After School Matters is a Chicago-based nonprofit organization that annually offers after-school and summer programs to nearly 19,000 Chicago high school teens to explore and develop their talents while gaining critical skills that will set them up for success in college and beyond.

Thirty years later, now known as After School Matters, our program has engaged more than 350,000 Chicago teens and is the nation’s largest and most successful provider of after-school and summer programs for high school teens. No other organization offers programs to high school students at the scale and quality that we do.

We offer paid apprenticeships led by professionals in the fields of arts, communications and leadership, sports, and STEM (Science, Technology, Engineering, and Math). Our nationally respected youth development model has been replicated in cities across the country and earned us the City Livability Award from the U.S. Conference of Mayors.

Programs take place at community locations throughout the city, including three ASM buildings: downtown at Gallery 37 Center for the Arts, the Michael and Karyn Lutz Center in Belmont Cragin, and the Pullman community at Gately Park.

Currently, After School Matters’ annual operating budget is approximately $35M and employs approximately 500 staff across the organization.

For more information, visit www.afterschoolmatters.org.

Summary of Position:

Under the direction of the Chief Program Officer and Senior Director of Development, the Director of Program Supports provides oversight and management of a team that provides strategic supports to enhance ASM programming throughout the city of Chicago. The Director of Program Supports will oversee the following categories of work:

Program gap assessment and portfolio management including work with funders and donors;
Coordination of teen participation requests and special projects and;
Programming for older teens and alumni including post-secondary pathways.

The Director’s leadership of this team is critical; to the annual cycle of programming throughout the fiscal year, to improve the instructional practices of instructors, to showcase the talents of teens, and promote post-secondary engagement of older teens and recent ASM alumni. To complete these projects, the Director of Program Supports will interface with a variety of stakeholders (teens, instructors, funders, and partners). The ideal candidate must be flexible enough to manage both large-scale initiatives and small, discrete projects, and have a passion for improving the lives of Chicago’s teens.

Major Duties and Responsibilities:

Program Leadership: Develop a vision for future programming and initiatives for the Program Supports portfolio. Supervise, support and coach the Program Supports team. Identify the key needs of the team and where appropriate, provide professional development opportunities and/or ensure opportunities are made available.

Work with the Chief Program Officer and Senior Director of Development to develop programmatic strategic plans that include implementing quality standards, assessing community needs, and developing systems of program delivery through community collaboration;
Serve as the Program Team lead on intra and inter-departmental efforts as assigned; and
Develop and facilitate team meetings, as needed.

Program Supports

Collaborate with other ASM staff to complete key projects and initiatives and keep them informed of work streams being completed by the Program Supports team;
Provide oversight of showcase opportunities and special events in collaboration with the executive office, communications team, and instructors;
Direct the vision for the programming and supports for older teens and recent alumni to be involved in career exploration and training opportunities;
Create and implement strategies to scale up pilot programs throughout the city, such as financial literacy; and
Guidance for the management of ASM’s portfolio of programs, including diversity of neighborhoods and content areas for programs, and addressing gaps in program participation.

Program Quality: The Youth Program Quality Assessment (YPQA) process is central to program evaluation and improvement and should drive hands-on coaching of instructors to improve, expand and to stay current. Programs should be in a state of improvement, innovation or excellence. Programs that are not improving with a plan cannot continue to be an ASM program.

Analyze data (observations, evaluations, attendance) and make quality improvement; recommendations to the Chief Program Officer;
Ensure quality improvement plans are implemented, monitored and updated;
Conduct program observations;
Oversee and analyze program site visits and completion of program observations, impact statements, career readiness scoring, instructor reports, instructor surveys and teen surveys and make appropriate adjustments based upon data; and
On a quarterly basis, provide progress reports on efforts to develop, improve and foster quality.

Community Relations: ASM is part of all Chicago communities and provides opportunities to improve the quality of life for all in these communities. Program teams are regularly looking for opportunities for ASM to be fully integrated into the community network. Program teams partner with the Communications Department to maximize opportunities to highlight ASM teens in a positive light, add to the ASM brand, and provide consistent messaging.

Working with the Chief Program Officer and Senior Director of Development, identify, assess and respond to community needs upon reviewing the school report cards, community needs assessments, youth mapping data, internal and external research briefs, Aldermen reports recommendations from youth councils, and national data, etc.;
Develop and sustain effective working relationships with schools, parks, libraries, youth organizations, and community-based organizations for the purpose of offering or increasing opportunities for teens;
Identify and leverage potential resources and develop relationships with potential partners;
Represent After School Matters at community meetings, and other partner meetings, as appropriate; and
Working with the Communications department, implement and monitor recruitment strategies.

Operations: Budgets are planned and monitored to maximize the opportunities for ASM youth first. Budgets are responsible, conscious, and respectful of funding sources; and support all efforts to increase operational efficiencies.

Develop, manage, and monitor programs budget in collaboration with the finance and operations division;
Compile monthly and ad hoc reports regarding programs, resources, needs, and relationships; and
Actively participate in designated interdepartmental committees and project teams, providing leadership as needed.

Development: Provide leadership to development projects from providing ideas, meeting with the funders, providing tours, and preparing branch staff, teens, and instructors for external visitors.

Act as a liaison to external partners and funding sources; and
Working with the development team, identify and develop programs for funding opportunities.

Other duties required.

Supervisory Responsibilities:

Manager of Program Supports
Lutz Scholars Consultant
Program Specialists (3+)
Instructors

Physical Demands:
The physical demands here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Must be able to sit for long periods of time.

Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is not exposed to weather conditions
The noise level in the work environment is usually moderate.

Knowledge, Skills and Abilities:

Excellent organizational, conceptual, and analytical skills; strong process orientation, problem solving and trouble-shooting skills; a firm commitment to quality
Strong grasp on instructional best practices
Skilled in developing and facilitating collaborative relationships and interacting with people at all levels, from entry-level artists to international dignitaries
Demonstrated experience in managing multiple projects at one time, able to respond to requests quickly, willingness to be flexible, and able to work in a fast paced, high-energy environment
Strong orientation to customer service (i.e., ASM staff and teens, corporate executives, community, and government leaders, etc.)
Detail oriented and capable of meeting deadlines
Ability to exercise discretion and sound judgment
Proficiency in MS Office applications required

Qualifications:

Master’s degree required or in progress
8+ years management experience, youth programming experience, and experience working with youth
Valid Driver’s License, insured transportation, and driving record that satisfies our Motor Vehicle Policy required[1]
Evenings and weekends may be required
Cook County residency required

Additional Requirements:
Staff are required to provide proof of COVID-19 Vaccination or have an approved medical or sincerely held religious beliefs exemption prior to starting employment. If a medical or sincerely held religious belief exemption is approved, weekly Polymerase Chain Reaction (PCR) testing is required part of any reasonable accommodation.

How to Apply:

Submit a cover letter and resume at http://afterschoolmatters.applytojob.com/apply

EEO:
After School Matters is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, ancestry, national origin, religion, sex, sexual orientation, gender identity, disability, protected veteran status, military discharge status, age, marital status, parental status, or source of income.

[1] After School Matters will provide reasonable accommodation to a person who does not have a driver’s license because of a disability.