Volunteering with A Faith That Does Justice
A Faith That Does Justice is a volunteer program that depends upon the donations of the time, talent and treasure of its participants.
- Some volunteers offer their time as telephone callers who reach out to our diverse and growing community about our workshops, Community Meetings, and our English for Speakers of Other Languages ministry (ESOL). Some serve as office assistants, or as coordinators and greeters at these same events. And some participate as teachers in our ESOL ministry, or by publicizing our program to socially conscious groups in the Boston area.
- Other volunteers offer talents that help drive the mission of A Faith That Does Justice. These include the input of financial consultants, program developers, accountants, and people from different walks of life who offer direction and insight into possible new avenues of growth for our program to consider.
Stillother volunteers offer their treasure to support and expand our growing program. We need the financial assistance of people of good will as we reach out to more and more of the vulnerable people in our midst. Please know that as a predominantly volunteer organization we have minimal overhead expenses. Consequently, the majority of any offeringyou make will reach people in need. Just fill out the donation form and follow the user-friendly instructions to make your donation to our work. Alternatively, you may also send a donation by mail to A Faith That Does Justice at the address listed on this website.
Please consider offering some of your time, talent and treasure to the work we have begun. Those who have joined us in this important journey feel a sense of fulfillment and even ownership of the work we are doing on behalf of those in need. It is a beautiful transformation to experience and worthy of your consideration.
Thank you for your interest in A Faith That Does Justice. We hope to see you in the coming weeks and months working alongside us in this exciting venture. We all have something to offer, and together we can work for a justice in which all God’s people can experience the basic human dignity they deserve.
Peter W. Gyves, SJ, MD
Founder and Director
Director of Community Engagement (~ 6 to 8 hours per week)
The Director of Community Engagement is responsible for formulating and executing the engagement strategy that will enable AFTDJ to fulfill its mission and to achieve its aspiration. Promoting AFTDJ to its stakeholders including followers, volunteers, and social service organizations is the essence of the Director’s role. The increasing reach of AFTDJ and its growing connections and engagement with the communities that it serves are the principal measures of success of the Director of Community Engagement.
Our outreach to stakeholders and its related goals are:
- Marginalized People – Build engagement with communities of marginalized people, provide events that are targeted to marginalized people, and increase their participation in our workshops, community meetings and live stream events
- Organizations that Serve Marginalized People – Build partnerships with organizations that served marginalized people, so we are better able to meet the needs of the marginalized and to develop opportunities for our followers to put their faith in action by directly serving the marginalized
- Followers – Strengthen our engagement with followers and increase participation at community meetings, workshops and live stream events
- Divinity Schools and Church Leaders – Obtain contributions to The Weekly Word and speaking engagements for Fr. Peter
The Director of Community Engagement will work closely with the AFTDJ Director of Operations, the Founder and Executive Director, the Director of Advancement and the Public Relations Consultant in carrying out her responsibilities. The Director of Community Engagement will provide leadership and oversight to other AFTDJ volunteers engaged in outreach efforts.
Director of Events (~ 8 to 12 hours per week)
We are seeking a creative Director of Events to develop and execute 3 Community Meetings, 4 English and 3 Spanish Workshops annually. The ideal candidate can:
- Lead an event from idea generation to execution
- Strong attention to detail and highly organized to keep event planning on schedule
- Enjoys working collaboratively with other AFTDJ volunteers
- Able to develop a plan and follow through and make needed modifications as the plan unfolds
- Has an event schedule that provides ample time for publicity
- Plan, organize, and run pre-event meetings with event panelists and AFTDJ volunteers to ensure a successful event
- Assist with recruitment of Community Meeting Panelists and Workshop presenters
- Recruit volunteers for in-person Community Meetings
- Maintain a pipeline of potential workshop presenters
- Work on different events concurrently
- Organize and run virtual meetings
- Able to assist with setting up a Zoom webinar by providing event description, questions for registrants
- Comfortable with or willing to learn about various Zoom webinar and meeting controls
- Comfortable with or willing to learn about roles in a webinar: Host, Co-Host, Panelist, Attendee
- Able to hold a practice session in preparation for a Community Meeting
- Work closely with the Directors of Community Engagement, Volunteer Engagement, and Marketing & Communications to increase event attendance
- Send event flyers to partner organizations according to publicity schedule
- Manage volunteer callers, including creating call lists & instructions, to promote events to partner organization
Director of English for Speakers of Other Languages (ESOL) Program (~ 20 hours per week)
The Director of the English for Speakers of Other Languages (ESOL) Program oversees providing people with limited English language skills the opportunity to learn and improve their English skills so they may avail themselves of rewarding job opportunities and participate more fully in their community. We prefer a Director whose primary language is other than English yet is literate in English. The Director does not need teaching experience. The Director’s specific responsibilities for the operational and administrative oversight of the program include:
- Coordinating the program’s ESOL courses (currently 3 twelve-week sessions per year)
- Maintaining and coordinating the program curriculum with our program partner Jewish Vocational Service (JVS)
- Recruiting and engaging volunteer ESOL teachers and tutors
- Supervising volunteer ESOL teachers and tutors in their classroom activities
- Coordinating and communicating JVS activities involving volunteer teachers and students
- Recruiting and qualifying prospective students for future classes
- Providing an environment that encourages students to punctually attend and fully participate in classes
- Providing outplacement assistance to students upon completion of their training
- Maintaining academic records of students including registration forms, pre and post testing results, attendance, course completion, etc.
- Liaising as needed with the provider of our classroom facilities
- Maintaining close communication with teachers and other volunteers
- Maintaining close communication with JVS to ensure that our collaborative efforts are producing optimal results
- The program director is not expected to regularly attend the ESOL classes
There are 2 ESOL evening classes taught by AFTDJ volunteers and 1 morning class taught by JVS held 2 days per week virtually and soon in person in downtown Boston. Most of the program director’s work will occur remotely. People interested in becoming the ESOL Program Director should send an email describing their interest and qualifications together with a resume to Bill Sheehan, Director of Operations, at email@example.com.
Director of Volunteer Engagement (~ 10 hours per week)
The Director of Volunteer Engagement provides virtual oversight and management of the volunteer program for AFTDJ. Critical to this role are the abilities to build strong partnerships both inside and outside AFTDJ and to recruit, place and retain a diverse and energized group of dedicated volunteer resources. Working with other AFTDJ Core Volunteers, the Director of Volunteer Engagement will work to expand the number of volunteer opportunities and ensure that vital AFTDJ operations are appropriately staffed to meet organization’s mission and goals. The Director of Volunteer Engagement will periodically interact with other volunteers to ensure that they remain committed to service with AFTDJ and have a rewarding personal and developmental experience while volunteering.
Duties and Responsibilities
- Develop, implement and manage a new volunteer strategy that offers volunteers a meaningful, long term relationship with AFTDJ
- Work with other core volunteers to assess opportunities and needs for volunteers develop innovative opportunities for volunteer service throughout the organization
- Maintain a list of all volunteer roles with the focus on those that are “open”
- Maintain open volunteer position listings in VolunteerMatch and the AFTDJ website
- Respond to in-person, telephone, email and web communications from both prospective and active volunteers
- Recruit, screen, orient and match highly skilled volunteers with appropriate opportunities
- Work with other volunteer leaders to create volunteer policies and procedures, including volunteer forms, volunteer position role descriptions, volunteer handbook and a code of conduct
- Create volunteer orientation materials and work with other core volunteers to develop and administer program-specific volunteer training materials, as needed
- Determine communication protocols for volunteers and those working with them
- Promote the volunteer program, recruit volunteers, and significantly grow volunteer participation through public presentations, social media, the website, and volunteer events
- Maintain a reporting system to collect and track all volunteer information and participation
- Evaluate and mitigate risks associated with volunteer positions and ensure controls are in place to protect volunteers, programs, AFTDJ and the community
- Assist with conflict resolution among volunteers
- Train core volunteers to work effectively and cooperatively with supporting volunteers in their area of focus
- Create and implement a volunteer recognition program and activities
- Provide periodic updates on status and priorities to other volunteer leaders
Marketing & Communications Positions
Google Ads Grant Manager (~ 2 to 5 hours per week)
A Faith That Does Justice has received a grant for Google Ads and is seeking a volunteer to assist in the planning, management, and optimization of ad campaigns. In this role, you will be the hands-on manager and will be responsible for setup, management, ongoing optimization, and implementation.
- Manage Google Ads account
- Participate in forming, monitoring and optimizing effective strategies that reach intended audiences
- Assist communication team in keyword selection and audience targeting
- Monitor ads grant budget and adjust bids to gain better ROI
- Track KPIs and produce reports to assess performance and pinpoint issues
- Assist in writing attractive and concise copy for adverts
- Recommend ways to reduce risk of click fraud
- Experience in digital marketing
- Experience in data analysis and reporting
- Knowledge of SEO and digital marketing concepts
- Familiarity with Google Ads
- Proficient in MS Office (particularly Excel)
- Excellent communication skills
- Analytical thinking
Communication Specialist (~ 2 to 5 hours per week)
The Communications Specialist is responsible for supporting the AFTDJ Director of Communications in our social media, email and other outreach efforts. The principal activities are:
- Publicity and social media outreach
- Support email campaigns
- Develop newsletters, blog posts and social media posts
- Maintain Social Media presence
English for Speakers of Other Languages Positions
Outreach & Engagement Fellow (20 hrs per week) PAID
OUTREACH AND ENGAGEMENT FELLOW
(Paid position – 20 hours per week)
Title: Outreach and Engagement Fellow
Reports To: The A Faith That Does Justice (AFTDJ) Outreach and Engagement Fellow will report to the Director of Community Engagement and work closely with the Director of the English for Speakers of Other Languages (ESOL) program.
Job Overview: To support community outreach and engagement to build further trust in and expand our engagement with immigrant populations, AFTDJ is sponsoring an Outreach and Engagement Fellowship. The Outreach and Engagement Fellow will be responsible for building relationships with individuals, grass-roots leaders, and community-based organizations in Boston (specifically Roxbury, East Boston, Jamaica Plain, Roslindale, and Dorchester) and other Metro Boston Communities such as Chelsea, Everett, Cambridge and Quincy to expand and enhance our relationships with immigrant and other populations who require beginner English language instruction and other related supportive services. The goal of this position is to better engage with community members and organizations and improve community awareness of AFTDJ to the end of making our immigrant focused programs and services accessible and trusted community resources.
Responsibilities and Duties
Successful candidates would spend 12 months as a half time (20 hours a week) Outreach and Engagement Fellow, responsible for:
- Developing and implementing an Outreach Plan;
- Identifying key community organizations and individuals with which AFTDJ should partner in promoting and further developing its engagement program;
- Conducting outreach to target organizations through email, phone calls, and one-on-one meetings;
- Attending community meetings as appropriate to represent AFTDJ;
- Providing information to our audience regarding our programs for immigrants, and coordinating follow-up to secure program registrations; and
- Making recommendations for AFTDJ program expansion and improvement.
· Resident of Roxbury, East Boston, Dorchester, Jamaica Plain or Roslindale
· High school diploma required
· Enrollment in an advanced degree or professional certification program preferred
- Native Spanish speaker and able to speak English
Lead Student Relationship Manager (~ 8 to 12 hours per week)
The Student Relationship Manager (SRM) is a mentor to a small number of prospective, current, and former adult English Language Learners. While they have no teaching or tutoring responsibilities, SRMs mentor and support students so they get the most benefit possible from participation in the English for Speakers of Other Languages (ESOL) program of A Faith That Does Justice. Doing so requires SRMs to have frequent engagement with students, teachers, and tutors. The SRM must have strong interpersonal skills and speak Spanish and/or Portuguese, Haitian Creole, Russian, etc., preferably as a native, as well as English.
The Lead SRM has all of the qualifications of an SRM and has the skills to lead other SRMs. This role description includes the duties of a Lead SRM and an SRM since the Lead SRM will also have their own students for whom they act as SRM.
Lead SRM duties include:
In order for each volunteer to understand the organization, class structures and how to successfully work with the various other volunteers, a strong onboarding experience is critical. Trainings, platform protocols/guidelines, regular check ins and “know who to contact when…” are resources that many still need to have in place. User adoption of technology tools needs to be addressed immediately and will ensure everyone is confident in their role.
- Provide AFTDJ email and confirm successful login. Set expectations for use of this account for AFTDJ relevant communications
- Add user to Slack and confirm user fluency. Provide introduction to new users and solidify best practices and user settings. Confirm individual channel assignments
- Review SharePoint access and document sharing best practices
- Appoint an SRM buddy for new SRMs and encourage attendance of SRM meetings
- Assess any technology training needs (MS Teams, Slack, Excel, Zoom, WhatsApp, etc)
As SRMs begin to support students, they need to understand their own role within the AFTDJ process cycle and structure. Introductions need to clearly identify who and how often they will work with and support each term. Teachers need to know who are their assigned SRMs. Students need to understand the SRM role and how they will support them. SRMs also need to feel confident in knowing that they are supported and where to go when they face challenges.
MS Teams or Slack introduction to AFTDJ volunteers and JVS partners seems to be a good first step. This is a general, more public introduction.
SRM leadership and support structures:
It is not always clear who the SRM looks to for addressing challenges or reporting concerns. There is a sense of shared responsibilities across the different roles but no sense of a reporting structure. In a volunteer run organization, this can be difficult, but it is important to understand roles and know who is there to support you. Many times, it has been confusing because instructions or messaging from varying leaders have also been in conflict. This can leave volunteers disenfranchised and lacking trust in the organizational strategies and structures. Check-ins and meetings each cycle can be helpful to keep things “in sync.”
Assigned classroom teachers:
SRMs and teachers should have clear, more direct introductions to each other. Then a designated space (MS Teams or Slack DM group), where they can communicate and collaborate directly, should be created. This needs to happen quickly so that relationship and process building can be in place as SRMs begin reaching out to students.
Assigned classroom students:
Before an SRM reaches out to a student, they should be aware of the student’s primary language, and which students may be new to AFTDJ. For new SRMs, providing a script could be helpful. This first step to meeting students can be confusing. Students engage with several different representatives during their registration process and it is important to start this relationship on the right foot. Consider a 1st day of class outreach by an SRM to the students they will work with. Some returning students may still feel comfortable communicating with previous SRMs and we should consider this in the communication strategy.
Providing SRM volunteers with the right tools, leading with clear communications and supporting each other along the way…these are key elements to successfully retain SRMs as they continue to support ESOL students. A calendar with advance notice for all recruitment activities, classes, meetings and any additional known commitments is integral to meeting the needs and goals of the ESOL program and its volunteers.
Naturally, each class team (teachers, tutors and SRMs) will have different styles for collaboration. There is, however, an opportunity for setting some high level structure and tips. Document sharing, attendance reporting, SRM update log and any other cross organization collaboration can be outlined to better guide volunteers through each cycle.
Advance communications around registration should be sent with enough lead time to understand who is available to assist in the process as well as clear expectations for completing the tasks. It is important to understand the program’s time horizons and what needs can be met by SRMs? Example – SIF process: Inquire which SRMs are available and ensure all have access to the same document with clear assignments and updates entered in one place.
Recruitment and Registration deadlines:
Limiting recruitment and registration efforts to not continue once a class cycle has begun, can better serve the students who registered on time and minimize the pressure and workload on teachers and SRMs
Similar to the registration process, understanding the start of a class term and the calendar (holidays, length of time) of the term should be communicated to all volunteers. Any SRMs that are not available during a long stretch of time within a term, should communicate this to teachers (anyone else?).
Consistent participation vs Absence:
As we see nonresponsive students or students who begin to miss the majority of classes, it is important to understand where to draw the line. Attention to committed students and keeping SRM resources focused and engaged should be the ultimate goal. Accountability for those who do not respond to messages and continue to miss class is an important lesson for all involved.
Attendance and feedback:
Creating a standard for attendance tracking and SRM updates is not only helpful for keeping tasks organized, but will certainly keep all volunteers informed. Providing direct guidance if a student needs extra attention, or providing positive feedback is a great way to guarantee we’re all in sync.
Conduct and setting boundaries:
It is important that all volunteers and students feel safe and that all members of the community act with respect and kindness. Community standards could be a helpful place to begin setting those expectations. This can include the use of language, the use of technology (WhatsApp and Zoom), or any environment in which words and physical space can be used to harm or disrespect someone.
Other needs outside of SRM role:
Tasks or volunteer opportunities that are outside of the specified SRM role should be recruited across various volunteers. Clear deadlines and communications should be provided as additional needs may arise. In general, this seems to be a challenge when seeking help, especially when very short notice is provided. Consider a directory of ad hoc volunteers that could be “tapped” for certain tasks that may arise. This could be good for folks who can’t commit to longer term but can step in for very short assignments.
Volunteers are dedicated to a mission in which they strongly believe. The nature of such work is that most are contributing their free time and managing it between their full-time jobs, home life and so much more. There is no “one schedule” for this growing team and building these structures will keep the organization on the best path for success.
SRM duties include:
- Frequent engagement by email, text, and phone calls with each student to provide recognition of their efforts and acknowledge the challenges of learning a new language.
- Encourage active and on-going attendance and follow up with any student who is absent to offer genuine concern, help, and support in an “all out” effort to enable the students to obtain the best from the program.
- Surveys students on class content and value to the student
- Identify health and social services needed by a student and work with the Director of the ESOL Program to refer the student to organizations providing the needed the services.
- Periodically meet with the Lead SRM to discuss overall student needs and resources available to them.
- Provide “light weight” technical support to any student needing assistance with accessing or downloading apps required for class.
- Recruit new ESOL students.
- Maintain contact with former ESOL students and monitor their progress.
- Encourage students to actively participate in AFTDJ Community Meetings and Workshops
- Support AFTDJ public communications by relating non confidential student experiences and stories in support of the program.