Utilizing Partner Resources

1. Utilizing Partner Resources Presented by Partners In Education, Inc. Broward County Public Schools

2. Utilizing Partner Resources My school has partners, now what do I do with them?

3. Utilizing Partner Resources Assignment is the process of matching people, materials and financial resources (cash and in-kind) to the most appropriate jobs identified on the School Needs Assessment and that support student achievement

4. Utilizing Partner Resources If you did not recruit a partner with a particular job in mind, it may take some exploration to best match partner time, skills and outreach goals with your priority needs

5. Utilizing Partner Resources Even if you did originally recruit the partner with a specific task in mind, school and partner needs, resourcesand interests may have changed over time

6. Developing a Plan Don’t skimp on the time devoted to PLANNING your partnerships

7. Developing a Plan Good plans shape good decisions. That's why good planning helps to make elusive dreams come true • Lester R. Bittel, The Nine Master Keys of Management

8. Needs Assessment Annually conduct a School Needs Assessment

9. Needs Assessment Needs Assessment is much more than passing out a form

10. Needs Assessment As an administrator, you need to help teachers think creatively in how partners can help in the classroom

11. How Partners Can Help Partners may work with your school in any of the following areas: • Instructional Support and Enrichment • Material and Financial Support • Staff Development • Curriculum Development • Utilization of Business Facilities, Equipment and Resources • Service Learning / Community Service • School Advisory Council and Policy Advocacy

12. Thematic Learning One area is thematic learning where students research and create a project that relates to real-world challenges while learning and practicing skills in reading, writing, research, team-work, and much more

13. Thematic Project Lessons Partners In Education offers teachers grants averaging $500 to pay for creative lessons using the theme of their business partner

14. Partner Resource Assessment Partners should annually complete the Business Resource Assessment and Employee Interest Inventory Needs and Resource Assessments can be found at the Partners In Education web site at www.browardpartners.com

15. Developing a Plan These documents will help your partner and you identify the people, time, areas of interest, skills, and financial resources that are available to the partnership

16. Developing a Plan Spend time with your partner reviewing Needs and Resource Assessments and discussing the creative ways that they can help demonstrate how subject area skills are used in the workplace

17. Developing a Plan Look for new opportunities to work together to accomplish goals

18. Developing a Plan Evaluate past year’s activities prior to reassignment. Don’t just reschedule year after year

19. Developing a Plan Assess both the effectiveness of the activity in achieving school objectives and the satisfaction the partnerderived from theexperience • Sample evaluation questions may be found in the Partners In Education Handbook located at www.browardpartners.com

20. Developing a Plan If the activity is still relevant to student needs and is of interest to the partner, go ahead and reschedule for the new year

21. Developing a Plan If the activity is no longer relevant or, if the partner is no longer fulfilled by the activity, review other areas of need and discuss new areas for involvement

22. Developing a Plan  Don’t be discouraged…. A setback is the opportunity to begin again more intelligently. Henry Ford

23. Developing a Plan Remember, just because someone offers you a resource does not require you to use it Evaluate the appropriateness of the resource for your school population • Consider students, teachers, parents and other partners

24. Developing a Plan In some instances, it may be difficult for you to say “no” to a a resource offered you. If that happens, you may call Partners In Education for assistance

25. Developing a Plan Most schools have several jobs that can be fulfilled by partners Be selective in which jobs you give which partners

26. Developing a Plan If you need food for incentives, recruit a restaurant Don’t just keep piling requests on to the partner you have

27. Developing a Plan Think creatively • One of last year’s partners of the year was a pizza place that helped teach fractions to second graders - using pizza

28. Developing a Plan Your partner may need to get additional approvals and recruit volunteers to the specific tasks agreed to at the Planning Meeting

29. Developing a Plan When ideas for involvement are agreed upon, work with your partner to develop a schedule of activities for the year and commit that plan to paper

30. The Plan Unless commitment is made, there are only promises and hopes... but no plans Peter F. Drucker, Author

31. Assigning People Volunteers have the right to expect a suitable assignment with consideration for their time, personal preferences, temperament, life experience, education and employment background

32. Assigning People You have the right to, and indeed need to, interview volunteers prior to placement to assess both the volunteer’s appropriateness for the assigned task and the appropriateness of the task for the volunteer

33. Assigning People Make sure jobs and volunteers are a good fit

34. Assigning People Volunteers should be treated as co-workers with respect and appreciation • Provide introduction to those with whom they will be working • Give name and phone number to contact in case of absence • Assure them that support is available should they experience difficulty - and where to go to get the support • Show them their workstation • Explain where they take breaks

35. Screening All volunteers, including those from partner businesses, government agencies, or community organizations, must complete the Volunteer Application • The Volunteer Application is available through the Volunteer Coordinator at your school • All mentors and one-on-one tutors must be fingerprinted and go through training conducted by Youth Mentoring Program • Talk to your school’s Mentor Coordinator

36. Placement All placements must be timely • There is no better way to lose volunteers or partners than to make them wait to be assigned

37. Follow-up After placement is made, the school and the business Partnership Coordinators should follow-up with appropriate school staff and volunteer to ensure that all is going smoothly • Better to catch and deal with a problem early than to let the problem fester

38. Spreading the News Remember, happy volunteers and partners spread good news about your school

39. Spreading the News What news do unhappy partners and volunteers spread?

40. Did you know? • Dissatisfied customers will tell as many as 16 other people about their experience • It takes 12 follow-up positive experiences to make up for one negative one

41. Orientation Orientation is the process that prepares people for involvement in a new situation In a partnership, a good orientation will acquaint participants with the nature of the undertaking and help them understand their role in it

42. Orientation Within a partnership, different populations have different orientation needs depending on their level of involvement • Top management may need only a brief overview of the partnership and how the company’s involvement strengthens student achievement

43. Orientation The business partnership coordinator needs to have knowledge of the school, its population demographics and its needs in order to help convey that information to the organization and gain support for the program Individual volunteers need to know about the school and how their role as a volunteer plays a part in the overall goals and objectives

44. Orientation The school’s Staff Liaison for Volunteers may already be conducting an orientation for volunteers • The partner, volunteer and mentor program liaisons should work together to create on Orientation that meets the needs of all groups

45. Orientation In general, a volunteer orientation should include some or all of the following: • Information about the school, including school demographics, school score on the A+ plan FCAT scores, SIP Goals and Objectives, etc. • School’s philosophy regarding Community Involvement • School calendar • Hours school is open and when volunteer job is available

46. Orientation Relevant school and District policies including dress, safety, security procedures, confidentiality, etc. General information on student learning styles; age specific level of understanding Developmental characteristics of students at various grade levels – what to expect Job descriptions and available training

47. Orientation • Time-line of various jobs • Introduction to Administration and Department Heads/Grade Level Chairs • Introduction to their assigned teacher or staff person

48. Training Volunteer training prepares individuals or groups to perform specific tasks in predetermined situations • Training is usually short, specific, and practical • Training provides volunteers with information such as how to tutor, how to read to Kindergarten students, tips for mentoring teenagers, etc.

49. Training Individual Training • The Staff Liaison for Volunteers may already be conducting job specific training • Check to see if the partner volunteers can participate in the existing training • Don’t duplicate efforts; adjust existing training to accommodate both volunteer and partner needs

50. Training Individual Training • Work with your partners and teachers to create new training specific to the partnership as needed