Prior to making your contact, think about the reasons why you think this person would be good at teaching. Define for yourself the talents and strengths they would be bringing to the classroom. Hypothetically, why would you like them to be your own child's teacher? If the person you are contacting has taught before, think of a characteristic of their teaching or something they did as a teacher that is special. Why are they valuable to the RE program? Make notes to refer to.

First, briefly tell them why you are calling: "Hi, this is [your name]. I am contacting you on behalf of the RE committee, of which I'm a member. At our most recent meeting we discussed our upcoming teacher recruitment for next fall. Your name came up in our discussion of those persons we would most like to have teach our children. This is because [describe what you have determined are this person's talents and strengths]."

Of course, this is just a sample of what to say. The actual conversation will be a back and forth exchange. Above all, believe in what you are saying! Sincerity is so important -- we are honestly complimenting people, not just saying things to entice them. Pointing out someone else's strong points to that person can be helpful -- they may not realize that they have as much to offer as they really do.Most importantly, tell them, "We'd like you to be a part of a teacher team" (instead of asking, "Would you like to be a teacher?").

If you make the assumption from the start that the person you are contacting probably doesn't want or have time to teach, you might end up saying something lukewarm like, "I know it is a big commitment, but would you consider being a part-time teacher, maybe just once a month?" The whole approach should be that we are asking them to be a member of a teaching team. There will be no "part-time team members," only full members, just as there are no part-time members of the RE committee. Within the team, the members will divide up and share the responsibilities according to the individual members' ability to participate. Also, for continuity in the classroom, our goal is to have teachers agree to teach the entire year, whether that be on a full-time or part-time basis. This should be our approach when recruiting.

Explain what being a part of a teacher team involves: "Teaching will be shared in teams. Teachers will coordinate, plan, set up, and teach as members of their teams. Within the team, members will divide up and share the responsibilities according to each member's ability to participate."

As for the time commitment, explain, "As a member of a three-person team each teacher will need to be present approximately two-thirds of the Sundays and will be the lead teacher one-third of the Sundays."

The above is our ideal, so start with that. If your contact's response to this is "no," then discuss other options available within the team structure, such as (but not necessarily limited to):

• They could be put on a teaching team with other teachers who are able to commit more time.
• They could be put on a team with more than 3 team members. For instance, with 4 team members, the commitments would change to each teacher needing to be present half of the Sundays and act as lead teacher one-quarter of the Sundays.
• They could be an assistant teacher, never taking the lead, but be present on more Sundays.
• They could teach for a shorter term, such as Sept.- Dec. or Jan.- May.

Other things to mention:

• "The RE committee will provide curriculum materials for all classes, so teaching teams will not have to develop their own lesson plans."
• "There will be a teacher orientation before Sunday school begins in the fall (probably held the first week in Sept.) to provide information, support, and answer questions."
• "The teams will receive support and guidance all year as needed from both the Director of Religious Education and the RE committee." (For instance, the DRE could attend teacher team meetings.)
• "All services will be taped, so teachers won't have to miss hearing them."
• "Visits to current Sunday School classes can be arranged, so that anyone considering teaching can observe and talk to current teachers."

At some point you will also want to mention the benefits of teaching: "The time and effort involved in teaching are really a gift to the fellowship: a very important gift, because teachers have no small part in helping to shape our children's lives. Teachers can make a difference in a child's life and thereby help make the world a better place (the world changes one person at a time). Our children are our future, and we must invest in them wisely. But at the same time, teaching isn't only about giving. Teachers also have the opportunity to receive a lot in return for their efforts."

Teaching is an opportunity: to have fun, to grow personally and gain confidence, to discover abilities we didn't know we had, to further develop our own belief systems, to become more religiously literate along with the children, to get to know the children (and parents) in our fellowship, to develop closer friendships with other adult teachers through teamwork, and to feel satisfaction in helping to keep our fellowship healthy and strong.

If your contact says "no" to all teaching options ask: "Are you willing to be on a list of teacher substitutes?" If the answer is "yes" to any teaching option ask, "What grades would you prefer?" If they don't have a preference, you can use them where they are most needed.

Finally, if your contact has expressed an interest at any level, ask, "Would you commit to being a member of a teaching team?" Your question as to whether they will commit can be direct. If someone needs more time, fine! If so, it is important to give a time limit as to when you will contact them again. It's better for you to call them back than for them to call you back.

For future reference, it is a good idea to make notes of the things people say when they say "no." For example, someone might say, "This next year I'm too busy, but perhaps I could another year." Or they might say, "I am really lousy with kids, and I'd much rather do something else. Please don't ask me to teach." We should keep information like this in an RE teacher recruitment file, since we'd want to remember both of these answers in future years!

Of course, regardless of whether your contact has said "yes" or "no" we want them to feel good about themselves and the fellowship at the end of our call. Acknowledging that you respect their decision, whatever it is, will help with this.

Best wishes for your recruiting!