CHAPTER 4 - PUTTING THE PROGRAM TO WORK

This chapter outlines the role of the trainer and the roles of "graduated" Master Teachers as they work for improved quality of life in their community.
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hen Master Teachers have completed the ten-week training, it is essential that a system be in place to maintain momentum as they begin in their helping roles. Post-training programming goals are: - to provide a support system for Master Teachers by keeping the group in contact with each other, the trainer, and supportive agency personnel,

- to insure the Master Teachers' credibility by continually updating them about current social and economic issues that affect their community,

- to continue to build bridges between the neighborhood and mainstream society by bringing educational programming into the neighborhood or, when appropriate, connecting neighborhood residents with appropriate programming outside the poor community,

- to promote public policy changes by having Master Teachers participate in the planning and implementation of programming that affects those they care about.

T
hough the education of Master Teachers will continue, the focus of the next part of the program will be support and supervision. Through formal and informal programming, Master Teachers will continue to network with each other. Through individual and group supervision, the trainer will help Master Teachers reach the goals they set for themselves. As the trainer, you must help the Master Teachers pace themselves, or they will begin too enthusiastically and burn out. They cannot keep giving to others without receiving some care and support themselves.

Table of Contents

THE ROLE OF THE TRAINER
COMMUNITY CHANGE: THE ROLE OF THE MASTER TEACHER
THE ROLE OF EVALUATION

THE ROLE OF THE TRAINER

Monthly Training Groups

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he trainer will continue his or her educational role through designing monthly training sessions to address neighborhood needs. She or he will also move to a more supportive role by occasionally offering less formal get-togethers for volunteers three or four times a year.

T
he monthly educational groups may address issues suggested by the Master Teachers or new social issues that have just surfaced. The focus of the meetings will be information sharing and group problem-solving. In order to cover certain topics adequately, a sequence of meetings might be offered. A sequence about homelessness might include a session on those who are entering shelters, one on those who are setting goals to find and keep housing, and one on those who are trying to stabilize again in the community. Other topics suitable for monthly meetings might include:
- housing rights

- family abuse

- neighborhood drug issues

- Income Tax return preparation (January)

- consumer rights

- employment

- educational and training opportunities

- working with public school personnel

- helping your children be successful in school

Informal Get-Togethers

T
he informal get-togethers are necessary and important as a way to show appreciation of those who care about their community. These get-togethers are especially appropriate during holiday seasons and the summer, when families are off-balance due to many changes, and problems can seem overwhelming. Relaxed support rather than more information is needed at these times. Remember to respect the fact that Master Teachers will belong to different religious groups and will celebrate different holidays; therefore, get-togethers celebrating friendship and caring may be more appropriate than parties that emphasize specific holidays. Remember also that many Master Teachers will prefer to meet "on their own turf." With the graduation of new Master Teacher groups, your monthly meetings will enlarge, connectedness will increase, and the feeling of empowerment will grow. These meetings will be very encouraging.

Monthly Mailings

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emember that many poor people do not buy newspapers regularly. Through monthly mailings you can inform Master Teachers of how the issues they see in their communities are affecting society on a wider scale. Knowing that many of the issues affecting them are actually complex national issues will help them deal with problems realistically. Hearing about programs that are working elsewhere will give them ideas to use in their own communities. Knowing that they are addressing widely recognized social problems will motivate them to continue their good work. Interesting media mailings might include:
- timely statistics that show how current populations are being affected by specific social problems (e.g., the percentage of whites in Massachusetts who contracted AIDS this year).

- a clipping about a program that might be effective in the Master Teachers' neighborhood (with names of program contacts - added by you, if necessary).

- a human interest story related to the issues Master Teachers are working on.

- success stories related to issues of poverty.

- how-to activities that might be helpful.

- any public relations articles about current Master Teachers.

I
n addition to newspaper articles, information about current quality programming in the area should be sent in this mailing. If specific Master Teachers have requested specific information, all Master Teachers could probably benefit from reading it. It is important to be sure that the information you provide is timely and truly useful. Families living in poor neighborhoods are constantly being given "offers" for great "deals" and "programs" that end up being a waste of time. Master Teachers need to be credible when they share information about programming.

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aster Teachers deserve some words of encouragement. With the mailing, include a personalized letter to encourage each Master Teacher. Remember that Master Teachers need encouragement dealing with their own barriers as well as helping others.

Individual Support And Supervision

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ou will need to support each graduated Master Teacher as he or she begins to work with friends, neighbors, and relatives. Through home visits, phone calls, and networking Master Teachers with other professionals, you can provide consistent support and resources. Your support must be on three levels.

1. Information on basic issues - Some Master Teachers will be providing their helpees with simple information on parenting, school issues, and the like. Usually they will have this information in the notes they took during the workshops. Occasionally these helpers will need other information or contacts. If you make a phone call every two weeks, you will be able to address these basic needs.

2. Information and support for difficult issues - Some Master Teachers will be helping people deal with difficult issues. In such cases, it is important for the trainer to help the Master Teacher maintain his or her helper role without moving into the more professional role of clinician. When problems appear to be nearing a crisis, you will need to problem-solve with the Master Teacher, helping her or him remain supportive, but letting the helper know that professional help is necessary.

The Master Teacher should try to connect the helpee with professional services. If the helpee will not get professional help, the Master Teacher may even have to withdraw from the situation in order to avoid becoming a crutch for the person in crisis. Your job as the trainer is to make sure the Master Teacher realizes that his or her responsibility goes only so far: if a helpee refuses to get needed professional help, then that is the helpee's problem, and there is not much else you or the teacher can do.

3. Group community building - Master Teachers who care about community building will be interested in a variety of program types, including adult and youth support/educational programming, advocacy programming, and the education of those who make decisions about the neighborhood (e.g. politicians, corporate decision-makers, educators).

Adult and Youth Group Programming

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aster Teachers are very effective in bringing group programming to their neighborhoods. Master Teachers are trusted. Master Teachers can make sure the invited program follows through on its promises. Master Teachers can be an important resource to the programmer as they problem-solve around barriers (such as transportation or a difficult child) that might arise. Should the Master Teacher choose to offer specific adult or youth programming in the community, without the help of outside programmers, you, the trainer, will need to teach the logistics related to setting up such activities: public relations and promotion of the program, flyers, time, place. (Details of this process are outlined in Chapter V.) You will need to support the Master Teacher as the program is initially offered, insuring consistency, quality and adequate resources.

Advocacy Programming

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olunteer training such as the Master Teacher Program is of special interest to advocacy groups trying for grass roots community change. When Master Teachers begin to think about advocacy, it is important for them to be very careful who they connect with. If they choose to join a group, it will be on a personal level; the Master Teachers as a whole should not be expected to participate in or endorse any specific advocacy group. The role of the trainer is not to endorse any advocacy group but rather to help the Master Teacher evaluate whether supporting a specific group would actually help them or their neighbors. Again, this will be a problem that only the Master Teacher and others in the neighborhood can evaluate. After all, they, not the trainer, will remain in that neighborhood. Your role as trainer should be to point out criteria for evaluating advocacy groups and to stress the possible repercussions (both good and bad) of becoming associated with such a group. Questions the Master Teachers may want to think about include:
- What are the goals of the advocacy group?

- Have any of their goals been met?

- How do they treat their membership? Do you hear of some members being successful at the expense of an unsuspecting other?

- What process do they use to accomplish goals? Do they sensationalize minor issues - or do they document real situations and use their documentation fairly and effectively?

- What is the leadership like? Do they have personal axes to grind; do they aim only to "bring down the system;" or do they truly care about improved quality of life? Are they well-balanced people who can affect a system positively?

- How quickly does the advocacy group intend to bring about change? The Master Teacher program aims to create long-term change through a slow, orderly "silent revolution" that will be acceptable to both decision-makers and those who struggle with poverty. Many advocacy groups, however, look for immediate dramatic changes.

COMMUNITY CHANGE: THE ROLE OF THE MASTER TEACHER

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he Master Teachers themselves can initiate change by participating in coalitions and community activities that affect their neighborhoods and then planning small group trainings in their neighborhoods. By informing friends, neighbors, and relatives of their rights and responsibilities, Master Teachers can help poor individuals avoid many pitfalls that hurt their quality of life. Adults will not need to rely on social workers in order to explore all the alternatives that might fairly benefit the family in need. By offering information about quality job, school, and training opportunities the unemployed or underemployed will be able to see other training programs that match their skills and aptitudes. Poor families who know their rights can expect safe, clean housing, appropriate educational opportunities for their children, and timely medical treatment for their sick. Awareness of what the poor can fairly expect is the beginning of positive community change.

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ell-informed Master Teachers have the potential to influence the decision-makers who affect their lives. In order to reach these decision-makers, Master Teachers may need to work through existing boards and coalitions. Unfortunately, at first both group members and the Master Teacher may be affected by the stereotype of the poor person as the helpless recipient of services rather than a co- decision-maker. Your job will be to connect the Master Teacher with groups that really care about the poor and realize the immense value of the Master Teacher's perspective on poverty.

Matching Master Teacher Skills with Community Needs

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he program will be most effective if each Master Teacher does what he or she knows and does best. When the training is complete, meet with each graduate individually to explore what the graduate would like to do next. Some will want to work quietly and individually with friends, neighbors, and relatives. Some will have the time, motivation, and energy to provide group activities for youth or adults. Others will become involved in community development and public policy programming. The mix will represent the diversity of personalities in the training group: some low-key helpers, some community activists, some educators.

H
ave confidence in ideas proposed by the Master Teachers. They know what their community needs and will accept. They will be motivated to continue in the program if they are comfortable with what they are doing and can count on your support.

Note of Caution: As with any program, there may occasionally be a participant who uses the program to reach personal goals that are not consistent with the goals of the program. Should any Master Teacher try to promote personal gain through the program, the solidarity of the group could be undermined. Similarly, you must beware of any Master Teacher who uses affiliation with the Master Teacher program to promote some outside agency, especially if that agency has a bad reputation within the community. To avoid this problem, make it clear to all Master Teachers that every activity associated with the program must be approved by the trainer, the steering committee, or the group as a whole. Also, explain that while participation in the Master Teacher program is open to individuals of all religious and political persuasions, the program is not an appropriate forum in which to try to convert others. If the program becomes entrenched in a given community, you may want to institute some sort of annual membership renewal in order to ensure the integrity of the program.

THE ROLE OF EVALUATION

B
ecause the basis of this program focuses on networking natural supports, documentation of programming is a very sensitive issue.

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s the trainer, you will want to conduct some sort of ongoing evaluation of both individual and group activities. Evaluation is important for many reasons:
- Master Teachers will be dealing with a multitude of difficult problems. They will need to see that they are making a difference. Documentation will show their successes.

- By documenting the diversity of problems that arise in neighborhoods, you, the trainer, will be better able to provide appropriate support services and materials.

- The Master Teacher program is a cost-efficient method of reaching large numbers of people. Documentation of the program's effectiveness is necessary in order to raise funds for enlarging the program.

I
t is important for Master Teachers to see the proposed evaluation as supportive rather than intrusive. On the other hand, you must consider keeping the program as "natural" as possible. We do not want them to feel their work is constantly being monitored; they put up with enough monitoring in their lives. It is important to explain that documentation will help both trainers and Master Teachers to be more effective and to get more funding for the program. The evaluations are not tests; they are a way to gather information.

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hen setting up the mechanisms for gathering information, remember that some natural leaders may not be good readers. Avoid asking them to read or write often. Keep evaluations as simple as possible. Documentation of every intervention is unnecessary and overly time consuming. You may want to ask one or two particularly good readers/writers to document their interventions for one week or so each month and then use their numbers to estimate the total number of interventions by all Master Teachers. If a detailed evaluation is necessary or you wish to do a case study, interview the Master Teacher and write down the information yourself. (A sample evaluation follows.)

I
t is important to keep confidential as much of the documented information as possible. Although some program participants may volunteer to "tell their story publicly," most will prefer to be referred to by first name only - or by a fictitious name. To ensure the credibility of the evaluation process, ask any Master Teacher who submits documentation to sign it.

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he next chapter contains ideas that have worked for previous Master Teachers. These ideas are only a beginning; more will come from each new Master Teacher and each unique community.

EVALUATION

Master Teacher_____________________

Address__________________________

Date______________

Program Training Year__________

In one week, how many hours do you give to the Master Teacher Program? _____________________

Number of adults helped in the past week____________________________

Number of families helped per month_______________________________

Agencies referred to:

_________________________________________________________

_________________________________________________________

Client follow through?_________________________________________

Pregnant and parenting teens

Number of teens helped in past year___________

Names (first)_____________________

Any changes?____________________

Please document any anecdotal documentation on back.
(Stories of successes or concerns)

Families helped





Major changes





What kind of information have you shared with your neighbors, relatives or friends?

Drug Information___________________ Youth Activity Info.______________
AIDS________________________ Health Info.____________________
Parenting Info._________________ School Info.____________________
Pregnancy Info._________________ Employment Info._________________________
Family Planning________________ OTHER_______________________

Have you shared information through group work?__________________________

What kind of groups?_________________________________________________

How many attended?________________________________________________

Have you worked with other agencies to create change?

Newspapers?_____________________
Radio? _____________________
TV? _____________________

How many times?______________________________

How many people did you reach?___________________

STORIES!!!!!

Tell me how you feel you made a difference.






Tell me how the Master Teacher Program made a difference for you.






FAMILY LIFE MASTER TEACHER PROGRAM

Client Summary Date__________________

1. Master Teacher______________________________________

Name

2. Client____________________________________________

Name (first)

3. Housing Development Resident_____________ Yes _____________ No

4. Teen?
pregnant or parenting teen? ________ female ________ male

young parent?____________ TOPIC
other adult?______________ AIDS________________
child?__________________ Drugs________________
grandparent?_____________ Parenting_____________
other?__________________ Agencies______________
Jobs_________________
Schools_______________
Stress________________
Other________________

5. Subject talked about__________________________________________

6. Did you suggest agency help? _____________
What agency? _________________________________________

7. Did your person follow through? __________
How do you know?______________________________________________

Signature____________________________

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