The Catalyst: The Newsletter for Interpretation in California State Parks

  Your questions answered! Dear Master Interpreter:  I appreciated your guidance about finding ways to do evaluations for docent groups (peers, audience, self RAPPORTS) in the previous issue however I need help dealing with the actual one-on-one coaching of a volunteer docent. One of my docents has been with the park longer than I and knows the history after statehood very well. However, this docent does not seem to want to provide stories of indigenous lifeways, in place since time immemorial, to their program. I’ve shared the outline of content developed in agreement with our local tribal community through the efforts of our Tribal Liaison with all docents and yet I can’t seem to get this one docent to do their part. What can I do? — Spreading Respect for Tribal Communities Dear Spreading Respect: It can be one of the most challenging parts of your job as a docent coordinator when you need to sit down with a docent and coach them on their programs suggesting improvement and ...

    Your questions answered! Dear Master Interpreter:  I am a lead person for a group of employees in a lower classification than I but I’m not their supervisor. I don’t understand the difference between a lead person and a supervisor. I want to be sure to do my job but not “over” do it in my lead person capacity. Thanks for clarifying! — Leading The Way (but not supervising) Dear Leading The Way: This question is common in the state park interpretation world as so few classifications technically have supervisory authority. That said, there is a great need for leadership in the interpretive ranks and this can be accomplished through giving an employee “Lead person” responsibility. Our colleagues in HR have shared with us a breakdown between the different responsibilities of these two roles. I've included that below. It’s important to note that only the supervisor has final decision making authority and signs documents on behalf of the department such as time sheets and em...

  Your questions answered! Dear Master Interpreter:  I lead school group walks in my park throughout the school year and after a couple of years, I think I’ve really hit the mark on a successful interpretive program that inspires and excites the students and addresses content standards. YET- my biggest issue is the parents.   They are supposed to be chaperones and help me with the students but instead they stand in the back talking while I’m conducting my program.   What can I do?   Can I ask them to leave?   Can I discipline them in front of the students? Can I kick them out of the park? — Positioning Potentially Pesky Parents Dear P.P.P.P.: First, thank you for your great work as an interpreter and your dedication to providing quality, meaningful interpretive programs for school groups in your parks. Try touching base with the teacher when they arrive and let them know that you need to talk to the parents separately before the program starts. Gather t...