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Capacity-Building

Transcript: A Capacity-Building Approach to Identifying and Mobilizing Resources What do we mean by "capacity-building?" Capacity-building is an ongoing process of providing, creating, or mobilizing experiences through which children, parents, families, and communities enhance their ability to identify and meet development enhancing opportunities or challenges in a sustainable way. Why take a capacity-building approach? Capacity-Building Outcomes Shebala Associates degree in Early Childhood Education EHS home visitor for 2 years Mother of two young children Jones Family Referred from Dept. of Social Services Child in kinship care with grandfather Weekly supervised visitation with mother What do you want things to be like? What does that compare to how things are now? What have you tried so far? Assessed family priorities using: Family Resource Scale Parent interview Plan developed by DSS Revealed an interest in: Responsive parenting Regaining custody of her son Disciplining Improving nutrition Intervention Included: Partnership Plan Interest-Based Activity Checklist Portfolio Coaching Joint planning Action/Practice Observation Reflection Feedback Outcomes: Strengthened parent-child bond Restored custody Increased parenting knowledge Increased Parenting skills Increased self-attribution Skills Self- Attribution Capacity-Building Philosophy Active Participation (cc) photo by Metro Centric on Flickr Empower Needs Changing Practitioners focus on empowering individuals and families to achieve their goals not just in the present, but in the future Builds independence and interdependence Change is sustainable OK Promotional/Enhancement Change Knowledge FIPP's Capacity-Building Model Interest-Based Strengths/ Asset-Based (cc) photo by Franco Folini on Flickr Strengthening Families Supporting Reflection Capacity-Building Practices (cc) photo by Metro Centric on Flickr Good

capacity building

Transcript: What kinds of school and parent relationships must be cultivated to enable parents to be included in this emerging community? • Capacity building is the process schools can use to combine elements to move forward and benefit everyone successfully. • The goal is to use capacity building so the team can work together to create programs to meet a common goal while allowing team members to grow. • Capacity building is based on performance with a plan, a vision, and an action. • Capacity building is also used for a catalyst change in mind. • Meetings will include individual and collective to sustain equilibrium while working toward improvement. •Arrange classroom desks in small group to encourage student communication on team projects. •Setup learning stations to establish and encourage the students to move around the room. This will create a more open environment for learning. •Use tables to setup learning stations and encourage teamwork to complete task. •Every individual has his or her learning style so encourage each student to use that style. This will improve the classroom to become more cohesive. William Van Der Griff EDL/500 January 21, 2013 •Set shared values and common goals to help staff members respect each team member. •Treat students with respect at all times. •Staff will work together to ensure that parents and community are involved with learning. •Respect every individual’s culture. •Make new programs to improve individual growth of staff, parents, and students. How might the faculty become more of a professional community in which everyone cares about each other and helps each other to grow, learn, and lead together? What does capacity building mean in the educational setting? •School needs guidelines to bring educators closer and set common goals to make everyone accountable. •Encouraged staff members to give positive and constructive feedback to the community. •Strong staff members share his or her expertness with other members to create deeper bonds between entire staff. •Staff members receive additional opportunity to achieve skills and knowledge. Then share this knowledge with his and her colleagues. •Relationships between colleagues will help build teams. This in turn will help improve the school. •Bring colleagues together to create a positive work and learning environment. •During staff meetings administrators can show appreciation for faculty. •During professional development have fun icebreakers. •Create newsletters that promote school awareness. •Encourage staff to continue learning through team building, training, and continuing their education. What are the shared values and commitments that enable the school to become a community of minds? How may teaching and learning settings be arranged so they are more like a family? • Faculty and parents work together to improve the learning team. Teachers should encourage parents to maintain classroom objectives at home. • Entire staff works to embrace parents and other family members to connect same ideas. • Invite parents to participate with class • Treat parents will respect and show them how valued he or she is to the learning process. What may be done to increase the sense of kinship, neighborliness, and collegiality among the faculty? Capacity building in schools

Capacity Building

Transcript: Teachers need to foster teamwork and motivation within the classroom or ensemble. Teachers and administrators capitalize on students' strengths rather than a "one size fits all" framework! Teachers teach across the curriculum to help their colleagues in the campus. Teachers are committed to accepting others' techniques because no one thinks alike. Capacity Building Capacity Building by Matthew Warde Tolman Teachers and teacher leaders are part of the solution and not the problem. Teachers need to engage in behavior that is rational so that everyone thrives. Teachers are mentally, emotionally, and physically healthy to create an effective community of learners that exists with teacher relationships. Teachers build and enhance their abilities by participating in professional development activities. Stakeholders support every program at the school's campus and support across curricular activities. Teachers and their leaders focus on students' success and are not burdened with policies and individual pride. Everyone in the community feels important and knows they are part of the whole picture. Parent relationships are included in curricular activities in addition to extracurricular activities. In a band, cheerleading, or drill team program, parents are invited to be booster club presidents, equipment and uniform managers, and leaders in student growth. This framework is tantamount to the teaching family.

CAPACITY BUILDING

Transcript: Capacity building 2. Community organize methodology 3. Community structure and organizing 4. Community score card 5. Citizens report card 6. Zero to Hero success history 7. Family development 8. Communication skill Community development Institutional development Dashin Dem Foundation Foundation Individual development We provide trainings below 3 content : 1. Self management 2. Talent management 3. Change management 4. Stress management 5. Time management 6. Strength based management 7. Solve problems 8. Conflict management 9. Nature of team building 10. Team development 11. Decision making 12. Change agent 13. Collaborative management 14. Knowledge management 15. Leadership development 16.Performance improvement 17. Process improvement 18. Success planning 1. Human development 2. Establish your goal 2. Self knowledge 3. Self assessment 6. Individual development plan 7. Individual marketing 8. Individual organization and time management 9. Psychology of success 10. Discover your recourse

CAPACITY BUILDING

Transcript: Colon, Anthony. (2010, September 13). [Video file]. Retrieved from You Tube website: http://www.youtube.com/watch? v=spxTcn0tapc Martin, Bruce. (2007, December 31). [Video file]. Retrieved from You Tube website: http://www.youtube.com/watch? v=FWW4KogocfQ Sergiovanni, T. J. (2007). Rethinking Leadership: A Collection of Articles (2nd ed.). Thousand Oaks, CA: Corwin Press. In conclusion, I have included another great movie clip that shows one school that came together to achieve their vision. This is from the true story Lean on Me. Students and staff, though begrudingly, came together under the leadership of this unrelenting and caring principal. It's tough in middle school, where kids are beginning to want more independence from their parents, to find the right balance with activities that bring parents, kids, and teachers together. Here are a few ideas to make, and keep, parents part of this middle school family: 1) Have an event on Parent Teacher Conference Night, such as a Book Fair, as well as make sure all teachers have student work displayed in hallway. This shows all parents work from a teacher's class, even if they choose not to speak with each teacher. 2) Have more social/school-work display/activities nights. We often just have drama, band, choir, and the science fair. Aside from sports, this leaves a lot more activities that we could use to bring parents into our school community. All kids are doing great things! 3) Technology is great, but we can't just rely on websites and robo-calls to let parents know what the news in schools is these days. Newsletters aren't old-fashioned. They are a great way to write home and keep parents in the loop! References The following are what should NOT exist in classrooms in which a sense of family is developing: 1) Bullying or any feeling defined as harrassment 2) Violence of any kind 3) Inability to give or receive trust from the community 4) Extreme negative attitude, such as putting down of an individual or their ideas 5) Disrespect of any kind 6) Leaving a "man" behind or out 1) Leaders should make socializing part of meetings and to not leave this off the "to do" list as other meetings and gatherings are planned for staff. In school or out of school, get togethers are great! 2) Activities such as fun nights, carnivals, dances, pep rallies, etc,.. these are fun times for students are also great fun for teachers. Staff should be encouraged to take part, be included in a social way, and allowed to enjoy as well. They do not have to just feel as if they are "supervising" for bad behavior all the time. 3) Leaders should encourage an environment that acknowledges staff birthdays, celebrations of all kinds, and allows a venue for thank you's from other staff members throughout the entire year. The following is what you will find in classrooms that function similar to a family unit: 1) Mutual respect for all 2) All carry out their individual responsibilities go outside themselves, such as picking up trash that is not their own, for example 3) All know how to give and receive compliments 4) All know how to disagree nicely and have good discussions 5) All know classroom routines and expectations, as well as reasons they exist 6) Positive attitude prevails Classrooms as Family Additional Thoughts: Parents in Our School Community Trevor Moon 500/EDL February 17, 2014 Instructor: Kathleen McGovern Becoming a Professional Community I've included this clip because I believe it shows how important our role is as educators in the lives of children when it comes to even parents seeing their child's potential. This clip, from The Ron Clark Story, also shows how many teachers go to the extreme to get to know what the obstacles are in their students' lives. This is an important element in the relationship building with our students, as well as the students' parents. The shared values and commitments that a school community of staff and students should have, in order to reach their long term goals, are the following: 1) Respect for one another 2) Be responsible and active in the role they play within the community 3) Have a positive attitude 4) Be self-motivated CAPACITY BUILDING ANALYSIS The following are some ideas in which kinship, neighborliness, and collegiality may be increased among faculty: School & Parent Relationships Values & Commitments of a School Community -Teachers need to be comfortable in sharing the great ideas they are using in their classrooms. Leaders could be recognizing these teachers to help in encouraging them, through positive reinforcement, to share these ideas in content/team meetings. -School leaders need to allocate more money to be able to send individuals, possibly in pairs or teams, to professional development activities. Teachers need to be recognized for their involvement in their professional growth and encouraged to share their new found knowledge with staff. -In addition to new teachers having a mentor, there could be an "adopt a new

Capacity Building

Transcript: Capacity Building What is Capacity Building? History of Capacity Building Before the Capacity BUiding Movement: Strategic Planning Strategic Planning is defined as a process through which an organization agrees on- and builds commitment among key stakeholders to things that are essential to its mission and are responsive to the environment. (Worth, 2012, 168-169) Early 1990s- Interest in capacity building was sparked by books & articles by critics about Strategic Planning Late 1990s- Early 2000s Shift in emphasis from replicating programs to building stronger nonprofits by increasing efficiency and sustaining expanding programs (Worth, 2012, p. 193). 2007- Recession- emphasis on collaboration and merging of nonprofits, as to not duplicate services. http://www.501commons.org/resources/capacity-building-organizations Funding Capacity Building through: Grants, Foundations, Fundraising, and Internal Resources. Theoretical Base of Capacity Building 100%of the respondents claimed that capacity building increased efficiency in their organization Examples of effective capacity building include: Upgrading computers/servers to better support our work without having to put out tech fires all the time Training, reorganizing, and streamlining our program goals Increasing our fundraising efficiency •“Evaluation capacity building is the process of improving an organization’s ability to use evaluation to learn from its work and improve results” (Major & Brennan, 2011, p. 4). •Why is it important? Evaluating capacity building is a tool to help increase learning and make changes that strengthen nonprofit organizations through more effective planning, acting, advocating, funding, and acquiring resources. • How do your organization evaluate its capacity building efforts? •Did your organization use the results from the evaluation to alter capacity building techniques? Yes 10 No 3 Marguerite Casey Foundation Organizational Assessment Tool “Changes in funder requirements are the primary, if not sole, catalyst for making organizational changes” (p. 8) Capacity building is defined as “whatever is needed to bring a nonprofit to the next level of operational, programmatic, financial, or organizational maturity, in order to more effectively and efficiently fulfill its mission” (National Council of Nonprofits, 2012, para. 1). “building the capacity to fulfill an organization’s mission” (Jacobs, B., 2001, p. 1). Unique to each organization A holistic view of the organization is necessary to function in the most efficient manner (McKinsey & Company, 2001) Types of Capacity Building 1.Leadership 2.Adaptive 3.Management 4.Operational (Marguerite Casey Foundation,2012.) By: Anna Valkov, Thuy Huynh, Danielle Rucci, Taylor Callaham, Christina Woeck, & Isabela Ordóñez References What Now? Cravens, X., & Hallinger, P. (2012). School leadership and change in East Asia: Building capacity for education reform. Peabody Journal of Education, 87(2), 157-161. de Groot, F. P., Robertson, N. M., Swinburn, B. A., & de Silva-Sanigorski, A. M. (2010). Increasing community capacity to prevent childhood obesity: Challenges, lessons learned and results from the romp & chomp intervention. BMC Public Health, 10, 522-529. Ebrahim, A. (2009, October 29). Rethinking capacity building. Retrieved from http://www.capacity.org/capacity/opencms/en/ topics/organizational-development/ rethinking-capacity-building.html Jacobs, B. (2001). Echoes from the Field: Proven capacity-building principles for nonprofits. Retrieved from http://www.innonet.org/resources/node/172 Kapucu, N., Augustin, M.E., & Krause, M. (2007). Capacity building for community-based small nonprofit minority health agencies in central florida. The International Journal of Volunteer Administration, 24(3), 10-17. Retrieved from http://www.ijova.net/PDF/VOL24_NO3/IOJVA_VOL24_NO3_Kapucu_Capacity%20Building%20for%20Community.pdf Major D., & Brennan K. (2011). How do we build the capacity of nonprofits to evaluate, learn, and improve? Grantmakers For Effective Organization. Washington D.C. Retrieved from https://courses.wwu.edu/courses/1/B41226-201240/groups/_28208_1//_1588154_1/2011%20-%20Capacity%20Building.pdf. Marguerite Casey Foundation. (2012). The Marguerite Casey foundational organizational capacity assessment tool. Retrieved from http://caseygrants.org/resources/org-capacity-assessment/ McKinsey & Company. (2001). The capacity framework: In effective capacity building in nonprofit organizations. Retrieved from http://www.vppartners.org/sites/default/files/reports/full_rpt.pdf. Millesen, J. L., Carman, J. G., & Bies, A. L. (2010). Why engage? Understanding the incentive to build nonprofit capacity. Nonprofit Management & Leadership, 21 (1), 5-20. National Council of Nonprofits. (2012). Why capacity building is needed. Retrieved from http://www.councilofnonprofits.org/why-capacity-building Worth, M. J. (2012). Nonprofit management, principles and practice. Sage Publications, Inc. Capacity building in

Capacity Building

Transcript: Improving existing or developing new programs Writing training manuals Organizing training workshops Website and social media development Coordinate meetings Online networking support Moving Beyond Direct Service Community-based research Policy research Community assets inventory Organizing events Identifying grants and funding sources Writing grants EFFICIENCY/EFFICACY: Improved outcomes with the same level of resources or improved or consistent quality of services with fewer resources SCALE/REACH: Number of new people served, new populations served, and/or new or expanded services LEVERAGE: Additional resources or assets garnered through capacity-building activities such as funding, volunteers, in-kind support, and partnerships. Capacity building CNCS definition: Coordinating/managing service program Volunteer recruitment Identify partners and/or stakeholders Build and maintain community relationships Fundraising Communications Volunteer Management Program Development Collaboration Research

Building Capacity

Transcript: Instructor:______________ Administration Katia Loseva Heidi Fraser-Cherry Adrian Monge Tools for Success Planning & Tracking Unit___:____________ Set the tone Set expectations Unit___:____________ Matchbook Learning: Coaches' Perspective Accomplishing Model Summer Professional Development Train-the-trainer approach Name:_________________ Building Capacity Primed & Ready The Teacher Development Continuum Observations & Coaching