK.

[00:03:36] Hi, me and how are you?

[00:03:37] Can you say hello to people?

[00:03:38] Hello, I'm there, Paul.

[00:03:40] Good afternoon, everyone.

[00:03:41] Good to see you all.

[00:03:42] Hi, good afternoon.

[00:03:43] And then we have Ms. Sharon Burton here with us, the Director of Education with Peter Pohl Development Center.

[00:03:51] Hello, everyone.

[00:03:52] Hi, everyone.

[00:03:53] All right.

[00:03:54] So, let's go ahead and get this conversation started, you all.

[00:03:58] So, lovely ladies.

[00:03:59] Thank you for being here and participating in this conversation.

[00:04:01] Usually when I start off the show, I like to get a little bit more information about you,

[00:04:05] but also how you got involved in youth development.

[00:04:07] So, go ahead and tell us your story, starting with Dr. Patterson.

[00:04:11] How did you get involved in youth development?

[00:04:12] Wow.

[00:04:13] So, I became involved in youth development 32 years ago, I would say.

[00:04:17] I was a former educator, K-12.

[00:04:19] I was a teacher, an administrator for six years as an assistant principal, a principal for eight years, a district leader.

[00:04:26] I worked in two large school divisions.

[00:04:29] And I started as a volunteer at Ventura, Virginia in March of 2020,

[00:04:36] after COVID, building on their youth advisory program.

[00:04:39] And as a result, I transitioned to the executive director role when that position became available because I still believe in our younger people today.

[00:04:49] I still believe in investing in you, and I wouldn't have it any other way.

[00:04:53] And so, that's very good.

[00:04:54] My passion, not only for you, but for adults as well.

[00:04:58] So, I transitioned into this role, and I've been in this role for two and a half years.

[00:05:03] All right.

[00:05:03] Ms. Burton, how did you get involved in youth development?

[00:05:06] Go ahead and tell us your story.

[00:05:06] Well, when I retired as an elementary school with educators back in 2007, as baby boomers, we really don't know where it started.

[00:05:18] We were always looking for something else to do, a different passion.

[00:05:24] And so, I started with Pino Paul, which is right in my neighborhood where I live, in the east end of Richmond City.

[00:05:31] And so, I started out as a third grade teacher for the back-to-school program.

[00:05:39] And from there, I became the math specialist, which is what I did for Richmond Public Schools.

[00:05:46] And then, I became psych coordinator, then education coordinator, and now I'm serving as the director of education.

[00:05:56] And so, I've been with Pino Paul for 10 years.

[00:05:59] Oh, wow.

[00:06:00] You'll get a little bit in shorts.

[00:06:02] You'll snap.

[00:06:03] You'll snap.

[00:06:04] Thank you.

[00:06:04] That's the math.

[00:06:05] Thank you.

[00:06:05] Thank you.

[00:06:06] Thank you.

[00:06:06] So, for my next question for us is, being that you've seen youth development in so many capacities through the roles that you serve,

[00:06:16] how has the landscape of youth development and out-of-school time changed over time based on when you started working with youth to now?

[00:06:27] Okay, I started with that question.

[00:06:30] So, as I said, I started with youth development for an after-school program 10 years ago.

[00:06:37] But I even want to go back further than that because I want to talk about youth development or after-school program as a parent.

[00:06:47] And so, when I had a young child and taught in the school system 100 years ago,

[00:06:55] parents basically were looking for a place for their children to go when school was over.

[00:07:03] And so, what was the priority for them?

[00:07:07] They wanted a savior.

[00:07:09] They wanted a place where they could send their children to work with adults who they felt that they could trust and that their children could interact with them.

[00:07:20] And then they were looking for homework, and that was what I was looking for as a parent as well.

[00:07:26] Looking for someone who would help my child with homework.

[00:07:31] Looking for someone, if they had tutors, they could do that.

[00:07:35] But the landscape has changed tremendously.

[00:07:38] And many of the opportunities that we are now providing in after-school programs,

[00:07:44] parents really did those kinds of activities after school or on the weekend for their children,

[00:07:51] such as looking for sports clubs.

[00:07:55] Well, now after-school programs provide for sports clubs an opportunity for their children to be engaged in arts and crafts

[00:08:04] or the visual and performing arts.

[00:08:08] And so, you've got different hours and time programs that specialize in those things.

[00:08:14] STEM programs, and we heard a great deal about that today.

[00:08:17] And a wonderful thing as the landscape change, not just for our students, but for our parents.

[00:08:25] And it's the opportunity for parents to become engaged with the students.

[00:08:30] But also, we are including a lot of activities and programs that will address students' social well-being.

[00:08:41] Fostering emotional intelligence and interpersonal skills.

[00:08:45] And then, like Hill Hall, not only do we serve elementary students, but we have middle-than-high school students as well.

[00:08:55] And so, we are looking for those programs that will help them tackle societal changes.

[00:09:02] And implementing initiatives that are related to workforce.

[00:09:05] We heard all of that today.

[00:09:08] Learning them to discover what their talents are, what their gifts are, and how can that translate or transfer to a career.

[00:09:19] And then, we're also including in our after-school programs, those 21st century skills.

[00:09:26] How are we helping children to communicate?

[00:09:29] To work collaboratively?

[00:09:31] All of those wonderful things that we've heard over and over and over again.

[00:09:36] So, it has changed.

[00:09:38] It has moved from a safe place for homework help to really getting students and looking at diverse students and all the things that they need.

[00:09:52] So, after-school programs can decide which other programs they want to address.

[00:09:58] How much do you do that to ask?

[00:10:00] I'd like to say, and with Michael Hill, I'd say, and almost like she named, as it relates to two other school programs, mentoring plays a key component.

[00:10:08] When I was a building leader, I think that for eight years, I had to build out my own mentoring program within my school.

[00:10:17] And it looked different from normal mentoring, which you would consider an active school.

[00:10:22] Because I pulled in 120 Fort Lee cadets to come in and work with my young people on guidance with instruction,

[00:10:32] which we trained them to be able to be instructional professionals during the school day.

[00:10:37] They needed volunteer hours, and we also needed that support in the academic arena.

[00:10:42] So, having said that, mentoring played a key role.

[00:10:46] But not only that, it was not just for academics.

[00:10:49] What took place thereafter is they became lunch folks.

[00:10:55] They became our curriculum people whenever we needed them.

[00:10:59] They signed up on Genius, and they came in every day, worked with the same student five days a week.

[00:11:07] It can be done.

[00:11:08] It can be built out.

[00:11:09] But mentoring plays a key role.

[00:11:12] Another part of mentoring in the workplace, we currently work with training students, interns, and supervisors at nonprofits,

[00:11:22] corporates, companies, agencies, anyone who needs our service.

[00:11:27] So, the key piece to them is that we want mentors in place, but we want effective mentors in place.

[00:11:35] Mentors that can build a relationship, a trusting relationship, that understands the young person,

[00:11:41] and really wants to cultivate that interim relationship within your out-of-school programs.

[00:11:48] So, that's one of the landscapes that has changed.

[00:11:51] And the difference right now is that we are struggling.

[00:11:54] It's a challenge getting volunteers in place since committee has happened.

[00:11:58] But we are being intentional and very deliberate.

[00:12:03] We'll come to your place to train individuals that are volunteers.

[00:12:07] We'll help you try to find volunteers to work with your active student programs,

[00:12:12] but also within those volunteer programs, become mentors.

[00:12:16] And what I always say with Siddha, when we talk about family and parental engagement,

[00:12:21] engage your PTAs and your PTRs, and ask them to find volunteers and become volunteers.

[00:12:28] They will be your biggest cheerleaders and your most consistent, I would say, partners.

[00:12:36] I know that's right.

[00:12:37] That would definitely go to the PTAs and ask them.

[00:12:41] And they're more than willing to help in the process because they understand that if you serve the same kids,

[00:12:46] you want the same things for them.

[00:12:47] So, that is a great suggestion.

[00:12:49] And speaking of challenges, that brings me to my next question.

[00:12:52] What are some of the challenges, but also what are some of the opportunities you've seen over time

[00:12:57] in high school programming, but after the pandemic?

[00:13:00] What are some of the challenges and what are some of the benefits that you see?

[00:13:05] Okay.

[00:13:06] So, I'm going to start with our alpha generation.

[00:13:09] And those are the children that we have now in our elementary and in sixth grade and seventh grade.

[00:13:18] Those are the families who started, many of them started their education virtually.

[00:13:24] So, many of them learned a great deal.

[00:13:27] Some of them did not.

[00:13:29] But virtually, you cannot interact.

[00:13:32] It limits your social interaction with each other.

[00:13:36] And so, that's one of the challenges that we see.

[00:13:39] And so, what do they do to become social?

[00:13:43] They turn to devices and they turn to social media platforms.

[00:13:48] Unfortunately, that is also where we have to deal with the side of bullying as well.

[00:13:55] So, what are the opportunities for them?

[00:13:59] We saw a great exercise today.

[00:14:02] And that was using music and how to get them to interact and collaborate with each other to read music.

[00:14:10] We also know that they're getting ready to go back to school and many of the schools are banned cell phones.

[00:14:18] And particularly for our teenagers.

[00:14:20] It's going to be a one-minute withdrawal there.

[00:14:22] We recognize that.

[00:14:24] So, as a youth development program, as an out-of-school time program, we have to decide, will we give them time to decompress and decompress with their cell phones and reconnect or ban it totally?

[00:14:40] That is the discussion that we're having at People Paul.

[00:14:44] And then, what kinds of filters do you put in place to ensure that it becomes healthy?

[00:14:51] The other thing that we are doing to address the social part is the social-emotional learning that is incorporated in our program.

[00:15:02] And then, more and more community circles that we are using when they first come in as well.

[00:15:10] Nice.

[00:15:11] And when it comes to mentoring, what are some of the challenges that you've seen?

[00:15:14] Well, also, what are some of the opportunities you've seen as well?

[00:15:17] Well, we talked about volunteers, but what I heard a lot about today was the emphasis on equity without using the word.

[00:15:24] So, we talked about diversity and inclusion.

[00:15:27] But when we are talking about young people, we're talking about all kids.

[00:15:31] We're talking about diverse perspectives.

[00:15:33] We're talking about diverse, what they look like, race, gender.

[00:15:38] All of that has evolved.

[00:15:39] But how do you teach every kid every day?

[00:15:43] How do you mentor every kid every day?

[00:15:46] They all are coming with some differences.

[00:15:50] We all have differences, so we're very much aware of that.

[00:15:53] But how do you meet them where they are?

[00:15:55] I heard a lot of that at the table today.

[00:15:57] But how do you do that?

[00:15:59] Well, we do that by including them.

[00:16:02] You do that by making sure they feel like they belong upon a rider.

[00:16:06] We make those preparations in advance.

[00:16:09] So, if you're in the ISTRA program, you have those objectives placed on the board.

[00:16:14] The young person when they arrive, everyone sees the same thing.

[00:16:17] So, it doesn't look like I'm being treated differently.

[00:16:22] Because I can see the objectives.

[00:16:24] I actually know how the afternoon will unfold.

[00:16:27] And I can follow it the same way that my peer can follow it.

[00:16:32] So, it's very important that what we lay out in the after school programs is one of consistency,

[00:16:40] is one of transparency, and also one of the cost-bating relationships.

[00:16:45] Get to know the young people you're working with.

[00:16:48] Know them by names.

[00:16:50] Know the names they like to be called.

[00:16:53] Know their friends.

[00:16:56] Know their families.

[00:16:57] And that will take you much along the way with the families, but also with the kids.

[00:17:04] Because now you have that connection.

[00:17:06] Now they understand what you want from them.

[00:17:10] But more importantly, they will meet you wherever you are.

[00:17:14] And try to do the best that they can for you.

[00:17:17] So, it's about that relationship.

[00:17:19] Connect with the kid.

[00:17:21] Growing with the kid.

[00:17:22] And just love with our kids.

[00:17:26] My next question for you is,

[00:17:29] how can we as programs and leaders work together when it comes to collaboration

[00:17:34] and also be intentional about the impact that we're going to have

[00:17:38] when it comes to youth, families, and communities?

[00:17:43] I'll start with that one.

[00:17:44] My experience when I first came into the role as a non-modern world,

[00:17:51] K-12 after 33 years,

[00:17:53] trying to understand how to align resources,

[00:17:57] how to align not only just funding, but human resources.

[00:18:01] We are all about the same work.

[00:18:04] We all want to elevate, empower, and build our young people.

[00:18:08] And I set in spaces many times being asked to come to various meetings.

[00:18:13] And I hear the same objectives.

[00:18:16] I hear the same mission, same vision.

[00:18:21] We want to empower young people.

[00:18:23] If we would take time to maybe just strategically look at each,

[00:18:29] I guess, strategic plan.

[00:18:31] Every one of us probably have our own plans.

[00:18:34] And see how they align with United Way.

[00:18:38] How they might be aligning with the community foundation.

[00:18:41] How they align with Girls for Change.

[00:18:43] We have so many programs, so many non-profit agencies.

[00:18:47] And if we all would just try to come in the same space,

[00:18:50] host some conveners meetings.

[00:18:53] I know United Way is doing that currently.

[00:18:55] I know the community foundation is doing that.

[00:18:58] And then invite all of us in the same spaces.

[00:19:01] And then that network will be in that partnership that we need to develop.

[00:19:05] If you're doing the same work or something similar to what I'm doing,

[00:19:09] then let's see if we can join our efforts together.

[00:19:12] We don't need to hold in four or five summits.

[00:19:15] We can have three summits or one summit and come together.

[00:19:20] So I think that we start thinking in terms of how to align resources,

[00:19:24] but not only just funding, but human resources.

[00:19:27] And I think we'll get the most out of what we're trying to do as far as our

[00:19:33] organizations are concerned, but more importantly,

[00:19:36] how we can empower the youth.

[00:19:38] Because we all are tapping into volunteers.

[00:19:41] And what I have found is that there are several volunteers are volunteering

[00:19:45] maybe in the regular county.

[00:19:47] They are also volunteering in Richmond City Public Schools.

[00:19:50] So we're spreading these individuals very thin.

[00:19:53] They're out here five days a week.

[00:19:55] I'm hearing it constantly.

[00:19:58] They want to be a wealth of support, sororities, fraternities.

[00:20:01] All of these individuals want to be there for our kids.

[00:20:04] But we have to figure out how to align our efforts.

[00:20:08] In addition to that, we are so fortunate in the Richmond area

[00:20:14] to have partners who are really willing to support us.

[00:20:19] And people all, we're able to work with our museums

[00:20:22] who offer scholarships to our students.

[00:20:25] Because they have camps.

[00:20:27] They have after-school camps.

[00:20:29] They have summer camps.

[00:20:30] Right now we are winding down at summer camp.

[00:20:34] And we have what I call a camp within the camp.

[00:20:37] So the Virginia Science Museum has a camp.

[00:20:41] They offer Peter Paul scholarships.

[00:20:45] These are programs where parents generally have to pay.

[00:20:50] And they can be quite expensive.

[00:20:52] But they may give us five seats a week.

[00:20:55] And based on the grades and the offerings.

[00:20:58] And so our children can participate.

[00:21:01] So what does Peter Paul do for those students?

[00:21:03] We provide the transportation for them to get there.

[00:21:06] We partner with VCU, Mary and Francis View Center.

[00:21:10] We've been doing that for years.

[00:21:12] They talked about the camps that they had this summer.

[00:21:16] Our students have participated in each and every one of those camps.

[00:21:20] Full-day camps.

[00:21:22] Louis and Genta, Lieutenant, for garden.

[00:21:24] They have camps.

[00:21:26] And you've heard from NextUp today.

[00:21:28] NextUp will fund smaller non-poggers.

[00:21:31] So our teens were able to participate in a co-op program with the Boys and Girls Teen Center.

[00:21:39] And so they had NextUp funded two smaller organizations.

[00:21:45] Real Girls Sunper Program.

[00:21:48] And Street Smart.

[00:21:50] That's the name of it.

[00:21:51] Street Smart.

[00:21:52] Always Safe Thing.

[00:21:54] And our students would go there all day for four weeks.

[00:21:59] And so what was our responsibility in that?

[00:22:03] Peter Paul provided transportation.

[00:22:05] They provided the facility.

[00:22:08] And it was a girls team that did the same thing.

[00:22:11] And so we've learned that we can't do everything for everyone.

[00:22:16] And we have to reach out and not compete with each other.

[00:22:20] But how do we join together to help our children?

[00:22:24] And they are not children to go around.

[00:22:27] That is right.

[00:22:28] They are not children to go around.

[00:22:30] And that's how we do it.

[00:22:32] And we look forward to them.

[00:22:35] Awesome.

[00:22:36] And last question for you all.

[00:22:38] Based on all the information that we received today, a lot of boring, a lot of sharing,

[00:22:42] what are some of the conversations we need to continue to have?

[00:22:46] Not just with our leaders, our community leaders, those that are making policies and those that are not.

[00:22:51] What conversations do we need to continue to have about our youth and our profession?

[00:22:55] So I think we need to continue to join forces with V-Post and supporting them and getting the funding that they got.

[00:23:07] Five million dollars?

[00:23:09] Is that what I heard?

[00:23:10] Yes.

[00:23:11] That is most, exactly.

[00:23:15] And working with them to get the government to change.

[00:23:20] So, for example, 21st century, when it first started out, it was school-based grants.

[00:23:26] And now they are, what I heard today, community-based grants.

[00:23:31] And so, again, joining with V-Post and V-C-U Youth Development Network in continuing to have those kinds of conversations

[00:23:42] to see how we can support all the wonderful programs that we have.

[00:23:49] And I would also collect them.

[00:23:52] However, also work with your legislative bodies in the branches of government.

[00:23:58] Start with your little school boards right where you are, in whatever little town you are in.

[00:24:03] And then teach the advocacy skills to some young people to have them actually engage in conversations

[00:24:11] with their legislator, their representative, their government.

[00:24:16] These individuals will come out, but they will also allow you to spend time in their space.

[00:24:22] And if you go right to the LGIS site, you can sign up.

[00:24:28] You can also participate and engage in the letter-writing campaign, based on things that are going on

[00:24:33] within your community that you want to see change or shift.

[00:24:38] And I would submit that you become engaged and involved, not just doing election time right now,

[00:24:45] but can happen.

[00:24:46] throughout the year.

[00:24:47] There's always various, I would say,

[00:24:51] elections going on, and we miss that opportunity

[00:24:53] because things really happen in our communities

[00:24:57] and at the ground level.

[00:24:59] It happens at the federal level, at the state level.

[00:25:02] But if you know what's going on in your community,

[00:25:04] you can make that things happen

[00:25:06] and change in your community.

[00:25:07] Then I would strongly encourage you to do so.

[00:25:10] That's right.

[00:25:11] Well, thank you ladies so much for your time.

[00:25:13] I greatly appreciate you.

[00:25:14] Well, everyone, that brings us to the end of our show.

[00:25:17] If you like what you heard and you enjoyed our conversation,

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[00:25:46] Well, that's all I have for today.

[00:25:49] In the words of Mr. Arthur Ashe,

[00:25:50] start where you are,

[00:25:51] use what you have,

[00:25:53] do what you can.

[00:25:54] Until next time, y'all.

[00:25:56] Bye-bye.