• Program Development
• Partners
• Communications
• Evaluations
• Samples

Partnership Expectations
Leaders of partnership programs around the nation advised us that best practices include the school and business agreeing on expectations, roles and responsibilities from the outset. This helps minimize problems that could materialize later due to lack of clarity about desired outcomes.

Daniels Fund research identified the following expectations that might be included in handbooks, guidelines or practice:

• The principal and CEO of the business are committed to the project.
• Teachers and other staff members provide input on how the program is shaped.
• School staff and partner volunteers share ownership of the program.
• The school and business each appoint a coordinator/facilitator who will work together throughout the school year.
• The partnership is built on shared values and mutually beneficial goals.

Recruiting Partners
The program director should work closely with local chamber(s) of commerce, education organizations, business groups, city and county governmental entities and other groups to recruit partners for schools. Partners can also be recruited through:

• The faith community
• Civic organizations, such as Rotary and Kiwanis
• Parents in the school
• Staff members in the school
• Businesses in the school’s neighborhood

When seeking partners, staff might consider choosing companies that promote academics. Seeking input from staff, parents and community leaders is also helpful.

Before partners are recruited, create a menu of options, guidelines on recognizing partners, a volunteer screening policy, an informational packet and a program Web site. All of these materials will help partners better understand their role.

Screening Volunteers
Once partners are recruited, all volunteers working on a regular basis with children should undergo a screening process that involves a background check to ensure there is nothing that would prohibit them from working with children. Many districts have such screening processes already in place, and program directors may wish to use these processes for new volunteers. If a screening process is not in place, one should be established at the start of the program.

A sample policy is available here if you don't have access to one through your school.

Matching Schools and Businesses
Successful partnerships depend largely on how well schools and partners are matched. Matching schools with business or community partners begins by assessing the needs of schools and the resources of the potential partners and developing a partnership database, which should be updated regularly.

To gather information in a systematic way – information that will inform matches and the database – the program director should develop a set of interview questions designed for both schools and prospective partners.

Unsuccessful matches should be addressed immediately to avoid wasting partners’ time and creating bad feelings about the program. The program director and the partners should talk openly about why the partnership failed so these learnings can inform future matches.

Training Partners
Effective programs offer annual or ongoing orientation and training for school and business coordinators as well as school staff and volunteers. In addition, each school is encouraged to hold a school-based introductory meeting with its partner where information about the school and partner is shared, and goals and expectations are set.

Orientation and training strategies include:

• Annual districtwide kickoff event where school and partners receive general training, then break into groups to discuss their specific plans for the year
• School-based orientation meeting with program leaders to review needs, set annual goals and establish annual plan of activities, including evaluation mechanisms
• School- or district-based training and orientation for every volunteer who will be in the school building to include clear information about duties and responsibilities, safety and confidentiality issues
• Specific training on such topics as curriculum or tutoring techniques
• Regular meetings between the school and business coordinators to assess progress
• Introductory meeting with a member of the district advisory council, business coordinator, school coordinator and principal
• Regularly scheduled coordinator training workshops held by the school district for new partners

Menu of Options
By offering a menu of options, the partnership program can appeal to large corporations as well as small businesses. For example, small businesses that are unable to participate on a regular basis might provide speakers for career days, offer incentives for student achievement or help with special events/projects. Strong support was voiced among business leaders and district stakeholders for providing partners with a menu of options from which they could pick and choose, or use to develop new ideas and programs.

Program options:

• The school and business partners agree on the level of involvement based on a menu of program options.
• All options are tied to student achievement and can be measured quantitatively and/or qualitatively.
• There are tiered levels of options, based on the school’s needs and the business’ needs and ability to participate. (For example, large corporations may want to participate differently from small businesses.)
• Options might include direct financial support; in-kind donations; providing human resources for one-time events; and regular, ongoing business/community member involvement with students and/or staff.