student handbook 2012 2013 by 9DvZVQ

VIEWS: 10 PAGES: 14

									FWS, Volunteer & Service
  Learning Positions




 Student Handbook
We have provided you with all of the information you will
   need to navigate through your participation in the
  Community Partnerships Department. Information is
 subject to change. However, if additional information is
     needed, please visit our website or contact us:

 http://ego.thechicagoschool.edu/communitypartnerships
                   Contact Information
Jill Glenn, Director
jglenn@thechicagoschool.edu
(312) 410-8991
Sayaka Machizawa, Associate Director
smachizawa@thechicagoschool.edu
(312) 410-8953
Erica Rumpel, Service Learning Coordinator
erumpel@thechicagoschool.edu
(312) 467-2576
Other Inquiries
communitypartnerships@thechicagoschool.edu

Financial Aid
finaid@thechicagoschool.edu




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               The Process—A Must Read !
Our largest placement period commences with the Job and
Volunteer Fair, where you have the opportunity to meet with
partners and determine what positions match your needs. If you
are unable to attend the Fair, or would like to know more, go to
ego.thechicagoschool.edu/communitypartnerships and follow the
steps listed.

If you are interested in obtaining a Federal Work-Study (FWS)
position, you will first need to see if you are eligible. Fill out a
SEEF at (http://tinyurl.com/3j8wvrb) or
(https://secure.imodules.com/s/843/index.aspx?sid=843&gid=48
&pgid=2252&cid=4017) and wait for a confirmation from the FWS
coordinator. After undergoing an orientation and an interview
with Community Partnerships, you will be forwarded to the site
for review. If you are accepted to the site, you will start the TCSPP
HR process. Paperwork will be forwarded by the FWS
coordinator, and HR dates are available for you to seek help in
getting this completed.

After these requirements have been met, you will check with
your site to see if you have any special requirements (background
checks, immunizations, etc.). Following completion of such tasks,
you are ready to begin work. Be sure to review hours during
vacation times with your supervisor from the get-go.




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   What is a Community Assistantship Position?
The Community Assistantship Program links students to a variety
of Federal Work Study and volunteer opportunities addressing
key community needs at our various community partners. Many
Community Assistantship Positions use Federal Work Study
funding thus students may be paid for their work. Participation in
these activities is completely voluntary and not a curricular
requirement.

Ongoing support from CPD through individual consultation and
colloquia offerings distinguishes a CAP position from
volunteerism. We encourage you to also reflect regularly on your
service in the community and how it impacts your professional
and personal life. The number of hours students spend at a
Community Assistantship varies, ranging from 2 to 15 hours per
week. Positions last the full academic year.

The following are examples of our Community Assistantship
Positions:

    o   Tutoring bilingual children to help them improve literacy
        skills
    o   Assisting teachers at a charter school/after-school
        program
    o   Mentoring at-risk youth and teaching them life skills
    o   Assisting fundraising events and human resource
        management

        What is Community Based Research?
Community Based Research is a collaborative approach to
research that involves community organizations, community
members, and academic researchers (e.g., students, faculty, staff)
in the research process and recognizes the unique strengths each
brings. Community Based Research begins with a research topic
of importance to the community and combines knowledge with
action to achieving social change, eliminate health disparities,
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and promote wellness.

Active involvement of the local community throughout the
research process distinguishes Community Based Research from
traditional academic research. In traditional academic research,
community members are often merely “human subjects” and the
research intends to serve the academic community. Students
involved in a Community Based Research project usually receive
supervision from a faculty/staff member who has experience in
research and they are often paid through FWS.

The following are examples of our Community Based Research
projects:
    o Outcome evaluation of a mentoring program
    o Developing a residential model and assisting the
        organization with its implementation
    o Creating a community resource book through Asset
        Mapping
    o Conducting a feasibility study for program development
        and planning

                 What is Service Learning?

Service Learning refers to structured learning experiences that
integrate service activities with traditional academic curricula. For
example, students participating in a Service Learning course apply
academic learning to direct or indirect service at community
agencies as a way to integrate classroom concepts, coursework
and discussions. Service activities are directly linked to the course
content.

Service Learning students are not operating as volunteers,
externs, or interns because their service is part of their course
activities. Unlike Community Service and Community Based
Research projects, Service Learning projects do not use Federal
Work Study funding, thus students are not paid. Students are able
to experience in the field what they are learning in the classroom;
a focused experiential learning opportunity. Supervisors at
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community organizations may be asked to evaluate the student’s
performance. The average number of hour students spend on a
Service Learning project is 2-4 hours per week.

The following are examples of courses that used the Service
Learning module:

    o   Diversity I & II: Students prepared and facilitated Diversity
        training for staff members at a local youth service agency.
    o   REACH: Students provided social, emotional, and
        academic support to incarcerated youth.
    o   Advanced Assessment: Students conducted chart reviews
        at an outpatient mental healthcare center.
    o   Life Span II: Students co-facilitated discussion
        and recorded narratives for elders at a local day center
        for the elderly.

Students enrolled in a “General” SL course
If you are enrolled in a general service learning course such as
Professional Development (PD) you have the flexibility of
choosing from a number of sites. Most of our partners offer
opportunities that will fulfill your course requirements. See our
Department website for a list of available positions.
* For questions regarding Service Learning, please contact Erica
Rumpel, M.A. at erumpel@thechicagoschool.edu




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               How do I get involved?
Explore and apply to available positions on Career Hub:
tcsppcareerhub.experience.com

Attend the Job and Volunteer Fair
       identify sites you prefer, meet with representatives
       Sign up for an orientation/interview slot

Attend an Interview at TCSPP with Community Partnerships.

Wait to hear from a TCSPP site liaison regarding the outcome
of the interview (if you are being passed to the Site)
        if you didn’t get first your choice, your site liaison will
         ask for your other Site interests
        may be referred to Career Services for assistance and
         feedback

If sent along to a site, the site supervisor will contact you
within 2 weeks to setup an interview.

Attend the interview at the Partner Site.

If hired as FWS, you will receive hiring instructions:
        TCSPP Human Resources department will send you
         paperwork
        You will receive an EzLabor password and manual to
         learn how to log your hours

Meanwhile, complete all site pre-employment requirements
(e.g., background checks, fingerprints, physicals, etc.) These
requirements differ across sites.

Once all TCSPP HR and site requirements are complete, you
are ready to start your service!




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                       Student Rights

   Serve in a safe and healthy environment
   Receive appropriate guidance and supervision from the
    agency staff
   Receive adequate information (e.g., schedule, program) and
    clear expectations
   Be provided with learning experience that promotes personal
    and professional growth
   Be treated with respect from the agency staff
   Freedom to assert and communicate your needs and
    suggestions with the agency staff
   Receive support and assistance from your CPD site liaison


                  Student Responsibilities

Professionalism
   Dress appropriately for the site interview and throughout
    employment
   Maintain professional comportment consistent with the site
    guidelines, code of conduct, employee manual, etc.
   Be on time and serve with integrity (e.g., Complete only site
    related work – students are not allowed to do school work at
    sites).
   Provide competent skills, knowledge and expected service. If
    you completed your tasks and have nothing to do, ask your
    supervisor how else you can help.




Time commitment
   FWS students may work a maximum of 15 hours per week for
    the Community Partnerships Department. You are permitted


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    to volunteer more hours, if mutually agreed upon by site
    supervisor.
   Due to FWS budget limitations, your site may impose a
    different maximum number of hours per week. You should
    communicate with your site supervisor about the number of
    total hours you are permitted to work for the academic year
    to ensure you do not exceed the maximum hours.
   You are required to remain in your position until the end of
    academic year and may stay longer if site and CPD approves
   You are expected to communicate regularly with your site
    supervisor about academic breaks and scheduled vacations.
   You should contact the site as soon as possible in the event
    that you cannot make your designated shift (e.g., due to
    illness or emergency).

“Community Connections” Colloquia:

       Community Connections

   The Community Partnerships Department offers a special
    “Community Connections” colloquia series to all Chicago
    School students. Each colloquium features an informative
    presentation from a leader in the community who offers
    unique perspectives on community-based work.
   The purpose of these colloquia is to provide an additional
    window into the community as well as a place for reflection.
            o Reflective Colloquia will be one hour long and
               occur weekly throughout the year.
       You are strongly encouraged to attend! The colloquia
        can beneficially supplement and put into context your
        experiences, service, work-study, and coursework.


Logging Hours & Submitting Timesheets

FWS Students
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   All FWS students log hours through EzLabor Online Timesheet
    biweekly. If you fail to do so by the pay period deadline, you
    will not be paid on time.
   You are only permitted to log time spent in the community.
    You are not permitted to log transportation costs or time,
    service learning class time, service learning hours, or
    reflective colloquia hours.
   You are expected to follow the instructions and deadlines set
    forth by EZLabor and Accounting Department as outlined in
    the EzLabor Manual
   You are expected to follow Federal Work Study guidelines. If
    you have questions about your eligibility or remaining funds,
    you should contact the FWS coordinator at
    payroll@thechicagoschool.edu .
   Any student falsifying hours will be immediately terminated
    from their position, no longer eligible for FWS positions at
    TCSPP, referred to the Student Affairs Committee, and may
    be subject to criminal prosecution.
   Monthly Timesheets: Each month, you are required to print a
    copy of your hours from Ezlabor, have your community-based
    site supervisor sign it and submit it to Community
    Partnerships Department at the end of each month.
   Students who fail to submit their monthly timesheet will be
    considered terminated and removed from EzLabor.

Service Learning and Volunteer Students
   You will be sent a survey that will ask you to submit your
    hours.

If you encounter problems at the site
   Students are expected to follow guidelines set forth by APA’s
    Ethical Code.
   If you are having difficulty with a peer or supervisor at the
    site, you are encouraged to address the person directly or
    seek assistance from your site supervisor.



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   If the problem is not resolved after addressing the person or
    supervisor directly, you are expected to contact your CPD
    liaison.
   If you are unsure about how to handle a problem or feel your
    rights are not being met, please contact your CPD liaison.

When to contact your liaison
   If you are having trouble logging your hours
   If you are having difficulty with a co-worker or supervisor that
    can’t be resolved on-site
   If you want to quit, switch positions or switch sites
   If you need a leave of absence or are leaving school
   If you feel your rights have been violated
   If you need support or supervision
   If you have an idea for a service project and need guidance or
    resources
   Every time you are contacted by your liaison or CPD staff to
    respond to a question regarding your position

Performance Evaluations
   Site supervisors will be contacted twice a year (at the end of
    each semester) to provide feedback on your service.
   Students will be notified by the site liaison within a week of
    receiving the feedback if concerns or areas of improvement
    have been identified.
   A plan will be developed and both the liaison and student will
    sign the agreement outlining the steps the student will need
    to take to address the concerns.
   If the student completes the plan to the satisfaction of the
    site liaison and site supervisor, he/she will be allowed to
    remain in the position.
   If the student fails to complete the plan or take necessary
    steps to remediate the concern, he/she may be terminated
    and a letter indicating Not in Good Standing will be
    maintained in his/her file.



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                              Recognition
Each year, CPD recognizes several students for their outstanding
service, innovation, and commitment to the community. This
formal recognition occurs in late Spring during our awards
ceremony. Furthermore, we offer monthly GUS Awards to
selected individuals.

                   Additional Site Guidelines
Scope of services
You may be involved in a service that involves direct contact with
the population served by the organization. While direct service is
encouraged, when available and permitted by the site, it is
important to recognize the boundary of your services. CPD
positions are non-clinical* and students are not permitted to
provide direct therapeutic services. Students must be clear about
their role as a “Volunteer” or “Student Worker.” Also, many of
the partners also participate as practicum or internship
placement and the clients and/or staff may perceive you as an
extern or intern. If you are asked to provide such services from a
client or supervisor, you should inform them of your role and the
limits of your position. If this does not resolve the problem, you
should notify the site liaison immediately.

*An exception may be clinical services provided by advanced students enrolled in
service learning courses. These courses are supervised by course instructors.

Human Resource Requirements
In addition to the paperwork requirements set forth by The
Chicago School, many partner sites require their own human
resource requirements and may include:
   Drug Screen
   Background Check
   Finger Printing
   TB Test
   Formal Orientation/Pre-service training
Be prepared for these requirements to delay your start date.
Some of these steps take 2-4 weeks to complete.

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Transportation
Ask your site liaison or site supervisor about transportation
options. Many of our partners can be accessed by public
transportation. Please note: Transportation time and costs will
not be covered by FWS. You can NOT submit travel time on your
timesheet.
   If you plan to drive, ask about available parking. Is there a
    parking lot? Do you supply parking stickers? Where is safe
    street parking?
   If you plan to take public transportation, ask about train/bus
    routes and safety.
   Some agencies in high risk areas may provide transportation
    or have supplied an escort to a safe transportation stop near
    the agency. Students are strongly encouraged to negotiate
    such arrangements.

Safety Guidelines
CPD recommends the following safety guidelines for students
providing service off campus:
  Students should not dress inappropriately or conspicuously,
   e.g., use judgment in wearing jewelry.

   Students should use main thoroughfares for walking, and
    should be appropriately vigilant.

   If your commute involves walking through the neighborhood,
    it is strongly advised that you walk with a friend or partner. If
    this isn’t possible, always let someone know your schedule
    and when you plan to arrive.

   Students should not plan or participate in trips for client
    groups unless arrangements are made to ensure safety, e.g.,
    use of several workers in a children’s group, inclusion of
    parents, proper transportation, etc.

   Students should not travel without official agency
    identification that establishes their status as a representative
    of the agency.
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   In the event of any emergency during a student’s site work,
    the site liaison and/or CPD staff should be notified
    immediately by the student and/or agency.

   Follow agency policies and recommendations regarding
    neighborhood safety (e.g., do not allow strangers in the
    building without agency credentials).

   Under no circumstances should the student be alone at the
    agency or make home visits without supervisors knowledge. If
    there are special operational procedures that differ from
    those in effect during the day with respect to security and
    emergency procedures, these should be made clear to the
    student.

   Students should be thoroughly oriented to the agency
    building(s). Fire and disaster procedures should be reviewed.
    If maps for exiting the building in case of an emergency are
    posted or handed out, the student should be made aware of
    where they are located.

   Students should also be informed of security procedures,
    including how to locate a guard when necessary.

   Students should not be required to remain in the agency
    when conditions prevail that are hazardous to health. For
    example, students should have the option to leave when the
    heat is not functioning on a cold day without using sick leave.

   Although matters of this nature must be left to the discretion
    of the student and the site supervisor, students should not be
    pressured to remain at the agency when conditions are not
    reasonably conducive to performing agency business.




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