U.S. Programs Guide

Updated January 2016 Dear U.S. Programs team,

buildOn’s U.S. Programs exist to empower students to change their lives, their communities, and the world through service. It cannot be done without a committed, talented, and persistent team of staff driven to realize our mission. You are part of that team and we need you for empowerment to happen. Thank you for everything that you are doing, have done, and will do to bring our vision to reality. Your work sparks change in students, schools, communities, and powerfully impacts the world to be a better place.

The U.S. Programs Guide was created to support you in our work, to maximize our impact on our students, schools, and communities. Its intent is to support you to be most effective in your job, both as you get started at buildOn, and as you refer back to it over time. As such, this guide seeks to outline who we are and what we do clearly and concisely.

Although we have made every effort to be as clear, concise, and consistent as possible, no compilation of information will be perfectly complete. Accordingly, always feel comfortable reaching out to me directly and certainly to your manager if or when anything is unclear. We will make necessary updates or revisions to this guide when appropriate.

Thank you to the many buildOn staff who have shaped this document, including members of the USP Leadership Team, Human Resources and Finance team, Marketing team, and buildOn’s Leadership Team. I hope you find it helpful.

Sincerely,

Paul Boye Chief Program Officer, U.S.

Updated: January 2016 !2 Table of Contents

Mission 4 Logic Model 4 Model of Service Learning 6 Core Activities 7 Engagement Strategies 10 Covenants 12 Key Performance Indicators 13 Service Learning Program Events 15 Staff Team 18 National Scope 18 U.S. Programs Policy Handbook 19 Appendix 32 • U.S. Programs Logic Model • 2015-2016 U.S. Programs Covenants o Youth Engagement Zone o 100 o 50 o 25 • U.S. Programs Job Descriptions o Program Director o Service Learning Program Manager o Service Learning Program Coordinator

Updated: January 2016 !3 buildOn Service Learning Program

Methodology buildOn’s mission is to break the cycle of poverty, illiteracy, and low expectations through service and education. In the U.S., buildOn runs intensive Service Learning Programs that empower students from underserved* high schools to improve their lives, their communities, and their world through community service and service learning.

* “underserved” to be defined as part of 2016-2018 Strategic Plan

Logic Model

Service is the most important component of buildOn’s Service Learning Program. buildOn defines positive youth development not as what we do for our students, but what students do for our communities, world, and themselves through service. buildOn believes that youth develop through the act of doing service and achieve the following five outcomes:

1) Academic Engagement

2) Civic Engagement

3) Empowerment

4) Expanded Sense of Possibilities

5) Personal and Social Development

An extensive study of buildOn’s work by Brandeis University in 2010 showed that through service, students see improvements in these five outcomes. Additionally, Brandeis University has defined a causal link between buildOn and improved academic engagement.

To assess our impact, buildOn conducts extensive evaluation of its programs. buildOn’s impact evaluation has involved data collection from schools on attendance

Updated: January 2016 !4 and graduation rates, as well as a multitude of surveys, focus groups, and interviews of students, teachers, administrators, parents, and community partners. USP’s 2014 Impact Report outlined many indicators of impact, including:

Academic Engagement: buildOn students miss 74% less school than their peers in the same school not involved in buildOn. On average, buildOn students are in attendance for 17 more days than their peers.

Civic Engagement 95% of Service Partners believe that the community benefits from the volunteer service of buildOn students.

Empowerment 95% of student Trek participants report they have a greater sense of independence and self- confidence as a result of their trek experience.

Expanded Sense of Possibilities 92% of buildOn students report that coming to buildOn makes them feel better about their future.

Personal & Social Development 94% of students parents report that buildOn teaches their child how to treat others with care and respect.

Updated: January 2016 !5 Model of Service Learning buildOn’s Service Learning Program follows a modified IPARD model of service learning.

• Investigation: Students assess the assets and needs of their communities, then identify areas for service. This step can take place through the act of community mapping.

• Preparation: Students create a plan to address the identified issue through the act of service.

• Action: Students contribute meaningful service to address issues in the community.

• Reflection: Students create connections and understand the impact between the service they do and the impact on the community.

• Demonstration: Students publicly share what they’ve learned and achieved through their service. buildOn believes service learning can happen in the classroom or outside of the classroom, so long as meaningful learning accompanies meaningful service and all steps of the IPARD model are followed. In addition, buildOn’s unique model incorporates steps of the IPARD model, such as preparation and reflection, to increase the meaning of every community service project.

Service vs. Service Learning: buildOn defines the following as part of its Service Learning Program:

Service Service is the act of students volunteering their time to help people improve their schools, their communities, and the world. buildOn service incorporates steps of the IPARD model, such as preparation and reflection, to increase the meaning of every project.

Service Learning

Updated: January 2016 !6 Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience and teach civic responsibilities – strengthening students and their communities.

Service Learning projects incorporate all five steps of the IPARD model (Investigation, Preparation, Action, Reflection, and Demonstration). buildOn believes Service Learning can happen in the classroom or outside of the classroom, so long as meaningful learning accompanies meaningful service and all steps of the IPARD model are followed. buildOn’s Service Learning Program focuses on three core activities:

Service

Service is the core of buildOn’s mission, and is the vehicle for youth development and empowerment. Through service, students address problems in their communities while developing personal leadership and teamwork skills. By making a positive difference in the lives of others, they learn more about themselves and the power they have to transform their schools, their communities, and our world. Through service,

Updated: January 2016 !7 students elevate expectations for themselves and their communities. The following activities are examples of buildOn service:

Direct Service: Whether serving meals in soup kitchens, tutoring elementary school students, or visiting senior citizens, buildOn service projects connect students directly to those most in need in their communities. With face-to- face interaction, youth develop empathy and compassion. They create bonds that affect their own lives just as profoundly as the lives of those they serve. 65 percent of all buildOn service activities are dedicated to direct, people-to-people service.

Indirect Service: Planting urban gardens, clearing graffiti, creating public art, and other forms of service that indirectly impacts people allow students to make a difference in ways that can have a big impact on the community at large. 35 percent of all buildOn service activities are dedicated to indirect service.

The IPARD steps of Action and Reflection fit within the buildOn Service activity.

Education: buildOn’s Service Learning curriculum explores critical local and global issues and shows students how they can take action. Local Education focuses on challenges that

Updated: January 2016 !8 face students’ immediate communities, informing students on issues such as youth violence, hunger, and poverty. Global Education topics focus on buildOn project countries – Burkina Faso, Haiti, Malawi, Mali, Nepal, Nicaragua, and Senegal – and aim to help students understand the impact of education on breaking the cycle of extreme poverty.

The IPARD steps of Investigation, Preparation, and Demonstration fit within the buildOn Education activity.

Building Schools:

Select buildOn students are chosen to participate in buildOn’s Trek for Knowledge, an intensive global service learning experience where they travel to some of the economically poorest countries on the planet to help build schools. For up to ten days, students live and work alongside host families in rural villages, forging meaningful relationships. They help dig foundations, make bricks, and mix concrete in collaboration with the parents whose children will benefit from the school.

When not on the worksite, students participate in activities that expose them to a new culture. buildOn students learn that while economically impoverished, these communities are rich in spirit and generosity. They return with a deeper dedication to education and a sense of expanded possibilities for their lives. When students return to the U.S., they share their experience with their peers and community at-large.

Updated: January 2016 !9 All steps of the IPARD model are included in this activity and fit within the buildOn activities of Service and Education.

Engagement Strategies buildOn’s Service Learning Programs engage students through eight consistent strategies across all programs. The table below outlines the extent to which each engagement strategy is implemented based on program size.

Engagement Strategies

150 (YEZ) 100 50 25

Ongoing Weekday Yes Yes Preferred Preferred Service

Weekend & Yes Yes Yes Yes Holiday Service

Weekday Program Yes* Yes* Yes* Yes* Meetings

In-School Service Yes Yes As possible As possible

8 sessions per 5 sessions per 4 sessions per 2 sessions per In-Class Service month month month month

buildOn Service 3/year (150+ 3/year (100+ As possible As possible Days students each) students each) (50+ students) (25+ students)

Trek for Up to 12** Up to 8 Up to 4 Up to 2 Knowledge students students students students

Summer Service Up to 30 Up to 15 Up to 5 Up to 5 Program students students students students

* Program Meetings are intended as opportunities to implement meaningful steps of the IPARD model; when that does not happen, it should be replaced by additional ongoing service opportunities or other engagement strategies

Updated: January 2016 !10 ** Students selected for Trek have typically demonstrated deep commitment to service in their local communities. When that hasn’t yet been the case, up to three students may be selected to afford those students an opportunity, through buildOn’s Trek, that they may not get anywhere else. The Trek experience may be particularly pivotal for these students to come off the fringes of academic, civic, and personal/social engagement.

Engagement Strategy Descriptions

Ongoing Weekday Service

• Weekly or biweekly project, typically after school, engaging students consistently in an issue over a period of multiple months

• Examples: tutoring every Tuesday at neighborhood elementary school; serving food every other Wednesday at local soup kitchen

Weekend & Holiday Service

• Project taking place on a singular or inconsistent basis

• Examples: fall community festival at local park; mural painting as part of single day of service

Weekday Program Meetings

• Event during or after school intended as opportunity for meaningful Investigation, Preparation, Reflection, and Demonstration for upcoming or recent service projects and/or as a meeting place to take Action together

In-School Service

• Weekly project within the school focused on making a direct impact on students within the school

• Examples: peer mentoring or tutoring, Trek mentoring, classroom buddies

Updated: January 2016 !11 In-Class Service

• Project during or as part of a structured class

• Occurs in close collaboration with classroom teachers with emphasis on Action and including meaningful Investigation, Preparation, Reflection, and Demonstration

• Does not end in the classroom – the intent of this strategy is to engage students in meaningful service learning and get more students out doing service in the community

• Example: Spanish class preparing in class to serve Spanish-speaking residents at senior center and reflecting in class after on the experience

buildOn Service Days

• Large-scale project(s) engaging students in a single day of service during most of an academic day

Trek for Knowledge

• Global service learning experience to build a school and immerse culturally in a buildOn project country and share that experience locally

Summer Service Program

• Projects structured during the summer break, typically four to six weeks in length (additional information in Events section)

Covenants buildOn forms partnerships with schools in the U.S. and communities internationally through Covenants. The U.S. Programs Covenant outlines what buildOn provides, expectations of school partners, and expectations of advisors. Once a covenant is signed by the school principal, buildOn advisor, and buildOn staff, the partnership is formed for the applicable academic year. Covenants are vital to establish clear expectations, support accountability, and strengthen program quality.

Updated: January 2016 !12 Key Performance Indicators buildOn’s Service Learning Program has three (3) Key Performance Indicators (KPIs).

Students buildOn aims to create a movement of people serving their communities. To create this movement, buildOn’s U.S. Programs aim to engage a large number of students in buildOn every week.

Goal: 150 or 100 or 50 or 25 students per week (dependent on program size)

If a student participates in any buildOn core activity of service, education, or building schools, they are considered a member of buildOn. This KPI is calculated as an average of unique students engaged each week across the program year.

Students

• 6.5 hours per student per month

• 85% of program hours

• 65% Direct Service

Updated: January 2016 !13 The IPARD steps of Action and Reflection count toward the Service KPI. Preparation also counts toward the Service KPI when it takes place immediately before the Action stage (same day) and Action remains the emphasis. Service Kick Offs and Regional Service Projects count toward the Service KPI.

Education

• 1 hour per student per month

• 15% of program hours

The IPARD steps of Investigation, Preparation, and Demonstration count toward the Education KPI. Student engagement with buildOn development and marketing efforts (i.e. fundraising events, speaking opportunities, Corporate Partnership Program, etc.) most often aligns with the Demonstration stage and counts toward the Education KPI. Year End Celebration counts toward the Education KPI.

KPI Targets by Program Size

Service Service Education Education Students Hours Hours Hours Hours Weekly Monthly Annually* Monthly Annually* Youth Engagement 150 975 8,287.5 150 1,275 Zone

100 100 650 5,525 100 850

50 50 325 2,762.5 50 425

25 25 162.5 1,381.25 25 212.5

* indicates Academic Year; generally, Academic Year is calculated September 1st through June 15th (or YEC, whichever comes later), and Summer KPIs calculate June 16th through August 31st

Updated: January 2016 !14 Service Learning Program Events

Advisor Summit

Advisor Summit is the gathering of buildOn advisors and key supporters from partner schools early in the academic year. buildOn “advisors” are committed faculty or staff from a partner school who support buildOn staff and activities closely and consistently throughout the academic year. Advisor Summit serves as an opportunity to launch the program year with some of our most critical allies, build relationships with and amongst advisors, and connect advisors to the movement beyond their school. Successful events may include helpful information for the coming buildOn year, space for idea generation or best practice sharing, structured or unstructured ways for allies and staff to connect with and amongst one another, and a meal. Attendance targets should not be lower than two representatives from each program, and growth beyond this target is encouraged to engage more advisors and build the movement.

Service Kick Off

Service Kick Off is a large-scale service event at the very beginning of the school year to launch the buildOn service year. Much of the day could look or feel like a Regional Service Project, though it should place special emphasis on attracting new students into buildOn and setting a standard of meaningful, fun, and exciting service programming for the year. Attendance targets for Service Kick Off should not be lower than the following, and growth above the targets is encouraged to engage more and more students:

• 100 & YEZ Programs: 25 students

• 50 & 25 Programs: 15 students

Regional Service Projects (RSP)

RSP is a large-scale service event that brings together students from many buildOn programs in the region to create a major collective impact through one day of service. RSP should build enthusiasm amongst buildOn students and unite them as part of a movement beyond their school or group of friends. RSP is held in the fall and in the

Updated: January 2016 !15 spring, at least four hours in length, should include food and transportation for students, and celebrate students’ accomplishments that day. Attendance targets for RSPs should not be lower than the following, and growth above the targets is encouraged to engage more and more students:

• 100 & YEZ Programs: 25 students

• 50 & 25 Programs: 15 students

Alternative Break(s)

During winter and/or spring breaks, buildOn enables students to participate in service learning throughout the break. During the break, buildOn should be available to students at least four days of the week. The best weeks integrate high quality service projects surrounded by meaningful learning components and fun. Attendance targets for Alternative Break(s) should not be lower than 15 students per available staff member, and growth above the targets is encouraged to engage more and more students.

Veterans Day & Dr. Martin Luther King, Jr. Day

Veterans Day and Martin Luther King, Jr. Day are important days of service for buildOn. Students from every program should have the opportunity to serve in commemoration of each day. Each region may choose to conduct service projects collaboratively across schools or individually. Service on these days should look and feel distinct from weekly service opportunities. November service should focus on serving and/or honoring veterans when possible. January service should clearly connect to the values and legacy of Dr. King. Attendance targets should not be lower than 15 students per staff member, and growth above the targets is encouraged to engage more and more students.

Year End Celebration

Year End Celebration acts as the closing programmatic event for the academic year. Students should feel celebrated for their commitment to service with buildOn. Excellent events have included opportunities for students to demonstrate what they learned and achieved through buildOn service, an awards ceremony at which national

Updated: January 2016 !16 and regional awards are distributed, , fun activities, and good food. The event should happen two to three weeks before students’ last school attendance day, be at least four hours in length, and include food and transportation for students. Attendance targets for Year End Celebration should not be lower than the following, and growth above the targets is encouraged to engage more and more students:

• 100 & YEZ Programs: 25 students

• 50 & 25 Programs: 15 students

Summer Service Program buildOn runs a Summer Service Program modeled after the academic year program. Activities follow buildOn’s IPARD model and align to KPI measurement. The program lasts at least four full weeks with program activities happening at least four days per week and five hours per day. Staff work Monday-Friday work weeks starting immediately after Year End Celebration and ending with the first week of Saturday service projects in the fall. Specific regional summer program scope and size are dependent on staffing availability, but targets will be 15 students per available staff member, and growth above the targets is encouraged to engage more and more students. Regional plans are generated each spring. The covenant offers each school the following capacity:

• YEZ Programs: 30 students

• 100 Programs: 15 students

• 50 & 25 Programs: 5 students

Updated: January 2016 !17 Staff Team

The U.S. Programs team is responsible for the implementation of the buildOn Service Learning Program to drive student outcomes, meet KPI targets, and establish itself as the best-in-class program for its depth and breadth. Job Descriptions can be found in the appendix. Staffing varies based on program size as follows:

buildOn Staffing

150 (YEZ) 100 50 25

Number of Staff 2 1 1 1

Dedication 5 days/week 5 days/week 2-3 days/week 1-2 days/week

Academic Year Mon-Fri (PM) Tues-Sat Tues-Sat Tues-Sat Schedule Tues-Sat (PC)

National Scope

As of Fall 2015, the buildOn Service Learning Program operates across the United States in seven cities partnered with 44 high schools to engage 3,525 students weekly.

2015-2016 Region 2015-2016 Schools Launched Students Bay Area (CA) 7 500 2001 Boston (MA) 1 150 2014 Bridgeport (CT) 3 350 1993 Chicago (IL) 11 850 2005 Detroit (MI) 6 500 1992 New York City (NY) 16 1,175 1993 National 44 3,525 1992

Updated: January 2016 !18 U.S. Programs Policy Handbook

The buildOn Employee Handbook outlines policies and guidelines for all buildOn staff. This section is intended as a supplement to the Employee Handbook to further specify (and not contradict) employment policies to guide U.S. Programs staff around work expectations, program management, and student interaction in additional detail. As necessary, additional clarity or responses to questions may be sought from your direct manager, the Chief Program Officer (U.S.), or the Human Resources Director.

Staff Policies

Work Schedule

• 40 hours per week

• 8:30am to 5:00pm or 9:00am to 5:30pm daily, including a 30 minute break for lunch

• Monday-Friday or Tuesday-Saturday (as outlined in job description)

• Adjustments to this schedule, such as when program or other special events fall outside the standard time frame, may only be made with advance written communication and approval of direct manager

Work Location

• To support a professional and collaborative work environment, staff work is primarily conducted within the buildOn regional office, partner school, or service project location.

• Exceptions to this may include special buildOn events and procuring supplies for program.

• In the rare case that working remotely, such as from home or a café, promotes increased effectiveness and productivity, it must receive advance written approval of direct manager.

Dress Code

Updated: January 2016 !19 • Staff are always expected to dress appropriately for the setting and context of their work on a given day. For example, attire when meeting with a principal typically differs from attire at a service project. When in doubt, defer toward professional and conservative. buildOn apparel is encouraged, especially at service projects and when recruiting or interacting with students. As outlined in the Employee Handbook, shorts, tank tops, non-buildOn t-shirts, beachwear, bare midriffs, visible undergarments, and workout clothes are examples of attire that are never acceptable.

Mandatory Work Events

• Some events are deemed mandatory due to the nature of the event and/or to establish adequate staffing coverage.

• Mandatory events may require an adjustment of work schedule on a given week, as staff are not expected nor encouraged to work six days in one week.

• Mandatory events include: Service Kick Off; Advisor Summit; Regional Service Projects; Veterans Day; Martin Luther King, Jr. Day; Alternative Break(s); Year End Celebration; Regional Retreats; buildOn Conference; Major Development Events (this varies by region)

• Additional events may be deemed mandatory by Program Directors with the approval of the Chief Program Officer, U.S.

Professionalism

• As representatives of buildOn, staff members are expected to adhere to the highest level of professionalism in their communication, demeanor, and interactions at all times. This includes amongst other buildOn staff, investors, partners, and students.

• Communication should be respectful at all times. If a staff member is offended or hurt by another’s language or comments, it is his/her responsibility to address it and/or bring it to the attention of his/her manager.

• Staff members are expected to proactively address challenges and seek solutions to problems. Venting and complaining without a focus on generating solutions are not conducive to a productive and professional workplace. Staff

Updated: January 2016 !20 members should communicate with their manager as challenges arise to raise awareness and collaboratively determine solutions.

Integrity

• buildOn relies on its staff members to implement high quality programs for the betterment of students and communities. Trust is an important virtue in our work and much trust is placed in staff to operate with honesty. This is especially applicable in regard to hours worked, tracking student engagement in buildOn, reporting information, utilizing vacation and personal absence time as intended, and more. buildOn expects all staff to exercise the highest order of honesty and integrity.

buildOn Activities

Releases

• Students must return a release form signed by parent/guardian at the beginning of their involvement with buildOn each academic year

Permission Slips

For every activity, permission slips include:

• Date

• Start & End Time

• Location(s)

• Transportation Methods

• Overview of Activity

• Contact Information for Attending Adult(s)

• Collect Signed Permission Slips

▪ For all buildOn-sponsored activities that take place outside of school time and/or off school grounds

▪ Must be signed by student’s parent/guardian

Updated: January 2016 !21 ▪ If a permission slip is not returned, verbal permission may be granted over the phone by parent/guardian and recorded by buildOn staff

▪ Early departure from a buildOn activity must be permitted by the parent/guardian in advance or via phone and recorded by buildOn staff

Special Events

• Overnight and/or out-of-state trips must involve the Overnight/Out of State permission trip and include all items listed above for the duration of the activity

• Trek for Knowledge maintains a variety of distinct policies and procedures outlined as part of the acceptance process

• buildOn events that are not described above

• Signed permission slips must be kept on file for three years

Ratio

• buildOn activities involve at least one adult per 20 students (1:20)

▪ Adults (above 21 years of age) may include buildOn staff, buildOn interns, partner school staff, strong supportive service partners, and approved adult volunteers who have successfully passed all relevant background checks through the state board of education or buildOn’s Human Resources

• If the ratio is less than one adult per 20 students (i.e. 1:30), buildOn staff should:

▪ Explore options to gain additional adult support

▪ Explore options to relocate some students to another project

▪ Modify project tasks as applicable to maintain safety and give buildOn staff time and space to monitor all students’ activities

▪ Notify manager or on-call staff member • Overnight Activities

Updated: January 2016 !22 ▪ Involve at least one adult per ten students (1:10), with consideration to gender distribution

▪ If different genders are present, both male and female adults must be included

▪ Students sleep in separate gender quarters

▪ Staff traveling with students must stay with the student(s) for the full duration of time outline in permission slip

• When student(s) travel out of town, it is preferred that the students’ direct program staff travels with the student. When not possible, alternative staff must be assigned responsibility with the student.

▪ Paperwork outlined in the “Special Events” section should be completed and collected by staff

Student Transportation

• Means of transportation for students to and from buildOn activities must be clearly indicated on activity permission slip

▪ If by walking, identify whether traveling together

▪ If by public transit, identify route and whether fare is provided for student or by student

▪ If by hired vehicle (i.e bus, taxi service), identify company

▪ If by private vehicle, see section on “Driving Students” • Permission slips should clearly indicate the set meeting location and whether students are traveling together or arriving independently

• Start and End Times

▪ Activity start and end times must be clearly indicated on all permission slips

▪ buildOn staff must never leave an activity location before the indicated end time unless the activity has ended early and all students have departed from the location

Updated: January 2016 !23 ▪ Staff are advised to support students to depart safely and remain at location until all students have departed, regardless of time

Health & Safety

• Staff members should have first aid training

• Staff members are prohibited from administering prescription or over-the- counter medication to students, even if a student brings his/her own

• Staff members should have immediate access to emergency contact information for all student attendees through permission slips and/or database access

Event Cancellations

• buildOn activity cancellations are rare, but may be necessary in the event of an emergency, extreme weather, or other unforeseen circumstances

• In the event of a possible or unavoidable cancellation, Program Directors must be consulted

• In the event of cancellation:

▪ All confirmed and potential students must be notified via phone call, text message, and social media

▪ Some means of notification at the meeting location must be in place for people who do show up (person waiting, a note posted that’s clearly visible, etc)

▪ Announcements should be made at school (when applicable)

Emergency Protocol

• In the event of an emergency, staff members should:

▪ Remove students and staff from harm’s way

Updated: January 2016 !24 ▪ Call 911

▪ Notify Program Director

• “RM” notify Chief Program Officer, U.S.

▪ Notify students’ parents/guardians

▪ Notify applicable service or school partners • Order and timing of these steps is determined by the best judgment of staff members given the situation

Incident Reports

• Always err to the conservative and cautious to communicate beyond what your intuition may suggest

• Incident Report should be written, submitted to Program Directors, and include the following: location/day/time of incident, names of students and buildOn staff involved, description of incident, outline of action taken by buildOn staff (what was done, when, and by whom)

▪ Program Directors file Incident Report with Chief Program Officer, U.S.

• Tier 1 – notify Program Director & parent/guardian of involved student(s) immediately (as safe to do so) & file written report within one business day

▪ Event cancellation

▪ Emergency medical service for student or staff

▪ Police involvement with student or staff

▪ Staff notified that student did not return home from buildOn activity

• Tier 2 – notify Program Director day of incident & parent/guardian of involved student(s); file written report within two business days

▪ Injury or illness to student or staff that involved medical attention of any kind

Updated: January 2016 !25 ▪ Significant student behavior issues, which may include physical altercations, possession or use of drugs, suspected social- emotional concerns

• Tier 3 – notify Program Director within two business days

▪ Emergency response with service partner

▪ Send student home for unmanageable disruptive behavior (parent/ guardian must be notified to arrange pick-up or for permission to send home)

▪ Verbal misconduct by or about students including accusations or threats

Student Interaction

• Positive Modeling

▪ buildOn staff members, whether they realize it or not, are watched, listened to, and even mimicked closely by students. Their responsibility is to demonstrate positive and healthy behaviors at all times of work and especially when interacting with students.

▪ Use, possession, or being under the influence of tobacco, alcohol, or illegal drugs will not be tolerated while working with students.

Communication

• Maintain appropriate boundaries with students, which includes the following:

▪ Do not discuss personal tobacco, alcohol, or drug use with students.

▪ Do not discuss personal sexual activity with students.

▪ Do not disclose personal information that could cause students’ discomfort.

Updated: January 2016 !26 • Offensive language, including swearing and jokes with inappropriate content, is not to be used among any students or buildOn participants.

Remote Communication

• Staff members often communicate with students remotely to recruit and retain them with reminders about upcoming events, highlights of past events, etc. This occurs via phone calls, text messages, email, and social media. In all cases of remote communication, the expectations of student interaction stand as outlined elsewhere in this document.

• Phone numbers, email address, and social media information should be distributed at the comfort of the staff member.

• When communicating remotely as a buildOn representative, always indicate your name and “buildOn.”

• Students should not be contacted by staff members between 9pm and 7am except in cases of emergency.

• Social media accounts

▪ buildOn advises staff members to not interact with buildOn students through personal social media accounts

▪ Separate accounts used for the specific purpose of representing buildOn and/or engaging students are recommended

▪ Upon separation from buildOn, account(s) should be deactivated and the account password(s) provided to Human Resources

▪ Refer to buildOn’s Brand Book for additional information

Driving Students

• Staff members should not transport students in a personal vehicle, except in the following situations:

▪ An emergency where a student’s safety is at risk, and the student’s parent/guardian has been notified

Updated: January 2016 !27 ▪ A special event in which it is the best mode of transportation and has been approved in advance by the manager, and the parent/ guardian of the student(s) has given written permission for the student to be transported by staff in a personal vehicle

• Staff may drive students in a rented vehicle with the following circumstances:

▪ Vehicle rental is the most efficient and cost effective method of transportation available

▪ Manager has approved vehicle rental

▪ Appropriate insurance is procured by buildOn to cover any related emergency that could arise

▪ Staff driver has a valid driver’s license in good standing

▪ Parent/guardian of the student(s) has given written permission for the student to be transported by staff in a rental vehicle

• Being Alone with Students

▪ Staff members should never be alone with a student; always be accompanied by another student or adult at all times. This includes any space with a closed door, including classrooms, vehicles, and bathrooms.

▪ Public spaces are okay, such as a school office, library, hallway, atrium, outdoors, or open rooms with open doors or windows

Physical Contact

• Appropriate physical contact includes handshakes, hugs, and that which occurs as part of a group activity (i.e. ice breakers, etc.)

• Appropriate physical contact should be initiated by students

• Appropriate physical contact should not be initiated by staff members without the student’s consent

• Physical contact should not occur in any way when other people are not present

• Staff members should not impose physical restraint upon students at any time

Updated: January 2016 !28 Student Safety Concerns

• The safety of buildOn staff members and students is of utmost priority. In the event that students are known or suspected to be in unsafe circumstances, staff members must report that information.

Mandated Reporting

• In most states, since they work closely with youth, staff members are required by law (or strongly encouraged, if not required) to report any knowledge or suspicion of child abuse or neglect.

• All staff members should complete the state’s mandated reporting training.

• In the event a staff member suspects or knows of abuse or neglect of a student or child, he or she must adhere to state laws and processes to report it appropriately.

• Internal Reporting

▪ In the event a staff member knows or suspects any of the following issues affecting a student, he or she must inform the direct manager and appropriate external resources.

▪ Pertinent issues include, but are not limited to: family abuse or neglect; drug or alcohol use or abuse; self-harm; suicidal thoughts; eating disorders; mental illness or instability; relational violence

▪ External resources may include: administrators, counselors, social workers, or advisors at school, parents/guardians, local crisis centers, national hotlines

Interaction Separate from buildOn

• buildOn recommends that buildOn staff members not spend time with students outside of program activities.

Updated: January 2016 !29 • Should a buildOn staff member spend time with a student and/or their family separate from buildOn activities, he/she does so of their own will and not as a staff member of buildOn. In such cases,

▪ He/she accepts full liability and responsibility for anything that happens

▪ No associated expenses may be related to buildOn

▪ Personal relationships with students and/or their families cannot bias responsibilities of role as buildOn staff member

Financial Management

• buildOn prides itself on operating with a budget in which the majority of organizational funding goes directly to our programs. With this, regional and program budgets are very carefully allocated through a thorough and thoughtful process. It is imperative that all program expenses occur within the allocated budget. buildOn Funds

• “buildOn funds” include all funding received through donations and/or grants for the purpose of fulfilling our mission. Based on annual approved budgets, funds are allocated to each region to operate programs. Funds are segregated by having different accounts for each region. The vast majority of program expenses are deducted from these accounts.

• Use of buildOn funds should fall within the budgeted amounts.

• Exercise discretion to spend budgeted funds wisely for the most effective and sustainable programming possible.

• Expenses not related to buildOn should never be made with buildOn debit cards. If made by mistake, contact “Regional Manager” and Finance to arrange how the mismanaged funds will be appropriately reimbursed to buildOn.

• Reconcile buildOn funds completely, accurately, and on-time by providing the appropriate coding and receipts for every expense.

Updated: January 2016 !30 Personal Funds

• “Personal funds” include those used for buildOn, but are initially paid out-of- pocket.

• This includes pre-approved transportation, communication, and program costs (for non-YEZ programs).

• Transportation costs are reimbursed within U.S. Programs with the following conditions:

▪ Transportation expenses to or from work cannot be reimbursed.

▪ Transportation expenses can be reimbursed if they occur after arrival to work and before departure from work and are required to complete job responsibilities.

• As remote communication is a necessary component of our work in various settings, cell phones may be reimbursed up to a set amount each month per the approval of the Program Director within the regional budget.

• Individual program funds for non-YEZs may come out of pocket and be reimbursed within budget (“personal funds”) or cash may be requested from Program Director in advance (“buildOn funds”) to cover individual program expenses.

• Personal expenses may be reimbursed monthly. Employees are responsible for submitting their expense report by the last day of every month to their manager (via Salesforce). Supervisors have until the first three business days of the following month to approve expense reimbursement requests. Reimbursement occurs with the payroll on the 15th of each month.

Cash

• Due to the ease with which cash may be mishandled and/or end up missing, we want to avoid and limit the use of cash at all times. For this reason Program Directors and Service Learning Program Managers are equipped with debit cards to make transactions directly without any exchange of cash.

Updated: January 2016 !31 • Use of cash may be necessary on limited occasions. In that case, exercise extra prudence to document in writing any exchange of cash, including if cash transfers from one staff member to another.

▪ For all ATM withdrawals, documentation of cash purchases is done on the monthly petty cash reconciliation sheet. Every cash purchase must be documented with proper coding and supporting receipts.

• Purchase Limit without advance approval

▪ Any single purchase over $75 made with buildOn funds and/or personal funds with the intent to seek reimbursement from buildOn must receive prior written approval from Program Director.

Updated: January 2016 !32 U.S. Programs Logic Model

How does buildOn buildOn ENGAGEMENT HOW does engagement in buildOn lead What is the OUTPUT of this What is the GOAL of this engagement What is the OUTCOME? DEFINE this Activities to the outcome? engagement? activity? outcome?

To increase student attendance, to decrease drop out rate & ultimately increase academic Increased involvment (1) Consistent non-parental adult relationships (1) Stronger connection to the school (2) achievement in the long term. Additionally, to in and enjoyment of (2) Peer-to-Peer relationships (3) Experiential Increase attendance & desire to come to ACADEMIC create a safe environment in which students school, school- learning (4) Safe space (5) Consistent service school (3) Expanded school to career are comfortable learning and have mulitple ENGAGEMENT related activities and opportunities for all pathway sources of support outside of their immediate relationships family.

(1) Increase student's connection to own To provide students the opportunities to A sense of social (1) Consistent service opportunities (2) community (2) Greater understanding of the actively change their communities for the responsibility; Exposure to new parts of the community/world CIVIC power of action (3) Greater understanding of better and to have students self report willingness and (3) Opportunities for leadership (4) Experiential one's place in the world (4) Confidence in changes in behaviors as a result of ENGAGEMENT commitment to acting service learning in school skills opportunities. to address needs in one's community (1) Ongoing Weekday Service (2) Weekend/Holiday Service (1) Opportunities for student voice in planning To provide opportunities for students to gain (1) Increased sense of self-efficacy (2) Belief in one's ability (3) Weekday Program Mtngs projects, meetings (2) Opportunities for travel and maintain the belief that they can Increased self confidence (3 ) Increased to determine the (4) In-School Service (3) Opportunities to lead projects from determine the course of their own life and to EMPOWERMENT independence (4) Increased sense of course of one's own (5) In-Class Service beginning to end (sponsorship) (4) have students self report changes in personal power life (6) buildOn Service Days Ongoing/Consistent service (5) Reflection behaviors as a result of opportunities. (7) Trek for Knowledge (8) Summer Service Program To provide opportunities for students to gain (1) Providing opportunities to travel outside of Belief that it is (1) Expanded view of the world (2) Increased and maintain the belief that they can make one's community (2) Consistent service possible to make the connection to one's future (3) Expanded the world a better place and to elevevate EXPANDED SENSE opportunities (3) Positive relationships with world a better place school to career pathway (4) New expectations for themselves and to have peers, staff and community (4) Safe space (5) OF POSSIBILITIES for oneself and opportunities (5) Increased hope students self report changes in behaviors as Exposure to new ways of learninig others a result of opportunities.

Markers of personal growth and maturity, (1) Peer-to-Peer mentoring (2) Education (3) (1) Improved social skills (2) Deeper To guide students to respect themselves and including Positive relationships with adults and peers (4) appreciation for self (3) Gained responsibility others, gain leadership skills and be PERSONAL & appreciation of Learning through independence (5) Ongoing (4) Higher self esteem (5) Public speaking responsible for their actions and to have SOCIAL differences and service opportunities (6) Gained skills through skills (6) Gained trust for others (7) Improved students self report changes in behaviors as DEVELOPMENT development of service (7) Reflection (8) Safe space leadership skills (8) Stronger voice a result of opportunities. personal responsibility

33 Created: 2013 US Programs Covenant – Youth Engagement Zone 2015 – 2016 School Year

Program Introduction buildOn breaks the cycle of poverty, illiteracy, and low expectations through service and education. buildOn runs Service Learning Programs in urban high schools to empower youth to change their lives, their communities, and the world through service. buildOn students in Boston, Bridgeport, Chicago, Detroit, New York City, Oakland, and San Francisco commit intensive volunteer service to lift up their local communities. Through service, buildOn students improve their Academic Engagement, Civic Engagement, Empowerment, Sense of Possibilities, and Personal and Social Development. To date, buildOn students have contributed over 1.5 million hours of service to their communities. buildOn also builds schools in some of the economically poorest countries around the world. Students in buildOn have the opportunity to travel to help build schools alongside community members in rural areas of Africa, Latin America, and South Asia. To date, buildOn has constructed more than 700 schools worldwide.

More information is available at buildOn.org.

What buildOn Provides

Two (2) dedicated staff members, five (5) days per week to work closely with school administrators, teachers, staff, and students to deliver a successful buildOn Service Learning Program engaging a goal of 150 students per week through the following strategies:

 Ongoing Weekday Service (weekly)  Weekend & Holiday Service (weekly)  Weekday Program Meetings (weekly)  In-School Service (weekly)  In-Class Service (8 times monthly)  buildOn Service Days (3 annually engaging 150+ students each)  Trek for Knowledge (up to 12 students annually to build schools in a project country, including students who stand to gain most from the experience)  Summer Service Program (30 students in summer 2016) buildOn activities incorporate steps of the IPARD model of service learning.

Expectations of School Partners

 Ongoing Support from Administration to Meet buildOn Goals o Three (3) meetings per year with principal to assess progress and collaborate o Ongoing, clear communication with principal and administrators o Accessibility of principal and/or administrators to speak with visiting buildOn stakeholders

34  Staff Work Environment o Office space for two (2) buildOn staff for five (5) days per week, including accessibility during summer o Access to internet, printer, copier, mail box, restroom key o Inclusion on school communication – staff listservs, staff meetings, events, etc.  Program Access o Space for service projects and meetings during the week, periodic support for weekends o Opportunities to recruit students in classes, lunches, and elsewhere as appropriate o Opportunities to conduct service learning in-class in collaboration with teachers eight (8) times per month o Support to plan and execute at least three (3) buildOn Service Days during school time for 150+ students each  Active Support from Teachers & Staff o Meet often to collaborate, review strategies, brainstorm ideas, and address challenges o Recruit students consistently to join buildOn and attend service projects o At least one (1) designated buildOn Advisor  Access to Student Attendance & Graduation Data for Annual Impact Analysis

Expectations of buildOn Advisors

 Participate in service projects with students, especially large and regional service projects  Recruit students consistently to join buildOn and attend service projects  Connect buildOn staff with other teachers to partner around service learning  Facilitate buildOn stakeholder visits along with buildOn staff  Represent partner school at Advisor events  Advocate for buildOn with school and community partners  Assist and support as otherwise necessary for program to meet buildOn goals  Opportunity to apply to support Trek for Knowledge service-learning project internationally

Agreement

Based on the terms of this covenant, buildOn agrees to invest $170,000 annually to run the buildOn Service Learning Program at the indicated high school for 150 students per week. This investment covers the cost of two (2) full time buildOn employees for five (5) days per week, 12 participants on the Trek for Knowledge, 30 participants in the Summer Service Program, and all supplies and materials needed to run the service learning program.

School:

Principal

Name: Signature: Date:

buildOn Advisor

Name: Signature: Date:

buildOn Staff

Name: Signature: Date:

35 US Programs Covenant 2015 – 2016 School Year

More information is available at buildOn.org.

What buildOn Provides

One (1) dedicated staff member, five (5) days per week to work closely with school administrators, teachers, staff, and students to deliver a successful buildOn Service Learning Program engaging a goal of 100 students per week through the following strategies:

 Ongoing Weekday Service (weekly)  Weekend & Holiday Service (weekly)  Weekday Program Meetings (weekly)  In-School Service (weekly)  In-Class Service (5 times monthly)  buildOn Service Days (3 annually engaging 100+ students each)  Trek for Knowledge (up to 8 students annually to build schools in a project country, including students who stand to gain most from the experience)  Summer Service Program (15 students in summer 2016) buildOn activities incorporate steps of the IPARD model of service learning.

Expectations of School Partners

36  Staff Work Environment o Office space for one (1) buildOn staff for five (5) days per week, including accessibility during summer o Access to internet, printer, copier, mail box, restroom key o Inclusion on school communication – staff listservs, staff meetings, events, etc.  Program Access o Space for service projects and meetings during the week, periodic support for weekends o Opportunities to recruit students in classes, lunches, and elsewhere as appropriate o Opportunities to conduct service learning in-class in collaboration with teachers five (5) times per month o Support to plan and execute at least three (3) buildOn Service Days during school time for 100+ students each  Active Support from Teachers & Staff o Meet often to collaborate, review strategies, brainstorm ideas, and address challenges o Recruit students consistently to join buildOn and attend service projects o At least one (1) designated buildOn Advisor  Access to Student Attendance & Graduation Data for Annual Impact Analysis

Expectations of buildOn Advisors

Agreement

Based on the terms of this covenant, buildOn agrees to invest $120,000 annually to run the buildOn Service Learning Program at the indicated high school for 100 students per week. This investment covers the cost of one (1) full time buildOn employee for five (5) days per week, eight (8) participants on the Trek for Knowledge, 15 participants in the Summer Service Program, and all supplies and materials needed to run the service learning program.

School:

Principal

Name: Signature: Date:

buildOn Advisor

Name: Signature: Date:

buildOn Staff

Name: Signature: Date:

37 US Programs Covenant 2015 – 2016 School Year

More information is available at buildOn.org.

What buildOn Provides

One (1) dedicated staff member, three (3) days per week to work closely with school administrators, teachers, staff, and students to deliver a successful buildOn Service Learning Program engaging a goal of 50 students per week through the following strategies:

 Ongoing Weekday Service (weekly)  Weekend & Holiday Service (weekly)  Weekday Program Meetings (weekly)  In-School Service (weekly)  In-Class Service (4 times monthly)  buildOn Service Days (engaging 50+ students)  Trek for Knowledge (up to 4 students annually to build schools in a project country, including students who stand to gain most from the experience)  Summer Service Program (5 students in summer 2016) buildOn activities incorporate steps of the IPARD model of service learning.

Expectations of School Partners

38  Staff Work Environment o Office space for one (1) buildOn staff for three (3) days per week, including accessibility during summer o Access to internet, printer, copier, mail box, restroom key o Inclusion on school communication – staff listservs, staff meetings, events, etc.  Program Access o Space for service projects and meetings during the week, periodic support for weekends o Opportunities to recruit students in classes, lunches, and elsewhere as appropriate o Opportunities to conduct service learning in-class in collaboration with teachers four (4) times per month o Support to plan and execute buildOn Service Days during school time for 50+ students each  Active Support from Teachers & Staff o Meet often to collaborate, review strategies, brainstorm ideas, and address challenges o Recruit students consistently to join buildOn and attend service projects o At least one (1) designated buildOn Advisor  Access to Student Attendance & Graduation Data for Annual Impact Analysis

Expectations of buildOn Advisors

Agreement

Based on the terms of this covenant, buildOn agrees to invest $60,000 annually to run the buildOn Service Learning Program at the indicated high school for 50 students per week. This investment covers the cost of one (1) full time buildOn employee for three (3) days per week, four (4) participants on the Trek for Knowledge, five (5) participants in the Summer Service Program, and all supplies and materials needed to run the service learning program.

School:

Principal

Name: Signature: Date:

buildOn Advisor

Name: Signature: Date:

buildOn Staff

Name: Signature: Date:

39 US Programs Covenant 2015 – 2016 School Year

More information is available at buildOn.org.

What buildOn Provides

One (1) dedicated staff member, one (1) day per week to work closely with school administrators, teachers, staff, and students to deliver a successful buildOn Service Learning Program engaging a goal of 25 students per week through the following strategies:

 Ongoing Weekday Service (weekly)  Weekend & Holiday Service (weekly)  Weekday Program Meetings (weekly)  In-Class Service (2 times monthly)  Trek for Knowledge (up to 2 students annually to build schools in a project country, including students who stand to gain most from the experience)  Summer Service Program (5 students in summer 2016) buildOn activities incorporate steps of the IPARD model of service learning.

Expectations of School Partners

40  Staff Work Environment o Office space for one (1) buildOn staff for one (1) day per week, including accessibility during summer o Access to internet, printer, copier, mail box, restroom key o Inclusion on school communication – staff listservs, staff meetings, events, etc.  Program Access o Space for service projects and meetings during the week, periodic support for weekends o Opportunities to recruit students in classes, lunches, and elsewhere as appropriate o Opportunities to conduct service learning in-class in collaboration with teachers two (2) times per month  Active Support from Teachers & Staff o Meet often to collaborate, review strategies, brainstorm ideas, and address challenges o Recruit students consistently to join buildOn and attend service projects o At least one (1) designated buildOn Advisor  Access to Student Attendance & Graduation Data for Annual Impact Analysis

Expectations of buildOn Advisors

Agreement

Based on the terms of this covenant, buildOn agrees to invest $30,000 annually to run the buildOn Service Learning Program at the indicated high school for 25 students per week. This investment covers the cost of one (1) full time buildOn employee for one (1) day per week, two (2) participants on the Trek for Knowledge, five (5) participants in the Summer Service Program, and all supplies and materials needed to run the service learning program.

School:

Principal

Name: Signature: Date:

buildOn Advisor

Name: Signature: Date:

buildOn Staff

Name: Signature: Date:

41 Program Director Job Description buildOn Overview buildOn is a not for profit organization working to break the cycle of poverty, illiteracy, and low expectations through service and education. buildOn runs intensive community service and service learning programs in 44 high schools across the U.S. buildOn empowers youth to contribute direct service to their communities – working with senior citizens, the homeless, and younger children – and through buildOn, students learn to see themselves as the solution, not the problem. They elevate expectations for their communities and themselves, and they develop character, grit, and determination to succeed. These same students help build schools in some of the economically poorest countries in the world. buildOn students have served over 1.6 million hours and have helped build more than 850 schools in Burkina Faso, Haiti, Nepal, Nicaragua, Malawi, Mali, and Senegal.

Role Overview The Program Director oversees all activities of buildOn’s Service Learning Program across a U.S. Programs region to drive student outcomes and achieve KPI targets. In doing so, the Program Director directly manages and leads hiring processes for the regional program team. In addition to regional program management, the Program Director plays a lead role in internal collaboration around fund development opportunities, marketing initiatives, special events, and elevating students’ voice. The Program Director also represents the region amongst internal staff and external stakeholders, manages regional office space, and helps shape national strategy as a member of the U.S. Programs Leadership Team.

Key Responsibilities

 Oversee all activities to drive student outcomes through quality Service Learning Programs across the region.  Develop the buildOn movement by achieving regional Key Performance Indicator targets to engage [insert regional goal] students weekly to contribute [insert regional goal] service hours and gain [insert regional goal] education hours monthly.  Directly manage team of staff including weekly 515s, performance evaluation process, and ongoing coaching and support.  Lead hiring processes to recruit, vet, and select passionate, persistent, and talented individuals to join team.  Oversee and lead regional collaboration with Development team around fund development opportunities, including the Corporate Partnership Program.  Oversee and lead regional collaboration with Marketing team and manage student integration with special events and external communications to elevate student voice.  Maintain accurate, complete, and timely regional data through Salesforce.

42  Oversee the planning and execution of all regional events, including Service Kick Off, Regional Service Projects, and other large-scale events.  Establish, develop, and maintain strategic partnerships including with school principals, school district officials, and key community partners.  Oversee regional Trek for Knowledge recruitment to meet goals and support processes to ensure students complete the Trek experience – before, during, and after travel.  Manage the regional program budget, including monthly account reconciliation, expense reporting, and ongoing tracking.  Support national strategy as member of U.S. Programs Leadership Team.  Manage regional office space.  Represent regional team internally and externally.  Perform other duties as assigned by manager.

Characteristics of Excellent Candidates

 Personal commitment to buildOn’s mission – the power of service to change lives, communities, and the world  Committed to buildOn’s core values of empowerment, responsibility, and compassion  Proven record of significant, measurable results in nonprofit program management, including but not limited to leading a team to achieve high quality results on scale, effective staff performance management, and collaboration across functions to support organizational priorities (3-5 years)  Strategic to investigate, plan, execute, and reflect with focus to continuously increase effectiveness  Superb skills to build relationships with staff, students, donors, school administrators, and community partners  Organized and disciplined with time to effectively manage multiple priorities simultaneously  Excellent communicator  Driven to achieve goals  Excel to adapt in dynamic and fast-paced work environment  Advanced knowledge of regional school district(s), educational and nonprofit landscape  Extensive experience living and/or working in underserved communities  Relevant educational background (Master’s degree preferred)

Role Details

 Reports To: Chief Program Officer, U.S.  Hours/FLSA: Full Time/Exempt (Monday-Friday; up to one Saturday per month during academic year for large-scale regional events)  Location: [insert region]  To Apply: Please submit cover letter, resume, and salary history to [insert email].

43 Service Learning Program Manager Job Description buildOn Overview buildOn is a not for profit organization working to break the cycle of poverty, illiteracy, and low expectations through service and education. buildOn runs intensive community service and service learning programs in 44 high schools across the U.S. buildOn empowers youth to contribute direct service to their communities – working with senior citizens, the homeless, and younger children – and through buildOn, students learn to see themselves as the solution, not the problem. They elevate expectations for their communities and themselves, and they develop character, grit, and determination to succeed. These same students help build schools in some of the economically poorest countries in the world. buildOn students have served over 1.6 million hours and have helped build more than 850 schools in Burkina Faso, Haiti, Nepal, Nicaragua, Malawi, Mali, and Senegal.

Role Overview The Service Learning Program Manager oversees and leads all activities of buildOn’s Service Learning program at one Youth Engagement Zone to drive student outcomes and achieve KPI targets. In doing so, the Service Learning Program Manager directly manages a Service Learning Program Coordinator and works very closely with that team member to implement the buildOn program at one partner high school. The Service Learning Program Manager partners closely with school administrators and faculty, as well as community partners to develop excellent service opportunities for students. The Service Learning Program Manager works closely with colleagues to plan and execute regional program events. Additionally, the Service Learning Program Manager oversees and leads recruitment and support of students for Trek for Knowledge and actively supports student involvement with special events, initiatives, and fund development opportunities in collaboration with other departments.

Key Responsibilities

 Oversee and lead all activities to drive student outcomes through quality Service Learning Programs across the Youth Engagement Zone.  Develop the buildOn movement by achieving Key Performance Indicator targets to engage 150 students weekly to contribute 975 service hours and gain 150 education hours monthly.  Directly manage staff including weekly 515s, performance evaluation process, and ongoing coaching and support.  Support hiring processes to recruit and vet passionate, persistent, and talented individuals to join team.  Support collaboration with Development team around fund development opportunities, including the Corporate Partnership Program.

44  Support collaboration with Marketing team and involvement of students as part of special events and external communications to elevate student voice.  Input accurate and complete data on-time through Salesforce.  Establish, develop and maintain strategic partnerships including with school advisors, administrators, faculty, and support staff, and local community partners.  Oversee and lead recruitment for Trek for Knowledge and support students to participate in the complete Trek experience – before, during, and after travel.  Lead and support the planning and execution of all regional events, including Service Kick Off, Regional Service Projects, and other large-scale events.  Manage the Youth Engagement Zone budget, including monthly account reconciliation, expense reporting, and ongoing tracking.  Perform other duties as assigned by manager.

Characteristics of Excellent Candidates

 Personal commitment to buildOn’s mission – the power of service to change lives, communities, and the world  Committed to buildOn’s core values of empowerment, responsibility, and compassion  Extensive experience leading and participating in service learning (2-4 years)  Proven record of effective nonprofit program management, including but not limited to achieving high quality results and managing staff performance (1-2 years)  Strategic to investigate, plan, execute, and reflect with focus to continuously increase effectiveness  Excellent skills to build relationships with staff, students, school administrators and faculty, and community partners  Organized and disciplined with time to effectively manage multiple projects simultaneously  Strong communicator  Driven to achieve goals  Excel to adapt in dynamic and fast-paced work environment  Functional knowledge of regional school district(s) and educational and nonprofit landscape  Extensive experience living and/or working in underserved communities  Relevant educational background (Bachelor’s degree required)

Role Details

 Reports To: Program Director  Hours/FLSA: Full Time/Exempt (Monday-Friday; one Saturday per month during academic year)  Location: [insert region]  To Apply: Please submit cover letter, resume, and salary history to [insert email].

45 Service Learning Program Coordinator Job Description buildOn Overview buildOn is a not for profit organization working to break the cycle of poverty, illiteracy, and low expectations through service and education. buildOn runs intensive community service and service learning programs in 44 high schools across the U.S. buildOn empowers youth to contribute direct service to their communities – working with senior citizens, the homeless, and younger children – and through buildOn, students learn to see themselves as the solution, not the problem. They elevate expectations for their communities and themselves, and they develop character, grit, and determination to succeed. These same students help build schools in some of the economically poorest countries in the world. buildOn students have served over 1.6 million hours and have helped build more than 850 schools in Burkina Faso, Haiti, Nepal, Nicaragua, Malawi, Mali, and Senegal.

Role Overview The Service Learning Program Coordinator leads all activities of buildOn’s Service Learning Program at one to two partner high schools to drive student outcomes and achieve KPI targets. In doing so, the Service Learning Program Coordinator partners closely with school personnel and local community partners to develop excellent service opportunities for students. The Service Learning Program Coordinator works closely with colleagues to plan and execute regional program events. The Service Learning Program Coordinator also leads recruitment and support of students for Trek for Knowledge and supports student involvement with special events, initiatives, and fund development opportunities in collaboration with other departments.

Key Responsibilities

 Lead all activities to drive student outcomes through quality Service Learning Programs at partner school(s).  Develop the buildOn movement by achieving Key Performance Indicator targets to engage [insert school(s) goal] students weekly to contribute [insert school(s) goal] service hours and gain [insert school(s) goal] education hours monthly.  Input accurate and complete data on-time through Salesforce.  Establish, develop, and maintain strategic partnerships including with school advisors, administrators, faculty, and support staff, and local community partners.  Lead recruitment for Trek for Knowledge and support students to participate in the complete Trek experience.  Lead and support the planning and execution of all regional events, including Service Kick Off, Regional Service Projects, and other large-scale events.  Support collaboration with Development team around fund development opportunities, including the Corporate Partnership Program.

46  Support collaboration with Marketing team and involvement of students as part of special events and external communications to elevate student voice.  Manage the individual program budget(s) including fund reconciliation, expense reporting, and ongoing tracking (if leading non-Youth Engagement Zone).  Perform other duties as assigned by manager.

Characteristics of Excellent Candidates

 Personal commitment to buildOn’s mission – the power of service to change lives, communities, and the world  Committed to buildOn’s core values of empowerment, responsibility, and compassion  Extensive experience leading and/or participating in service learning (1-2 years)  Experience working in mission-centered nonprofit programs  Track record of professional and personal achievement  Invested in continual growth and learning through ongoing discovery, planning and execution, and reflection  Excellent skills to build relationships with students, school faculty and staff, and community partners  Organized and disciplined with time to effectively accomplish multiple projects simultaneously  Strong communicator  Driven to achieve goals  Excel to adapt in dynamic and fast-paced work environment  Functional knowledge of regional school district(s) and educational and nonprofit landscape  Extensive experience living and/or working in underserved communities  Relevant educational background (Bachelor’s degree required)

Role Details

 Reports To: Program Director or Service Learning Program Manager  Hours/FLSA: Full Time/Exempt (Tuesday-Saturday; Monday-Friday outside academic year)  Location: [insert region]  To Apply: Please submit cover letter, resume, and salary history to [insert email].