CHAPTER 5: RECRUITING VOLUNTEERS

Chapter Highlights The volunteer coordinator has overall responsibility for recruiting volunteers. The coordinator will be assisted in recuitment by the volunteer advisory committee. Other Head Start staff and parents also must be involved in the recruitment process. The volunteer plan should describe how the volunteer
The volunteer coordinator has overall responsibility for recruiting volunteers, but other staff and parents should also be involved in recruitment efforts. Each volunteer position should have a written job description including the following:


• Position title
  
  
• General description of the position
  
  
• Specific duties
  
  
• Qualifications
  
  
• Requirements, including health and other screenings
  
  
• Time commitment needed
  
  
• Training provided and opportunities for advancement
  
  
• Supervisor
  
  
• Salary match or comparability range.
  
  Recruiting strategies include the following:
  
  
• Targeting certain groups to meet specific program needs
  
  
• Educating the community about Head Start through outreach and involvement
  
  
• Developing media presentations
  
  
• Encouraging community groups to "adopt" a Head Start program or project
  
  
• Encouraging all Head Start staff, volunteers, and parents to promote Head Start and support recruitment through word of mouth.
  coordinator, committee members, other staff, and parents will be involved in the process.
  

RESPONSIBILITY FOR RECRUITING

The volunteer coordinator has overall responsibility for recruiting volunteers. The coordinator will be assisted in recruitment by the volunteer advisory committee. Other Head Start staff and parents also must be involved in the recruitment process. The volunteer plan should describe how the volunteer coordinator, committee members, other staff, and parents will be involved in the process.

Component Coordinators

Component coordinators should be alert to potential volunteer resources as they interact with organizations and individuals involved in activities related to component areas. For example, in working with the local dentist, the health coordinator may find that there are students 'at a local dental school who need experience performing dental care. Arrangements may be made for Head Start family members to have free dental cleaning and check-ups. The education coordinator, in arranging staff training with a local community college, may find that the college needs placements for students in a child development leadership program. These students can practice their skills and- gain valuable experience by caring for Head Start children while parents attend meetings.

Classroom Staff and Home Visitors

Classroom staff and home visitors often have close ties to the community. They will be most aware of local churches and youth groups that are interested in developing a special project. These staff will also know community residents who might contribute to the program, for example, a retired person who likes to repair toys, a high school student who likes to read to children, or a homemaker who can make classroom materials at home.

Classroom staff and home visitors have the most direct contact with parents. The way that they relate to parents will be the most important factor in whether the parents volunteer to help in the program.

Parents

Head Start policy states that parents should help recruit volunteer services from other parents, community residents, and community organizations. Parents active in the program often know whether other parents are available and can be successful in getting them involved.

The volunteer coordinator and other staff should' encourage parents to come with them on visits to agencies and organizations. In explaining how they have benefited from Head Start, parents can help recruit these groups for involvement in the program.

Often programs find that many Head Start parents are in high school completion or job training programs. These parents are not able to volunteer in the classroom or in other areas during certain hours. Therefore, programs need to find other ways for parents to volunteer their time.

PROGRAM NEEDS

Before recruiting volunteers, program staff, volunteer advisory committee members, and parent leaders must identify their specific needs. A bilingual volunteer might be needed in the classroom, or a transportation assistant or lunch supervisor might be needed. The staff and the parent leaders should make a list of needs in all program areas and activities. A need for all programs will be volunteers serving as the third person in the classroom.

Classroom teachers might list activities such as preparing materials for the classroom or being available in the library corner to read or listen to children. The program secretary may need help with filing or answering phones. The director may need help with computerizing the budgeting process. All these activities can be performed by volunteers.

Each volunteer activity requires certain skills. Some activities require interpersonal skills, such as the ability to communicate well with others. Other activities require technical skills, such .as the ability to type or use a computer. Staff may find that some of the help they need requires both interpersonal and technical skills.

JOB DESCRIPTIONS

Staff should write a job description for each volunteer position. Each job description should include:


• The position title, such as volunteer classroom assistant or volunteer office assistant. Volunteer position titles should reflect the work involved in the positions and should be similar to paid position tides for similar work. Including the word "volunteer" in the position title will ensure that the position is not confused with similar paid positions.
  
  
• A general description of the position. This should be a short (2- to 3- sentence) statement of the responsibilities and functions of the position. The description should state how the position supports the Head Start program.
  
  
• A list of specific tasks to be performed, such as reading to children or answering phones. The list should include only 5 to 10 specific tasks. If there are more than 10 tasks, staff may want to reexamine the position and perhaps develop an additional volunteer position. The job description should provide a clear list of expectations for both staff and the volunteer. The tasks listed should be realistic and should reflect the qualifications needed and training provided.
  
  
• Qualifications or skills required, such as interpersonal skills, technical skills, or both. Including all the qualifications needed to perform the tasks listed in the job description will help ensure success in the position. For example, if a volunteer position involves reading stories to children, one of the qualifications for the position will be the ability to read at a certain level. Other qualifications for volunteers may include the ability to type, ability to follow instructions, reliability, or willingness to attend training sessions.
  
  
• Requirements for the position, including health, security, or other screenings. A stipulation for orientation sessions and required training may also be included here.
  
  
• The name of the person who will supervise the volunteer. (If there will be more than one supervisor, the lines of authority must be explained to the volunteer.)
  
  
• The number of hours required (hours per day and days per week) and the duration of the volunteer activity. For example, a volunteer classroom assistant may be asked to volunteer 3 hours during school hours each day every week for 9 months. A volunteer office assistant may be needed 1 hour each evening only for 3 weeks while a Head Start grant is being prepared. Time should be included for orientation and required training sessions.
  
  
• Nonrequired training available to the volunteer and opportunities for advancement. This section may include opportunities to take credit courses designed for Head Start staff or to attend conferences. It should also state hiring preference policies, if appropriate.
  
  
• Programs that plan to use the time volunteered as part of a non-Federal match must assign a salary range to the position. Salary ranges for volunteer positions should be the same as salary ranges for similar paid positions. (For example, if the salary range for paid classroom assistants is $3.50 to $4.50 per hour, the salary range for volunteer classroom assistants should also be $3.50 to $4.50 per hour.) Assigning salary ranges also provides volunteers with a tangible idea of their contributions to the Head Start program.
  
  A sample volunteer job description is shown on the following page.
  

RECRUITING STRATEGIES

Recruiting must be targeted to the needs of the program, Head Start policy requirements, and the pool of available volunteers. Several strategies may be used to recruit volunteers. Some of these strategies are presented below.

Target Certain Groups

One way to recruit volunteers involves identifying certain groups of people to fill certain needs. For example, a program may have difficulties meeting the requirement of having three people in the classroom because so many parents are in training programs or taking entry-level jobs. Staff and parent leaders

SAMPLE VOLUNTEER CLASSROOM ASSISTANT JOB DESCRIPTION XYZ Head Start Program The volunteer classroom assistant supports the classroom teacher and assistant teacher, thereby enhancing the program's education component. SPECIFIC DUTIES Assists in developing daily plans Assists in welcoming children to the center and getting children involved In the classroom Assists in classroom activities as directed Assists In preparing snacks and meals and eats with the children Assists in supervising toileting and dental hygiene Assists In helping children prepare to go home. QUALIFICATIONS Dependability Ability to maintain confidentiality Ability to work with other adults Ability to work with children Willingness to attend training and learn new ways to work with and guide young children. REQUIREMENTS Fulfillment of all specified health and safety clearance requirements Freedom from conviction of child abuse or neglect Attendance at general orientation session Attendance at five training sessions specified by the volunteer coordinator. SUPERVISOR Reports to the classroom teacher. TIME COMMITMENT Volunteers may work from 1 to 4 days a week, from 8:30 a.m. to 12 p.m. or from 12 to 3:30 p.m. Volunteers must attend training one Friday each month from 8:30 a.m. to 12 p.m. Volunteers may work for any portion of the school year but are asked to be consistent in terms of days and times. TRAINING AND ADVANCEMENT OPPORTUNITIES Volunteer classroom assistants receIve preference when classroom assistant posItions become available. Head Start parents receive preference for all positions for which they are qualified. One volunteer is selected to attend the National Head Start Training Conference each year. All volunteers are welcome to attend posted trainIng sessions. IN-KIND DONATION TO THE PROGRAM Volunteer classroom assistants contribute to the in-kind program share at $3.50 to $4.50 per hour depending on their educatIonal background and prior experience.

might decide to look for classroom volunteers in a local retired teachers^t association, church group, college, or high school that has students enrolled in parenting classes.

After staff and parents identify target groups, they should talk to key people in each group. Staff and parents might share materials about the national Head Start program or a local program, pictures of program activities, or a scrapbook of pictures and work prepared by the children. Each staff member or parent should be prepared to describe the program and answer any questions that the target group might have.

Staff Staff should be able to tell the target group exactly what they need from volunteers in terms of specific tasks, times, and skills. This helps potential volunteers decide whether or not they would be able to perform as Head Start volunteers.

Educate Through Community Outreach and involvement

Educating the community about Head Start's high-quality child development program generates enthusiasm for Head Start and encourages people to become involved in the program. -It also helps staff identify ways to recruit volunteers in the future.

Promoting the Head Start program can be done in various ways, including:


• Developing video or slide presentations that staff and parents can take to meetings.
  
  
• Encouraging directors and staff to become members of advisory committees and councils and take leadership- roles in professional associations.
  
  
• Participating in health fairs and week-of-the-young-child activities.
  
  
• Linking with other similar organizations for advocacy or provision of services.
  
  

Develop Media Presentations

This strategy involves using -media presentations about the program to recruit volunteers. Media that might be used include newsletters, newspaper advertising, news stories, and public service announcements on radio and television.

Using media can help build a positive image in the community. This helps to recruit not only volunteers but also eligible children.

"Adopt" a Head Start Program or Project

Staff and parents can recruit volunteers by encouraging community groups to "adopt" a Head Start program or project. Organizations such as the Boy Scouts of America, Junior League, and church groups often look for special projects for their members. One group decided to have members volunteer 1 hour each week to read stories to children in local Head Start programs. An architectural school designed a new playground for one Head Start program.

Word of Mouth

This is a very effective way to recruit volunteers. For example, one volunteer tells a neighbor about being involved in the exciting Head Start program and perks the neighbor's interest in volunteering. A parent has a wonderful day in the classroom and tells other parents about it. A classroom teacher tells a parent that she needs help with a special activity, and the parent comes in to volunteer. A college professor is looking for placements for students and is told about the local Head Start program.

All these strategies should be used to recruit volunteers. Remember that each strategy (including word of mouth) requires some planning and thinking ahead. Also, any strategy must be used consistently for some time to get results.

POLICY REFERENCES

Policy references related to recruiting volunteers may be found in the following sections of the publication, Head Star: Policies: Volunteers and Community Resources:

Section 2: Recruitment of Volunteers
Section 4: Screening Volunteers
Section 5: Orientation/Training of Volunteers Section 11: Allowable Volunteer Services for Matching Requirements Section 12: Valuation of Volunteer Services

DOCUMENTATION CHECKLIST Recommended Documentation: Volunteer job description for each position Volunteer recruitment plan Copies of materials used for recruitment Correspondence or other written information about recruitment events