bonner fall directors 2016 - community partnerships

Working with Community Partners

Meaningful, Developmental, and Impactful

What We’ll Cover

• Frameworks • Types of Partners • Finding Partners • Placements vs Projects • Orienting Partners • Managing Partnerships • Support Structures

Self-Assessment Categories

1) Bonner Community Partner Selection 2) Developmental Model in Place 3) Partners as Co-Educators 4) Site-Based Model and Project Coordinators 5) Community Partner Communication and

Management 6) Partner Evaluation Process 7) Structures for Partner / Community

Capacity Building

Guiding Principles

Community Partnerships: Guiding Principles

• Asset Based • Place Based • Mutually Beneficial and Reciprocal • Developmental • Deep • Sustained • Focus on Capacity Building • Partners as Co-Educators • Democratic

Bonner Partnership Model

• Intensive

• Multi-year

• Developmental

• Reciprocal: Agency staff committed to student development (co-educator)

Community Partners: LevelsLevel 1: Exploratory Partnerships ◦ Discussion of the Bonner Developmental Model ◦ Have few student volunteers (Bonners) ◦ Exploratory/short-term academic or co-curricular projects ◦ Clear understanding of mission, programs, and structure Level 2: Emerging Partnerships ◦ Clear partnership plan (ideally 3+ year commitment) ◦ Agency working to develop team (at least three students) with developmentally distinct positions ◦ Clear liaison; regular communication; experimental faculty roles Level 3: Engaged Partnerships ◦ Agency can count on an annual "team" (3+) with clear roles (direct and capacity building) ◦ Ongoing connection to at least one faculty member; role of partners in training students; annual plan

and evaluation Level 4: Exemplary Partnership ◦ Sustained Teams ("deep partnership") ◦ Long-Range (multiyear) ◦ Strategic Plan (or collective impact focus) ◦ Ongoing academic community engagement and capacity building projects; partners as co-educators

Types of Partners

Community Partners: Three Types

Partner Service Provider Collaborative Campaign

Example

Trenton Area Soup Kitchen

Get Set After School Program

Trenton Healthy Food Network

Mercer County Alliance to End Homelessness

Elect Mayor Lempert

Lobbying to Enact Local Wage Theft Ordinance

“Collaboratives”: Four Levels

Cooperation Coordination Collaboration Collective Impact

Essential Elements Cooperation Coordination Collaboration Collective Impact

Challenge / Problem Simple Moderately Complicated Complex: Technical solutions Highly Complex: Sytsems Change

Vision and Relationships

Basis for cooperation is usually between individuals but may be mandated.

Organizations mission and goals are not considered

Interaction is on an as needed basis with no time limit

Individual relationships are supported by their organizations

Mission and goals of the organizations are reviewed for compatibility

Interaction usual around one specific project or task

Commitment of the organization is fully behind the individuals involved

Common, new mission and goals are created

One or more projects are undertaken for longterm results

A common agenda strongly agreed upon by all organizations and participants

Shared vision and mission statement exist.

Several projects developed for long term results.

Structure, Responsibilities, & Communications

Relationships are informal, each organization functions separately

No joint planning is required Information is conveyed as needed

Organizations assume new roles but still functions separately

Some project specific planning is required

Communications roles are established and channels for interaction created

New structures and/or formal division of labor are created

Comprehensive planning is required including measures of success

Many levels of communication and channels for interaction are created

Formal division of labor and resources, structures to share learning, and other mutually reinforcing activities exist

Shared measurement: agreement on the ways success will be measured and reported

Continuous communications, both formal and informal

Authority and Accountability

Authority resets solely with individual organizations

Leadership is unilateral and control is central

Authority rests on each organization but there is coordination

Some sharing of leadership and control

There is some shared risk, but most authority and accountability rests with each organization

Authority is determined by the collaboration to balance ownership

Leadership is dispersed and control is shared and mutual

Equal risk is shared by all organizations

A main coordinating backbone organization/structure exists

Committees, teams, work groups have specific, jointly determined leadership roles and responsibilities

Level of risk clearly understood by all, accountability exists at each organizational level

Resources and Rewards

Resources are separate Resources are acknowledged and can be made available for a specific project

Resources are pooled or jointly secured for a longterm effort

Organizations share in the products: more is accomplished together than individually.

Shared resources are mobilized for longterm effort

Organizations share in the products. Recognition is diffuse.

Source: Adapted from: “Collaboration: What makes it Work” (Mattessich et al, 2001, p. 61); the Stanford Social Innovation Review article“Collective Impact”(John Kania & Mark Kramer, 2001); and the works of M. Blank, S. Kagan, and K. Ray.

4 C’s Rubric: From Cooperation to Collective Impact

Finding Partners

Gather Student & Partner

Accomplishments

Manage& SupportStudents

Match & Prepare

Students

Write/UpdatePosition & Project

Descriptions

Partner Orientations

& Site Visits

SelectingLead

Partners

Placement Process

• Access to motivated, trained students serving 10 hours/week for multiple years

• Multi-level, team-oriented partnership

• Serve important role as co-educators

Partner View of Bonners

Placement ProcessGather

Student & Partner Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Mapping Agencies• Proximity to Campus

• Accessibility by walking, car, public transportation

• Type of Agency: ✓public school ✓community group ✓government agency ✓coalition or collaboration


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Identify Issues & Interests

• Current areas of engagement

• Pressing local community issues


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Selecting Lead Bonner Partners

• Location

• Issues and Need

• Strong Agencies


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Placements vs Projects

Community Partners: Student Roles


Role Client Service

Program Coordinator

Organization Capacity Building Advocacy

Tasks

e.g., tutoring, serving soup, etc.

Recruiting, Training, and Supervising Volunteers

1) Volunteer Management 2) Program Development

3) Fundraising 4) Communication

5) CBR and PolicyOptions Research

e.g., letter writing,

community organizing,

etc.

Systems

Provide capacity-building for collaboratives to achieve measurable community and systemic change.

Organizations

Provide capacity-building support for organizations to improve effectiveness, efficiency, and resources.

Programs

Train and support leaders who lead evidence-based programs and projects.

Individuals & Places

Mobilize students, faculty, staff, & community members to support individuals & places.

Bonner Transformation GoalsCommunity Change

Capacity Building: Volunteer Management

Capacity Building: Program Development & Fundraising

Opportunities FormCapacity Building: Communication

Capacity Building: Research

Organizational Workflow: Opportunities

Plan

• Needs & Asset Assessment

• Issue Analysis

Decide

• Model Programs

• Policy Options

• Resources

Implement • Direct Client Service

• Advocacy

Evaluate

• Program Evaluation

• On-Going Data Collection

Policy Research: Key Questions

• What is the nature & extent of the problem?

• What’s been tried in the past to address it?

• What’s being done now? by whom?

• What are the distinctly different solutions to addressing this issue?

Student Roles: Rising Expectations

Exploration: intentional placements that provide exposure and result in additional commitment

Experience: solid programmatic role (Program Assistant or specific title)

Example: issue/site-based team leader or coordinator

Expertise: capstone capacity building project

Example: Developmental ProgressionAdvocacy Prepare presentation to School Board

Forum Organize public forum on school breakfast

Issue Brief School breakfast programs

Research School breakfast participation; Survey attitudesTraining Workshops for School Garden Cooperative

Summer Manage summer program & plan for Fall

Team Help expand to other Schools in District

Regular Coach students in School Garden Club

Occasional Plant School Garden for Orientation Service

Community Partnerships: Defining

1. Project identification: • How could your center (teams or student leaders, etc.) work with

partners to identify needs (for information, research, reports, program design, etc). and potential projects? (List current or potential strategies.)

2. Current student engagement in project definition: • Could your Bonners or other active student leaders be directly involved

in cultivating capstone projects through their work and dialogue with partners?

• What currently or might enable this?

3. Implications of these projects for staff and faculty work: • What are ways to organize and manage community-based learning

projects like this in your context? What resources are needed?

Capacity Building Projects: Defining• How long will the project take to complete (estimate)?

• projected time at the site • how this fits with the academic calendar (semester/year) • stages of design, research, and delivery

• Is the project part of a larger or longer-term enterprise or series of projects? • What prior work, preparation, or knowledge should be shared with

the student (i.e., prior reports or projects, a long range plan, etc.)

• Is this an individual or team project? • Who else will be involved in the project design, research, and

implementation?

• How many students (and other institutional partners) can reasonably be involved in the site and project?

Orienting Partners

Community Partnerships: MeetingReview goals for the campus

•student developmental model (five E’s, student leadership, training and enrichment, etc.)

•goals for deepening student service experience. •discuss opportunities for leveraging other campus resources (community-based research, service-learning courses, facilities, etc.).

Review goals for the partner •how they view the relationship •what their needs and goals are for the next year •Reflect on student placements in the past.

Review Capacity Building Opportunities Form •Walk through and assess opportunities for students to support the

capacity building needs of the organization. •the capacity building projects can be the entire focus of a student or

can complement other direct service they be providing

Community Partnerships: MeetingExplain matching process or how to work with existing students (Bonners) to integrate capacity building roles and projects into their positions

•Explain that positions and projects will be developed with the understanding that placements will only occur when matches can be made to fit student interests and capabilities.

•Or, you can work with the partner to add capacity building roles and projects into the work of Bonners that are already at the site, making these modifications to the positions also.

•For existing students, this may also involve steps to meet with those students or facilitate the planning and discussion between the community partner and student about integrating these roles.

•For students at large (not at the site already), this process will be very similar to a job/internship posting. Therefore, it is very important to emphasize that there is not a 100% chance of matching a student to the position/project.

Review Capacity Building Accomplishments Form •Focused on gathering the quantitative measurements of what was achieved

during the semester. •Review what and how the data will be collected ahead of time so you're

prepared to begin collecting the relevant information during the semester (if needed) and at the end when it's completed.

Partner Orientation & Site Visits• Introduce Bonner Model/Expectations ✓ Intensive (8-10 hrs/week) and multi-year (2-4 years) ✓ Developmental model ✓ Partners as co-educators

• Communicate Reporting Process ✓CLAs, Hour Logs, and Service Accomplishments ✓Calendar — school year and summer ✓Appropriate and inappropriate service projects




Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

• Direct Service Placements (1x, short-term, & weekly)

• Project Coordinator

• Capacity-Building Projects

• Advocacy


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Partner Types & Student Roles

Partner Types & Student Roles


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process


Role Client Service

Program Coordinator

Organization Capacity Building Advocacy

Tasks

e.g., tutoring, serving soup, etc.

Recruiting, Training, and Supervising Volunteers



5) CBR and PolicyOptions Research


community organizing,

etc.


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Service Opportunities Form

Example: Opportunities Form


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

https://www.google.com/?client=safari#q=trenton+healthy+food+network

Managing Partnerships

Community Partnerships: Forms

•Community Partner Application. •Partnership Agreements

•Extended written Memorandum of Agreement Letter

•Bullet-point Memorandum of Understanding •Grant-specific written agreement

• Develop with partner

• Statement about program

• Statement about the work involved, including intended benefits

• Clear and Concise

Writing Good Position & Project Descriptions




Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Exercise: Draft a Position Description


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Enter Positions into BWBRS

• Enter prior to start of each semester

• Make adjustments to existing positions to reflect any changes

• Add new position/projects


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Example: Enter Partner & Position into BWBRS


Accomplishments


Match & Prepare

Students


Descriptions


& Site Visits

SelectingLead

Partners

Placement Process

Support Structures

Issue/Site-Based Teams: Student-Led

Site-Based Team

Site-Based Team

Site-Based Team

Site-Based Team

Regular Volunteer

Intentional Short-Term Placement

Program Coordinator

Student-Led Campus-Wide Engagement: Coalition of Projects

Campus Center Staff

Site-Based Team Smith Elementary

School

Community Advisory Board

Site-Based Team Soup Kitchen

Site-Based Team WaterWatch

Site-Based Team Adult Education

Faculty, Administrators &

Other Offices

Site-Based Team Homeless Shelter

Site-Based Team Senior Center

Site-Based Team Immigrant Services

Community Engagement ModelsPartners Service Provider Collaborative Campaign

Roles Client Service Program Coordinator Organization Capacity Building Advocacy

Taskse.g., tutoring, serving soup,

etc.

Recruiting, training, and supervising volunteers



5) Research: CBR & PolicyOptions


community organizing, etc.

Program Structures

Clearinghouse/Directory Listing of Opportunities (online database)

Site/Issue-Based Teams (coalition of student-led service projects)

Bonner Program (four year training & increased roles culminating in capstone project)

Academic Structures

Service-Learning & Community-Based Research Courses

Problem / Issue-Based Concentrations(courses, service roles, CBR, and capstone project)

Skill-based Certificate / Fellowships(courses, client-defined capacity-building projects)