Communities In Schools of Central Texas AmeriCorps Program Details

Communities in Schools of Central Texas AmeriCorps is currently accepting applications for the 2011-2012 program year.  Applications will be accepted until August 31, 2011.  Applications will be evaluated on a rolling basis.  Interviews will begin the first week of April. 

Please note the only full-time positions currently available are located in Hays County and part-time positions are only available in Northeast Austin.

The Communities In Schools AmeriCorps program is open to U.S. citizens, nationals, or lawful permanent residents age 18 and older.  Members serve full or part-time over an 11-month period.  CIS Interns (EAO members) can serve on a full year, semester, or quarter-time basis.

To apply, you should do the following:

1. Complete our application. Once you apply online, you will receive a confirmation page detailing the next steps in the process. Please note that we do not accept resumes and cover letters; you must fill out our online application.

2. Complete and have references submit reference forms. Please note that part-time and full-time applicants must submit two reference forms from professional contacts. Those applying for EAO positions only need to submit 1 reference form from a professional contact. References can automatically submit the reference form via e-mail.

3. Begin to gather the required documentation: a valid driver's license; your birth certificate or a valid U.S. passport; and your social security card. Failure to provide these documents at your interview may delay or revoke your acceptance into the program.

4. We will contact you about setting up an interview time after it has been determined that you meet our qualifications.

5. Let the Communities In Schools of Central Texas AmeriCorps staff know if you have any questions! We can be reached at americorps@cisaustin.org or (512) 464-9733.

Why Serve?
AmeriCorps members who have served with Communities In Schools in the past have said:

"I don't know how to tell you and everyone at CIS, thanks so much for allowing me to be a part of something so wonderful!"

"I want to be a social worker, so this year has been such a tremendous opportunity for growth and development.  I've developed better listening skills, used my Spanish, learned how to relate to kids and gain trust, about boundaries, coping skills, time management, etc.  I'm so grateful for this experience!  Thank you!"

"Being a CIS AmeriCorps mentor has been the most fulfilling and rewarding experience of my life!"

"My biggest success was my kids realizing the capabilities they have within themselves and thanking me for their success."

Where Will I Serve?
Communities In Schools of Central Texas (CIS of CT) AmeriCorps members will be placed at one of the many CIS of CT public schools in Travis, Hays, and Caldwell counties. Members are placed at schools based on personal preference and school needs.

• A living stipend during your term of service
• Money, in the form of an Education Award, to pay tuition or qualified student loans for up to 7 years after you have completed your service
• Professional training and experience
• An incredible experience for your resume and memories that last a lifetime
• The satisfaction of seeing the students you help begin passing all of their classes and gaining self-esteem

Note: All monthly living stipends are pro-rated based on the date you begin the program.

Note: All monthly living stipends are taxed. All information above are the pre-taxed amounts.

Part-time applicants, please note that although a part-time schedule has some flexibility, all part-time members will need to be able to perform 23 - 25 hours of service between the hours of 7:30am - 4:00pm. If you are a student, it is possible that these times will conflict with your school schedule. If you have any questions or concerns, please contact us.

Education Award Only (EAO) applicants, please note that the majority of our EAO applicants are planning to complete a school internship through Communities In Schools. If you are interested in an EAO slot but are not interning with CIS through your university, please contact us to discuss this further.

What Will I Do?
Lots of kids need help with their academics; need guidance from an older person, and a need a sense of belonging. As a Communities In Schools of Central Texas AmeriCorps members you will serve in Austin-area public schools helping dozens of young people achieve some of their needs by providing:

• Mentoring and supportive guidance
• Tutoring and academic support
• Leadership and facilitation of student service learning projects

An AmeriCorps Member's Success Story

“Josh” came into junior high with a great desire for a mentor. He ran into the CIS program with a smile on his face, and was excited to be part of UT SEEK. After a few weeks, the staff decided Josh could finally have an AmeriCorps member as a mentor and tutor. That lucky member was me, and man, he has kept me busy ever since we met.

The relationship between Josh and I started out a little rough. In the UT SEEK after-school group, he saw me as the authority figure, constantly asking him to put away his phone and to stop standing on the table. Convincing junior high boys to keep their feet on the ground is not my favorite pastime, and I’m sure they were not too keen on the idea either. Moving from the person who had to lay down the rules so directly, to the role of an empathetic mentor made for an awkward and confusing transition. After two or three sessions, Josh asked me honestly, “When am I getting my mentor?” After a couple more sessions, he asked me what my name was again. Not exactly something you want to hear after a month and a half of mentoring and tutoring. I had to brush it off because we had a goal to meet.

Josh’s goal is to pass math. This proved to be challenging for multiple reasons. First off, he has a poor relationship with his math teacher. Secondly, he presents little to no motivation to complete work. And lastly, good behavior and classroom etiquette is nonexistent. Josh faced these problems when his grade hit a record low of thirteen because of his missing work. He knew he had to finish his work, but he couldn’t get himself motivated. In steps the mighty mentor! I explained to him that as a team, mentor and student, all twelve of the missing math worksheets could be completed in time for the end of the six-weeks. But this could only happen if he believed in himself and felt like he could fight the odds.

Our first step was to get organized. We trashed all his old papers and folders that were useless, and designated a special homework folder for his missing math work. He received pencils, a new backpack, a binder, and plenty of paper to start afresh. The next step was to make a plan. Instead of looking at the long list of missing work, we broke it up in manageable chunks. We planned to work on math only for the next two weeks during our session, advisory, and after school at homework club. The third step had to do with rewards. Josh decided that for every worksheet he finished during our session, he gets to pick a snack. If he met his goal by the end of the week, he’d receive a special treat after-school. And finally, if he turned in all his work, he would earn a free day to himself.

And so the battle began. Every meeting went by successfully. I’d set the timer and see if he could beat his record of finishing twenty problems in ten minutes. Studying and practicing fractions turned into a competitive game between the two of us. Josh completed so much work with someone there to cheer him on, and I was very impressed by his ability to crank out accurate work so quickly. However, on the flipside, I didn’t understand why he could not complete his work at home. He never brought back work from home finished. This confused me, but I still had faith in the kid. I saw that there was change happening, it was gradual, but it was present.

The end of the week approached, and Josh’s final goal caught up with us. “Okay, buddy, finish all your work this weekend, and that free day will be yours.” And so he was on his own, and I was to wait patiently to see if he’ll pull through by completing the remaining worksheets. Monday came, and so did the flu. What poor timing, you illness! Stuck in bed, with no energy to move, I couldn’t check on my hard working student. I still had hope as I sunk into my pillow for two days. Wednesday woke me with a fresh new spirit and I was on my way.

Walking down the halls of Lamar early in the morning, my fellow AmeriCorps member stopped me abruptly. She informed me that my presence was requested immediately for a parent conference in the assistant principle’s office. She told me it was for another student I have on my caseload. What a welcome back! So off I went. Preparing myself on route to the meeting, I briskly walked my way to my first parent conference. No training wheels for this one, I’m going in cold turkey. I knock on the door, it opens, and Alas! I had been preparing for the wrong student. Though I expected a different student, conveniently, there sat Josh.

The school called a meeting about Josh’s lack of work in math. I could see him sinking into his chair as his teacher, assistant principal, mother, and counselor all glared at him in disappointment. His teacher facilitated the meeting and kept repeating, “When will you ever learn to do the work, son?” I recognized that he shut down – that familiar glaze swept over his eyes. This was the moment I knew I was there to be an interpreter of sorts. “Hey Josh, did you show everyone your new homework folder?” No, he answered. “What about your plan and goal sheet?” No, he answered again. “Do you have it with you?” Yes, he tenderly responded. I immediately became nervous for him. This was the moment of truth, for both of us. His teacher grabbed his backpack and pulled out his homework folder. All in slow motion, she pulled out one assignment at a time. One after another, and they were actually completed! Elated, I suppressed the urge to jump out of my chair, to give josh a big bear hug, and to dance among the finished work. I smiled instead. Walking out of the office, I pat him on the back and said “looks like you earned a free day.”

Free day greeted us a week later. What did he want to do, you ask? He wanted to spend our time playing hangman. Yep, the good old fashion pen and paper game of hangman. I thought it was a little odd, but hey, it’s want he wanted. We played for a while casually until something special happened. Under the little led stick drawing, Josh spelled out “Becky is fun.” Wow, this meant the world to me. After all of Josh’s hard work, and through all the junk of the last couple of weeks, he is still able to send a positive message to his mentor. I am so proud of him. Josh is the reason I strive to be a mighty mentor.