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School Volunteer Program
          (Revised 8/09)

        This handbook is specifically designed to aid the volunteer coordinator in the
development of a school volunteer program and in ongoing program management. It provides
guidelines and suggestions for recruitment, interviewing, placement, orientation, training,
recognition and evaluation of volunteers, as well as tips on record keeping. The final section
contains sample forms which school volunteer programs may adapt for local use.

New Hampshire Partners in Education, publisher of this handbook, is a non-profit organization
dedicated to enhancing and enriching the quality of education for children in New Hampshire
through school volunteerism.

NH Partners in Education gratefully acknowledges the dedicated effort of the following
individuals who assisted with the development of this handbook over the years: Brenda L.
Abbott, Paula Bailey, Ruth Bellitti, Carol Borghese, Patti Champagne, Martha Clement, Nancy C.
Craig, Georgette Guerin, Elise Hood, Judy Keefe, Brusilla Movizzo, Margery Navaroli, Ruth
Parent and Kay Barretto.

NH Partners in Education also acknowledges the contributions of the following: Concord School
District (NH); Dover School Volunteer Program (NH); Hollis School District (NH); Keene
School Volunteer Program (NH); Merrimack Valley School District (NH); Minnesota
Department of Public Welfare; Nashua School Volunteer Program (NH); National School
Volunteer Program; Pembroke Hill School (NH); Pittsfield School Volunteer Program (NH);
Portland School Volunteer Program (ME); San Diego City Public School (CA); San Diego
County Office of Education (CA); Salt Lake City School District (UT); Tulsa Public Schools
(OK); and Walpole Schools (NH).

                  New Hampshire Partners in Education
                                 889 Elm St. Suite 304
                                Manchester, NH 03101


                                             --2--                                           -
                     TABLE OF CONTENTS

STARTING A SCHOOL VOLUNTEER PROGRAM___________________________7
COMMUNITY RESOURCE VOLUNTEERS ________________________________17
DEVELOPING A SCHOOL VOLUNTEER BUDGET ________________________ 18

SUGGESTED GUIDELINES FOR VOLUNTEERS __________________________23
SUGGESTIONS FOR PRINCIPAL'S ROLE IN SVP _________________________24
SUGGESTED GUIDELINES FOR TEACHERS _____________________________25
PUBLICITY __________________________________________________________ 28
RECRUITMENT OF VOLUNTEERS _____________________________________ 30
INTERVIEWING ______________________________________________________34

PLACEMENT________________________________________________________ 40
EXAMPLES OF MEANINGFUL ASSIGNMENTS __________________________ 42
WORKING WITH VOLUNTEERS _______________________________________ 45
SUGGESTED TRAINING POSSIBILITIES ________________________________ 46
CHECKLIST FOR VOLUNTEERS _______________________________________ 49

RECORD KEEPING____________________________________________________50

RECOGNITION_______________________________________________________ 53
NEW HAMPSHIRE SCHOOL VOLUNTEER WEEK ________________________ 55

SAMPLE FORMS _____________________________________________________ 59

                                 --3--                              -


A school volunteer program builds positive community involvement in the school and creates
better parent/school/community relationships.

School volunteer programs can:
       - Strengthen school – community relations through positive participation from all
           segments of the community.
       - Tap into the human resources of the community for the enrichment of the school
           program and to broaden children‘s learning experiences.
       - Increase children‘s motivation for learning.
       - Provide more individual attention for students.
       - Extend the teacher‘s teaching time.
       - Bring the community and the business world into the schools.
       - Expand a child‘s world of adult friendships and provide a variety of positive role
           models for students.


A School volunteer program organizes people (unpaid citizens) to assist schools in their mission
of educating children and helps schools to form partnerships with their communities. It provides
outreach to the community, relevant training, appropriate placement, and ongoing recognition of
the efforts of its volunteers. A school volunteer program can supplement the efforts of
professional staff and provide human resources to enrich the educational experience.


School volunteers come from all walks of life, all ages, and all segments of society. Volunteers
may be male or female, young, middle-aged, or older adults; single or married; parents; actively
employed, unemployed or retired. They represent every economic, social, racial, religious, ethnic
and educational background in the community. Concerned, dedicated volunteers give the gift of
quality time to the children of New Hampshire.

No specific educational background is needed. Volunteers do need to be willing to work under
the direction of school staff; be reliable in their commitment; maintain confidentially about
matters relating to students; and hold a professional attitude toward their volunteering experience.
All volunteers should come through the school volunteer program, completing an application,
participation in an orientation, etc.
                                              --4--                                             -

School volunteers generally work under the supervision of a member of the school staff, and can
be involved in almost any aspect of the educational system. They work in classrooms, libraries,
laboratories or other areas of the school, outside on the playground, at home, in a business setting,
or at nursing homes. Volunteers assist the school and fill needs in any settings. The tasks are
limited only by the imagination of the school, its teachers, or volunteers

Volunteers give anywhere from an hour a year to service to several days a week. Most volunteers
try for a commitment of an hour or two a week.


Successful school volunteer programs have been started by concerned individuals, School Board
members, local superintendents, principals, staff members at individual schools, community and
civic organizations, parent-teacher organizations, college and high school students and parents.
No matter who initiates the program, it is essential to have ―support from the top‖, a public
statement and demonstration of commitment to the involvement of volunteers, from the principal
and Superintendent of Schools.

Conducting a successful school volunteer program requires cooperation among administration,
teaching and support staff at the school, and with individuals and other groups from the

A school volunteer coordinator is responsible for implementing the program. The importance of
this position in planning, recruiting, record keeping, recognition, evaluation and otherwise
establishing and maintaining a successful program cannot be overemphasized.

“IF NOT BY ME…BY WHOM?                         AND IF NOT NOW, THEN WHEN?”


                                              --5--                                              -
                                  Mission Statement
       New Hampshire Partners in Education enhances and enriches the education of children
       through school volunteerism. We achieve our mission by advocating on behalf of school-
       related volunteer efforts; celebrating and recognizing school-related volunteer efforts;
       facilitating and sustaining professional development and technical resources for school-
       related volunteer efforts; and by building business and community partnerships to create
       bridges between these groups and the New Hampshire educational community.

New Hampshire Partners in Education, whose roots date back to 1968, remains true to its
mission of offering statewide support and leadership to local schools in establishing,
maintaining, and expanding effective school volunteer programs and educational
partnerships between schools and their communities.
New Hampshire Partners in Education has maintained a successful track record
throughout its 40+ years as being an organization that not only recognizes those involved
in partnerships and volunteer efforts, but also offers continued support and consultative
services, regionalized training workshops, and various public awareness activities
designed to promote the value and rewards of school volunteerism.

The opportunities for New Hampshire Partners in Education are enormous. Due to the
financial challenges that schools currently face, in addition to teacher resources, the value
of school volunteers has never been more important.

New Hampshire Partners in Education intends to address these two areas of focus as they
continue to move forward by advocating the value and need of school volunteers, by
facilitating resources in building bridges between businesses, schools and communities,
and by celebrating school volunteer programs and their impact on children in New

When brought to bear on education, community resources significantly enhance the
educational process, increase student motivation, and stimulate student achievement.
They also expand the quality of life for all of the community participants and the
community as a whole. Effectively engaging the community and its businesses in the
education of its youth, fostering reciprocal relationships between school and community,
and increasing support for our schools and our educators all result from the unique
services provided by New Hampshire Partners in Education.

                                           --6--                                           -

These guidelines for organizing a school volunteer program are suggested by New Hampshire
Partners in Education. Careful thorough planning and organization are basic to the success of a
school volunteer program. All guidelines, forms and suggestions should be adapted to local
needs and desires.

Resources and consultant help in starting and maintaining a school volunteer program is available
free of charge from NH Partners in Education in Education. For more information, contact:

                             New Hampshire Partners in Education
                                  889 Elm Street, Suite 304
                              Manchester, New Hampshire 03101
                                   Phone: (603) 540-0620
                                    Fax: (603) 584-0203

1. Develop Awareness:
        -   Those instituting the program should become aware of how school volunteer / citizen
            involvement programs can help. How do they fit into what already exists in the
            school system and what should exist? Determine how a successful school volunteer
            program can be integrated into the system and how it should operate.
        -   Ensure that those who will be affected by a school volunteer program (school board,
            administrators, teachers, parents, students, and the community) are aware that a
            program is being developed. The strength of any program will depend upon a high
            level of commitment and involvement by everyone.

2. Determine Need:
        -   In order to be successful, a school volunteer program must fill genuine needs. Obtain
            an accurate and current assessment of school needs through questionnaires,
            interviews and by direct observation.
        -   Such and assessment will help to determine what focus the program will take and be
            useful later in recruitment and assignment of volunteers.
                          Determine: Administrative support
                                      Teacher requests
                                      Community interest

3. Obtain a Firm Commitment to Support and Participate in the Volunteer
   Program from:

        -   Administration
        -   Teachers and other school staff
        -   School Board (the school board should pass a written policy of support for the school
            volunteer program, giving consideration to liability and insurance issues, inclusion in
            existing insurance policies, etc.)
        -   Community

                                             --7--                                             -
4. Establish an Advisory / Support Committee for the School Volunteer Program:
        -   In conjunction with the administration, the committee establishes policy and
            programs for the local SVP.
        -   The support committee should be representative of the school community, consisting
            of delegates of volunteers, teachers, administrators, community organizations, etc.
        -   The committee can serve as a liaison between the school and the community.

5. Appoint a Volunteer Coordinator. Although it is not essential that a coordinator be
   appointed at this exact point, this role is a pivotal one in creating a successful SVP. If the
   coordinator participates in program organization and design, and in the preliminary process in
   setting up the program, things go smoother initially and in the future.
        - The coordinator may be chosen by administrator, principal, teacher, superintendent,
            and/or support committee, with advice from the outgoing coordinator. The approval
            of the school board may be needed, especially if it is a paid position.
        - Desirable qualifications include experience as a school volunteer, ability to
            communicate well, interest in education, time to carry out the duties of the job, and
        - The coordinator is responsible to the local administrator
        - The coordinator serves as the program‘s liaison with NH Partners in Education in
        - The coordinator maintains SVP records and provides annual statistics to NH Partners
            in Education in Education and to local authorities.

6. Develop Program Mission, Goals and Objectives.
        -   Program mission is the general philosophical basis for the existence of the SVP.
        -   Program goals are broad statements of purpose upon which specific objectives are
            created. A goal statement should reflect the school needs identified through the
            needs assessment process, but should also reflect the philosophy and values of the
            school and school district as well as the values of the community.
        -   A program objective is a statement of specific intent – what the program will
            accomplish. It is measurable and determines the focus of evaluation. Objectives
            should tell whom, what and when. The results of the needs assessment shape the
            content of specific objectives.

7. Develop Program Design.
        -   Identify the administrative process and structural organization necessary to
            implement the program design. Determine where the program will fit in the
            organizational chart of the school district. Consider such matters as health and legal
            procedures, signing in/out (documentation), parking, reporting absences, and
            assigning workspace. Identify decision-making chains of command and channels of
        -   Write role descriptions for those involved in the program including volunteers,
            school staff, administrators and the program coordinator - indicating areas of
            responsibility. See sample job descriptions in the following section for examples.
        -   Set up a record keeping system that will enable proper reports to evaluate the
            program. An effective record keeping system will make it possible for the following
            questions to be answered easily:
                - Who is volunteering?
                - Where and when are volunteers assigned?
                - What kinds of work are volunteers doing?
                - How many hours have the volunteers contributed?
                - Are volunteers reliable in carrying out their assignments?
                                             --8--                                             -
         -     Individual volunteer records should also be maintained. Volunteers frequently refer
               to their volunteer service when applying for employment.

8. Orient School Personnel to the School Volunteer Program.
         -     It is essential for teachers and other school personnel to understand and support the
               SVP if it to be successful. As the immediate supervisors of the volunteers, staff plays
               a crucial role in the day-to-day operations of the program.
         -     Teacher responsibilities include:
                         - Identifying services to be performed by volunteers.
                         - Making formal requests for volunteers to the volunteer coordinator.
                         - Providing training for specific duties.
                         - Providing day-to-day supervision of the volunteer.
                         - Reporting problems to the SVP administration.
                         - Helping volunteers feel job satisfaction through frequent ―thanks‖.
                         - Evaluating volunteer service.
         -     In requesting volunteers, school personnel should remember:
                         - Volunteers work under the supervision of a teacher or other school
                         - The volunteer never replaces the teacher.
                         - Assignments should be meaningful.
                         - Volunteers reinforce rather than teach.

9. Recruitment of Volunteers.
         -     This essential process should be a year round effort, not just when school begins.
         -     Parents are an obvious first source of volunteers, but assistance from all segments of
               the community should be sought regardless of age, income level, occupation, race,
               sex, or education level.
         -     Qualifications for volunteers include:
                        - Genuine interest in children.
                        - Good health.
                        - Reliability and consistency of service.
                        - Confidentiality about children.
                        - Professional attitude about service.

10. Interviewing and Screening Volunteers.
         -     Volunteers should complete an application, which should include:
                      - Basic personal data such as address phone number, etc.
                      - Person to contact in case of emergency
                      - Any health issues of which the school needs to be aware
                      - Educational background, applicable training
                      - Work experience
                      - Previous volunteer experience
                      - Hobbies, interest to share with students
                      - Availability
                      - Volunteer position in which individual is interested
                      - Age group with which individual wishes to work
                      - Personal references

     -       The coordinator and / or principal or staff member needs to make an assessment of the
             candidate‘s skills and determines who should interview applicants.
                                                --9--                                             -
        -       Before the volunteer is assigned, the placement process should include a verification of
                volunteer‘s references and background information. By doing so, the SVP significantly
                reduces liability and risk to students, the program, the school and all parties involved.

11. Orientation of Volunteers.
    -       All volunteers should be familiar with the volunteer program and their role in it.
    -       An orientation, whether group or individual, should help volunteers become familiar
            with the school setting and include: a tour of the facility; explanation of school rules;
            expectations; school calendar; daily bell schedule; emergency procedures; parking; other
            applicable restrictions
    -       Other essential elements of an orientation include basic requirements expected of school
            volunteers including confidentiality and reliability, and housekeeping responsibilities
            such as signing-in procedures, wearing nametags, dealing with absences, etc.
    -       Volunteers should also become familiar with program history, purpose (goals and
            objectives) and design.
    -       A written handbook is helpful.

12. Placement of Volunteers in Meaningful Assignments.
   -        Correct placement should include a balancing of the needs of the school with the
            individual talents, interest and availability of the potential volunteer.
   -        Make initial assignments ―temporary‖ in case an assignment is inappropriate or simply
            does not work.
   -        It is best to establish removal procedures at this time, in the unlikely event that a
            permanent assignment does not work out or a serious problem arises. Reassign the
            volunteer when possible. When no other solution is possible, an unsatisfactory volunteer
            should be counseled out of the program by the coordinator and / or principal.

13. Training of Volunteers.
            -     Training is the specialized preparation of a volunteer to perform a specific
                  assignment. Training will vary from volunteer to volunteer according to the specific
                  duties each is performing. All volunteers, including those involved in partnership
                  and on-time activities, should receive training appropriate for their volunteer role.
            -     The individual teacher supervising the volunteer often performs training.
            -     In-service workshops for volunteers help develop skills and increase confidence.
            -     Many schools encourage volunteers to attend staff in-service training on a space
                  available basis.

14. Recognition
            -     A volunteer program is most successful when volunteers feel satisfaction and
                  appreciation for the work that they do.
            -     The importance of ―Thank you‖ on a regular basis from students, teachers,
                  administrators, coordinators, and the school board cannot be over emphasized.
            -     Special events and materials such as teas, luncheons, student performances,
                  certificates, and pins are also appreciated and provide more formal recognition of the
                  value of volunteers.

                                                   - - 10 - -                                       -
15. Evaluation
        -   Evaluation is the process of collecting and interpreting data to determine to what
            extent the initial objectives have been reached and to analyze the accomplishments,
            strengths and weaknesses of the program.
        -   Periodic and year-end evaluation of the SVP by the teacher, principal, students,
            volunteer coordinator and volunteers should be conducted in order to maintain and
            improve the quality of the program; justify continued funding of the SVP, I f
            applicable; gain additional support; and determine future planning.

16. Ongoing Program Management

School volunteer programs need careful dedicated management to be successful. Even well
established programs do not ―run themselves‖. SVPs often involve hundreds of individuals-
volunteers, teachers, other staff, administration, local businesses, etc. The administration of the
program is multifaceted one, with attention paid to planning, recruiting, interviewing and placing,
training, showing appreciation, evaluating, etc. Often the school volunteer program will involve
many more workers than the entire paid staff of a school building or district. School Volunteer
Program management is an ongoing challenge.

Further elaboration of several of the above topics is included in appropriates sections of this

                 Some Ways a School Volunteer Can Help
The ways in which volunteers can help are almost limitless. The particular needs of a school‘s
staff as well as their imagination and flexibility in devising volunteer assignments will define how
volunteers help. Schools are urged to seek volunteers for traditional positions and to be creative in
finding new ways to enlist community support.

  A school volunteer may work an hour or two, or even more every week during an entire school
 year. Others can donate concentrated amounts of time for short-term projects, and still others are
only able to volunteer an hour or two each year. Every volunteer is a valuable asset to your school
                       and there are areas of need for all types of volunteers.

  The following is only a partial list of ways volunteers can help in the classroom, assist school
 staff or to help in some way. Remember, a volunteer should never take the place of a teacher. A
                    volunteer‘s role is to assist the teacher with their curriculum.

  - Reading, math, spelling, science, etc.
  - Reinforce skills in subject areas
  - Lead discussions
  - Help students who have been out absent to ―catch up‖ on missed work

                                              - - 11 - -                                        -

   - Objective tests
   - Workbooks

   - Testing
   - Learning centers
   - Science
   - Research
   - Drill work
   - After School Tutorial Program

   - To oral reading
   - To oral presentations

  - A current events seminar
  - A science demonstration

   - For class parties
   - To take attendance
   - To check students work
   - To help at snack time
   - To help children put on coats at recess time

  - Audio-visual equipment
  - Learning machines
  - Computers

   - Help students find books
   - Shelve books
   - Check books IN and OUT
   - Repair books & other printed materials
   - Read to groups of children

  - Assist with vision tests and audiometer tests
  - Keep records
  - Measure height & weight
  - Health education (personal hygiene, dental care, make up, etc.)

                                          - - 12 - -                  -
  -    Help little hands cut & paste
  -    Collect and prepare materials; ie. Yarn & egg cartons
  -    Assist with special projects
  -    Plan exhibits of students work
  -    Tell about famous artists & and their works

  - Assist in physical education classes
  - Run lunchtime sports‘ tournaments
  - Coach basketball, baseball, soccer, cheerleading etc.
  - Referee

  - Make costumes and scenery
  - Make-up

  - Accompany chorus
  - Demonstrate instruments
  - Dance ethnic dances

  - Expand career awareness
  - Share special hobbies
  - Talk about & show videos of travel experiences
   - Display collections
  - Share memories of World War II or other historical events
  - Share experiences of other cultures

  - Sponsor or assist with clubs involving arts & crafts, gardening, photography,
    sports, dramatics, dancing, science, computer, woodworking, chess, etc.

   - Monitor children at play
   - Watch for safety hazards such as broken equipment, glass, etc.
   - Emphasize proper use of supplies and equipment
   - Teach new games

  - Serve as a receptionist
  - Perform clerical tasks
  - Monitor tests
  - Assist in preschool registration and readiness testing

                                           - - 13 - -                               -
  - Run copy machines
  - Assist in the lunchroom
  - Prepare materials for classroom projects
  - Help run school store
  - Help with typing & filing
  - Help School Volunteer Program with record keeping (keeping track of the volunteer
  - Write, edit and/or type school newsletter
  - Keep inventories of supplies and equipment
  - Orient new student to the school
  - Assist in writing or reading centers

   - Baby-sit for other volunteers who have small children
   - Prepare materials for teachers:
                                         Lettering flashcards
                                         Cutting patterns
                                         Preparing materials for a craft or special project

   - Telephone absentees
   - Bake for school parties
   - Perform clerical tasks on home computer
   - Scan pictures for special projects

  - Educational games
  - Tapes of children ‘s stories
 - Instructional materials and displays

  - Diagnose or prescribe instructional programs
  - Evaluate student progress
  - Take over for a teacher

 It is strongly recommended that a volunteer never be left alone with a
                      child or group of children

                                           - - 14 - -                                         -
Volunteers are needed at all educational levels. At the middle and high school levels, it is often
less clear how volunteers can help. More formalized class structure and time limitations place
limits on some types of volunteering. In addition, many potential volunteers are hesitant about
working in advanced subject areas with teenagers who tower above their heads.

Again, all volunteers should receive orientation and training appropriate for their assignments. In
placing volunteers, attention should be given to special skills and qualifications of the volunteers
and to the requirements of the task assigned.

There are many opportunities for assistance in areas with little student contact as well as in ones
where direct assistance to students is given. The following list gives suggestions for volunteer
service in many diverse areas.

        -   Sign books in/out; shelve books, catalog, and repair books; catalog magazines &
            newspaper articles, pictures.

        -   Clerical duties, answer phone, typing, alphabetize, distribute mail.
        -   Run copy machine
        -   Attendance officer

        -   Receptionist, clerical tasks, monitor tests, reinforcements tasks

        -   One-to-one in subject areas.

        -   Tutors, classroom assistants

        -   Keep records, assist with inoculations, vision, auditory tests, referrals


        -   Operate/repair equipment

        -   Assist students, develop programs, advise computer club


                                              - - 15 - -                                        -
    -    An established club or start a new one: stamps, photography, coins, gardening,
         knitting, sewing, woodworking, sports, dramatics, dancing, arts & crafts, newspaper,
         yearbook, music, boosters.


    -    Class or assembly speakers; mini-courses; clubs; one appearance or several of
         persons with interesting hobbies, travels, occupations.

    -    Tours outside school – industry, business, and nature.

    -    Athletics-coach‘s assistant, ticket takers
    -    Arts-demonstrate crafts, make posters, collect materials, set up displays
    -    Music- piano players, guest conductor, demonstrate instruments
    -    English- theme readers, authors to talk about their works
    -    Drama- assist coaches with plays, dialect advisor, lighting, director, scenery,
    -    Science-lab technicians, set up experiments, clean up.
    -    Home EC.- demonstrate skills, collect materials
    -    All- prepare materials, do research, set up displays



    -    Articles and photos for local papers

                                          - - 16 - -                                       -
Every community contains many people who have knowledge and skills they can share with
students and the school. Even the best school does not have experts in all areas. Expertise from
the community can supplement what is available. Typical areas where volunteers may be needed
include are awareness; hobbies; travel, history and customs of foreign lands; cooking, gardening
skill; memories of days gone by; staff development for teachers; and special projects.

Most school volunteer programs maintain a file of potential resource volunteers who can be
called upon when the need arises.

Unlike most volunteers, resource volunteers usually donate only a few hours a year to enrich the
school curriculum. They are vitally important however, not only for the enrichment that they
provide, but also for the positive publicity that the community receives about the schools, as
resource volunteers become ambassadors for education.

        -   To recruit potential resource volunteers, a resource component can be written into the
            general recruitment letter similar to the examples included in the ―RECRUITMENT‖
            section of this handbook. If the resource file does not contain an entry in an area
            requested, volunteers must be recruited for that particular need. Be sure to use all
            methods mentioned for recruiting regular volunteers, and be as specific as possible as
            to topic needed and time required.
        -   The resource volunteer registration form serves the same purpose as the regular
            volunteer registration form and can be filled out during an interview. (see
            ―PLACEMENT‖ section.)
        -   It is important that teachers be made aware that resource volunteer are available and
            understand what they can offer. This can be done in one of several ways:
                 - A card file containing the relevant information on each resource volunteer
                     can be placed in the school library, teacher‘s room, or main office.
                 - Each teacher can be provided with a list of available resource topics.
                 - A comprehensive list of all resource volunteers and relevant information for
                     each can be distributed to all faculty members.

        -   The SVP coordinator or community/school coordinator, who then acts as facilitator
            for the teacher and volunteer, or the teacher can arrange the visit directly with the
            volunteer, can handle placement of resource volunteers. In order to avoid confusion,
            one policy for contacting resource volunteers should be established.
        -   Orientation and training, appropriate for the assignment, should be provided for each
            resource volunteer. This should include information about the audience, suggested
            techniques, etc.
        -   Resource volunteers should be evaluated after each presentation so their usefulness at
            a particular grade level and achievement level can be noted. An example of a
            resource volunteer evaluation form is included in the SAMPLE FORMS section.

                                            - - 17 - -                                       -

A school volunteer program is undoubtedly the most cost-effective program that a school system
can budget. Thousands of dollars of in-kind service and materials are donated yearly to schools
with SVPs. In addition to these more tangible benefits, the good will that is engendered by
community knowledge of support for the schools is priceless.

SVPs like other well run programs, need resources. Much may be given in-kind without a
specific dollar outlay, but SVPs also need funding and convenient access to resources of the
school if they are to function efficiently and effectively.

SVPs are growing in size, and programs that involve dozens and even hundred of people on the
school‘s behalf need materials, office space with telephone, time on a computer, secretarial
support and other resources.

                                         Sample Budget

Operating expenses
       Supplies (paper, computer disks, etc.)                    ________________________
       Postage                                                   ________________________
       Telephone                                                 ________________________
       Travel                                                    ________________________
       Equipment (typewriter, desk, etc.)                        ________________________

Materials (handbooks, tutoring supplies)                         ________________________

Orientation, Training for Volunteers, Teachers, Etc.
       (includes refreshments, materials etc.)                   ________________________

Publicity (cost of film, developing, etc.)                       ________________________

Recognition (certificates, pins, teas, gifts, etc.)              ________________________

Professional Development (Registration fees for                  ________________________
          Conferences, workshops, travel expenses)

Coordinator‘s Salary /Stipend (if applicable)
      (a SVP coordinator devotes hundreds of hours
      of service annually in administrative functions
      such as planning, interviewing, placing, scheduling,
      training, recognizing, evaluating, etc)              ________________________

Secretarial Support for the SVP                                  ________________________

                                                  TOTAL          ________________________

                                             - - 18 - -                                        -
                         Yearly Calendar of Events
                   For the School Volunteer Coordinator

The success of a school volunteer program comes from year-round planning and implementation
by coordinators, administrators, teachers and volunteers. The following calendar is intended to be
of use as a guide for events during the school year.

July / August
        - Promote awareness of the school volunteer program and recruit volunteers.

         -   Meeting of coordinator(s) and administrator(s) to arrange schedule of program
             activities for fall.
         -   Prepare forms and other materials needed for fall.

August / September
       - Coordinator(s) should contact each volunteer from the past year to discuss last year‘s
           job, find out if the volunteer is still interested in volunteering and if so, what the
           volunteer wants to do this year.

      - Coordinator talks to all (both new and veteran) teachers at a teacher‘s meeting, about
          effective utilization of volunteers.
      - Distribute volunteer request form to teachers. Teacher return completed forms to
          coordinator. (requests for volunteers continue all year.)
      - Continue publicity campaign. Use newspapers, shoppers‘ news, radio, etc. to explain
          what the SVP is, why it is necessary, how to join.
      - Send letters home with all school children in your area, inviting parents and
          grandparents to become school volunteers.
      - Plan orientation session. Invite principals and volunteers (new and veteran).

September / October
      - Interview and screen potential volunteers
      - Match teacher requests with volunteer preferences. Arrange for volunteer / teacher
      - Veteran volunteers who have made personal arrangements with teachers may start
          volunteering at any time.
      - School personnel responsible for that program should give training in special areas.
      - Gold Circle Awards are presented

October / November
      - Check on how volunteers are doing.
      - Blue Ribbon School Achievement Awards are presented.

      - Arrange for holiday recognition of volunteers.

                                             - - 19 - -                                      -
January / February / March
      - Plan personal contact with all volunteers to find out how their assignment is going.

April / May
        - Thank volunteers during New Hampshire School Volunteer Week
        - Plan personal contact with all volunteers to find out how their assignment is going
        - Submit Blue Ribbon,& Gold Circle award applications to NH Partners in Education
        - Submit nominations for Individual Volunteer Awards to NH Partners in Education

        -   Arrange a recognition activity to thank the school volunteers.
        -   Meeting of coordinator(s) and administrators to evaluate program of past year and
            discuss most effective ways to help student‘s incoming year.

All Year
       -    Keep lines of communication between teacher, volunteers and principals open and in
        -   Arrange for publicity. Use local media and send articles to NH Partners in Education
            for inclusion in to website
        -   Recruit and place new volunteers as teacher requests come in.
        -   Schedule local in-service workshops whenever possible.
        -   Update volunteer list. Notify NH Partners in Education office of any changes.
        -   Don‘t forget to say ―Thank You‖ to all that participated in the school volunteer

                                            - - 20 - -                                      -

The School Volunteer Program Coordinator plays an extremely important role in the success of a
school volunteer program. Volunteer programs need someone at the helm to provide leadership.
Even the best-designed program cannot run by itself. The coordinator acts as a liaison between
the principal, teachers, volunteers, and support committee, and implements program activities.

The coordinator promotes and implements existing and new relationships between the school and
the community through the effective utilization of volunteers and community resources. The
coordinator‘s role is central in building an atmosphere of trust and confidence between school and

The SVP Coordinator:

Meets regularly and works closely with the school administration and staff to plan the volunteer
        - Discusses needs in the district and in individual schools.
        - Develops volunteer program policies and procedures.
        - Explains SVP services.
        - Plans meeting with teaching staff to discuss program.
        - Decides how in interviewing and placement of volunteers will be handled.
        - Determines training programs needed.
        - Establishes a reassignment policy when possible, and removal procedures when
           necessary, for an unsatisfactory volunteer situation.
        - In larger comminutes, chooses SVP coordinator for each school. *
        - Arranges for publicity and recruitment.
        - Sets up a calendar showing dates for SVP activities.

Works with local support committee to implement & publicize program.

Implements the school volunteer program.
      - Plans publicity & recruitment procedures and implements them, in conjunction with
           support committee – school notices to parents, radio and newspaper announcements,
           posters, and contact with local services organizations and colleges, etc.
      - Circulates teacher request forms to determine volunteer needs
      - Contacts former volunteers.
      - Interview new volunteers with principal or staff member.
      - Sees that a handbook or guidelines are available for volunteers.
      - Provides orientation for volunteers and teachers.
      - Sets up procedures for recording volunteer attendance, reporting absences and
           volunteer identification.
      - Arranges for all volunteers to receive orientation and training appropriate for their
      - Arranges in-service training for volunteers in special areas such as reading, math,
           library, etc. Arranges for volunteers to be invited to staff in-service sessions.
      - Provides for safety and risk management by instituting procedures and monitoring
           program accordingly.

                                            - - 21 - -                                       -
Conducts on-going activities.
       - Visits school regularly, is available to discuss problems, innovations, gives on-the-
           job training as needed. Promptly addresses any concerns or problems.
       - Check regularly with volunteers by phone or in person.
       - Meets regularly with local support committee and principal for evaluation and
       - Plans periodic group conferences with volunteers, individual school coordinators and
       - Maintains regular communications with NH Partners in Education in order to utilize
           statewide material and share information.
       - Conducts on-going evaluation, recruitment, orientation and training for new
       - Identifies leadership for the next year‘s program.
       - Arranges for recognition of volunteers‘ services.
       - Nominates volunteers and the school for appropriate awards.
       - Conducts year-end evaluation, planning for following year.
       - Sends year-end report to NH Partners in Education office, local school board,
           principal and superintendent.
       - Maintains open and on-going communications with all parties involved in the
           program, the key to a successful program.

*In many smaller comminutes there will be a single School Volunteer Program (SVP)
Coordinator for the entire community. He/she will fulfill all the duties suggested above for the
SVP Coordinator. In larger comminutes, because of the greater number of volunteers, the time
required for coordination, coordinators are often determined for each school. These individuals
help with the volunteer program in their school and work under the direction of the City or
District SVP Coordinator. In districts with a paid SVP Coordinator, division of duties may differ,
with the SVP Coordinator performing all or a greater share of the duties of both district-wide SVP
Coordinator and building level coordinator.

                                            - - 22 - -                                       -
School volunteers are caring, committed people who assist in the education of our children.
Volunteers come in all ages, from all walks of life. No specific educational background or
training is needed. Volunteers should, however, be committed to volunteer activities, regular in
attendance, and willing and able to cooperate with school personnel.
A School Volunteer or Partner is:
         - The volunteer keeps volunteer appointments and is prompt.
         - If a volunteer appointment cannot be kept, the proper person should be notified as far
             in advanced as possible.
         - The volunteer signs the volunteer time sheet upon arrival at school to record
             volunteer service and wears a name tag while volunteering.
         - Volunteers participate in orientation sessions and in any training needed.
         - A volunteer‘s work is confidential. Students should not be discussed with anyone
             except the appropriate school personnel. If a volunteer has questions about school
             policies or procedures, they should be discussed with appropriate school personnel,
             not out side of the school.
         - Volunteers should feel free to discuss concerns with the SVP Coordinator.
         - For the safety of the children, prospective volunteers may be asked to provide
             references and releases for background checks.
         - The volunteer follows the direction of the teacher and does not hesitate to ask for
             more specific instructions when necessary.
         - The volunteer communicates regularly with the supervising teacher about goals,
             methods, discipline and assignments.
         - It is helpful for the volunteer to provide the teacher with feedback at the close of each
             volunteering session.
         - Volunteers should know and follow school regulations, as explained during their
         - If a volunteer works with children outside the classroom, they should not be taken to
             any area except that specified by the teacher.
         - Volunteers do not release a child to any other person.
         - Is patient and understanding with children.
         - Motivates students by praising their accomplishments, even if the accomplishments
             are small ones.
         - Builds the child‘s self-confidence; helps the child think of him/herself as a person
             capable of success.
         - Determines, with the teacher, how discipline should be handled.
         - A school volunteer conducts him/herself as a professional, a member of the school
             team. A professional attitude toward responsibilities will help make volunteering a
             satisfying, enjoyable experience for all.
         - Although volunteer experience in not paid employment, many businesses and
             educational institutions give credit for volunteer experience. It is important for the
             volunteer and SVP to keep an accessible record of service and of any training,
             workshops and conferences attended.
                                             - - 23 - -                                        -
The school principal plays a very important role in the overall operation of the volunteer program
and how it is utilized and accepted by the school staff, students and volunteers. As the person in
final authority in the school, the principal has ultimate responsibility for the school and should
understand how the volunteer program functions and provides leadership, support, and
recognition to the program.

Although she/he may delegate much of the work and responsibility to the SVP coordinator, the
principal‘s interest, involvement and leadership are required for the program to function

       - The principal sets the tone of welcome for volunteers.
       - The principal should meet with the school staff at the beginning of the year to explain
           the school volunteer program, clarify roles, and enlist staff support. Time should also
           be provided for the volunteer coordinator to speak to faculty, answer questions, and
           perhaps survey needs.
       - It is helpful for the school principal to assist in recruiting volunteers by sending,
           jointly with the SVP, a letter to all parents encouraging participation in the SVP.
       - An area for the volunteer sign-in book, SVP records, and if possible is a volunteer
           room, needs to be provided. In some schools, volunteers are welcome to use the
           teachers‘ room.

Maintain Close Contact with the SVP Coordinator
       - Before school starts, or at the beginning of the school year, the principal meets with
          the coordinator to set program goals and objectives and develop the volunteer
          program calendar of events for the year. Staff and volunteer input should be taken
          into consideration when developing goals and objectives.
       - The principal meets regularly with the SVP coordinator and maintains open
          communication at all times.
       - The principal notifies the coordinator of all concerns pertaining to the volunteer

Orientation & Training of Volunteers
       - It is helpful if the principal is involved, along with the SVP coordinator, in planning
           and implementing well-rounded orientation programs for volunteers and staff.
       - The principal may wish to be responsible to seeing that school policy, rules and
           regulations are communicated to volunteers are the orientation.
       - The principal, in conjunction with the SVP coordinator and /or teacher liaison, may
           want to participate in interviews of potential volunteers and approve their placement.
           Often this responsibility is delegated to the SVP coordinator.
       - Time should be provided for the teacher to meet with his/her assigned volunteer prior
           to the first session.
       - Opportunities for growth for volunteers may be provided through workshops, training
           sessions, conferences, etc. Many schools invite volunteers to participate in staff in-
           service training on space available basis.

                                             - - 24 - -                                       -
Termination of Services
      - If a problem develops concerning a volunteer and the school that cannot be resolved
          by the teacher, SVP coordinator or principal, then it is the responsibility of the
          principal and SVP coordinator to see that the volunteer is reassigned when possible
          or counseled out of the program.
      - It is important that the policy and procedures for removal be in place before the SVP
          begins and volunteers are interviewed and placed.

Evaluation and Recognition of the SVP
       - The principal should review and evaluate the program periodically with the facility,
           volunteers, SVP coordinator and support committee to maintain and improve the
           quality of the school volunteer program.
       - Encouragement of continuing program of recognition of volunteers and the volunteer
           program not only at the end of the year, but periodically throughout the year, is

Involving the skills and expertise of volunteers can allow teachers more time to work with
students and implement programs and activities that are not possible without extra hands in the
class. As the manager of the classroom, the teacher plans for volunteer involvement and integrate
this support into the daily functioning of the class.

Effective utilization of the volunteer depends heavily on the individual teacher, as it is the teacher
who has the day-to-day contact with the supervision of the volunteer. To interact successfully
with the SVP, the teacher should understand how the volunteer program functions in his/her

The relationship between the volunteer and the teacher should be a professional one of mutual
respect and confidence.

Requesting a Volunteer
      - The teacher determines where a volunteer can be of service to him/her and to the
          class the teacher should consider: children needing individual help, areas where
          assistance is needed and time of day, day of week when assistance is needed.
      - Fill out a teacher request for volunteer services form and return it to the SVP
          coordinator and /or principal.
      - Submit additional request throughout the year as needs arise.

Preparing the Class
       - It is helpful to discuss the volunteer program with the class and explain how it will
           work in the classroom.
       - Inform students of the behavior expected from them when working with a volunteer.
       - Inform students when and why the volunteer who is working with them is absent.

Orienting and Training the Volunteer
       - Volunteers receive general orientation and training from the SVP coordinator and
           principal before they start their duties.

                                              - - 25 - -                                         -
        -   The teacher & volunteer should meet prior to the first volunteering session and
            discuss the teacher‘s needs and expectations and the volunteer‘s interest and
            expectations. Include discussion of volunteer duties, time schedules, class
            philosophy and routine, communication channels, discipline, etc.
        -   Because volunteer assignments vary considerably, it is often possible for the SVP to
            give only general training to all volunteers. Therefore it is usually the responsibility
            of the individual teacher to give the volunteer specific training for most assignments.

Day to Day Operation
       - A volunteer should not be left in charge of an entire class while the teacher is out of
           the room.
       - The volunteer program runs smoothes when the teacher:
               - Plans the work before the volunteer arrives. It is helpful to include
                   assignment for the volunteer in the daily lesson plans
               - Acquaints the volunteer with class procedures, materials, records, and
                   provides working spaces needed to carry out assignments.
               - Discusses with the volunteer what occurred during each session or sees that a
                   ‗log‘ of assignments and volunteer comments is kept.
               - Share with the volunteer any ideas that might work with individual children
                   and listens to the volunteer‘s comments, observations and ideas.
               - Notifies the volunteer in advance of she or he will not be needed at the
                   regular time due to movies, field trips, assemblies, etc.
               - Keeps open the lies of communication with the volunteer: the key to a
                   successful volunteer-teacher relationship.
               - Tells the volunteer of the teacher‘s needs. The volunteer will usually be glad
                   to help in whatever way possible.

If Problems Occur:
        - If a problem develops in the working relationship between the teacher and volunteer,
           it is helpful for the teacher to talk to the volunteer about it. The volunteer may not be
           aware of the problem and be happy to try to correct it.
        - If the problem remains unresolved after talking together, it is suggested that: the
           teacher talks with the SVP coordinator, teacher liaison, or principal the volunteer talk
           with the SVP coordinator.
        - The principal and the SVP coordinator have the responsibility to see that if needed, a
           volunteer is reassigned or counseled out of the program.
        - The principal or SVP coordinator may will to maintain documentation of these

Evaluating the Program
       - The teacher should check periodically to see whether the volunteer is helping meet
           the goals of the classroom
       - The teacher is usually asked to evaluate his/her volunteer(s) as well as the SVP.

      - Volunteers have proven to be most dependable and successful when they feel
           satisfaction and appreciation in their job.
      - ―Thank you‖ can never be said enough.
      - Arrange for students to show appreciation.
      - Arrange for periodic as well as year-end recognition.

                                             - - 26 - -                                         -
                       TEACHER LIAISON
Many schools find that having a teacher in the role of liaison between the staff and the volunteer
program is very helpful. Especially in SVPs with a lay coordinator who is not in the building
every day, having a resident liaison to the SVP enable the program to run more smoothly.
Frequently teachers feel freer to express concerns to a colleague.

The teacher liaison:
       - Assists in designing the operation of the program in the school.
       - May participate in interviews and placement of prospective volunteers. The teacher
           brings a greater understanding of specific teacher needs to the process.
       - Is available to receive and respond to concerns to staff.
       - Works with staff to encourage full and correct utilization of volunteer services.
       - Maintains communication and works cooperatively with the SVP coordinator and
       - Encourages staff expressions of recognition and appreciation of individual volunteers
           and the SVP.

In many districts staff liaisons have received staff development credit for their participation.

                     SUGGESTED GUIDELINES
Many school districts or schools have a support or advisory committee that helps run the local
school volunteer program and provides support for the program.

      -     Policy making for the local SVP, within the scope of local school board limits.
      -     Helps provide needed financial and personnel support for the program.
      -     Assist with supervision of the SVP.
      -     The School Volunteer Program Coordinator works closely with this group and may,
            depending on district policy, be directly responsible to the committee.

Suggested Composition of Committee
       - Representatives from:
             - Principals
             - Teachers
             - Volunteers
             - Specialists (reading, counseling, music, etc.)
             - Community
             - SVP coordinator(s)
             - Superintendent
             - School board
                                              - - 27 - -                                           -
Duties of Committee
        - See that resources needed to operate the SVP are made available.
        - Develop program mission, goals, and objectives.
        - Develop program design.
        - Determine volunteer qualifications, guidelines.
        - Select SVP coordinator (with administrative approval).
        - Approve orientation and training of volunteers.
        - See that volunteers are adequately recognized and appreciated.
        - Evaluate program.

Publicity is creating an awareness of your school‘s volunteer program in the community and in
the school. It has been said, ―good publicity does half of the recruiting for you.‖ Certainly, if
potential volunteers do not know about the program they will not volunteer. One old guideline
states that most people need to have heard about an organization or need, at least 10 times before
they will volunteer to help.


         -   Keep school volunteers in the news. Aim for news coverage at least once a month.
             Don‘t publicize the program only when you want to recruit volunteers.
         -   Have an objective for you publicity. Determine what you are trying to publicize. A
             LONG-TERM objective may be to make the program known. A SHORT-TERM
             objective could be recruitment.
         -   Establish and image for your school‘s program and promote that image. You are
             ‗selling‘ help for children, with has great appeal. Adopt a‘Logo‘ or motto for the
             program and use it on all materials.
         -   Use photos when possible. Keep the subject simple; the background should not
             distract from the subject. Three to five persons actively engaged in some activity is
             best. Pictures of children are great attention getters.

                                              - - 28 - -                                       -
                                  PUBLICITY IDEAS
Newspaper articles (area daily paper, community weekly paper, and ―shopper‘s news‖)
      - General information regarding program
      - Articles regarding interesting volunteers or volunteer activities
      - Christmas party
      - Reports of activity
      - Recognition events
      - Photographs

Ask your school to include news of volunteer involvement in the course of their regular school
news, for example: ―Volunteers Mary Smith and John Jones helped Mrs. Green‘s class with their
winning science projects.‖

Bumper - stickers

Name tags

Coffee hours

―Talk it up‖ and urge all volunteers and school personnel to do so also.

Speak to clubs, Chamber of Commerce, businesses, etc.

Put brochures in offices, libraries, stores and other public places.

Distribute annual report to clubs, newspapers, school and town officials; urge that it be included
in the official town report as a part of the school district report.

Place posters in stores, bulletin boards, and other public places.

Fundraising activities provide high visibility.

                                               - - 29 - -                                      -
                         RECRUITMENT OF VOLUNTEERS

                 The following suggestions can help reach out to specific groups of

     - Send out a flyer/recruitment letter/application from to parents indicating the need for
        volunteers at the school. List specific ways that volunteers can be involved,
        including ones that require no training in education. Sent the invitation as early in
        the school year as possible to ―sign‖ up a parent before they become involved in
        other activities.
     - Work with teachers who are interested in involving parents. Many parents are
        responsive to the idea that they can support their child‘s school, especially if
        personally invited by the teacher.
     - Talk about the volunteer program whenever parents gather, such as PTA/PTO
        meetings and the school open house. Let people know that they are needed and
        welcome in the school.
     - Make sure that volunteer recruitment literature is given to parents who bring their
        children to the school for the first time. Kindergarten parents and those who have
        just moved into your community are particularly responsive. Distribute a ‖sign-up‖
        sheet with the school handbook.
     - Speak or have a booth at parent-teacher meeting, school open house.
     - The telephone is your best friend. Use it to follow up on a conversation, to reach out
        to a parent you haven‘t seen for a while, or to maintain personal contact sometimes
        when you aren‘t recruiting – you are building a network of support!
     - Don‘t fall into the rut of thinking of volunteering as ―something mothers do‖ Fathers
        can volunteer too, and so can grandparents and other members of the extended
        family. Unemployed parents can be a source of volunteer help, even if that is only
        temporary. If the experience is a positive one, the parent may fine ways to continue
        to volunteer after becoming re-employed. (A volunteer experience can be valuable
        part of a resume‘ for those seeking employment.)


This group of citizens is a tremendous resource of valuable skills and experiences for working
with young people. Many older adults have skills to share, pictures to show, stories to tell,
experiences to relate, and warm interest to give to children.

Recruiting from the population without a child in school requires extra work but will bring
dividends in the form of support for the program and the school. It is necessary first to develop
an awareness of the school, its programs, and people, before you can expect to draw volunteers
into the school. Some of the following activities may also be helpful in reaching out to
community members who do not have children in schools, but maybe not be older citizens.
         - Find out where older adults live in your community. Distribute copies of the school
             newsletter by hand or by mail to senior apartment complexes, retirement homes, etc.
             Including some student writing or art projects in the newsletter is helpful.
         - Place posters about the school and its programs in places where older adults shop and
             bank. Many local banks are willing to feature student work and activities on their
             community bulletin board.

                                            - - 30 - -                                       -
        -   Contact key individual in organizations that involve older adults. Go to
            neighborhood churches, park and recreation centers, and service organizations. Find
            out about those groups and the individuals in them.
        -   Bring student-performing groups into the community. Many people who do not have
            direct contact with the schools are unsure about today‘s youth. Their perceptions are
            formed from negative accounts in the media. If a student singing group performs at a
            service club or in the ‗community room‘ of a bank, the public sees students and
            schools in a more positive light.
        -   Hold an ―Open House‖ to invite the community into the school. Wait until you have
            established some contact – you don‘t want to have a party when no one can come!
            Send out specific invitations to key individuals in the community, and be prepared to
            follow up with a telephone call and on offer of transportation, if necessary.

When you have established some good contact with the older adults in your community, you are
ready to move in to more specific recruitment.
        - Many retired people are very careful of their time commitments. Don‘t expect an
           open-ended commitment to a volunteer assignment. You might ask for a relative
           short time period – one hour twice a week for six weeks, for example, and give
           volunteers the opportunity to choose to extend their commitment. Be prepared to be
           flexible if volunteers need time off for vacation or winters away.
        - Give students an opportunity to learn about the older adults! Many students have had
           little contact with grandparents or other older people. Through shared activities
           children can come to learn the similarities and differences between themselves and
           older adults.
        - Assign older people where they can share their specific talents and interests. A hobby
           or craft can provide a marvelous introduction to a fascinating person and many spur a
           lifelong interest from a child.
        - Build personal rapport with older volunteers. Many older people who volunteer in
           school do so because they want to be ―where things are happening.‖ A friendly
           greeting, a note of thanks for a job well done, a call to say ―we missed you‖, will
           keep volunteers feeling needed.


        -   High school and college students often can volunteer in elementary schools. Not
            only can these young volunteers be excellent role models for elementary students, but
            also a successful volunteer experience can be lead to a choice of teaching as a career.
        -   Elementary school students also often volunteer with peers or younger students,
            starting a lifelong commitment to service to others.
        -   High schools offer many opportunities for peer service opportunities and service in
            media centers, etc. for both high school and college students.
        -   Many colleges either encourage volunteer service or require it as a part of certain
            courses. Contact the college‘s volunteer bureau or education department to indicate
            the school‘s interest in working with student volunteers.


        Businesses are becoming increasingly aware of the values of becoming involved in
education. Many companies offer release time for employees to volunteer in the schools or
would like to become involved as a ―partner in education‖.

                                             - - 31 - -                                       -
              SOME “TIPS” TO REMEMBER

1) Have patience.
   Schools may find that their initial invitations to ―come join us‖ are received when reluctance,
   skepticism, uneasiness, and even fearfulness. Some parents‘ memories of negative school
   experience may serve as roadblocks to involvement. Sensationalism of the problems that a
   minority of our youth is involved in may cause a reluctance to interact with any young
   people. And in some instances, the school is respected as an authority, and parents do not
   expect to become actively involved. It takes time to change feelings and attitudes. Start
   modestly; let successful experiences lead the way!
2) Use warmth, friendliness, and the „human touch‟.
   No plan for recruitment, however well developed, will succeed unless it is carried out with
   friendliness, sincerity, and respect for everyone. A volunteer‘s formal education, condition of
   clothes, square footage of home, language spoken, color of skin, and age have little to do with
   the ability to be helpful and productive. Show a sincere interest in the prospective
   volunteer—everyone needs to feel important and needed.
3) Reach out!
   A successful school volunteer recruitment cannot wait for volunteers to come to them, but
   must develop plans to reach actively into homes and the community to involve people as
   volunteers. Be proactive and persistent, reaching out to many partners. When possible work
   with agencies and groups whose purpose is to place their members in volunteer jobs.
4) Maintain momentum throughout the year.
   Volunteer recruitment is not an annual event, designed to bring volunteers in at the beginning
   of the school year. Help can always be used in the schools, regardless of the hour, day, or
   month. Active recruitment is an ongoing, continuous process that brings in people new to the
   community, new retirees, those with new decision to ―get involved‖ and people who have just
   heard about the school.
5) Make it easy to serve.
   Keep the required forms, rules and regulations, and bureaucratic red tape to a minimum. An
   application should be completed and an interview conducted. Legal aspects of participation
   must be covered, (some schools require such things as test for tuberculosis or insurance for
   field trip drives) and all programs should require orientation and training appropriate for the
   task assigned. But, the important thing is to get people working with people.
6) Make your needs known.
   Be specific about the program‘s needs for volunteers. A vague invitation to volunteer for an
   open-ended project will produce few responses; people want to know what kind of a
   commitment they are being asked to make. Give times, dates, length of service needed, type
   of work they will be doing, etc.
7) Put out the welcome mat for volunteers.
   The physical arrangement of the school can say: ―Welcome, We‘re glad you‘re here. We
   want to make you comfortable.‖ Create a ―volunteer area‖ somewhere in the school, to make
   the volunteers feel welcome, comfortable, and special.
8) Use volunteers and teachers as recruiters.
   Often the best recruiters are satisfied volunteers and school staff. Personal enthusiasm can be
   highly contagious and provide the spark to kindle interest into a willingness to try volunteer
   service. If ―each one reaches one‖, the coordinator‘s job as recruiter is much easier. Let
   others know their help is needed and welcomed.

                                            - - 32 - -                                       -
Via the school
    ___ Send recruitment letters / application forms home with students
         (ask parents to pass it on to a friend or relative)
    ___ Distribute ―sign-up sheet‖ with school handbook and ―new student‖ information.
   ___ School principal‘s newsletter.
   ___ Parent – teacher newsletter.
   ___ Personal appearance at parent – teacher meetings, fall open house.
   ___ Develop a volunteer handbook and urge volunteers to recruit others.
   ___ Urge teachers, librarians, principal, kitchen staff, etc. to recruit.
   ___ Search resource files and list of past volunteers.
   ___ Have room parents call each parent in room and ask how they can help.
   ___ Place a list of needed volunteer service on the school bulletin board.

Via the Media
   ___ Newspapers – area dailies, community weeklies, shopper‘s news, want ads
        in college newspapers.
   ___ Radio, public service announcements.
   ___ Television, public service announcements.

Try Other Organizations
   ___ Church bulletins.
   ___ Speak / send notice of needs to community groups. Ask them to include a notice
        in organization newsletter.
   ___ College Student Center
   ___ Voluntary Action Center

Public Notice
   ___ Community / post office / store bulletin board.
   ___ ―Help Wanted‖ display at library and any public event you attend.
   ___ Have brochures, bookmarks, ―Want Ads‖ available in library, local stores,
        Businesses, town hall, doctor and dentist offices, banks, real estate offices,
        Welcome Wagon, company paychecks.
   ___ Marquees

One – to – One
   ___ Ask satisfied volunteers to recruit their friends (each one reach one)
   ___ Coffee hours
   ___ Via telephone
   ___ Scan membership lists of organizations to which you or others belong

                                              - - 33 - -                                 -
Interviewing potential volunteers is a very important step in ensuring the success of a school
volunteer program. The interview process will help you to determine the individual‘s skills, aptitudes,
attitudes, suitability and true interest in being a reliable school volunteer. The coordinator, teacher
liaison and /or the principal should conduct the interview and use the information obtained to
determine what the volunteer‘s assignment should be.

Provide an overview of the School Volunteer Program.

Explain the requirements of being a school volunteer.
       - Reliability          - Consistency           - Training
       -Confidentiality       - Professionalism

Learn about the qualifications and interest of the volunteer to aid in placement.
       - Applicant‘s name, address and phone number
       - Classes / grades in which applicant has children
       - Applicant‘s special talents and abilities
       - Type of work applicant hopes to do in the SVP
       - Age / grade level with which applicant prefers to work
       - Days and hours applicant is available to volunteer
       - Previous work and/or volunteer experience
       - Hobbies or travel experiences

Explain placement procedures.
       - Volunteers are placed matching their interests and time available with a teacher‘s request
           and time needed.
       - All volunteers should complete and application, either before this interview to be used
           during the interview process, or as part of the interview process. References and
           background should be checked.
       - Before placement is completed, volunteers should participate in an orientation and
           appropriate training.
       - The school‘s policy on placement of a volunteer is his/her own child‘s classroom should
           be explained.
       - Initial teacher-volunteer placements should be considered tentative and new assignments
           will be made if the initial one is not satisfactory.
       - The volunteer is expected to meet with the teacher before the first volunteering session.
       - Volunteers should notify the teacher and the SVP coordinator if for any reason they must
           resign or take a leave of absence.

Allow time for questions and answers.
        - The potential volunteer should be given every opportunity to ask questions and contribute
           any information about her/himself that she/he feels is pertinent.

Discuss dates and time of other scheduled meetings and emphasize that volunteers are
encouraged to attend.
       - Orientation and training meetings

Optional at this time for volunteer.
       - Discussion of policies and procedures
       - A tour of building
       - Distribution and/or discussion of the SVP handbook
                                                - 34 -                                            -
Planning for the Interview.
       - Make sure there is a clear understanding of the time and place.
       - Arrange for suitable setting (private, convenient, limit interruptions).
       - Notify receptionist to expect the volunteer.

Preparing for the Interview
        - Review any necessary applications or previous records for:
                - Completeness may be an indication of energy level or attention to detail
                - Answer all questions appropriately – completing an application is really the first
                     job given.
                - Personal data – Name, Address, Phone Number, be sure information is legible or
                     future contact. Where does the applicant live? Transportation? Previous
                     volunteer work? Work history? May be able to obtain references or information
                     from these sources if needed. Schedule, when are they available? Starting date.
                     Educational background could indicate special skills, knowledge etc. References?

Conducting the Interview
       - Relax
               - Your manner is very important in making the volunteer feel welcome and at ease.
       - Encourage small talk / establish rapport.
               - As soon as the interviewee appears, she/he should be greeted with a warm
                    friendly smile and be treated with courtesy. Ask her/him to be seated.
               - Introduce yourself and your position.
               - Instead of proceeding immediately into the interview, is it best to engage in two
                    or three minutes of ―small talk‖ covering topics of mutual interest, such as
                    weather, any difficulties getting there, etc. Sometimes it is useful to look over
                    the application (even thought previously reviewed) to let volunteer have a chance
                    to relax.
               - If possible, clarify the purpose of the interview. As well, attempt to clarify both
                    your expectations and those of the volunteer.
               - The voice is very important in gaining the confidence of the interviewee. Try to
                    utilize the full range of the voice adapting it to the varying situations of the
       - Obtain a free flow of information
               - Do not openly disagree with the interviewee. If you do not agree with her/his
                    view, simply nod your head indicating that you have heard her/his comments, or
                    find a tactful way to interject correct information.
               - From time to time indicate approval and encouragement by providing positive
                    feedback regarding any particular achievement or personal triumph that she/he
                    may discuss.
               - Never appear to be judging or ―sizing her/him up.‖ This will only make the
                    interviewee uncomfortable.
               - Never use direct ―barbed‖ questions or the appearance of ―cross-examining: the
                    interviewee. Such an approach puts her/him off and seldom results in more than
                    very brief answers.
               - Never give the appearance of hurrying the interview. By controlling the
                    directions of the interview, you should be able to covert he desired topics and
                    concludes the interview within the allotted length of time without giving the
                    appearance that you are rushing.

                                                - 35 -                                         -
                -   Remember, your interview is never over until the applicant has actually left the
                    room. Frequently, when the applicant gets up to leave the room, she/he will
                    continue to talk and may provide you with additional information about her/him.

Guide the Interview.
        - Remember that you, the interviewer, must always be in control of the interview, guiding
            the conversation to those topics, which you want and need to discuss.
        - If the applicant begins discussing certain phases of her/his background while you are
            taking her/him through the discussion of something else, it is well to allow the applicant
            to complete any significant remark, but then redirect her/his thinking to the place where
            you had left off.

Remember that the interview should be a two-way street.
     - At this stage of the interview, once all areas of the applicant‘s background have been
          covered, t he interviewer should ask if there are any questions he/she would like to ask.
          Generally, the applicant will ask questions regarding policies, dress, training, etc. It is
          just as important for the potential volunteer to know the basics about the volunteer
          program. Any good interview is a two way street.

Close the Interview
        - At the end of the interview, summarize any decisions that have been reached and any
            planned actions; in order to make sure you are both in agreement. Thank the applicant
            for coming in and assure her/him that you will be back in touch.

After the Interview
        - Write up any necessary notes, tasks for reminders for follow-up, while details are fresh in
            your mind.
        - Check references listed on application.

                                                - 36 -                                            -
It is important to bear in mind that there are questions which may, and may not, be legally asked of perspective
volunteers. Guidelines follow.

You MAY ASK if applicant is a citizen. If not a citizen, whether permitted residence will be long enough to
fulfill expected commitment. You CANNOT ask questions about the birthplace of the applicant or relative of
the applicant.

You MAY ASK applicant‘s place of residence and length of time of residence in city or state. You CANNOT
ask questions about applicant‘s national origin, length of residence in the US, or commonly used languages.

You MAY ASK name and address of person to notify in case of emergency. This is permitted because the
inquiry is not limited to relatives and the relationship is not asked. You CANNOT ask names and address of
applicant‘s relatives. Legitimates need for this information arises after applicant has been accepted.

You MAY ASK for employment history. You CANNOT inquire about indicators of economic status such as
club memberships, occupation of spouse, etc.

You MAY ASK, ―Are you 14?‖ or ―Are you 21?‖ if minimum age is a criteria for acceptance such as a teen
program or particular assignment. You CANNOT ask age of applicant.

You MAY ASK ―Was your name the same is it is now?‖ in order to check prior volunteer records. You
CANNOT ask questions concerning the original name of the applicant. However, if recommendations are
check, you MAY ASK - ―Did they know you by the same name?‘ You CANNOT ask if applicant is married,
single, widowed or divorced. You CANNOT ask about future marital plans. You CANNOT ask questions
concerning pregnancy. You CANNOT ask questions concerning arrangements for childcare. You CANNOT
ask questions concerning an applicant‘s religious affiliation.

You MAY ASK if they spend part of the year in another climate, if applicant is of retirement age. You
CANNOT ask what property they own.

You MAY ASK questions concerning and applicant‘s criminal conviction, if relevant to the job to be
performed. However, you CANNOT ask questions concerning the arrest record of the applicant.

You MAY ASK about the applicant‘s experiences in the armed services. You CANNOT ask questions
concerning the type of discharge from the armed services, unless relevant to the job to be performed.

You MAY ASK questions about applicant‘s educational background and prior volunteer experience.

You MAY ASK questions about hobbies or interests.

You MAY ASK how they were referred to, or heard about the program.

You MAY ASK whether the applicant will be driving or using public transportation in order to determine and
assignment that would result in a dependable attendance or to provide information about volunteer parking.
You CANNOT ask if they own a car.

You MAY ASK questions concerning the applicant‘s health only if it relates to performance of the job, such as
―Is there any reason you could not push wheelchairs? Walk a lot?‖

                           These are guidelines and may vary from state to state!
               Legal interpretation or opinion should be directed to the school‟s legal counsel.

                                                     - 37 -                                                -
                           INTERVIEWING HAZARDS
     This indicates that the interview has lost control of the interview and important facts
     necessary to evaluate the individual.

      ―I‘m sure by now you‘ve regretted your behavior.‖

      ―You don‘t qualify for the volunteer position.‖

     The interviewer will never gain the information needed by dominating the conversation.
     She/he should let the interviewee do most of the talking.

      This may mean that the interviewer will lose out on obtaining some important information.

     Such actions may cause the interviewee to abbreviate answers, feel that the interview is not
     very important or simply become annoyed.

      Expressing personal opinions such as, ―The first grade teachers are weak here, we need your
      help‖, is unprofessional and inappropriate.

     A relaxed, comfortable and relatively informal atmosphere is more conducive to a successful

      The interview should focus on information pertinent to the volunteer program, placement and
      the interviewee.

      The interviewer should not allow her/himself to be forced into promises she/he knows are or,
      may be impossible to keep.

      The interviewee should not be told that she/he would be contacted when and if needed. The
      interviewee should be told when she/he would be contacted regarding the volunteer position.

                                               - 38 -                                          -
                    AND FIRST INTERVIEW
        The application and interview processes can be important tools in determining the
suitability of volunteer candidates. Through careful reading of the application and using
listening and observation skills during the interview process, the interviewer may gather
information or observe behaviors which will help him/her to decide if the interviewee is
appropriate and to determine the type of volunteer assignment best suited to that particular
        Although there are many questions which legally may not be asked of prospective
volunteers, additional information is often offered by the interviewee in answering questions or
in discussing related topics. The interviewer need only listen carefully.
        The Child Protection Connection Newsletter from the Vermont Department of Social
Services offers the following list of indicators, which may come to light during the interview
process and should serve as „red flags‟ to the interviewer.

           Lack of normal peer relationships, associates and circle of friends.

           Absence of dating/significant relationship.

           Characteristic immaturity; person is shy, withdrawn, passive, non-assertive.

           Over-invested in children, over-identifies with children.

           Have requirements in terms of type of child that he/she prefers.

           Purpose of volunteering is to save children.

           Places premium on doing one-on-one activities with child versus social activities with
            other people; low visibility activities preferred to group activities.

           Become more animated around children (behavioral indicators: eyes light up, become
            more expressive versus shy, passive and quiet around adults.)

           Displays anxiety about adult sexuality, i.e., uncomfortable in discussing adult sexual

           Frequently describes children as clean, innocent, pure, especially in comparing children
            to adults.

           Work history: unstable or seeks jobs where he/she have little or no responsibility or is
            told what to do.

           Low self-esteem.

                                                - 39 -                                               -
Placement of a volunteer in an assignment takes into consideration both the needs of the school and
the volunteer. Volunteers who are will placed remain on the job because they feel they are making a
useful contribution and gain personal satisfaction from their work.

Suggested guidelines for places volunteers - -

        -   Volunteers will be assigned only to schools and teacher that have formally requested such
                          - Principals should make need for volunteers known to the School
                              Volunteer Program Coordinator.
                          - Request forms for volunteer aid will be furnished to the principal and
                              teachers by SVP Coordinator or teacher liaison.
                          - Teacher requests should include:
                                   1) Type of help requested
                                   2) Day(s) and time of day volunteer is needed.
                                   3) Grade level
        -   Volunteers usually work in their local neighborhood school, but they can work in any
            other school in the community where their services are needed. (this will wary from
            community to community.
        -   Volunteers usually are not assigned to their own children‘s classroom; however each
            school should develop its own policy on this.
        -   The person(s) responsible for volunteer placement varies according to local policy.
            Usually the teacher liaison, SVP Coordinator or whoever interviews the volunteer, places
            the volunteer in cooperation with the principal. It is helpful if these individuals work
            together in determining placement of volunteers.
        -   Information from both the volunteer‘s Application Form and the interview, along with
            the needs of the teacher and school, should be considered when placing the volunteer.
                          - Days and hours available
                          - Grade level preferred
                          - Type of assignment or subject area preferred
                          - Skills
                          - Hobbies, interests
                          - Special needs of volunteer –handicaps, etc.
                          - Educational background
                          - Work experience
        -   The initial assignment should be considered tentative so that a change of assignment can
            be made easily if type of work, personalities, scheduling, expectations, etc. is not
            compatible. Volunteers and teachers appreciate the opportunity to agreeably end
            placements, which prove to be unsatisfactory or unfulfilling.
        -   Once placement for the volunteer has been determined, it is important that they volunteer
            and teacher or staff member is notified as soon as possible. This may be done by
            telephone, in person or through a form sent to the volunteer and teacher or staff member.
            Allow both the opportunity to accept or decline the placement. If done by phone, it is
            helpful to follow-up with written confirmation.
        -   It is very helpful for the volunteer and teacher to meet and discuss the assignment, type of
            work to be performed, schedule, goals, classroom philosophy, etc. Before the first
            session. Some schools schedule a short meeting immediately after school where all
            volunteers and teachers meet and discuss their assignments.

                                                 - 40 -                                           -
Follow-Up - -

       -   Follow-up is very important. After the volunteer has been on the job a week or two, the
           coordinator should contact the volunteer and the teacher to determine if the placement is
           satisfactory to both. This process should then be continued throughout the year to
           monitor the progress and growth of the relationship.

Correct Placement Aids in Retention - -

       -   Volunteers who are given meaningful assignments tend to continue in the program
           longer. Many school volunteers find great satisfaction in working directly with children
           in instructional areas- - helping by listening to a child read, for example, or by playing
           math games to reinforce skills. Some volunteers, particularly those new to the program,
           may prefer to type or make games or have less direct contact with the students.
       -   Volunteers don‘t mind humdrum tasks occasionally (such as collating papers or
           collecting permission slips) if these assignments are mixed with tasks that challenge their
           abilities and permit them to grow in their assignments. Teachers should observe the
           volunteer‘s growth in abilities and confidence and give increasing responsibilities as they
           are warranted. Some volunteers, however, are very content to do routine work, or prefer
           work with little or not student contact. Be sensitive to those desires.
       -   For the working father or mother with rigid work hours, and the parents with small
           children, volunteering at home is an excellent way for them to contribute. Volunteer
           programs may also enable working parents to become involved by providing them the
           opportunity to volunteer early in the morning before they go to work or later in the day
           after work. They can for example:
                - Correct papers or tests in a subject area.
                - Cut and color classroom visual aids for primary grade teacher.
                - Type teacher made lists
                - Make math and reading flash cards.
                - Bind books of children‘s stories.
                - Organize cooperative childcare arrangements in order to assist in participation.
                - Sew and mend classroom costumes.
                - Mend toys and equipment.
                - Contact persons with a particular talent or interest and set up a lesson or
                    presentation to enrich the classroom experience.
                - Read a technical book and summarize it in quickly understood language to save a
                    teacher'‘ time.
                - Make calls request help for classroom parties and fieldtrips.
                - Provide their home as the site for an evening educational meeting.
                - Facilitate the adoption of their child‘s classroom by their business or work place.

       -   Remember that meaningful assignments, whether done in the classroom or at home, keep
           working volunteers involved because of a feeling of satisfaction and the knowledge that
           they are making a contribution.

                                               - 41 -                                            -
You have volunteers who:                             Place those volunteers in situations that:

Have limited English skills.                          Respects and utilizes their own language
                                                      And utilizes skills not related to language
                                                      (for example: cutting, stapling crafts).

Are older and insecure about                          Ensures physical safety and mental
Their ability to contribute.                          Stimulation.

Are handicapped in some way                           Nurtures respect for differences and
And require special adaptation                        demonstrates to students that
                                                      ―We all can contribute‖.

Have a resume indicating                              Provides exposure to students whom
Higher order math skills.                             Would benefit from additional
Enrichment ―over and above‖ the regular
                                                      Program (for example: tutoring at
                                                      Senior High School)

Are college students and want a reality               Provides an opportunity to experience a
Based experience in preparation for the               Variety of grade levels and/or programs
Teaching profession.                                  With a caring teaching professional who
                                                      Will offer encouragement and support.

Are Workfare participants (Volunteers                 Takes advantage of whatever skills are
Who receive an economic supplement from               Offered and is sensitive to these
The State for there work time).                       Volunteers‘ situations.

Have a special interest hobby such as                 Provides them the opportunity to have a
Gardening or cooking.                                 Group of students for a special activity
                                                      Such as a taco fiesta, or, herb gardening.

Want to be involved with the children‘s               Allows them to organize a phone tree
but have small youngsters at home.                    And be responsible for arranging to
                                                      Other parents assist with classroom
                                                      Activities and field trips.

Are working parents who cannot commit                 Lets them help with costumes or
Regular scheduled volunteer hours.                    Backdrops for a class play or holiday show.

Are parents who have a writing background             Permits them to conduct a creative
or special interest in journalism.                    Writing workshop for students who
                                                      Would rather write than play on the
                                                      Playground at lunch time.

Have an interest in photography and                   Allows them to organize a walking tour
Would be willing to share their knowledge             of the school or neighborhood letting
With the class.                                       Each child selects photo possibilities.

                                            - 42 -                                                -
                  A GUIDE FOR THE
The following is a list of topics that might be covered at a preliminary meeting of a teacher and a new
school volunteer. The list was developed jointly by teachers and volunteers.

The purpose of the meeting is to help both the volunteer and teacher establish a clear understanding of
the role that the volunteer is to play in the classroom or overall school program. The topics discussed
in the preliminary meeting will allow the volunteer to understand what is expected of him/her, how
she/he will fit into the program, and how the volunteer‘s talents and interests can be used most
effectively. It will also help the volunteer to feel more comfortable with his/her volunteer role.

A preliminary teacher-volunteer meeting can serve as the first step toward establishing a good
teacher-volunteer relationship, which will be rewarding for both.

        -   Familiarize the volunteer with the classroom program for the year. (Explain how the
            volunteer will fit into this overall program.)
        -   Discuss current needs for a volunteer. Be specific.
        -   Determine the skills and interests of the volunteer in relation to the program.
                - Where does she/he feel most comfortable working?
                - How many children would she/he like to work with? (small group, one-to-one,
                    large group, etc.)
                - Does she/he work better with children doing remedial work or enrichment work.
        -   Discuss availability of volunteer.
                - Time available to work with children
                - Time for planning
                - Time for evaluation progress of children.
                - Time for training (if and when necessary).
        -   Determine talents, experience, community interests of the volunteer.
        -   Discuss what the teacher‘s expectations are of a volunteer and what the volunteer in turn
            may expect of the teacher.
        -   Familiarize the volunteer with texts and learning resources.
                - Review what is available for the volunteer to use.
                - Give necessary directions on use of any audio-visual equipment.
        -   Discuss classroom management.
                - Familiarize the volunteer with the teacher‘s philosophy of discipline. Ask about
                    the volunteer‘s feelings on discipline. Explain volunteer‘s role in discipline.
                - Decide on procedure to follow if volunteer must be absent.
                - Explain classroom rules, emergency procedures, methods of marking papers etc.
        -   Determine a method of dealing with concerns.
                - Concerns may arise during the year concerning curriculum, discipline, lack of
                    progress with a youngster or a basic philosophy difference between teacher and
                    volunteer. It is important that the teacher and the volunteer have a clear
                    understanding of how concerns are to be handled. Discuss a way of dealing with
                    these concerns.
        -   Answer any questions the volunteer may have.

                                                - 43 -                                            -
The following is a list of questions that the volunteer might ask at his/her preliminary meeting with
the supervising teacher before starting volunteering. The questions were developed jointly by teacher
and volunteer, and are designed to help clarify the school volunteer‘s role and provide some of the
information necessary for the volunteer and teacher to work together effectively.

        -   What are my duties in the classroom?

        -   How many children will I be working with?

        -   What are the children‘s needs? Will I have specific goals to work toward with each child?

        -   Will you tell me about any special problems that I should know about?

        -   Could you give me your views on discipline and the role you would like me to play in

        -   What material will we be using? Will I be given any instructions concerning audio-visual
            equipment and how to handle it?

        -   Where do you want me to work with the children?

        -   Are there any classroom rules or procedures you would like me to know about? (i.e.
            methods of marking papers form to be used on child‘s paper, emergency procedures, etc.)

        -   I can give _____ hours or days a week. How will we arrange for planning? (How often
            do you want to meet, when can we meet?)

        -   What procedure should I follow if I can not come in – (Should I let you or my
            coordinator know? Would you like a substitute if I can not make it?)

        -   Do I need any special training?

        -   If I should have specific concerns regarding discipline, philosophy, lack or program, etc.,
            how should I handle this?

                                                - 44 -                                            -
                       WORKING WITH VOLUNTEERS

In working with volunteers, there is much that the SVP coordinator and teacher/staff member can do
to enable the volunteer to work to her/his full potential, develop new skills and gain a feeling of
satisfaction and belonging. The following are suggested ways in which this might be accomplished:

   Be sensitive to what the volunteer brings, her/his potential, and her/his need for support. Watch
    for clues as to the volunteer‘s interests, hopes and expectations.

   Seek and utilize opportunities to involve appropriate volunteers in providing support, stimulation
    and recognition to other volunteers.

   Plan with the volunteer in terms of how her/his needs for training and support can best be
    supplied: his/her time available, willingness or ability to do ―homework‖, reading, etc.

   Develop sensitivity to the kind of experience or training to which the individual volunteer will
    best respond.

   Be selective and well-focused on providing any training, reading matter, etc., to insure good use
    of the volunteer‘s time.

   Be alert for opportunities for genuine and purposeful recognition, related to the individual‘s needs
    and aspirations.

   Adapt your own share of a team job to use the volunteer‘s strengths and enable him/her to grow.

   In planning with the volunteer, allow for the loss of learning and momentum in part-time work.

   Insure that the volunteers understand essential technical terminology, professional "mores‖, etc.

   Encourage volunteer initiative and experimentation.

   Look at the volunteer‘s performance in terms of her/her ―contract‖ and determine with the
    volunteer what the reasons are for any failures to fulfill commitments and plan accordingly.

                                                 - 45 -                                            -
There are many areas in which volunteers will benefit greatly from training sessions. Following there
general orientation program, volunteers may wish to learn skills that will help them work with
children who can benefit from small-group instruction or individualized help.

Periodic in-service workshops throughout the year are helpful for the volunteers who wish to increase
their knowledge and skills. Because many volunteer jobs are very specific, the supervising teacher
may wish to provide special training her/himself.

Workshops might include:

        -   Reading skills
        -   Math skills
        -   Library skills
        -   Audio-Visual equipment
        -   Materials preparation
        -   ―You and the Child‖—a meeting with guidance and personnel.
        -   Techniques for working with the Handicapped.
        -   Techniques for working with the Learning Disabled.
        -   Techniques for working with the Gifted/Talented.

In developing the training program, the following suggestions can prove useful.

        -   Keep the training practical & specific (no educational jargon).
        -   Find out from the volunteers what they need and want in training. Gear the training to
            these suggestions.
        -   Use a variety of techniques: role playing, buzz session, reports, etc. Keep lecturing to a
        -   Involve local specialists.
        -   Prepare good visual aids and written materials.
        -   Use experienced volunteers to help train new volunteers.
        -   Have a training manual for volunteers, if possible.
        -   Teach in small groups so there can be stimulating discussion.
        -   Plan additional training after volunteers have been working a month or two. It‘s hard to
            grasp everything before you‘ve really worked on the job.

                                                 - 46 -                                            -
                  ORIENTATION OF
Suggested Agenda

NOTE: These first meetings are usually help the third or fourth week of September, but may take
place anytime at the discretion of the principal and the coordinator.

     - To acquaint school volunteers with general policy and rule of the school.
           - Principal may supply coordinator with school floor plans.
           - Coordinator may advise volunteers on availability of teachers‘ lounge, locations
               of rest rooms, procedures of remaining for lunch, fire drills, dress, school hour,
               parking, and use of phone.
     - To provide get acquainted period for teachers and their volunteers.
     - To discuss volunteer assignments and readjust schedules.


PRESENT: Principal, Coordinator(s), School Volunteers             TIME: About ½ hour

       1.    Welcome by the coordinator
       2.    Welcome by the Principal. Ask your Principal to say a few words.
       3.    Introduce co-coordinator if you have one.
       4.    Explain what a coordinator does; give brief outline of volunteer program in you school.
       5.    Emphasize that coordinator‘s main function is to coordinator program and support the
             volunteers. Ask volunteers to call you if they have any questions or are unhappy with
             their placement. It is usually easy to make adjustments.
       6.    Explain signing in and out procedures and where to do the same; also where to pick-up
             Identification Name Badge located near time sheets. Return badge when signing
             out.(Show Badge)
       7.    Explain why volunteers are asked to sign in and out:
                 - It is easy to identify who is in the school by glancing at time sheet.
                 - Hours are totaled for entire school volunteer program in order to recognize the
                      contributions of volunteers to the schools.
                 - Signing in serves a proof of volunteer service for charitable contributions,
                      references, etc.
                 - This process protects against unauthorized visitors.
                 - An accurate record of those in the school is useful should anyone need to be
                      notified in case of emergency and can be used in case of emergency evacuation.
       8.    Explain procedure to follow if volunteer is going to be absent.
       9.    Mention liability insurance for volunteers.
       10.   Encourage volunteers to read School Volunteer Handbook.
       11.   Ask volunteers to notify coordinator if any change occurs in their schedules as the year
       12.   Ask volunteers for corrections or changes in assignments.

                                                - 47 -                                           -
SECOND HALF OF MEETING: (Follows the first half after a short interval, usually as soon as
possible after school is dismissed. Teachers should be included.)

PRESENT: Teachers who have requested volunteers, and other interested teachers; coordinator;
principal if she/he wishes; school volunteers.

        1. Ask teachers to wear stick-on nametags.
        2. Distribute copies of teacher-volunteer schedules to teachers‘ assigned volunteers.
        3. Introduce yourself as Coordinator. Explain your function. Emphasize to teachers that if
           they have any problems regarding their volunteers, assignments, or the program in
           general, they should contact the Principal and/or the coordinator. Adjustments can be
        4. Explain why school volunteers record their time and wear badges.
        5. Announce that meeting will end with school volunteers and teachers breaking up into
           small groups to get acquainted and to discuss goals. You may suggest here that teachers
           may take there to their classrooms if they wish.
        6. Ask teachers to check their teacher-volunteer schedules for possible corrections or
           changes and to inform you after the meeting.
        7. Explain here that all teachers who asked for volunteers may not have one assigned at
           present but that an attempt will be made to fill all requests.
        8. Meeting adjourns to small groups of teachers and their school volunteer. One of the best
           ways to pair-off teachers with their volunteer is to ask each teacher/volunteer pair to raise
           his/her and has you call his/her name.

                                 GUIDELINES FOR TEACHERS

The following guidelines should be passed along to teachers at a separate meeting, preferably held
before the volunteer/teacher orientation outlined above. A few minutes may be set aside during a staff
meeting for the principal to introduce the volunteer coordinator and allow the opportunity for her/him
to briefly discuss the volunteer program and include the remarks below.
         - Encourage teachers to read ―Suggested Guidelines for Teachers: in the ONGOING
             PROGRAM MANAGEMENT section of this handbook.
         - Busy volunteers are usually happy ones. School volunteers are dedicated group and
             expect to work. They genuinely want to help the teacher and children by doing
             something meaningful.
         - Teachers should plan in advance for the volunteer!
         - Volunteers are not professionals, but should have received a basic orientation and have
             professional attitudes toward their assignments.
         - Volunteers are not expected to discipline a child. If a school volunteer cannot handle a
             situation she/he should be instructed to return the child or children to the teacher.
         - Volunteers do not take over for the teacher and should not be left in charge of an entire
             classroom or the playground.
         - As time goes by, the teacher will discover those particulars talents or skills the volunteer
             has which will benefit the student in her/his room.
         - The teacher should discuss volunteer related problems with the SVP coordinator and/or
         - The volunteer should be informed if she/he will not be needed because the class will be
             away on a field trip or involved in another activity.
         - Recruiting help is welcomed from teacher. Teacher may give name of prospects to the

                                                 - 48 -                                            -
                       CHECKLIST FOR VOLUNTEERS
Before beginning your volunteer service, please complete the following checklist to insure that you
are properly prepared for you new assignment.

_____ I have completed an application form.

_____ I have been interviewed for my volunteer position.

_____ I have participated in an orientation session.

_____ I know where I am to report for work.

_____ I know the hours the school is open.

_____ I have met the school principal.

_____ I have had a conference with teacher/school coordinator of volunteers.

_____ I am familiar with the school plant.

_____ I know where to park

_____ I know where the sign-in sheet is located.

_____ I know the school fire drill procedures.

_____ I know the school safety rules.

_____ I know what to do in case of emergency.

_____ I know the discipline policy in the school.

_____ I have been provided a specific place to volunteer.

_____ I have any needed background information on the students with whom I will work.

_____ I have been shown where the needed materials are located.

_____ I have received additional in-service training.

                                                 - 49 -                                         -
                                    RECORD KEEPING
Paperwork has long been the bane of many an administrator‘s existence. Yet record keeping and the
use of forms are essential to the well-run school volunteer program.

Any form should be simple, concise and easy to fill out as possible. It should elicit all information
that is or may be needed at a particular SVP or school and not ask for information that is not
necessary. Although there is much similarity in the information needed by most communities, forms
should be adapted by each program for its own individual circumstances.

These questions should be considered when developing a form:

        1.    Why do we need this form?
        2.    Why did we select this format?
        3.    How often is this form used?
        4.    Who completes this form? Do they know how?
        5.    What happens to the completed form?
        6.    Where and how often do we store this information?
        7.    How often do we need to refer to the data?
        8.    Who else needs access to this information? How often?
        9.    How ell does this form mesh with the rest of our record keeping system?
        10.   Does this form do what we want it to?

For each individual volunteer, the following records are recommended:

                    Volunteer Application
                    Volunteer (or Student Volunteer) Registration Form
                    Volunteer Service Record

Each volunteer should:

        Fill out:          A Volunteer Registration
                           An Application Form
                           Sign-in Sheets
                           An Evaluation of the SVP
        Be given:          A School Volunteer Placement Form
                           A Volunteer Identification Card/Name Tag

Teachers need to:

        Fill out:          A Teacher Request for Volunteers
                           An Evaluation of the volunteer and SVP
        Receive:           A Placement Form informing them of volunteer assigned to them
        Send:              A Parent Permission Form to parents whose children are tutored
        Maintain:          A Daily Assignment Sheet and Progress Report for each volunteer.

The Principal should:

        Fill out:          An Evaluation of the SVP
                                                 - 50 -                                          -
The Volunteer Program needs to maintain and prepare:

                A Master Volunteer Log
                An up-to-date Budget
                Evaluations of the program
                An Annual Report to local authorities and NH Partners in Education
                An application for the Blue Ribbon School Achievement Award

All individual volunteer records should be confidential.

The following information refers to a variety of forms that may be useful to a SVP. Samples of those
forms can be found in the SAMPLE FORMS section

Most schools request that volunteers wear a name card identifying them as school volunteers while
they are in the school. This identification legitimizes their presence as they move about in the school
and also enables students and teachers to address them by name.

                             SIGN UP OR TIME SHEET
It is advisable to keep a record of which volunteers are in the school when, which teacher(s) they are
working with, and how long they volunteer. This information is necessary to make accurate reports
to the school, superintendent, school board and NH Partners in Education regarding community
participation and contribution to the school. An accurate list of volunteers present in the building
would also be invaluable in ensuring complete evacuation in care of fire.

Several methods of signing-in have proven successful. Many SVPs use a sign-in book that volunteers
sign each time they come to school. This has the advantages of ease of signing, availability of
information and ease in reporting service by time periods. Disadvantages include more complicated
compilation of individual volunteer records by coordinator.

Sometimes weekly or monthly sign-in sheets eliciting the above information are used instead of a

Other school use individual record sheets for each volunteer with space for an entire year‘s service.
Individual records are easily kept this way. It is also very useful for volunteers working at home or
during vacation periods.

An increasing number of volunteer program or computerizing their record though programs they have
developed. Whatever form of record keeping is used, volunteers must be encouraged to record all
time donated, including time spent at orientation, in-service training sessions, time spent at home
preparing or making materials and school volunteer work in addition to their regular assignment.

Information from sign up sheets should be transferred to the cumulative record of each individual
volunteer and to the master volunteer records for the SVP.

                                                 - 51 -                                           -
                          PARENT PERMISSION FORM
When it is anticipated that a volunteer will be working with a student on a long-term basis as a tutor
or mentor, teachers should notify the student‘s parents. Notification should include a description of
the program. The parent‘s written permission for the child to participate is usually requested.

Volunteers often arrive for their assignment when the teacher is busy. A book or sheet giving the
assignment for the day allows the volunteer to start working without disturbing the class. Written
assignment also leaves no question about details of the assignment and allows a place for the written
comments of the volunteer. This can be valuable if there is not sufficient time for teacher and
volunteer to discuss the day‘s activities fully and acts as a permanent record of assignments and
volunteer observations.

Some teachers use a notebook for each volunteer, especially if they volunteer works each time with
the same student(s). This cuts down the amount of writing necessary each session when compared to
individual record sheets. It also serves as a record of areas covered student progress, volunteer
observations, etc.

If individual sheets are used, they should be kept in a folder for each volunteer and /or student.

                       INDIVIDUAL SERVICE RECORD
Cumulative records of the assignments, service donated, and length of service should be maintained
for each volunteer. This can be very useful in determining future assignments, evaluation,
recognition, and in providing educational and employment references for volunteers.

This form should also include information on the volunteer‘s address and telephone number.

Volunteer needing a reference for a paid position or for certification credit often request a record of
service contributed and training sessions attended. Such information should be readily available.

                       MASTER VOLUNTEER RECORD
Each program should maintain a comprehensive list of all volunteers, where they are assigned, the
type of job that they are doing, volunteer hours contributed, and other pertinent information. The
Master Volunteer Log may be organized by school, specialized program, or by the total school
volunteer program. The master log enables the school volunteer program to easily calculate total
numbers of volunteer, hours donated, jobs filled, etc.

                                                  - 52 -                                             -
From their first contact with the program, school volunteers gain a feeling of belonging, which
increases their desire to participate. The backbone of any school volunteer program is a group of
satisfied, motivated volunteers who return year after year. This core group is also the best source for
recruiting additional volunteers.

For school volunteers, their ―pay‖ is often the welcoming smile of a child, a scribbled note from a
second-grader, a picture drawn just for them or a sincere ―I‘m glad you‘re here‖ from a teacher. The
primary reward however is the high degree of satisfaction that they derive from their volunteer

The following are other ways in which volunteers may be rewarded.


A Positive School Climate.

         Volunteers are asked to do an important job, which deserves to be taken seriously, but the
volunteer experience can also be a source of pleasure and joy. Through the cooperative efforts of
administration, staff and students, a positive school climate can be established in which the volunteer
will feel comfortable.

Frequent Acknowledgement.

        Adults, like children, enjoy knowing how they are doing and that what they are doing is
worthwhile. A word of thanks, a nod of approval, a gentle touch on the shoulder, a smile or a simple
―thank you‖ will go a long way in the life of a volunteer. Annual recognition programs are important,
but day-to-day recognition gives the volunteers a sense of gratification and the feeling that their
services are truly appreciated.

Specific Praise.

        Changes in children as a result of individual attention by the volunteer are subtle and not
easily perceived. Volunteers however are rewarded by hearing such comments as, ―Johnny seems to
be having fewer fights on the play ground since you‘ve been giving him some individual attention‖ or
―since you took over the cook corner more and more children seem to be using it with obvious

Concern for the Volunteer‟s Creature Comforts.

The volunteer who is comfortable in her/her surrounding will be more satisfied and more willing to
continue in her/his volunteer role.
                  The volunteer should have received and orientation to familiarize her/his with
                     her/his assignment, etc.
                  A volunteer feels that she/he has made a contribution if the teacher is prepared or
                     there is work to be done, thus her/his time has been well spent.
                  The volunteer should have a comfortable place to work.
                  Adjustments should be made for any physical limitations the volunteer might
                     have (especially older volunteers).
                  Arrangements should be made for coffee breaks, rest room breaks, etc.
                  An occasional treat for the volunteer is always welcome.
                                                 - 53 -                                            -

New ways to recognize volunteer services are constantly being developed and sought. The following
are but a few of the ways in which a school might reward its volunteers.

           Awards which identify them as part of the school volunteer program, such as pins, badges
            or wallet cards.
           Thank you letters or postcards written by the students, teachers, administration or
           Certificates, with our without ribbons and gold seals, diplomas, plaques, trophies or
            distinguishing pins indicating the number of hours served or the type of volunteer
            services performed.
           Picnic lunches or Family Fun Day with invitations to a volunteer‘s family members.
           Publicity through the school newsletter, fliers, or letters to parents.
           Press releases to neighborhood papers telling of a unique or unusual individual or
            volunteer accomplishment.
           ―Child-made‖ awards. In the form of individualized bookmarks, certificates.
           Small plants grown by the children.
           Coffee klatches, Holiday parties, annual recognition day.
           Bulletin boards displaying pictures of volunteers and their contributions—display at the
            school or local community places such as banks, stores, and libraries.
           Brunch, lunch with the ―boss‖, a classroom party, dinner with teachers, a faculty party,
            auditorium programs or movies.

However, for the volunteer, the greatest reward of all is the satisfaction she/he feels in knowing that
she/he has made the difference in the life of a child. Therefore, is it essential to communicate to the
volunteer that while she/he is meeting new friends and also learning new skills (such as parenting,
clerical or social), she/he is also:

           Helping children.

           Helping teachers.

           Improving the school and community.

           Giving more meaning to life.

                                                 - 54 -                                             -

NEW HAMPSHIRE SCHOOL VOLUNTEER WEEK, celebrated each year in May, is a time set
aside to officially recognize the enormous contributions of school volunteers, to thank them for the
efforts and to increase public recognition of the challenge and fulfillment offered through volunteer

Since each coordinator knows her community resources, volunteer program and people best, we
encourage her/him to publicize the week in the manner she/he feels is appropriate. Here are ―tried &
true‖ suggestions from New Hampshire School volunteer coordinators.

Make it an Event!

   Sponsor a school assembly to recognize volunteers. Invite your mayor or legislator, read a list of
    volunteer‘s name, a give certificate of appreciation.
   Food festivities are always fun – a Thank-You Breakfast or Valentines Day Party. Teacher-
    sponsored luncheon. Tea with concert by children. Buffet appreciation-night with wine and
    music. Punch party. Box lunch. Citywide recognition event. A ―brown bag‖ luncheon in the
    cafeteria with children. A coffee with silver service and fancy doilies.
   Offer training workshops
   Sponsor a ―guess the hours‖ contest-volunteers, teachers, and students guess number of volunteer
    hours contributed to date. Give a small prize to winners.
   Honor an outstanding local volunteer, or tow or three top-hour givers, most creative, most
    flexible, youngest, etc.
   Present a slide show of ―volunteers at work‖.
   Have students present a play or sing songs.
   Sponsor a trip of volunteers to local attraction, a theater party, a sporting event, a museum, a
    shopping trip.

Create an Atmosphere!

   Wear heart-shaped SVP ID tags saying ―March 0-0 is School Volunteer Week‖ or ―We love
    school volunteers‖ (for teacher, students). ―We love being School Volunteers‖ (for volunteers)
   Have children create cards, posters, etc. Give them to volunteers, hand in school corridors,
    individual classrooms, etc. Sponsor a poster contest on ―What School Volunteers Do‖ or on
    ―Thank you, School Volunteers‖.
   Place and SVP Honor Roll list in lobby of school, call it ―---------- School‘s Special Valentines‖.
   Plan a special bulletin board, honoring school volunteers – in the hall, library, office—put school
    volunteer names and jobs in star shaped or heart shaped cutouts.
   Fill a display case with student work honoring volunteers.
   Have children decorate a sheet with praise, use as table clothe at tea or other event.
   Encourage individual teacher and classes to show appreciation to ―their‖ volunteer with folders,
    ―love letters from kids‖.

                                                 - 55 -                                           -
Let the Public Know!

     Write a news article for local paper or shopper‘s news. Include black & which photos from school
      volunteers in action.
     Contact shopping malls, stores & theaters about using the slogan ―we Salute School Volunteers‖,
      ―We Love School Volunteer‖, Valentines for Volunteers‖ or such on their marquee during the
      week of March --.
     Arrange a window display in banks, stores, libraries, etc. (perhaps use children‘s drawing of
     Radio interview or talk program with coordinator, volunteer, or anyone who strongly supports
      school volunteer programs.
     Mention in club & church bulletin and/or newsletter.
     Record a public service announcement on radio.
     Contact merchants about mentioning SCHOOL VOLUNTEER WEEK in their ads.

The Blue Ribbon School Achievement Awards are presented each year by NH Partners in Education
to those schools in New Hampshire that have volunteer programs meeting the criteria outlined on the
application. These include the number of hours of volunteer serve, notable achievements, training
and orientation for volunteers and teachers/staff, recognition, etc. The awards are presented each

     The latest version of the Blue Ribbon School Achievement Award application and criteria can be
                           downloaded directly from our web site


A Gold Circle Partnership celebrates relationships between businesses and schools that are mutually
beneficial. The Gold Circle Achievement Award is a non-competitive award and is offered to both
public and private schools. All school partnerships that meet the application criteria will be presented
with the award at a special ceremony held in their honor. Schools may submit more than one
application if they have multiple partnerships. The awards are presented each September.

    The latest version of the Gold Circle Partnership Award application and criteria can be downloaded
                                 directly from our web site

                                                  - 56 -                                           -
                      Why Is The
         Blue Ribbon School Achievement Award
                Important To My School?
The Blue Ribbon School Achievement Award recognizes those schools with outstanding volunteer
programs. Schools wishing to earn the award must meet various, all-inclusive criteria for effective
   program management. Some of the many BENEFITS of receiving the award are as follows:

     The award is useful in bringing recognition to your school and to your volunteers. The
      time and commitment tendered by the volunteers is essential for the program to meet all of
      the criteria, thus every volunteer plays a vital role in earning the award.

     The award may be used in local community publicity efforts, to create a greater awareness
      of the program and its success. The award also recognizes the high level of community
      involvement in education and can be used as the basis for a community-wide celebration.

     Publicity about receiving the award in turn helps in the recruiting process. Increased
      awareness and a positive image encourage greater participation.

     The award fosters positive relations between school and community. It creates a more
      favorable climate toward education and school-related issues, as well as manifesting
      support for teachers, administration, and school boards.

     Community involvement in education creates a more informed electorate for voting on
      school issues.

     Recognition is useful if seeking funding or grant monies and helps to justify the program‘s

     The award facilitates statewide publicity for your school and community through media
      coverage generated by NH Partners.

     Statewide recognition of the school volunteer program helps promote the community to
      new businesses and new homeowners who are concerned about the quality of education
      within the community.

     Receipt of the award sends a positive message to everyone involved (the school board,
      administration, volunteer coordinators, volunteers, parents, students and the community at
      large) and recognizes their efforts and participation.

     Lastly, the clear message this award sends to the students is two-fold. First is the value of
      education. The award is earned through a high level of parent and community involvement,
      showing the students that education is viewed as important. Second is an awareness of
      giving back to the community. A student is more likely to become involved in community
      service, early on or as an adult, if they have witnessed firsthand such volunteerism.

                                              - 57 -                                           -

The evaluation process is very important to the success of the SVP. It enable the coordinator to gain
input from all involved, better examine the program and the quality of services being provided,
determine if goals are being meet and establish direction for the future.

Many of the results of a good school volunteer program cannot be measured – the change in a child‘s
attitude towards learning, improvement in the student‘s self-image, the warmth of the volunteer-child
relationship. But all of the participants in a school volunteer program should be asked to evaluate the
program from their various points of view.

From the coordinator‘s point of view, evaluation is a constant and ongoing process. It means keeping
her/his eyes and ears open, being available and building relationships that encourage volunteers and
teachers to trust the coordinator and feel comfortable sharing information and concerns. Evaluation
may also be in a form of a call to a volunteer after a couple of weeks in a new volunteer assignment,
an informal meeting with a teacher or a conversation with a student. Often, however, evaluation takes
place through the use of a written form.

The type of questions asked on evaluations can be either open-ended or multiple choice. Good open-
ended questions are more demanding in terms of time and deliberation on the part of the respondents
and are often postponed or only particularly answered. They also can elicit a great mass of
unorganized material, which is hard to quantify and interpret objectively. Providing a range of
predictable responses for easy checking with a space for additional comments, i.e. a combination of
multiple choice and open-ended questions will usually produce a workable survey instrument.

The coordinator should use these results to determine if goals and objective of the program have been
met, and assess needs for the upcoming year. Information gathered will also aid the coordinator in
reporting to the principal, superintendent and school board on the progress and activities of the
program. Further, information can be sent to the local newspaper as publicity for the school‘s
volunteer program, either in from of an article or as a Letter to the Editor, and statistics can be used
for publicity and recruitment purposes.

Last, but certainly not least, results of the evaluation process may be reported to NH Partners in
Education in Education. Feedback provided by local programs gives NH Partners in Education a
better understanding of the school volunteer activities currently underway and around the state and
enable the NH Partner‘s office to better support those activities by providing needed training,
workshops and support materials. Such information also makes it possible for NH Partners in
Education to publicize the activities of local programs and tabulate this information for inclusion in
its annual report to the NH Department of Education.


Volunteers should be given the opportunity to evaluate their experiences as a volunteer. Areas that
maybe asked to evaluate include the operation of the SVP as a whole, coordinator‘s assistance,
teacher‘s use of volunteers, training, placement, their personal reaction to their assignment, and future
plans for volunteering. The type of information would determine exact questions needed the
individual SVP and they way in which will use this information.

Student volunteers (college, high school, elementary) should also be asked to evaluate their volunteer
                                                 - 58 -                                            -

Teacher evaluations can be of two sorts:
       1. An evaluation of the operation of the school volunteer program and how is applies to the
       2. An evaluation of the performance of an individual volunteer, based on how the program
           prepared and trained him/her for the job.

Most evaluations fall into the first category with a few questions about the performances of
volunteers, but without evaluating individuals.

Teachers may be given the option of not signing their names to the evaluation. While this may
increase the number of replies, it does not allow the SVP leadership to attempt to correct any
problems to follow up on requests for volunteer help.

Evaluation of an individual volunteer‘s performance is often necessary for students volunteering as a
class assignment and is helpful for volunteers who wish to use their volunteer experience as a
reference for a paid position.

Remember that the results of the individual evaluations should always be treated confidentially.

                                  PRINCIPAL‟S EVALUATION

Principals are usually asked to evaluate to the volunteer program as a whole and how it affects the
educational climate in the building. Although it is hoped that communication among the SVP, and
building coordinator and the principal will be abundant throughout the year, the principal should have
a place to formally express his/her opinions.

                                    STUDENT EVALUATIONS

Students are less often asked to evaluate volunteers and the volunteer program. But because the
ultimate objective of every volunteer program is to help improve the education of our children, it is
sometimes very helpful to learn how students actually feel about working with volunteers or having
them in their classrooms.

Even very young children can be asked to mark expressions on a series of faces, which may be used
to interpret how they feel about volunteers in their classroom.

Children may give the most spontaneous and truthful evaluations of all. However, before asking
children to evaluate volunteers, be certain that they realize who the volunteers are and what they do,
and try to have them focus on the idea of having volunteer in the classroom, not on their feelings
about particular individuals. Children often think of paid aides, kitchen help, playground supervisors,
art teachers, etc. as volunteers. Conversely, many children believe volunteers are part of the paid

                                 COORDINATOR EVALUATION

As the person responsible for the over all operation of the School Volunteer Program, as the
Coordinator needs to evaluate the program as a hole, as previously indicated in this section, however,
the coordinator should also evaluate her/his leadership role and performance.

                                                - 59 -                                             -
Sample Forms

     - 60 -   -
                       SAMPLE TEACHER REQUEST FORM

    Grade______ Department/Subject________________________ Phone_______________

    TYPE OF VOLUNTEER HELP NEEDED (please check areas and describe job briefly):

 Classroom helpers                                     Number of volunteers needed ________
Job description ________________________                Days needed _____________________
____________________________________                    Hours needed ____________________

 Help children individually                            Number of volunteers needed ________
Job description _______________________                 Days needed _____________________
____________________________________                    Hours needed ____________________

 Library volunteers                                    Number of volunteers needed ________
Job description _______________________                 Days needed _____________________
___________________________________                     Hours needed _____________________

 Art, science, music, drama                            Number of volunteers needed ________
Job description ________________________                Days needed _____________________
_____________________________________                   Hours needed _____________________

 Clerical                                              Number of volunteers needed ________
Job description ________________________                Days needed _____________________
_____________________________________                   Hours needed _____________________

 Other                                                 Number of volunteers needed _____
Job description ______________________                  Days needed ___________________
__________________________________                      Hours needed __________________


- Older adults   - Bilingual   - College students          - Business persons
- Parents        - Community   - High School Students      - Other

Transportation available near school ________________________________________________

What training or skills would you like your volunteers to have? ___________________________

Can you help train volunteers? ________ Please list areas of training you can provide:

                                                - 61 -                                         -
                                    SAMPLE INVITATION

                                    COFFEE HOUR
                               RECRUITING VOLUNTEERS


       The School Volunteer Program at your school invites you to an informal coffee on
________________________ in ___________________________ at _______________.
        (date)                        (place)                            (time)

        Let‘s get together to meet new friends and neighbors and to hear what SCHOOL VOLUNTEERS
do at ____(name of school)___________. The School Volunteer Program will be explained. An
opportunity to sign up will be available but no one is obligated to volunteer.

        Join us for goodies, juice and coffee and hear about the many, many ways you can help improve
education and enrich learning experiences at your school.

       Let us know if we will see you there.


                                                               School Volunteer Coordinator
                                                                      At your school
                                                               Phone Number _____________

(NOTE TO TEACHERS: You may wish to send out
these invitations personally, signing your name
but using the coordinators phone number.)

                                                - 62 -                                         -


                                                                               DATE _______________

School _______________________________________ Principal _________________________
Mr. __________________________________________ Room No. ________ Grade _________
           (Teacher‘s name – please print)

1. If you would like a School Volunteer to help you in the classroom, please indicate when you would
   like this help.

    Day (s) __________ __________ __________ __________ __________

    Time __________ a.m. to __________ a.m. __________ p.m. to __________ p.m.

    Please describe the class. (Regular, educationally handicapped, EMH, gifted. This information will
    help select the right School Volunteer to fit the need.)



2. Would you like volunteer assistance in any of the following activities?

    One-to-one or small group guidance in reading __________, Library __________,

    Making teaching aids or materials __________, Storytelling __________, Art _________,

    Music __________, Kindergarten __________, Clerical __________, Math __________,

    ESL __________, General Assistance __________.

    If you have checked any of the above, please describe the kind of assistance you have in mind.


3. If you have a particular need other than the specified areas in which volunteer assistance would be
   helpful to you, please indicate below.

             Please return to your Principal or School Volunteer Program Coordinator

                                                 - 63 -                                              -
                       DO YOU HAVE JUST A LITTLE FREE TIME?
   YES? This year we will be continuing and expanding our School Volunteer Program. As in the past,
   our teachers have expressed an overwhelming desire to have volunteer assistance, whether it is on a
   weekly basis to help in a classroom or on a specific occasion to share a particular skill or experience.
   No special qualifications are necessary!

   If you are willing to share a little of your time with our children, please fill out the following
   questionnaire and drop it off or mail it to any of the school offices or to either of the Volunteer
   Program Coordinators whose names are at the end of this form.

   1. Are you interested in being a school volunteer? Yes _____ No _____

   2. If yes,           _____ On a regular, weekly basis
                        _____ On specific occasions to share a particular skill, hobby, travel
                        experience or information about a profession, etc.
    3. If on a regular basis, please indicate in which of the following areas you are interested.
       Check as many as you wish.
                _____ Reading            _____ Grammar and related skills          _____ Math
                _____ Penmanship         _____ Foreign language                    _____ Science
                _____ Geography          _____ Arts and crafts                     _____ Gym
                _____ Helping with older students with homework                    _____ Library
                _____ Lunch and recess duty
        If only on specific occasions, please indicate the topics with which you wish to deal.
                Hobby ________________________________________________
                Skill _________________________________________________
                Travel experience _______________________________________
                Profession _____________________________________________
                Other _________________________________________________

4. Age group with which you are willing to work. Check as many as you wish.
      _____ Grades 1 and 2           _____ Grades 3 and 4           _____ High School
      _____ Grades 5 and 6           _____ Grades 7 and 8

5. What days are you available?
   _____ Monday _____ Tuesday             _____ Wednesday        _____ Thursday       _____ Friday

6. How many hours per day? _____

7. Additional Comments: ________________________________________________________

Name _____________________________________ Phone Number ______________________
Address ______________________________________________________________________

For further information, please contact Volunteer Program Coordinators:

       Name _______________________________ Name ____________________________
       Address/Phone ________________________ Address/Phone ____________________
                                                   - 64 -                                                -
TO:                ----------------- SCHOOL PARENTS

FROM:              -----------------, Principal
                   -----------------, Volunteer Coordinator
                   -----------------, Teacher Representative

DATE:              September --, 20—

RE:                Volunteer Program

Our School Volunteer Program for the school year is organizing its efforts and we need your help.

A school volunteer should:

      1.   Like working with children
      2.   Have sympathy for special students
      3.   Be kind and responsible.
      4.   Enjoy new experiences.
      5.   Be dependable.
      6.   Respect confidential information.
      7.   Know and follow school regulations.
      8.   Work under the direction of school personnel.

REMEMBER- Previous training or a degree is not required because a volunteer work under the direct
supervision of certified teachers.

Please indicate on the form below your area of interest and leave it with your child‘s teacher.

_____ Chaperone Field Trips                         _____ Arts & Crafts
_____ Book Talks                                    _____ Room Mother
_____ Special Occasions                             _____ Library
_____ Individual Tutoring                           _____ Tape Educational Program
_____ Drama                                         _____ Making Classroom Games
_____ Cooking                                       _____ Home Projects
_____ Story Telling                                 _____ Lunchroom Helpers ( No Supervision )
_____ Clerical Work                                 _____ Crossing Guards
_____ Learning Centers                              _____ Other ( Please Specify )

Name: ________________________________________________________________________

Address: ______________________________________________________________________

Phone: ________________________________________________________________________

Days available: _________________________________________________________________

Time available: _________________________________________________________________

Grade Level Preference: __________________________________________________________
                                                      - 65 -                                        -
                                     CAN YOU HELP?
                                        School Volunteer Program

Parents and Friends:

         WE NEED YOUR HELP AND TALENTS. Ideally every child should have the individual
attention necessary to achieve success, but with only one teacher for a whole classroom of children, that‘s
almost impossible. With your help – that ―extra pair of hands and ears‖- more children can receive the
individual attention they may need.

        Please check that area of your interest listed below. We will help you prepare for what you want
to do. All you need is a desire to help enrich the school curriculum and willingness to donate an hour a
week or participation a short-term project.

                                                 ____________________________, Coordinator

ELEMENTARY:             Tutoring:                        Classroom Assistance:
                                Reading _____                           Art _____
                                Math _____                              Music _____
                                Learning disabilities _____             General Aid _____
                                Other_________________                  Typing _____
MIDDLE SCHOOL:          Tutoring:                        Classroom Assistance:
                                Reading _____                           Art _____
                                Math _____                              Science _____
                                L.D._____                               Phys.Ed / Sports _____
                                After School _____
HIGH SCHOOL:            Tutoring:                        Classroom Assistance:
                                Reading _____                           Art _____
                                Math _____                              Music _____
                                French _____                            Science _____
                                Spanish _____                           Phys.Ed./ Sports _____
                                After School _____

        LIBRARY: Elementary _____           Middle_____ High School _____
        ROOM PARENT: Elementary _____ Middle _____      High School _____
        NATURE WALKS __________________
        NURSE‘S AID: Clerical _____ Clinical _____

COMMUNITY RESOURCE PERSON: Sharing special interest(s) in a single visit or series of visits. If
you have hobbies or collections, have visited places of interests and have slides or movies, if you would
be willing to share career or professional information with our students, please sign below.

I would share (subject) ________________________________________________________
(You will be contacted for more specific information)

NAME__________________________________________ Phone ________________________
ADDRESS_______________________________________ Please return to school.

QUESTIONS?: PHONE________________________, Coordinator at ____-_______

                                                  - 66 -                                            -
                             VOLUNTEER RECRUITMENT

Dear Parents, Grandparents and Friends:

        Can you be a School Volunteer this year?

        Volunteers usually spend one hour or more a week after school. There are many ways in which
you can help. If you are interested, please send this form to the school. A member of the school
volunteer program will contact you soon.

I am interested in:

        _____ Working with one child or a small group in:
               _____ Reading      _____ Math       _____ Spelling     _____ Other

        _____ Helping in a classroom

        _____ Running off papers/copying

        _____ Typing

        _____ Making materials

        _____ Helping nurse

        _____ Library work

        _____ Working with adults in Adult Basic Education

        _____ I may be able to give a resource program on ______________________
                     (Resource people are needed in all areas- to talk about all kinds of jobs,
                     hobbies, crafts, other nations, regions of the U.S., etc.)

        _____ I‘m not sure what I can do but would like more information.

_____ I volunteered last year.              _____ This is my first year as school volunteer.

Name _____________________________ School Preferred _______________________

Address __________________________________________ Phone ________________

                                                   - 67 -                                      -
TO:      Parents and other adults in the community:

          School programs in many towns have been enriched by the willingness of citizens to contribute
their special talents, skills, or interests from time to time in supplement the work of the classroom teacher
in a particular area. We are certain that in our community there are many such citizens, if we know where
to find them! Please help us by filling in the enclosed questionnaire.
                    Signed by Principal & SVP Coordinator or Community/School Coordinator
Name ________________________________________ Phone __________________________

Address _______________________________________________________________________

1. What collections do you have?__________________________________________________
                       (Stamps, autographs, dolls, butterflies, records, etc.)

2. What special talents do you have? _______________________________________________
                        (Singing, dancing, acting, a musical instrument, magic, etc.)

3. What hobbies do you have? ____________________________________________________
                     (Photography, woodcarving, leather craft, gardening, etc.)

4. Do you have special knowledge of the customs, food, culture of foreign countries?_________
   Please specify country.________________________________________________________

5.    Please list any movies or slides you have of foreign countries of places of interests in the
      United States. _______________________________________________________________

6. Your occupation may be of interest to children or to those investigating careers.
   Please specify occupation ______________________________________________________

7. Do you have a factory or other place of business that might be possible for children to visit?
   Please specify. _______________________________________________________________

8. Are you in government service? _____ If so, what branch? ___________________________

9. What other talents, skills, or interests not covered by this questionnaire do you have?

10. May we call on you occasionally to contribute your time and talent to enrich the education
    of children? ________              Days when you are available ______________________
                                       Time of day when you are available ________________
                                       By special arrangement __________________________

11. Please list friends or neighbors who might be interested in similar service.
       ADDRESS _______________________________________________
       PHONE _________________________________________________

                                                       - 68 -                                                -

The Career Awareness Program and the School Volunteer Program are studying various ways of
enriching the educational program of the schools. One way to widen the student's educational
opportunities, particularly in learning work skills, is to use the resources of the community.

Would you be willing to have this questionnaire kept on file at the Community Resource Bank so that in
the event of a particular need or interest, you might be contacted?
                                                                        Yes _____ No _____

NAME: ________________________________________ TELEPHONE: __________________

ADDRESS: ____________________________________________________________________

FIELD OF INTEREST (cite occupation or industry, arts and crafts, science, public service business, trade
union, etc.)

                                         YES      NO
1.   Hands on training                   _____    _____
2.   Occasional lecture or demonstration _____    _____
3.   Career Awareness                    _____    _____
4.   Mentor for Shadowing Program        _____    _____
5.   Student tours of your business      _____    _____
6.   Career Day participation            _____    _____
7.   Sponsor awards                      _____    _____
8.   Donate recyclable materials         _____    _____
9.   Resource person                     _____    _____
10.  Classroom participation             _____    _____
11.  Tutor (subject: ________________)   _____    _____
12.  Share hobbies or special interests  _____    _____

COMMENTS: __________________________________________________________________

What learning levels would you like to work with?          _____(K-3)     _____(4-6)
                                                           _____(7-8)     _____(9-12)

Size of group you prefer working with:                     _____(20+)     _____(5-20)
                                                           _____(2-5)     _____(1 on 1)

I understand that this information is merely exploratory and does not bind me in any way. If there is a
need for, or interest in, my services, I shall be contacted and further arrangements will be made.

                                                 Signed _________________________________

Please return to:       Coordinator of Community Resources

                                                  - 69 -                                           -
                              VOLUNTEER PLACEMENT

                                  SCHOOL INFORMATION

Name of school: ________________________________________________________________

Address: ______________________________________________________________________

Phone number: _________________________________________________________________

Principal‘s name:________________________________________________________________

Teacher‘s name: ________________________________________________________________

Room number: _________________________________________________________________

Your volunteer day(s) and hours: ___________________________________________________

Your duties: ____________________________________________________________________



Person to contact if you are ill: ____________________________________________________

Name of volunteer coordinator: ____________________________________________________

Location and hours of the volunteer center: ___________________________________________


School begins: __________________________________________________________________

School ends: ___________________________________________________________________

Important dates to remember:______________________________________________________


Other information: ______________________________________________________________



                                            - 70 -                                        -
Name:_________________________________________ Telephone: ______________________

Address: ___________________________________________________ Zip: _______________

Your school is: __________________________________ School Location: _________________

Your Principal is:_________________________________ School Phone: __________________

Teacher(s) working with you: ______________________________________________________

Teacher‘s grade:__________________________________ Room number: __________________

Your volunteer assignment is: _____________________________________________________

Job description: _________________________________________________________________

Schedule: Day(s): _________________________________ Hours: ________________________

Your in-school supervisor is: ______________________________________________________

Your School Volunteer Program contact is: ___________________ Telephone: ______________


1.Dress code:__________________________                    6. Restrooms: _____________________

2. Parking: ____________________________                   7. Eating/smoking in building:

3. Sign-in procedures: ___________________                  _______________________________

4. Coat: ______________________________                    8. Use of telephone: ________________

5. Teacher‘s lounge: _____________________                 9. Fire drill: ______________________

                                   REMINDER FOR VOLUNTEERS

1. Maintain a professional attitude while volunteering. Please be patient, discreet and tactful. Above all
   enjoy your volunteer service!

2. If you know in advance that you cannot be present, let ____________________know. If an
   emergency arises and you cannot be present, call the school office and leave a message.

3. Use the proper channels of communication. If you have a question concerning classroom work, ask
   the teacher.

4. If your volunteer assignment is not satisfactory or if you and your teacher are not compatible please
   let you SVP coordinator know immediately and other arrangements will be made. The teacher has
   the same prerogative.

                                                  - 71 -                                           -
                          SCHOOL VOLUNTEER PLACEMENT

Teacher‘s Name _____________________________________________ Grade ______________

School ____________________________________________________ Room Number _______

The following volunteer(s) have been assigned to you. Your request and time schedule has been matched
as closely as possible with the volunteers available and their interest and time available for volunteering.

If you have any questions please call ______________________________ Telephone _________

Volunteers Name ______________________________________________ Telephone ________

Address _______________________________________________________________________

Assignment ____________________________________________________________________

        Job Description __________________________________________________________

        Day(s) ______________________________________________ Hours _____________

Volunteers Name ____________________________________________ Telephone __________

Address _______________________________________________________________________

Assignment ____________________________________________________________________

        Job Description __________________________________________________________

        Day(s) _______________________________________________ Hours _____________

If you and your volunteer(s) are not compatible, please let you SVP coordinator know immediately and
other arrangements will be made. The volunteer also has the same prerogative.

                                                                                      OFFICE USE ONLY
                                                                               Hours: _________________
                                                                               TB Test: ________________

                                                   - 72 -                                            -
                          SCHOOL VOLUNTEER PROGRAM
                            VOLUNTEER INFORMATION FORM

NAME ____________________________________________________ DATE _____________
       (Last)            (First)            (Spouse)

ADDRESS _________________________________________________ PHONE ____________

NUMBER OF CHILDREN _____ SCHOOL ATTENDING _________________ AGES ______

IN CASE OF EMERGENCY NOTIFY: __________________________ PHONE ___________

HOBBIES-SKILLS-TRAVELS: ___________________________________________________

SCHOOL PREFERENCE: ________________________________________________________





_____ Read aloud to students
_____ Tape record stories for student listening.
_____ Act as tutor, working with a student on a single skill.
       _____ Handwriting _____ Vocabulary _____ Reading Skills _____ Writing Skills
       _____ Subject-Verb Agreement _____Spelling Usage (to, two, too - I saw, not I seen)
_____ Work with poor spellers.
_____ Work in library helping people who are working on research papers. Help them locate
_____ Work with special interest group on creative writing activities.
_____ Give spelling tests.
_____ Work with good spellers who are exempt from spelling test on alternative activities.
_____ Help groups who are planning skits or presentations.
_____ Be a research person – find materials and background information on authors, poets, and books
       etc. related to study unit.
_____ Be a game designer – work with special students to develop games (on language skills) to
       use in the classroom.
_____ Develop learning centers or mini-units.

_____ Help supervise lab work.
_____ Work with students who are ahead of class on special projects.
_____ Supervise science projects.
_____ Help students develop things for science fairs.
                                                 - 73 -                                         -
_____ Prepare materials for lab use.
_____ Help administer tests.
_____ Help with slow reading students.

_____ Help students with research
_____ Work with current events group.

_____ Give extra help with particular skills or concepts.
_____ Help on a one-to-one basis or small group with basic facts.

_____ Help with special projects.
_____ Make audiovisuals.
_____ Inventory

_____Help students on short term projects or act as Resource Person in the following:
       _____ clothing _____ foods _____ crafts _____ childcare
_____ Assist in preparation of materials

_____ Help in extra practice sessions.
_____ Help set up for performances.
_____ Accompany choir.
_____ Work with special groups

_____ Work with foreign students who don‘t speak English well.
_____ Work with students on forming good study habits.
_____ Explain assignments to those who have been absent, helping chronic absentees get
       caught up.
_____ Be an artistic person-develop visual aids such as posters, bulletin boards, displays, etc. on
       curriculum units.
_____ Line up speakers on curriculum units.

_____ Grade papers
_____ Record grades
_____ Type
_____ Duplicate materials
_____ File



A.M.            ________        ________        ________            _______     ________
P.M.            ________        ________        ________            _______     ________

Would you be able to substitute for another volunteer if needed? _____Yes _____ No
              If yes, what days?___________________________________________________
                                                   - 74 -                                             -
                                                                              Date _____________________

Name ______________________________________________ Phone _____________________

Address _______________________________________________________________________

Your resource volunteer assignment:

         Subject _________________________________________________________________

         School _______________________________________ Room # ___________________

         Location ________________________________________________________________

         Teacher ______________________________________ Grade _____________________

         Equipment arrangements __________________________________________________

         Day _________________________________________ Time _____________________

If you cannot serve as a resource volunteer at this time please contact:



                                                                              Date _____________________

Teacher Name ________________________________________ School ___________________

Your request for a resource volunteer will be filled by:

Resource Volunteer____________________________________ Phone ____________________

Address _______________________________________________________________________

Topic _________________________________________________________________________

Day, Date ___________________________________________ Time _____________________

Special equipment needed _________________________________________________________

                                                            - 75 -                                                      -
                                      School Volunteer Program

                    Resource Volunteers – An Enrichment Program
                                For School Children

Name _____________________________________________________ Date _______________

Address ___________________________________________________ Phone ______________

Business Address ___________________________________________ Phone ______________

*Subject of Program:

Method of Presentation:

Grade Levels (Please check those with which you are willing to work and for which you feel your
program may be appropriate.)
       ____ 1-3 ____ 4-6 ____ 7-8 ____ Jr.High ____ High School ____ Any Grade

Group Size (Please check size for which your program will be appropriate.)
       _____ A small group: 10 for example
       _____ A class: usually 25-30
       _____ A large group: 2 or 3 classes combined
       _____ I can be flexible

Length of Program. The approximate time needed for my program is:
       _____ One session of _____ minutes.
       _____ More than one session. (Please indicate # needed.) _____
       _____ I can vary the length of time according to the needs of the class.

Convenient times for me to present are: Day(s) of the week ______________________________
                                        Time of day ___________________________________

I would like at least _____1, _____ 2, _____ 3 weeks notice before my program is scheduled.

I will need to have the following school equipment or supplies available:
      _____ TV/VCR, _____ Projector, _____ Screen, _____ Art or craft supplies (please specify)
      _____ Other (please specify) __________________________________________________
      _____ I will operate the equipment.
      _____ I will need someone to operate equipment.

*Some volunteers prefer to plan a fairly specific program or series of programs. However, you may say
something as simple as “I’m willing to teach a group of children to knit,” or “I have an antique doll

                                                  - 76 -                                          -
                                     SCHOOL VOLUNTEER PROGRAM

                                                PERMISSION FORM

This year we are fortunate to have volunteer helpers assisting in the classroom. They will be working
under the direction of the teacher at all times.

Your child _______________________ has been selected to work with a volunteer tutor. The volunteer
will be helping your child in the following subject area(s).

We would like your permission to have your child receive tutoring aid from a school volunteer.

If you have any questions please contact me.

                                                           Teacher‘s name




I give my permission for my child _________________________ to receive tutoring help

through the _____________________________ School Volunteer Program.





Please return bottom portion of form to teacher.

                                                            - 77 -                                                      -
                               VOLUNTEER RECORD
                                  FOR OFFICE USE ONLY

Date of Interview _____________________

Volunteer Area Desired __________________________________________________________

Teacher/Staff Person Contacted ____________________________________________________

Orientation Date ______________________

Training Workshops Attended _____________________________________________________


TB Test Results ______________________


Starting Date ________________________ Withdrawal Date ____________________________

Reason for Withdrawal ___________________________________________________________



                                     SERVICE RECORD

       SCHOOL                  YEAR       MONTHS       HOURS     TYPE OF SERVICE

                                          - 78 -                                      -
                            VOLUNTEER RECORD
NAME:                                                REGISTRATION DATE:


TELEPHONE #:                                         ID #:



                                SERVICE RECORD

Year TB Test Sept Oct    Nov Dec Jan      Feb    Mar Apr May June     Total

                                        - 79 -                                   -

                             (To be kept in folder for volunteer)

NAME OF VOLUNTEER __________________________________ DATE ________________

NAME OF TEACHER ____________________________________ GRADE LEVEL ________

NAME (S) OF STUDENT (S) ____________________________________________________


TIME BLOCK _________________________________________________________________

MATERIALS TO BE USED ______________________________________________________

LOCATION OF MATERIALS ____________________________________________________

PROCEDURES _________________________________________________________________


                                           - 80 -                                -
                                                      FILE CARD

                             COMMUNITY RESOURCE VOLUNTEER








REMARKS: (e.g. Will not travel out of his own community…Needs car for transportation of equipment,










                                                            - 81 -                                                      -
                 VOLUNTEER SIGN-IN SHEET

 DATE                NAME              ROOM #   TIME IN   TIME OUT


                            - 82 -                        -
                 Ways to Give Recognition to
Continuously, but always inclusively, the subject of recognition of discussed by directors and
coordinators of volunteer programs. There is great agreement as to its importance but greatly diversity in
its implementation.

Listed below are 101 possibilities gathered from hither and yon. The duplication at 1 and 101 is for
emphasis. The blank is at 102 is for the beginning of your own list. I think it is important to remember
that recognition is not so much something that you do as it is something that you are. It is sensitivity to
others as person, not a strategy for discharging obligations

1.    Smile.                                                 31.   Hold chat sessions
2.    Put up a volunteer suggestion box.                     32.   Give additional responsibility.
3.    Treat to a soda                                        33.   Afford participation if team planning.
4.    Reimburse assignment-related expenses.                 34.   Respect sensitivities.
5.    Ask for a report.                                      35.   Enable to grow on the job.
6.    Send a birthday card.                                  36.   Enable to grow out of the job.
7.    Arrange for discounts.                                 37.   Send newsworthy information to media.
8.    Give service stripes.                                  38.   Have wine and cheese tasting parties.
9.    Maintain a coffee bar.                                 39.   Ask client-patient to evaluate their work-
10.   Plan annual ceremonial occasions.                            service.
11.   Invite to staff meeting.                               40.   Say ―Good Afternoon‖.
12.   Recognize personal needs and problems.                 41.   Honor their preferences.
13.   Accommodate personal needs.                            42.   Create pleasant surroundings.
14.   Be pleasant.                                           43.   Welcome to staff coffee breaks.
15.   Use in an emergency situation.                         44.   Enlist to train other volunteers.
16.   Provide a babysitter.                                  45.   Have a public reception.
17.   Post Honor Roll in reception area.                     46.   Take time to talk.
18.   Respect their wishes.                                  47.   Defend against hostile or negative staff.
19.   Give informal teas.                                    48.   Make good plans.
20.   Keep challenging them.                                 49.   Commend to supervisory staff.
21.   Send a Thanksgiving Day card to the                    50.   Send a valentine.
      volunteer‘s family.                                    51.   Make thorough pre-arrangements.
22.   Provide nursery.                                       52.   Persuade ―personnel‖ to equate volunteer
23.   Say ―Good Morning‖.                                          experience with work experience.
24.   Greet by name.                                         53.   Admit to partnership with paid staff.
25.   Provide good pre-service training.                     54.   Recommend to prospective employer.
26.   Help develop self-confidence.                          55.   Provide scholarships to volunteer
27.   Award plaques to sponsoring group.                           conferences or workshops.
28.   Take time to explain fully.                            56.   Offer advocacy roles.
29.   Be verbal.                                             57.   Utilized as consultants.
30.   Motivate agency VIPs to converse with                  58.   Write them thanks you notes.
      them.                                                  59.   Invite participation in policy information.
                                                    - 83 -                                               -
60. Surprise with coffee and cake.                         61. Celebrate Outstanding achievements
62. Nominate for volunteer awards.
63. Have a ―Presidents Day‖ for new presidents
    of sponsoring groups.
64. Carefully match volunteers with job.
65. Provide substantive in-service training.
66. Provide useful tools in good working
67. Say ―Good Night‖
68. Plan staff and volunteer social events.
69. Be a REAL person.
70. Rent billboard space for public laudation.
71. Accept their individuality.
72. Provide opportunities for conferences and
73. Identify age groups.
74. Maintain meaningful file.
75. Send impromptu fun cards.
76. Plan occasional extravaganzas.
77. Instigate client-planned surprises.
78. Utilize purchased newspaper space.
79. Promote a ―Volunteer-of – the – Month‖
80. Send letter of appreciation to employer.
81. Plan a ―Recognition Edition‖ of the agency
82. Color code name tags to indicate particular
    achievements (hours, years, unit, etc.).
83. Send commendatory letters to prominent
    public figures.
84. Say, ―We missed you‖.
85. Praise the sponsoring group or club.
86. Promote staff smiles.
87. Facilitate personal maturation.
88. Distinguish between groups and individuals
    in the group.
89. Maintain safe working conditions.
90. Adequately orient.
91. Award special citations for extraordinary
92. Fully indoctrinate regarding the agency.
93. Send Christmas cards.
94. Be familiar with details of assignments.
95. Conduct community-wide, cooperative,
    interagency recognition events.
96. Plan a theater party.
97. Attend a sports event.
98. Have a picnic.
99. Say ―thank you‖
100.     Smile.

                                                  - 84 -                                            -

        With grateful thoughts
          Of many qualities
     That makes you so special…

     For giving your time and effort
         To warm and brighten
         The lives of others…

        For sharing and caring
        So much for so many…

         And doing all you do
With a smile and unforgettable kindness.

      You’re appreciated far more
       Than you’ll ever know…

        Anytown, New Hampshire

                   - 85 -                  -


                        Our teachers have but two hands
                          And only two ears to hear,
                           There are so many of us,
                        We’re glad there are volunteers.

                          They help us with our work
                         And do for the teachers, too,
                         If we didn’t have volunteers,
                        What in the world would we do?

                       We’re here to say a big thank you
                       For the help and things you do;
                      For the hands and ears you lend us,
                        And all that you do for us, too.

                                     By Kathy Peterson

In grateful appreciation for volunteer services rendered to assist and support the school
in __________________________________________________________

       School Year

__________________________                          __________________________
 Coordinator of Volunteers                            Superintendent of Schools

                                      - 86 -                                        -
                          SCHOOL VOLUNTEER PROGRAM
                            VOLUNTEER EVALUATION

Name ____________________________________________________ Date ________________

School ___________________________________________________ Teacher ______________

Approximate number of volunteer hours served this year ________________________________

1. What type of volunteer work did you perform:
   _____ Tutoring     _____ Resource      _____ Classroom help _____ Clerical
   _____ Other (specify) _________________________________________________________

2. Briefly describe what you did: __________________________________________________

3. Did your orientation adequately prepare you to begin volunteer work? _____ Adequate
       _____ Inadequate (explain) _________________________________________________

4. Was your placement as a volunteer satisfactory? _____ Yes
      _____ Yes, except ________________________________________________________
      _____ No, explain ________________________________________________________

5. Did the teacher make use of your interests and abilities? _____ Yes _____ No
       _____ Yes, but ___________________________________________________________

6. Did the teacher give you as much supervision as you felt needed? _____ Yes   _____ No

7. Based on your experience, do you have ideas for school programs which might be
   implemented through the volunteer program?______________________________________

8. Briefly describe your most satisfactory experience as a school volunteer: ________________

8. Briefly describe your least satisfactory experience as a school volunteer: ________________

10. Do you plan to be a school volunteer next year? _____ Yes   _____ No     _____ Uncertain

11.If your answer was yes to #10, in which of the following areas would you like more
        training or information?
        _____ Techniques and games for tutoring reading
        _____ Techniques and games for tutoring math
        _____ Techniques for giving a good resource program.
        _____ Understanding of children‘s behavior and how to motivate them.
        _____ Other (please specify) _______________________________________________

12. Have you any other comments or suggestions? _____________________________________

                                                - 87 -                                           -
                          VOLUNTEERS ANNUAL EVALUATION
It is important, both to you and to us, that we know how you feel about your volunteer work this past
year, your interests and opinions. So won‘t you please fill in this evaluation questionnaire and send it
along to us quickly as possible. THANK YOU!


Length of service as volunteer __________ Approximate number of hours per week __________

Area of service:
                   Classroom assistance _____            Library _____            Clerical _____
                   Curriculum Enrichment _____           Individual help: reading ___ math ____
        `          Other (please specify) _______________________________________________

Do you feel an important part of the staff at your school? Yes _____ No _____

Is there someone you can talk with when there are problems? Yes _____ No _____

Have the goals for your work as a volunteer been clearly defined? Yes _____ No _____

Do you communicate on a regular basis with the staff member you work with? Yes ____ No____
In what manner?
               _____ Person to person contact at school
               _____ By telephone
               _____ Written messages
               _____ Other (please specify) _________________________________________

Which of these best describes the relationship of staff to you?
               _____ Made me feel my help was needed and appreciated
               _____ Made good use of my time.
               _____ Lacked information about what volunteers are supposed to do.
               _____ Was too busy to give me enough directions.
               _____ Didn‘t care whether I came or not.
               _____ Other (please specify) _________________________________________

Do you read the volunteer newsletter? _____ Yes _____ No Comments: ____________________

Which of the following did you attend? _____ Orientation _____ Training sessions
Comments: ____________________________________________________________________

For the next year I would like more information on: (check all that apply)
                _____ The role of the volunteer
                _____ How to help students read better
                _____ How to help students in math
                _____ Understanding personality and behavior problems of my student
                _____ Other (please specify) _________________________________________

What is the most important thing that has happened to you as a volunteer?___________________

                                                   - 88 -                                            -
What positive outcomes have you observed in the students with whom you work?_____________

The most frustrating thing or things about being a volunteer is/are:
                _____ It was not frustrating
                _____ Not seeing progress
                _____ Not feeling needed
                _____ Not enough help from the teacher
                _____ My lack of knowledge and skill to help a student
                _____ Other (please specify) _________________________________________

What change(s) would you suggest that might improve the program?_______________________



Will you be a volunteer next year? _____ Yes _____ No _____ Unsure

If yes, please check one:
                 _____ I would like to return to the same job.
                 _____ I am willing to volunteer in the same school but would prefer to work in a
                          different area. (please specify) __________________________________
                 _____ I would prefer to be placed in another school: _______________________
                                                                         (school name)

        ________________________________                                 ___________________
        School where you volunteered this year                               Grade Level

              Your Name (optional)

Please return to:       School Volunteer Program

(You may return evaluation form via school delivery by dropping it off at your school office.)

                                                  - 89 -                                            -
                           SCHOOL VOLUNTEER PROGRAM
                             TEACHER EVALUTION FORM

Name ___________________________________________________ Date _________________

School __________________________________________________ Grade ________________

Have you used the services of the __________________________ SVP this year?
       _____ Regularly       _____ Occasionally   _____ Not at all _____ None available

Please describe your volunteer‘s duties ______________________________________________

How many volunteers work with you as some time during the year? _______________________

Would you like volunteer help next year? _____ Yes, regularly
       _____ Yes, with this provision ______________________________________________
       _____ Yes, occasionally
       _____ Uncertain
       _____ No

If you had volunteer help this year, would you like the same volunteer next year if she/he is available?
        _____ Yes
        _____ Yes, with this provision ______________________________________________
        _____ No, please specify why _______________________________________________

What change have you seen in students as a result of their contact with volunteers? ___________

What aspects of the Volunteer Program should be improved next year?
       _____ Clearer explanation of program to teachers
       _____ Better training of volunteers for jobs
       _____ More opportunity for teacher and volunteer to consult
       _____ Better program coordination
       _____ More supervision of volunteers
       _____ Improved Resource Program
       _____ Other, Explain ______________________________________________________

Based on your experience, do you have ideas for school programs, which might be implemented through
the volunteer program? ____________________________________________________

Evaluate your volunteer(s)                       Poor       Adequate      Fair     Good
       Reliability                                1            2            3        4
       Cooperation                                1            2           3         4
       Competency                                 1            2           3         4
       Rapport with students                      1            2            3        4
       Relationship with faculty                  1            2           3         4

                                                                          Thank You!
                                                   - 90 -                                           -
                          COMMUNITY RESOURCE VOLUNTEERS
                             TEACHER EVALUATION FORM

Name of Volunteer ___________________________________ Subject ____________________

Teacher _____________________________________ Date ____________ Grade ___________

School _____________________________________________ No. of classes _______________

Number of students attending ___________________________ Length of program ___________

                                              Excellent       Good          Fair        Poor


Presentation of subject

Knowledge of subject

Communication with students

Adjustment to situation

Understanding or empathy for students

Vocabulary for grade level*

Children‘s rating of volunteer

Would you recommend keeping this presentation in our resource file? ______________________

Teacher‘s comments: (Please be specific)

*If vocabulary was too difficult, can you remember some of the words children couldn‘t understand?
This information should be specific so volunteer can be informed.

Please return form to the School Volunteer Office immediately following the volunteer‘s visit.

                                                  - 91 -                                         -
                                                                DATE: ___________________

Teacher or staff member ________________________________ School ___________________

Name of volunteer being evaluated _________________________________________________

1. Does the volunteer have goo rapport with children and adults? Yes _____ No _____

2. Do you feel that the climate for learning has been improved by this volunteer‘s service?
   Yes _____ No _____
   Comment: __________________________________________________________________

3. Has there been any evidence of change in your pupils as a result of this volunteer‘s service?
   Yes _____ No _____
   Comment: __________________________________________________________________

4. Has the volunteer increased your efficiency as a teacher relating to your:
   a. Planning? Yes _____ No _____ How? __________________________________________
   b. Teaching? Yes _____ No _____ How? __________________________________________
   c. Professional growth? Yes _____ No _____ How?_________________________________

5. Has the volunteer shown initiative in helping the classroom? Yes _____ No _____
   How? ______________________________________________________________________

6. Do you feel that the volunteer got adequate training before assigned? Yes _____ No _____
   Comment: __________________________________________________________________

7. Has the on-the-job training of the volunteer proved satisfactory? Yes _____ No _____
   Comment: __________________________________________________________________

8. In what areas was the volunteer most helpful? ______________________________________

9. What skills of the volunteer were most helpful? ____________________________________

10. What additional skills would enhance the volunteer‘s value to you? ____________________

11. What suggestions do you have to improve the training or efficiency of the volunteer? ______

12. Has the on-the-job supervision of the volunteer been satisfactory? Yes _____ No _____

13. Should the volunteer be encouraged to continue in the program? Yes _____ No _____
    Why? _____________________________________________________________________


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                            SCHOOL VOLUNTEER PROGRAM
                              PRINCIPAL‟S EVALUATION

Principal/Administrator __________________________________________ Date ____________

School ________________________________________________________________________

1. Which volunteer services have been most helpful in your building?
   _____ tutoring _____ classroom help _____ clerical help _____ resource programs
   _____ other (please specify) ____________________________________________________

2. Do you feel your have:      _____ too many volunteers     _____ not enough volunteers
                               _____ an adequate number to meet teachers‘ and students needs

3.What is your general reaction to the school volunteers who have worked in your building?
                                 Poor            Adequate       Good            Excellent
       Reliability                1                  2             3                 4
       Competency                 1                  2             3                 4
       Cooperation                1                  2             3                 4

4. How would you evaluate volunteer-teacher relationships?
   _____ Good        _____ Fair       _____ Poor

5. Has the liaison between you and the SVP been satisfactory?
   _____ Good          _____ Fair       _____ Poor

6. How would you rate the following aspects of the SVP during the past year?
                                                               Good           Fair      Poor
   Training of volunteers for their jobs                       _____         _____      _____
   Orientation of volunteers to the school                     _____         _____      _____
   Preparation of teachers for use of volunteers               _____         _____      _____
   Supervision of program by volunteer coordinator             _____         _____      _____

7. Do you have any suggestion for improving the training or efficiency of volunteers? ________

8. What influence has the SVP had on school-community relations? ______________________

9. Would you like to have a volunteer program at your school next year? _____ Yes _____ No
   _____ Yes, with this provision __________________________________________________

10. Are there any new services you would like to have volunteers provide? __________________

11. What are your recommendations for the future operation of the volunteer program? _______

                                                 - 93 -                                          -
                         ANYTOWN SCHOOL VOLUNTEERS
                            YEAR-END EVALUATION
                           ADMINISTRATOR‟S EDITION

1. The volunteer program at my school this year was, on the whole…
       _____ less than satisfactory   _____ satisfactory      ______ unusually good

Comments: ____________________________________________________________________

2. Teacher reaction to volunteers on the whole seems to be…
       _____ negative _____ neutral _____ positive _____ very positive

Comments: ____________________________________________________________________

3. Volunteer recruitment for my school this year…
       _____ was not as extensive as it should have been
       _____ was adequate
       _____ exceeded school needs

Comments: ____________________________________________________________________

4. I would like the volunteer program in my school to…
       _____ be discontinued            _____ stay about the same        _____ grow

Comments: ____________________________________________________________________

5. The volunteer orientation meeting in the fall…
       _____ was useless
       _____ could be improved
       _____ was adequate
       _____ thoroughly prepared the volunteers

Comments: ____________________________________________________________________

6. The Volunteer Director‘s short talk with my staff in January or February on the use of the school
volunteers was…
        _____ a waste of time           _____ okay               _____ instructive and helpful


7. Teacher training in the management of volunteer…
       _____ is unnecessary _____ should be offered          _____ should be mandatory

Comments: ____________________________________________________________________


                                                  - 94 -                                          -
                          STUDENT VOLUNTEER PROGRAM
                              STUDENT EVALUTION

Name _____________________________________________________ Date _______________

School ____________________________________________________ Grade ______________

Please help us to evaluate the School Volunteer Program by answering the questions below.

1. How much did the volunteer help you?
   _____ a great deal  _____ quite a lot        _____ only a little   _____ not at all

2. Check with of these ways of volunteer assistance worked best for you.

    _____ Working with me and some other pupils in the classroom
    _____ Working alone with me in the classroom
    _____ Working alone with me outside the classroom
    _____ Freeing the teacher so that the teacher could work with me
    _____ Putting on something special for the whole class or school
    _____ Other (please explain) ___________________________________________________



3. Check those activities that help you learn with the volunteer.

    _____ Doing practice exercises
    _____ Playing educational games
    _____ Helping me correct my paper and do assignments
    _____ Other (please explain) ___________________________________________________



4. How could the volunteer help you more?

    _____ Work with me over a longer period of time
    _____ Work with me more often
    _____ Give me clearer directions or instructions
    _____ Other (explain) _________________________________________________________



                                                  - 95 -                                    -

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