Since 2002 the German school system is changing in a period of transition – from a half-day school system into an all-day school system. At the same time the composition of the staff in schools changes: In all-day schools the educational staff does no longer include only teachers, but also staff with other qualifications and competencies than teaching.

One objective of our research is to examine, to what extent a multiprofessional cooperation takes place and whether it influences the quality of the extracurricular program. The analyses draw focus on relationships between multiprofessional cooperation and theemployment conditions and qualifications of additional educational staffon one hand and the quality of extracurricular learning arrangements in primary schools on the other hand.

The theoretical framework is related to CIPO school quality model with regard tothe approach of Scheerens1990, which is adapted to the all-day schools context (Holtappels 2009). In empirical quality models (Scheerens 1990) teacher collaboration plays an important role among variables of process quality on school level. In approaches of organisational theory cooperation belongs to important characteristics of an organization (Mintzberg 1979). But nearly all studies on school effectiveness and improvement were focusing on teacher cooperation, seldom on multiprofessional cooperation.

Some studies have verified the contribution of teacher collaboration to the educational success of schools (e. g. Mortimore et.al. 1988) and to successful school development processes (Holtappels 2013). In schools with a majority of teachers, that cooperates intensively by shaping school, we can find higher increase of students´ achievement than in other schools (Senkbeil 2006). Findings on professional learning communities show effects of elaborated teamwork on teaching quality (Seashore Louis & Kruse 1995; Leithwood 2000; Holtappels 2013). But it is still an open question whether these results can be transferred to effects of multiprofessional cooperation. Empirical findings show:

The intensity of multiprofessional cooperation is closely related to the level of formal qualification and the extent of working hours of the educational staff. On school level different types of cooperation patterns have been identified: In all-day schools with high intensity of teacher cooperation and of multiprofessional cooperation a high quota of teachers are actively involved in the all-day school organisation; and a high proportion of the additional educational staff has an educational qualification and is employed with high volume of working hours (Tillmann & Rollett 2010; Carle 2014).

The higher the demands on tasks the more rare multiprofessional cooperation, as well as teacher cooperation takes place (Steinert et al. 2006, Gräsel et al. 2006). But active involvement and participation in all-day school life can enhance the intensity of multiprofessional cooperation (Tillmann & Rollett 2012; Börner et al. 2012).

Results of the German ‘Study on Development of All-day schools’ (Holtappels 2013) show that the intensity of multiprofessional cooperation and intensity of active teacher involvement in the extracurricular program belong to important predictors for the quality of educational program and the process quality of extracurricular learning arrangements. Furthermore multiprofessional cooperation is closely related to readiness for innovation (Bergmann & Rollett 2008).

The following questions are leading our analyses:

1. Which characteristics in  deployment conditions, qualifications, intensity and patterns of cooperation of the multiprofessional staff can be found in all-day schools ?

2.  To what degree key variables of qualification grade and volume of working hours are related to the process quality of extracurricular learning arrangements?

3. What kind of relationships between the intensity and the quality of multiprofessional cooperation and the process quality of extracurricular learning arrangements can be found?

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