ERIC ED353346: New York State Mentoring Program. Program Operation Training Manual.

99 Pages·1991·2.3 MB·English

by  ERIC

DOCUMENT RESUME
UD 028 847
ED 353 346
New York State Mentoring Program. Program Operation
TITLE
Training Manual.
New York State Mentoring Program, New York.
INSTITUTION
PUB DATE
91
NOTE
103p.
Tests/Evaluation
PUB TYPE Non-Classroom Use (055)
Guides
Instruments (160)
MF01/PC05 Plus Postage.
EDRS PRICE
*Dropout Prevention; Elementary Secondary Education;
DESCRIPTORS
Intermediate Grades; * Mentors; *Middle Schools;
Program Descriptions; Program Design; Program
Effectiveness; Program Evaluation; *Program
Implementation; Role Models; School Personnel; State
Programs; Student Motivation; *Training; *Urban
Schools
*New York State Mentoring Program
IDENTIFIERS
ABSTRACT
This document is a manual for training personnel
working with programs in the New York State Mentoring Program
(NYSMP), which promotes mentoring as a way of motivating children to
stay in school and make successful transitions to adulthood. Section
treats the state program's operating structure, covering general
1
broad objectives, a mentoring database, the role and work of an
advisory committee, and mentoring programs for middle school
children; it also describes the appropriateness of mentoring for this
age level, program structu es, the mentor role, and special
challenges for this age group. Section 2, "Elements of Effective
Programs," covers mentor/protege recruitment, screening, selection,
and retention; and matching mentors and proteges. Section 3,
"School-Based Mentoring Programs," treats planning teams, assessing
student needs and available resources, developing a mission
statement, establishing goals and objectives, and developing an
action plan. Section 4, "Models for Installing Mentoring Programs,"
describes the Corporate Mentoring Program at Schenectady (New York)
Schools, the Advanced Studies Mentors Program at a Bronx (New York)
intermediate school, and a pilot sixth grade mentoring program at a
New York City junior high school. Section 5, "Evaluating Your
Mentoring Program," includes suggestions for program structuring,
implementing, and reporting; and sample forms for coordinators,
mentor feedback, protege feedback, and a parent questionnaire.
(JB)
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*
Reproductions supplied by EDRS are the best that can be made
from the original document.
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MEN ,'ING
o
PROGRAM
Matilda R. Cuomo
First Lady
Founder. NYS Mentoring Program
Chairperson. NYS Meniormg Advisory Committee
Jane Brody
Exe.utive Director
NYS Nlentonng Program
rer-itra
PROGRAM
OPERATION
TRAINING
MANUAL
U S DEPARTMENT Of EDUCATION
Onrce of Educational Research and Improvement
PERMISSION TO REPRODUCE 1 HIS
RESOURCES INFORMATION
CENTER (ERIC)
MATERIAL HAS BEEN GRANTED BY
This document has been reproduced
as
eived how the person Or organraatron
OngrnatIng it
O 'Amor changes have been made to improve
reptpductron duality
il; /'.
/
111;.1
Points of now or aprons stated in this docv
ment do not neceSsenly represent &from
OERI pastor Or policy
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
BEST COPY MAPLE
11 'A est 42nd Street. 21st Floor New York. NY 10035
Nrv. York State Mentonni! Program
FAX 212'790 2545
Telephone 212:790-2423
2
r
I. NEW YORK STATE MENTORING PROGRAM
OPERATIONAL STRUCTURE
II. ELEMENTS OF EFFECTIVE PROGRAMS
III. SCHOOL-BASED MENTORING PROGRAMS
PROGRAMS
IV. MODELS FOR INSTALLING MENTORING
V. EVALUATING YOUR MENTORING PROGRAM
Page #1
1991
New York State Mentoring Program Program Operation Training Manual
I. NEW YORK STATE MENTORING PROGRAM
OPERATIONAL STRUCTURE
Page #2
Manual 1991
New York State Mentoring Program Program Operation Training
Lwfr
MENTMING
PROGRAM
Matilda R. Cuomo
First Lady
Founder. NYS Mentonng Frogram
Chairperson. NYS Mentoring Advr,ory Commute(
Jane Brody
Executive Director
NYS Mentonng Program
NEW YORK STATE MENTORING PROGRAM
FACT SHEET
THE NEW YORK STATE MENTORING PROGRAM (NYSMP)
I.
Established by the Mentoring Advisory Committee under the leadership of the First Lady
of New York, Matilda Cuomo, the New York State Mentoring Program promotes the use
of mentoring as an important strategy for motivating children to stay in school and make
successful transitions to adulthood. The New York State Mentoring Program:
facilitates the implementation of school-based mentoring with an emphasis on the
middle school level.
educates, recruits, and trains mentors on how they can have a significant impact on
the lives of young people.
provides valuable information to potential mentors, students, parents, and those
wishing to start mentoring programs via the 1-800-82-MENTOR hotline, which was
developed by the New York State Labor Department.
highlights successful mentoring programs throughout the state and provides technical
assistance to new and existing mentoring programs.
MENTORING RESOURCE DATABASE (MRD)
II.
The Mentoring Resource Database (MRD) was created as part of the NYSMP to serve as
the central clearinghouse in New York State for information on mentoring and mentoring
mentoring programs and to
programs. The MRD provides technical assistance to existing
organizations considering creating a mentoring program. The MRD referral system links
volunteers and students with mentoring programs across the state.
e
I I West 42nd Street. 21st Floor. New York. NY 10036
New York State Mentonng Program
FAX: 2 l2i790.2545
Telephone [phone].
Page #3
New York State Mentoring Program Program Operation Training Manual 1991
ADVISORY COMMITTEE
THE NEW YORK STATE MENTORING
III.
Committee, created in 1987, is comprised of
The New York State Mentoring Advisory
public, private, and non-profit sectors, and
members from school and business alliances, the
It's mission is the promotion of mentoring throughout
community mentoring programs.
the State of New York.
that students in the exploratory middle school
The Mentoring Advisory Committee believes
responsive stage of development for benefiting from a one-on-
years are at an exceptionally
help in the
with a caring, responsible adult...a mentor who can
one supportive relationship
potential, and self-realization.
development of a sense of personal worth, educational
from the earliest grades through
Mentoring can be a continuum of support for students
"We need to help young people
junior high and high school. In the words of Mrs. Cuomo:
skills needed to master their own
develop a positive attitude, self-esteem, and the practical
special--that someone in addition to
lives. Mentors can make young people feel they are
patient listeners offering guidanc(
their parents and teachers is on their side who cares. As
student's personal life, help him or her develop
mentors can help work out difficulties in a
for pursuing his or her
strategies for overcoming obstacles in school, and make suggestions
self-esteem to get them
Our children must feel secure and look forward with
career.
through their pre-adolescent and adolescent years."
reach young people as
The Committee's work is designed to help rnentoring programs
in school. The long-
early as possible, to motivate, to guide, and to encourage them to stay
students in the middle school are prepared to make the
range goal is to ensure that young
education.
transition to high school, to the world of work, and/or to higher
************
For further information please contact:
Jane Brody
Executive Director, New York State Mentoring Program
Bradlee White
Coordinator, Mentoring Resource Database
Page #4
Manual 1991
New York State Mentoring Program Program Operation Training
UI
IN
MEN
PROGRAM
Matilda R. Cuomo
First Lady
Founder. NYS Mentonng Program
Chairperson. NYS Mentonng Advisory Committee
Jane Brody
Executive Diret.tor
NYS Mentonng Program
SCHOOL LEVEL
BEGINNING MENTORING AT THE MIDDLE
I. Introduction
that students in the exploratory middle
The New York State Mentoring Committee bezves
of development for benefiting from
school years are at an exceptionally responsive stage
who can
relationship with a caring, responsible adult...a mentor,
a one-to-one supportive
worth, educational potential, and self-
help in the development of a sense of personal
for students from the earliest grades
realization. Mentoring can be a continuum of support
through junior high and high school.
without adequate guidance today. Many
Increasing numbers of children are being raised
of educational, cultural, and recreational
children get "older" but remain limited in terms
face difficult situations and may not
enrichment because of their life circumstances. They
educational and emotional develop-
have the resources and support conducive to healthy
frequently unprepared to take advantage of career
ment. These middle school children are
junior high and high school because
and/or higher education readiness programs in later
of their lack of positive early experiences.
positive role models that they may
Planned mentoring relationships can give young children
meaningful relationship with a supportive adult
be lacking in their own environments. A
whom he or she can turn at times when
in the middle grades offers the child someone to
from other
Mentors can teach children how to obtain help
no other adults are available.
helpful adults in their world.
the additional academic and social
Middle school children are still unburdened with
them
and can utilize the mentoring relationship to help
pressures of junior high school
personal goals.
begin to identify and solidify academic skills and
involves new environments,
from middle school to junior high school
transition
The
It is at this stressful time that many vulnerable
situations, adults, peers, and expectations.
discipline, and respect for authority in their
students begin to show a lack of motivation,
S
t1
11 West 42nd Street. 21st Floor. New York NY 10036
New York State Mentoring Program
Telephone. [phone]s FAX: [phone]
Page #5
'framing Manual 1991
New York State Mentoring Program Program Operation
inap-
They may begin patterns of truancy and other
effort to fit in with their peers.
school. Students at this stage of develop-
propriate behavior which distances them from
for acceptance
sacrifice personal goals and values in exchange
ment are too often willing to
by their peers.
assistance to middle school children as they
Mentors can provide meaningful on-going
all it's new pressures. The better prepared
make the transition to junior high school with
of academic challenge, the more able they are
and confident students are at each new level
school work and becoming educated.
to effectively attend to their
II. Program Structure
subject matter have a basis for not only
Programs which focus on a specific project or
ensuring the continued interest of the
beginning a mentor/student relationship, but for
student in being involved.
that mentors can reinforce academic
Ideally, a mentoring program can be organized so
various levels in interesting oust-of-
skills and content information of the curriculum at
value what is being taught in
classroom ways. The students can see that their mentors
practical application of what they ate
school, the students learn more effectively by seeing a
involved in the students' school life.
learning, and the mentors are more meaningfully
activities in order to ensure consistent
Schools need to designate a liaison for mentoring
students, and overall assessment of
orientation, training, communication, assistance to
progress.
school, parents, mentor, and student.
There has to be a coordinated relationship among the
student activities should be included
Community organizations which provide adult and/or
and community-related activities to meet
in the relationship, offering support services
specific needs.
for an effective Mentoring
Since the development of the trust and confidence necessary
regular meeting times -- ideally,
relationship takes time, programs should set specific and
of a year.
once a week over the course
matching mentors and mentees is uncial
Am effective system for screening, training, and
to a program's success.
III. Role of the Mentor
is the overall goal of the mentoring
Helping develop the student's self-confidence
student feel comfortable are more
relationship. Providing companionship and making the
suggestions can help shape the form of
important than specific activities, but the following
a relationship. Mentors can:
Children learn better from what they
Provide role-modeling for the student.
experience than from what they are told.
Page #6
Training Manual 1991
New York State Mentoring Program Program Operation
school by visiting interesting
Help the student apply what he or she is learning
places such as museums, parks, and historical sites.
her to new situations and
Broaden the student's knowledge by exposing him or
cultural experiences.
how he or she got
Introduce the student to the mentor's career and workplace and
into this type of work.
finds confusing, or with
Help to interpret or make sense of situations the student
which he or she is having difficulty.
school projects; encourage the
Act as a tutor; help the student with homework and
student to discover and use the resources of the public library.
Support positive behavior, attitudes, and ambitions.
Teach the student to be of service to others.
adults in the
Teach 0 student how to identify and make connections with other
communit} who can be of help.
Use the mentor's own network to enlarge the student's world.
him or her to
Help the student to develop strong communication skills by asking
talk about (and to write about) themselves and their experiences.
how
help students to learn how to plan. Use pocket calendars to help them learn
to make appointments and keep commitments.
Be available through personal visits and by phone when necessary.
IV. Challenges in Mentoring Middle School Children
reluctant to
Middle school children range in age from ten to thirteen. Many parents are
After-school
give permission for their children to accompany "strangers" away from school.
model building, or
homework clubs or special interest groups for activities such as chess,
involving, supportive adults
sports, which have school approval are appropriate vehicles for
with
with children at this age level. Careful screening with reference checks and interviews
interests, and expectations are
mentors to determine their backgrounds, motivation,
thoughtfully matched.
necessary. Mentors must be trained, and mentors and mentees
with other adults. However,
Parents may resent the relationships that their children form
involving parents in some of the activities can lessen this potential difficulty.
adult
Children at this age may be self-conscious and may find it difficult to relate to an
staff members play;
other than the school staff. Children understand the roles that school
Page #7
New York State Mentoring Program Program Operation Training Manual 1991
have a
role. The mentoring relationship should
they may not understand the mentor's
The
clear.
of the mentor and mentee made very
specific basis with the expectations
mentor/mentee relationship should be fun.
V. Concluding Remarks
olescents, notes that middle school children
Joan Lipsitz, author of Schools for
with a diverse group of adults from outside the
do "not have many opportunities to interact
in part from an almost total lack of
The absence of such interactions results
school.
of
participation in their community."' This lack
emphasis on opportunities for meaningful
children prey to the many negative
effective participation in their community makes young
development. What better way to counteract
forces which can pull them away from healthy
positive, empowering help of a strong mentoring
those forces than to intervene with the
her future role as a constructive member of
relationship which helps the child see his or
society?
Additional Sources:
Risk, (N.Y. State Education Department, Sohol,
Report of the C'ommissioner's Task Force on Children at
10'14)
Abell Foundation's Mentor Manual
Mark by the New York State Mentoring Committee,
'Ibis paper was prepared under the direction of Arlene
Matilda Cuomo, Chairperson.
New Brunswick, NJ., Transactions Books, 1984
Lipsitz, Joan. Successful Schools for Young Adolescents,
Page #8
Operation Training Manual 1991
New York State Mentor* Program Program