1. Trainer’s Resource Materials Basic Recruiter Responsibilities
Module 2 Level 1
The MEP Recruiter
Basic Recruiter Responsibilities
National ID&R Curriculum, Module 2 Level 1
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

2. Trainer’s Resource Materials
Module 2 Level 1
Materials
Module 2 Level 1 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its ®
Talking Points
This module is based on Chapter 5: Developing Action Plans and Contacting Families in the National ID&R Manual.
Use the Module 2 Level 1 Outline for this module.
The goal and objectives are listed in the box, with space for participants to take notes.
Participants will not receive a PowerPoint for the presentation since the Module 2 Level 1 Outline provides the most pertinent information from the slides.
When participants are asked to record responses to questions, they should refer to their Outline.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

3. Level 1: Goal and Objectives
Trainer’s Resource Materials
Module 2 Level 1
Level 1: Goal and Objectives
Goal
The participant will know his or her basic responsibilities.
Objectives
Participants will be able to
describe the recruiter’s role in the MEP;
outline the recruiter’s basic responsibilities; and
identify the characteristics and skills of a successful recruiter.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

4. Trainer’s Resource Materials
Module 2 Level 1
Level 1: Agenda
Characteristics: Migratory Workers and Their Families
Characteristics: Recruiters
Roles of the Recruiter
What Am I Responsible for?
How Prepared Are You to Recruit?
Assessment
One for You, One for Me
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

5. Trainer’s Resource Materials
Module 2 Level 1
Characteristics
Migratory Workers and Their Families
Cause
Characteristic
Debrief
Work with your group to complete the table provided.
Materials
Migratory Workers and Their Families – Recording Sheet, p. 3 in Trainer’s Resource Materials, one per small group and one for the trainer to project on screen or smart board (or enlarge as poster)
Migratory Workers and Their Families – Sample Key, p. 4 in Trainer’s Resource Materials (used only as a guide for the trainer)
Trainer's Notes
Talk to participants about how the migratory population is a unique group, due to the nature of the work it does.
Have participants work in small groups to complete the table, Migratory Workers and Their Families, identifying characteristics of migratory families and what might cause that characteristic to develop.
You may wish to complete the first example together; refer to the key for guidance.
When all groups have finished, click to display “debrief” on slide; review and discuss the responses orally and record on your trainer copy.
Refer to the list of common characteristics of migratory agricultural workers and fishers in Chapter 1 of the National ID&R Manual and note characteristics that may not have been mentioned by participants.
Remind participants to record the migratory family characteristics in their Outline (p. 1).
End the segment by telling participants that having identified characteristics common to migratory families, they now will spend time thinking about what characteristics a recruiter should possess to best meet the needs of migratory families.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

6. Trainer’s Resource Materials
Module 2 Level 1
Characteristics
What makes a successful recruiter?
Recruiter Characteristics 
Materials
One sheet of chart paper, with the table from the slide drawn on it
Markers
Trainer's Notes
Have participants silently read through all the characteristics for migratory families they see in the table they completed.
Ask participants to think about the characteristics a recruiter should possess to best assist migratory families. Ask participants to share their responses and record them on the chart you created.
As characteristics are suggested, make sure participants can provide justification. For example, if someone states that a recruiter should be able to relate well to others, they may justify this by saying that the recruiter must listen to what families have to say about their situation and needs and make a connection with them to best determine how to assist them.
Remind participants to record the recruiter characteristics from the chart paper in their Outline (p. 1).
Have participants refer to the National ID&R Manual, Chapter 2. The MEP Recruiter – Characteristics of a Successful Recruiter and compare their list with the characteristics listed in the National ID&R Manual.
Point out that experienced ID&R coordinators indicate that, as a general rule, it takes about three years for a recruiter to fully learn the job. The specific skills required to be a great recruiter are developed over time. The ID&R Curriculum, along with strategies identified in the National ID&R Manual, Chapter 2 are intended to help recruiters understand the roles and responsibilities of the recruiter and to strengthen their skills. Participants will have the opportunity to identify their current skills and explore skills they may need to strengthen.

7. Trainer’s Resource Materials
Module 2 Level 1
Characteristics
What if you need to grow in a particular area?
Trainer's Notes
Ask that participants revisit the recruiter characteristics they wrote earlier in their Outline (p. 1) and highlight those skills they may need to focus on.
Tell participants they will revisit this list later, after the next segment of the training.
Talking Points
Many of you probably already possess the characteristics necessary to recruit effectively.
What would you do if there was an area they needed to strengthen (i.e., communication skills)?
Discussion Points
Attending training on the topic
Asking others for assistance
Independent study
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

8. Trainer’s Resource Materials
Module 2 Level 1
Role of the Recruiter
Points to consider as you define and shape your role in the MEP…
Trainer's Notes
Click to display text, and let participants know you will be presenting some important points on the screen for them to think about as they define their roles within the MEP program.
Tell participants to record key notes in their Outline (p. 2).
Talking Point
You have spent a good deal of time identifying characteristics of the population you work with as well as characteristics that recruiters need to work well with migratory families. Now you will spend time focusing on the recruiter’s role and responsibilities in the MEP.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

9. Trainer’s Resource Materials
Module 2 Level 1
Consider…
The recruiter represents the MEP to the family so should present the best possible image of both himself or herself and the MEP.
Trainer's Notes
One statement will appear on this slide and the next three.
Ask participants to read the statement, then discuss their thoughts about the statement with their table groups.
Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do to support it.
Debrief with a whole group discussion. Encourage participants to record key points in their Outline (p. 2).
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

10. Trainer’s Resource Materials
Module 2 Level 1
Consider…
The recruiter may be the migratory family’s first link to the school and the larger community.
The recruiter should take every opportunity to present the school and community in a positive light and provide guidance where possible.
Trainer's Notes
Ask participants to read the statement, then discuss their thoughts about the statement with their table groups.
Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do to support it.
Debrief with a whole group discussion. Encourage participants to record key points in their Outline (p. 2).
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

11. Trainer’s Resource Materials
Module 2 Level 1
Consider…
The recruiter’s first contact with each family is very important.
This is when the recruiter determines whether children are eligible for the MEP.
This is also when the recruiter sets the tone for the home- school relationship.
Trainer's Notes
Ask participants to read the statement, then discuss their thoughts about the statement with their table groups.
Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do to support it.
Debrief with a whole group discussion. Encourage participants to record key points in their Outline (p. 2).
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

12. Trainer’s Resource Materials
Module 2 Level 1
Consider…
The recruiter should try to be helpful without letting the family become dependent on him/her.
Trainer's Notes
Ask participants to read the statement, then discuss their thoughts about the statement with their table groups.
Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do to support it.
Debrief with a whole group discussion. Encourage participants to record key points in their Outline (p. 2).
Talking Point
It is important to provide support to a family without hindering the family’s ability to become self-reliant.
Discussion Points
Although the primary job of the recruiter is to identify and recruit migratory children, often recruiters end up playing many other roles to ensure that migratory children receive services that would benefit them.
Next we will explore some of those roles.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

13. Trainer’s Resource Materials
Module 2 Level 1
With this in mind…
What other roles might you have as a recruiter?
Advocate
Interviewer
Community Liaison
Outreach Worker
Trainer's Notes
Prior to displaying this slide, you may want to add or remove roles listed based on the districts your participants are from.
Ask participants to think about what other terms someone might use to describe the other roles they have as a recruiter; perhaps prompt them by suggesting one of the roles listed on the slide.
Allow participants a few minutes to brainstorm with their table groups and record on their Outline (p. 2).
When all groups are done, click to show the roles displayed on the slide.
Ask if they mentioned all the roles listed on the screen; if not, would they agree with those that they did not mention?
Ask if there are any roles they would suggest that are missing from the screen.
As a trainer, you may want to add the additional roles to the slide for future presentations.
Refer participants to the National ID&R Manual, Chapter 2. The MEP Recruiter – Recruitment Duties and Responsibilities.
School Liaison
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

14. What Am I Responsible for?
Trainer’s Resource Materials
Module 2 Level 1
What Am I Responsible for?
Work with a partner.
Read each Recruiter Responsibility Card.
Group the 12 responsibilities on chart paper.
Record any missing responsibility on a blank card.
Materials
Baggie or envelope with Recruiter Responsibility Cards, p.5 in Trainer’s Resource Manual; one set per pair
One sheet of chart paper per pair
Tape, to display chart paper on the walls and to allow participants to tape cards to chart paper
Several Post-its® per participant
Trainer's Notes
Pass out a baggie or envelope with the Recruiter Responsibility Cards to each pair of participants, along with the chart paper.
Tell participants that the National ID&R Manual lists 12 main responsibilities of a recruiter. These responsibilities are listed on the cards in the baggie they have been handed. There are also a few blank cards to be used a little later.
Refer to the directions on the slide. Each pair’s task is to read through the cards and group them in whatever manner desired. Some pairs may come up with two groups, others with four groups. There is no right or wrong number of groups. They should lay the cards down on chart paper as they organize them, since they will be taping the cards to the paper later for display.
Facilitate any discussions in the room to ensure participants understand what each responsibility means.
Have pairs determine if there are other duties recruiters have that are not listed. Those should be written on the blank cards and added to the groupings.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

15. What Am I Responsible for?
Trainer’s Resource Materials
Module 2 Level 1
What Am I Responsible for?
Determine a label for each group.
Record on a Post-it®.
Trainer's Notes
Tell pairs they should now work to determine a label, or heading, for each group they created. Record the label on a Post-it®.
Once participants are done with their groupings, they need to tape all cards on the chart paper provided. Make sure they include their labels.
When all pairs are done, post their chart papers around the room.
Debrief using the next slide.
Samples of groupings that could be made:
Two groups
ID&R, Liaison
Three groups
Recruit, Identify, Act as a Liaison
Communicate, Complete Paperwork, Make Decisions
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

16. What Am I Responsible for?
Trainer’s Resource Materials
Module 2 Level 1
What Am I Responsible for?
Grab a few Post-it® notes.
Stand up with your partner.
Visit each chart paper.
Reflect/respond to the grouping arrangements/additional responsibilities:
Glad you thought about…
Never considered…
Not sure I understand…
Make sure to leave a Post-it® with a comment on chart paper.
Trainer's Notes
Tell participants they will now go through a carousel process to review the groupings created by other pairs.
Review the directions on the slide.
Make sure participants understand they need to visit and read every grouping displayed. As the trainer, you may decide participants will only reflect/respond to a few chart papers, or you may have them respond to all.
When all pairs have finished their review, allow pairs to revisit their original chart paper to see if any comments were posted.
Allow pairs to respond to comments, clarifying any questions or final concerns.
Final discussion of this segment is to reassure the participants that state and school district personnel understand the role and responsibilities of the recruiter are critical to the success of the migratory program, and they are there to support recruiters in any way they can.
Tell participants that the successful recruiter must ensure they are fully prepared to carry out the responsibilities of their position, which will be addressed on the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

17. How Prepared Are You to Recruit?
Trainer’s Resource Materials
Module 2 Level 1
How Prepared Are You to Recruit?
Trainer's Notes
Ask participants to look at the responsibilities listed in their Outline (p. 3).
Have participants put a check by those responsibilities for which they feel well prepared.
Have participants put a star by those responsibilities for which they need additional support.
After a moment, ask participants to share ideas among the table groups. Monitor and facilitate discussions.
Refer participants to Chapter 3: Learning to Recruit in the National ID&R Manual for additional options and resources for continued development of their skills as a recruiter.
Discussion Points
Talking with their supervisor
Attending professional development
Reaching out to other recruiters
Connecting with community organizations
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

18. Re-Visit Recruiter Characteristics
Trainer’s Resource Materials
Module 2 Level 1
Re-Visit Recruiter Characteristics
Recruiter Characteristics
Materials
Chart paper with Recruiter Characteristics listed on it, from earlier in the training
Trainer's Notes
Tell participants to look back at the characteristics they came up with for recruiters earlier in the session.
Have them look at their list of responsibilities in the Outline (p. 3) and think about any other characteristics they think would be beneficial for a recruiter to possess to meet the responsibilities.
Have participants record additional characteristics on their Outline (p. 3).
Discussion Points
Thinks outside the box
Understands the need to follow rules and procedures
Is a self-starter
Knows local roads and has a good sense of direction
Knows local agricultural and fishing production and processing activities
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

19. Trainer’s Resource Materials
Module 2 Level 1
Level 1: Assessment
Please complete the assessment independently.
When all participants are done, discuss answers with a partner; revise answers if needed.
We will review as a whole group and you will grade your own.
Materials
Level 1: Assessment, p. 6 in Trainer’s Resource Materials, one copy per participant
Level 1: Assessment Key, p. 7 in Trainer’s Resource Materials, one copy per trainer
Trainer's Notes
Remind participants that the assessment is an indication of how well the content of the training was delivered, not an indication of how well they can recruit.
All resources given during the training may be used during the assessment.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

20. Trainer’s Resource Materials
Module 2 Level 1
One for Me, One for You
Respond to at least one sentence starter in your Module 2 Level 1 Outline.
Write one of your statements on a Post-it®, and leave it on the door as you exit. No names are necessary.
Trainer's Notes
Have participants think back to all they learned during this session—they can use their notes to refresh their memory—and respond to at least one of the sentence starters in their Module 2 Level 1 Outline (p. 4).
Sentence Starters:
I learned…
I still want to know…
I would like to have more training on…
Participants will leave one statement with you so you can assess how they felt about today’s training and modify any subsequent trainings as needed.
Remind participants to revisit the National ID&R Manual, Chapter 2 – The MEP Recruiter to refresh their understanding of the roles and responsibilities of the recruiter as well as the characteristics of a strong recruiter. They can also find additional strategies for increasing their skills as a recruiter in Chapter 3 – Learning to Recruit.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0