Developing, Implementing and Evaluating an Effective Mentoring Program

1. Developing, Implementing and Evaluating an Effective Mentoring Program Dr. Susan G. Weinberger AHMI DrMentor@aol.com January 4, 2010

2. QUALITY ASSURANCE STANDARDS OF MENTORING FOUR CATEGORIES Regardless of client, type of mentoring or agency Program Design and Planning Program Management Program Operations Program Evaluation

3. MENTORING STANDARDS Elements of Effective Practice established by experts MENTOR/National Mentoring Partnership Website: www.mentoring.org TENS STEPS TO SUCCESS Long-range plan Recruitment plan Screening of mentors Mentor/Mentee training Matching strategies Weekly sessions Support and supervision Recognition and retention Closure steps Evaluation

4. Dubois et.alFIVE PROGRAM COMPONENTS To achieve positive outcomes 1) self-monitoring component 2) ongoing training for mentors 3) structured activities 4) encouraged parental support 5) targeted mentor recruitment

5. EFFECTIVE MENTORING TWO KEY PROGRAM COMPONENTS: 1. Strong infrastructure of organization 2. Reliable mentors who show up when they say they will

6. ASSESSING THE NEED FOR MENTORING Demographics Interviews Focus groups Staff meetings Dropout rates Academic performance levels Ask the teachers

7. WHAT AGE SHOULD MENTORING BEGIN? 80% of first graders feel good about who they are 20% of sixth graders feel good about themselves 5% feel good about themselves by the end of high school (Source: Roland Barth: Improving Schools From Within)

8. RESEARCH Matches involving 13-16 year olds were 65% more likely to terminate in any given month than were matches with 10-12 year olds Grossman and Rhodes (2002) Younger youth may require fewer resources Younger youth are excited about having a friend & have fewer obligations

9. KINDERGARTEN TEACHERS Can predict who will drop out emotionally and socially before the end of elementary school Who will drop out physically before the end of high school.

10. CREATE AN ADVISORY BOARD Expand current or create new one Remember the 3 �W�s� Wisdom Work Wealth And perhaps �Wit�

11. ADVISORY BOARD MEMBERS Parent Accountant Mentor Lawyer Mentees Pediatrician Clergy Public Relations Business Marketing Educators Politician Fundraiser Banker Grant Writer Web Designer Media ___________

12. WHEN INVOLVING SCHOOLS: SECURING APPROVALS Superintendent of Schools Members of the School Board Agency, Program Board and staff Make sure approvals are in writing or at an open session of the Board. Written policies are key to the program

13. SELECTING RIGHT SCHOOLnot just based on need Principal - outstanding educational leader Cohesive teaching staff Friendly secretary in main office Atmosphere welcomes volunteers and parents Identification of school liaison � no pay but lots of perks Flexible schedules for mentoring

14. PROGRAM/SCHOOL LIAISON Invite retired teachers/principals to assume the role of mentoring coordinators No pay; chance to work in administrative capacity; understanding of school culture; trust by staff

15. GET THE COMMUNITY ON BOARD Superintendent School Board members Administrators and teachers Counselors and social workers Parents, PTO heads and students Community members Top officials of business, social and civic organizations Union officials Juvenile Justice and local churches

16. EXISTING POLICIES Check out screening policies of the school district/agency What insurance policy covers volunteers? Are there other policies such as need for tuberculin tests before beginning as a volunteer Others: ___________

17. MENTOR RECRUITMENT Who makes a good mentor for a mentoring program? Where can one go to recruit quality mentors? How can you get the message out about the need for mentors?

18. APPROPRIATE MENTORS Individuals who 1) Present no physical, social or emotional threat to children 2) Have the personal characteristics to create a positive developmental relationship with youth

19. QUALITIES OF GOOD MENTORS Nurturer ADVOCATE Coach Cheerleader Confidant Friend Supporter + Role Model

20. QUALITIES OF GOOD MENTORS Stable Provide leadership Show up on time Committed Non judgmental Confidential Patient Listen well

21. QUALITIES, continued Like kids Have good sense of humor Tolerant Reliable Outstanding record of employment Do not interfere with school policies and procedures Do not replace role of parent or guardian

22. DETERMINING THE SUITABILITY OF APPLICANTS AS MENTORS Ability to commit the necessary time and emotional resources Commitment to youth development Evidence of dependability Attitudes toward youth, race, culture and economic status Ability to adhere to rules Evidence of ability to form and sustain a meaningful relationship

23. RECRUITING MENTORS Let�s brainstorm. Think of places where you would recruit if you are starting a mentoring program? ________________________________ Sharing my COMMUNITY CIRCLE THEORY

24. RECRUITING MENTORS Probation officers Local government officials Commissions and boards Veteran�s organizations Mental health and Human Resources Board members Judicial system VISTA volunteers

25. RECRUITING MENTORS Business and Chamber of Commerce Retirees Parents Alumni Associations Faith community Fire and police Municipal employees Hospitals and health facilities Higher education Social service agencies FBI and IRS United Way Hotels

26. RECRUITING MENTORS Senior Citizens Labor Media Organizations Military Peers Parents of school staff Couples DINKS D.I.A.M.O.N.D.S. Teachers Politicians Bus Drivers

27. ASKING PARTNERS TO ASSIST WITH RECRUITMENT OUTREACH TO COMMUNITY PARTNERS ESPECIALLY IN RURAL SETTINGS

28. MENTOR SCREENING Application and release statement Face-to-face interview Personal reference checks Employment history �professional reference Last 5 residences Criminal background checks Sex Offenders and Child abuse registry Driving record

29. INTERVIEW PROCESS Why do you want to be a mentor? Prior experiences working with youth? Have you ever been impacted by a mentor? Personal interests and hobbies Special transportation requirements A word that describes you Strengths and weaknesses What you hope to get out of the experience And ask a reference for the mentor: Would you trust this applicant with your OWN child?

30. PARENTS/GUARDIANS/CARETAKERS Gauging the success of receiving approval of parents/caretakers to allow their child to work with a mentor. Determine any challenges and stigmas.

31. FAMILY ROLE IN THE PROCESS Parents receive written overview of program Complete written parental permission form Secure permission in first language of home Complete questionnaire form requesting their perceptions of their child�s strengths and challenges, interpersonal relationships, areas of concern, interests and abilities

32. Matching Ask teachers/staff of agencies to recommend youth Identify team (principal, counselor, teachers, other staff) to review recommendations and place them on priority list How to include discipline problems or special needs?

33. YOUTH SELECTION PROCESSGENERAL DESCRIPTION Not all one economic status, race or from single parents Major reasons for selection: Unmotivated Unchallenged Needing an extra push Not at-risk - at the brink of success

34. YOUTH APPLICATION PACKET � age appropriate Program Overview Application form includes: Information on perceptions of their personal and academic strengths and challenges, interests and abilities What they hope to get out of the mentoring relationship

35. YOUTH AT SCHOOL Hurting academically Poor attendance Tend to give up Unprepared for class Unable to take risks Raise hands infrequently Hostile and angry Poor peer relationships

36. YOUTH PERSONALLY m Needy Insecure Lack self esteem Feel helpless No control over their lives Seek attention inappropriately

37. YOUTH SOCIALLY Don�t trust others Trouble relating to peers and adults Smile infrequently Unhappy Unenergetic Poor communication Involved in risky behavior

38. WHAT WE KNOW ABOUT MENTOR TRAINING On-going training over the life of matches may increase the likelihood of longer lasting relationships On-going training has been found to predict more positive youth outcomes DuBois et.al (2002)

39. MENTOR TRAINING TOPICS Policies and procedures Improving listening skills How to communicate with youth Gift giving Physical contact Mandated reporting of abuses Confidentiality

40. TRAINING TOPICS, cont. Cultural sensitivity Instilling self esteem Goal setting Location of mentoring: site or community based Strategies for each session Duration of program and time commitment Working with parents/families of mentees

41. MENTEE TRAINING Willingness to participate Role of mentee Role of mentee�s parent Goals of program Policies and procedures around gifts, location, time and duration of program Responsibility to show up!

42. MATCHING Mentors and �mentees� are matched randomly or based on commonalities such as: Shared academic interests Shared social interests Compatible temperament Shared life experiences Gender, Race/ethnicity

43. SUPPORT One person from organization serves as liaison for the program; one at each site Provides on-going support of mentors and mentees at brown-bag lunches, coffees, etc. Group comes together to discuss how they are doing

44. ROLE OF MENTORS DIFFERENCE BETWEEN TUTORS and MENTORS TUTORS: Paid or volunteers whose outcome expected is improving a youth�s grade or expertise MENTORS: friend, advocate

45. MATCH SUSTAINABILITY Three questions will yield results: EVERY WEEK STAFF ASKS: How did you do (in school) last week? Were you in school every day last week? How can I help you to achieve your goals?

46. SETTING GOALS When mentors set simple and achievable GOALS with young people to stay in school and improve academic performance AND Seek out resources to help mentees Youth will stay in school!

47. ROLE OF SCHOOLS When schools work cooperatively with mentors. Notify them when report cards have been sent out. Provide input about mentee progress on regular basis. You will see results for our youth!

48. AGE APPROPRIATE ACTIVITIES Younger youth: Reading, library, computer, arts and crafts, games, music, foreign language, sports, goal setting Middle and High: community service, career direction, post secondary education, financial independence, resume, job readiness skills, design a business card, academics, goal setting

49. NO SHOWS If youth us unable to be there on day of mentoring, Staff calls mentor or Mentor calls to check If mentor is unable to make session Mentor notifies by phone or fax

50. ROLE OF PARENTS/CAREGIVERS F.A.M.I.L.Y. Model = Families and Mentors Involved in Learning with Youth No longer just parents but other caregivers Invite parents/caregivers to minimum of 2-3 and maximum of monthly sessions each year Make sure the events are at convenient times for working families Provide 3 important attractions: food, transportation and babysitting if necessary Plan special topics for each session

51. PROGRAM GOALS Providing the parents/caregivers of mentees with: Understanding of the importance of mentoring Effective parent involvement strategies to improve their own youth�s performance Participation in their child�s education and future � working with teachers

52. F.A.M.I.L.Y Series TOPICS VARY BUT SHOULD INCLUDE: Communicating with your child Reading to and with your child Helping with homework Setting up a reading corner at home Building self confidence in youth Conflict resolution tips Effective listening skills

53. WIN WIN! FAMILY SESSIONS CAN BE MORE THAN WORKING WITH YOUR CHILD BUT ALSO HOW THE PARENT CAN improve Examples: 1. How to get YOUR GED 2. How to write a resume and gain employability skills 3. How to read the want ads and get a good job

54. ACCEPTING PROGRAMS Name tags for mentors Sign in procedures in office Mailbox for mentors Calendar, handbook and map Support staff ready to assist Space/location for sessions Where mentors pick up youth Hours of operation Program address, telephone number, fax

55. BRINGING CLOSURETHE EXIT INTERVIEW Talk to program coordinator first Try different strategies Decision to end relationship Set a specific date for a meeting in person Be honest and candid Talk about your feelings Encourage mentee to share feelings Be positive and supportive Don�t ever make promises you cannot keep

56. RECOGNITION During the course of the mentoring program and at the end of each year, mentors, mentees, program staff and families are recognized for their efforts in many different ways EXAMPLES: Year end thank you event Birthday cards from mentees to mentors Features on mentors in school/company/agency newsletters Media stories � radio, tv, newspaper Sponsored gifts Notes of appreciation from program Holiday cards

57. PROGRAM EVALUATION Pre-post surveys to: Mentors Mentees Teachers/Educators Program Staff Parents/Caregivers

58. RESOURCES www.mentoring.org www.bbbs.org www.educationnorthwest.org National Mentoring Center www.MentorConsultingGroup.com

59. MENTOR CONSULTING GROUP Dr. Susan G. Weinberger President 3 Inwood Road Norwalk, CT USA 06850-1017 Office: (203) 846-9608 DrMentor@aol.com www.MentorConsultingGroup.com