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Lessons from the Field: National Service Projects Learn with Their Partners
By Gale Greenlee
As much as funding and a good supply of books and volunteers are necessary for a strong program, the relationships you form with communities, schools, parents, and volunteers are directly related to your program’s success. Here are tips from the field that may help you create productive partnerships in your program.
Establish common ground and trust
In St. Paul, Minnesota, the partnership between Metropolitan State University (MSU) and Daytons Bluff Elementary started when MSU’s president and the school’s principal met at a community function. “The two agreed that their schools should work together for mutual benefit and a partnership was formed,” says Meredith Oyen, program coordinator of America Reads at MSU.
She attributes the success of their collaboration not only to a meeting of the minds, but also to the fact that “the relationship was built on trust and open communication.”
This trust and honesty came into play when MSU proposed a program model best suited for a different population. According to Oyen, school officials responded saying, “Take it to the suburbs. This won’t work on the East Side.” Trusting the school’s judgment and “respect [ing] the depth to which they know and understand their constituents,” Oyen and MSU reshaped the program to fit the schools’ needs.
Communicate!
For Alison Groene, a VISTA working with the America Reads program at Southwest State University in Marshall, Minnesota, communication is central to the program’s success. Early on, SSU formed an advisory committee of school and university staff and community members, to map the program’s direction. “Understanding everyone’s expectations was necessary, as was determining collectively whether the expectations were realistic,” says Groene.
Knowing that teachers have limited time, Groene also developed a “Teacher-Tutor Journal,” to facilitate communication between school staff and volunteers. Tutors can ask questions about a student’s progress, and receive suggestions from teachers.
Clarify roles and responsibilities
Foster Grandparents (FGP) Special Projects Coordinator Rileyne Brown also stresses the importance of open communication, especially in terms of clarifying each partner’s role. “I think for a volunteer program to be successful, the partners need to clearly state at the beginning what the objectives are, and what each partner will contribute.”
As part of FGP’s agreement with schools in Roseville, California, the school district offers meeting space, finger printing, and special tutor trainings. In return, the Roseville Reads Literacy Project provides tutors and intergenerational bonding.
Invite partners to share their expertise
Caitlin Scott is the assistant director of youth education for America Reads at Oberlin College in Oberlin, Ohio. She describes the partnership with Oberlin Public Schools as “many voices creating a rich harmony.”
What’s their secret? Teacher participation plays a vital part. “When looking for tutoring techniques to make a program really sing, we encourage America Reads initiatives to go to their local, master music-makers—the teachers,” says Scott. Every other week, a participating teacher conducts a tutor workshop on reading assessment, children’s developmental levels, and art and writing in tutoring sessions. “Tutors who are trained by the teachers they work with are best able to harmonize their one-on-one tutoring with the child’s classroom setting,” notes Scott.
Practice teambuilding and reciprocity
Richard Cone is director of USC Readers, which sends Federal Work Study students from the University of Southern California to tutor at local elementary schools. To strenghten partnerships, Cone tries to build cohesion between tutors and school staff. “We work to convince school staff and our tutors that we are all on the same educational team, and that our tutors are there to augment their work,” says Cone.
In the spirit of reciprocity, USC Readers does more than just tutoring. “We attend functions and serve on advisory boards,” he says. “We remind ourselves that we are there to serve them, their faculty, their children. Integrity is the best foundation for any relationship.”
Provide incentives for your partners
In Philadelphia, VISTA Emma Lattimore teamed up with a counselor at a local elementary school to create a family literacy program. To involve parents as partners, the National School and Community Corps offers weekly sessions for them to learn reading strategies. Parents receive a copy of the “book of the day” for their home libraries. The local book bank also provides books for teachers and families.
One mother noted, “This program has taught me something new. I’m reading better and my children are reading more.”
Building relationships with a school or community member takes time and effort. Remember, showing appreciation for your partner’s contributions and celebrating your collective successes can strengthen your program and foster student achievement.
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