Six Types of Family/School/Community Partnerships VolunteeringType 3 Based on the work of Joyce Epstein, Johns Hopkins University Baltimore Maryland PowerPoint presentation by Parents Plus Inc.

Six Types of Family/School/Community Partnerships Challenge and redefinition of “volunteers”

Type 3: Volunteering §Organize volunteers and audiences to support the school and students.

Sample Practices Type 3 §Annual survey to identify interests, talents, and availability of volunteers. §Parent room or family center for volunteer work, meetings and resources for families

Sample Practices Type 3 §Annual review of schedules for students’ performances, games, and assemblies for daytime and evening audiences. §Class parent, telephone tree, or other structures to provide all families with needed information. §Parent patrols to increase school safety.

Challenges Type 3 §Recruit widely for volunteers so that all families know that their time and talents are welcome.

Challenges Type 3 §Make flexible schedules for volunteers, assemblies, and events to enable working parents to participate.

Challenges Type 3 §Provide training for volunteers, and match time and talent with school needs

Redefine “volunteers” Type 3 §“Volunteer” not only means those who come to school during the day, but also those who support school goals and children’s learning in any way, at any place, and at any time.

Results for Students: Skills with communicating with adults. Skills that are tutored or taught by volunteers Awareness of many skills, talents, occupations, and contributions of other volunteers. Results for Parents: Understanding the teacher’s job Self-confidence about work in school and with children. Specific skills of volunteer work. Use of school activities at home. Enrollment in programs to improve own education Results for Teachers: Organization, training, and use of volunteers Readiness to involve families in new ways, including those who do not volunteer at school. Awareness of parents’ talents and interests in school and children. Individual attention to students because of help from volunteers. Skills with communicating with adults. Skills that are tutored or taught by volunteers Awareness of many skills, talents, occupations, and contributions of other volunteers. Results for Parents:Understanding the teacher’s job Self-confidence about work in school and with children. Specific skills of volunteer work. Use of school activities at home. Enrollment in programs to improve own education Organization, training, and use of volunteers Readiness to involve families in new ways, including those who do not volunteer at school. Awareness of parents’ talents and interests in school and children. Individual attention to students because of help from volunteers.