volunteer slot by the chaplain or RP. For example:
“Thank you, Mrs. Duncan, for volunteering to
sing in the choir, but we really need someone to
teach the fifth grade boys Sunday School class.”
If volunteers feel that their offer of service is not
appreciated or that they are being manipulated
to do something they did not offer to do, they
will most likely drop out.
Most people fear the unknown. For this
reason the survey team should carry position
descriptions with them while conducting the
survey. Then, volunteers will have a general idea
of what will be expected of them.
Personal contacts during the survey will
probably have a more favorable effect than just
distributing information sheets for volunteers to
complete and return, or having pew cards or
questionnaires available for personnel to complete
and give to the chaplain or RP. There is generally
a low rate of return on such items. Visibility of
the chaplain and RP is very important in the
recruitment of volunteers.
Managing Training Programs
for Curriculum Instructors
Persons who volunteer for positions as
curriculum instructors may be well versed in the
curriculum, fully understand the expectations of
the position description, yet be completely
unprepared to teach classes because of a lack of
teacher training. Classroom instructors need not
fend for themselves and stumble along without
teacher training.
Some of the teacher training can and should
be conducted by the chaplain and leading RP. The
chaplain should be consulted as the resident
expert in the areas of curriculum, classroom
teaching techniques, or the development of lesson
plans. The chaplain may consult an outside
resource agency to facilitate teacher training. The
leading RP should brief instructors on such
subjects as procurement procedures for equipment
and supplies, operation of equipment, and
personnel support.
Working together with the chaplain, the RP
staff can make teacher training a worthwhile
process for volunteer curriculum instructors.
Management of these training opportunities can
put the volunteers at ease and can provide them
with guidelines for becoming successful and
valuable curriculum instructors.
Assisting the Chaplain
in Curriculum Evaluation
Sometimes a curriculum, regardless of how
well it is prepared, may still not meet the needs
of individuals enrolled in religious education
classes. Curriculum material may be difficult for
students or teachers to follow. The print may be
too large or too small. Too few illustrations may
be available. Prepared lesson plans for teachers
may or may not be provided. Topics may be too
general, too specific, or too controversial.
A variety of factors surrounding the presenta-
tion of curriculum to students demands that
curriculum be evaluated for content and appli-
cability by the chaplain, teacher, and RP.
Monitoring the Religious Education
Program for Effectiveness
The leading RP should monitor the religious
education program for effectiveness. A weekly
status report to the chaplain will highlight any
trends that may be developing and identify
problem areas so that corrective action can
be taken quickly; for example, students may
suddenly stop attending classes. There may be
valid reasons for this, but generally it is because
the student is dissatisfied with either the instruc-
tor, the curriculum, the classroom atmosphere,
or perhaps a combination of these factors. If
students are interested in the material, enjoy the
teacher, and are comfortable in the classroom,
they will attend classes.
The best time to deal with difficulties is when
they occur or, if possible, before they occur. This
points to the necessity of monitoring the program
for effectiveness. Graphs and charts will be of
great value in this area; for example, a Con-
fraternity of Christian Doctrine (CCD) class which
has 24 students enrolled may show the following
attendance pattern:
Number
Date
Enrolled
9-10-85
24
9-12-85
24
9-17-85
24
9-19-85
24
9-24-85
24
9-26-85
24
Number
Present
24
23
16
17
13
5
6-14
