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DOCUMENT RESUME PS 024 788 ED 402 031 Adler, C. Ralph; Harvell, Cynthia AUTHOR The Give and Take of Mentoring. TITLE RMC Research Corp., Portsmouth, NH. INSTITUTION Office of Policy and Planning (ED), Washington, SPONS AGENCY DC. PUB DATE [96] 7p.; For issues 1-7, see ED 390 567. NOTE RMC Research Coeporation, 1000 Market St., AVAILABLE FROM Portsmouth, NH 03801. Serials (022) Collected Works PUB TYPE MFO1 /PCO1 Plus Postage. EDRS PRICE Administrators; Family Programs; Interviews; Literacy DESCRIPTORS Education; *Mentors; *Professional Development; Program Descriptions; Program Evaluation; Recruitment; *Staff Development; Technical Assistance *Even Start; Family Literacy; Family Support; Protege IDENTIFIERS Mentor Relationship ABSTRACT The study described in this issue of "Look at Even Start" evaluated the Staff Mentoring Sites program, a mentoring Start family program provided as technical assistance in Even literacy programs. Staff from five Even Start programs with successful family recruitment and retention records were selected as in mentors. Requests for nominations for partnering sites resulted nominations from 34 programs in 20 states; 15 programs were selected. Mentors were trained at a two-day planning meeting in which they developed a framework for the project and practiced activities they would implement at their partner sites. Evaluation and informal phone interviews indicated that "mentees" identified several benefits of (1) increased awareness of the importance of the mentoring program: (2) the identification of areas of overlap recruitment and retention; (3) enhanced recognition of the with other social service agencies; value of staff development and teaming to make effective program (4) improved self-confidence in administrators; and (5) the changes; receipt of support and encouragement. Mentors reported that they developed, refined, and polished their own skills as mentors and in their work in their own programs. The evaluation suggested five basic steps to successful mentoring programs: (1) be ready to participate; (2) build ownership and commitment; (3) develop a framework; (4) commit time and resources; and (5) evaluate the program. Steps for implementing mentoring in family literacy programs and annotated (KDFB) resources on literacy and mentoring are provided. ************************************************** ******************1 Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** the and U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement give EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1<t'his document has been reproduced as aceived from the person or organization originating d. take 0 Minor changes have been made to improve reproduction quality. f Points of view or opinions state° in this document do not necessarily represent official OERI position or policy. mentoring PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY e C. ozi-0,6t TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) and self-sustaining network of mentors could Eighty pioneering professionals recently eventually be a powerful staff development completed an Even Start experiment. With resource for the whole Even Start community," generous measures of trust, experience, and says Pat McKee of the federal Even Start office. open-minds, and with a leap of faith, they To kick off their plan, the Department invited five pilot- tested a mentoring program tailored to the Even Start programs with successful recruitment and critical issue of recruitment and retention in Even retention records to serve as mentors. The Start. Department also issued a call for nominations for Described by one participant as "the best money partnering sites, Even Start programs which would Even Start ever spent," the Staff Mentoring Sites the "mentees," in the jargon of welcome mentors program was conceived by the US Department of the mentoring field. Twenty states and 34 programs Education in 1994 as an alternative form of technical responded, from which 15 were chosen based on the assistance. Logic and experience suggested that Even completeness of the proposal and the characteristics Start staff who had worked through the tough issues of of the program. "talk recruiting and retaining families most in need of Even Iiy Start services would be the best source of ideas for CONTINUED INSIDE others facing the same problems. "With the right mix of preparation and financial support, a fully activated By C. Ralph Adler and Cynthia Harvell REST COPY AMIABLE ocg@goif, 7&25711.0 W,_9/7A) ID, .611.011.91? 1.17IBLih Diti4 2 The give and take of mentoring CONTINUED FROM COVER PAGE some reservations," said Judy from all five of the Even Start "It was different from Sims of Charlotte Mecklenberg. programs they would be mentoring, what I expected." "I was worried that the number followed by the mentors themselves Mentors were not simply thrust of problems we came up with making a visit to each of the into their roles without would make it look like we partnering sites. preparation. The Department of were having real trouble. But Despite the critical "getting Education held a two-day we realized we weren't the only ready" phase for mentors, the planning meeting in the fall of ones having retention real world held some 1994 with representatives of all interesting challenges and five mentoring sites. The goal: surprises. to jointly develop a framework "It was different than I for the project, including the five expected," said Bonnie Allen, a basic concepts that underlie mentor from the Oneida, New successful recruitment and York Even Start program. "We retention. (See Issue Six of Look got a read-out on our mentees at Even Start for a full review of and had some preconceptions those concepts.) about the problems they were The main point the facing. But we didn't know participants agreed upon was that many of the real down-to-earth mentoring isn't "show and tell." problems they wanted solved Instead, it's a time for partner until we got there. We had to sites to see an effective program be flexible, adapt on the spot." in action, ask questions about Diane Givens, a mentor how things are done, and learn from Webster Groves, why different recruitment and Missouri, agrees. "When we retention strategies work. first started, we were feeling In their two-day preparation, our way. We were afraid the mentors practiced many of the mentees would expect us to activities they would be solve all their problems. As we implementing with partner sites. went through the process, we They began to create problem- had to take a look at ourselves." solving scenarios, role-playing Some mentees expressed cards, brainstorming exercises their own early thoughts on using the quality indicators, what the mentoring process debriefing worksheets, process would be like. "I had high sheets for an action plan, and expectations," said Lori Kersey Another unexpected fact of evaluation forms. All of these of Shippenville, Pennsylvania. mentoring that many were wrapped into a common "I was worried it was going to encountered was the amount of agenda, which included initial be a training, although I had a staff time it takes to make conversations with partner sites feeling it would be a good mentoring work. to review expectations and training. After it was over, it A "go with the flow" attitude reflect on the guiding principles felt like something different. It on the part of mentors seems to of recruitment and retention and felt like we had somebody to have contributed to shared a full range of activities such as rely on, to give us clues about learning and diminishing observation, focus groups, how to get through the glitches. concerns about the mentoring reflection, and brainstorming. It showed what a true process. "We went in with the The team agreed on one collaboration was. It reassured attitude that we weren't there approach to use with all partner and excited us. This was more to fix all the problems. We sites: a visit to each mentor's two-way than a training." were right up front with that. home base site by representatives "I had high expectations and clearer the qualifications families We weren't here to criticize or used with their mentees was a must have to be recruited," said tell people how to do it," said "community walk through," one mentee. As Diane Givens Bonnie Allen. "I went in with where Even Start staff were said, "one program had great listening ears," said another asked to imagine themselves concepts but they weren't really participant, summarizing the walking through their community. directed at the population. We frame of mind that resulted in Who did they see? What are their encouraged them not to mold value and meaning for both needs? Where do these families go their program around someone mentors and mentees. for services? This activity helped some mentees realize there are other agencies which can better serve current clients and other families that the Even Start program should be reaching. One common area of discussion related to recruitment was in the In clarity, consistency, and depth of focus recruitment materials. Another clear benefit of Mentors from the 1114 mentoring was promoting the Madison-Oneida value of staff development and Even Start program teamwork to make effective Allk_ visit with the Even I changes. Watching the mentors Start staff and in action, one mentee saw the parents in Gillette, 21116"111111 value of promoting teamwork and Wyoming. During learned new ways to structure this focus group staff time and tasks. One activity parents talked about 7 -- goals for themselves involved identifying possible and their children. benefits of meeting more regularly, creating new staff performance criteria, reorganizing and streamlining administration, by and increasing communication. "The way they used staff to provide resources was quite different than our way," reports else's model, but around their Judy Sims. Watching her mentors in "I let them know it's parents." action gave Judy and her staff new going to be alright " Lori Kersey adds, "they ideas on how to structure staff time made us ask some very hard and tasks. "I came out with a bigger Reflecting on the experience in questions. Why are you serving picture of how to use staff to be more an evaluation conducted by RMC that family? They convinced us effective, to empower parents." Research and in informal phone by saying 'you have to let them Another mentee reported, "we interviews, mentees had a long go...they can do it with help from will start using different options for list of benefits, from the practical another agency.' Before they families, like home visits until the to the personal. left, we came up with a chart: the parent is ready to come to the site." One clear outcome was a families we need to reach, the Others made these kinds of typical raised awareness of the critical entry criteria...it made it a very observations: "the mentors provided nature of recruitment and tight program." several good suggestions for retention. "The mentors made One activity many mentors component integration, "the focus Mentoring can work for you groups with our collaborators were needs and concerns and The Staff Mentoring Sites Program fabulous...my collaborators heard interests. I was able to forget the proved that there are lots of resources how it can work." differences and focus on what we within the Even Start system, peer One mentee commented had in common some real nitty resources that can be used for staff gratefully and at length about how gritty stuff." Diane said that what development and technical assistance, her mentor had helped her work she got from mentoring was "the and to promote the concept of family through her own insecurities and positive feedback that we're literacy. inexperience as an administrator. doing creative things. And, the You don't need to wait for the "The one-on-one meetings with support from others going federal initiative to make mentoring administrators [from the mentee through the same things. I got work for you. Here are some ideas: site] were invaluable to my empathy from one coordinator working through issues I was about a situation I was going having with my staff," she said. through. She said, 'just because Identify an important theme for your Judy Sims summed up the you're a mentor doesn't mean value of mentoring to mentees by program (like parenting) and seek you're not going to have a bad out mentors from other programs in saying, "I realized how well things day.' worked together among team your state or region with which you Diane also saw "my team and members the benefits of strong are familiar. parents taking ownership of relationships." wanting to work with other In addition to all of the programs and share honest practical advice and ideas, Identify an area in which your exchange...talking with mentees mentors simply offered support program has had outstanding on the phone, working through and encouragement. "What I success and offer your staff as problems." She cites the gave most was letting people mentors to other programs in your "rewarding feeling" she got at know 'it's going to be alright,"' state or region. listening to a Webster Groves said Diane Givens. "I kept telling parent coming back from a them it's going to get better. mentee site, reporting on what Keep an open mind. Successes Look into setting up a regional or she had observed there. "She aren't always big, the small ones state-wide mentoring network in was articulating to them from a are important, too." your area. parent perspective, interjecting that they were forgetting the main thing the families who "Just because you're a Promote the concept of family really need the service." Diane mentor doesn't mean literacy by offering your staff as also reports that the five guiding mentors to area adult education, you're not going to principles they used with 110111.100. Head Start, migrant, ESL, and early mentees have become and have a bad day" childhood programs. integrated part of their own staff planning at Webster Groves. Bonnie Allen said she came Mentors got as much as they gave in Family literacy is a new area of back home with a feeling that this process. In addition to enjoying interest for Title I programs. By "we're doing OK. Sometimes we confirmation that their programs being a mentor to your community's become too critical of ourselves. were on track, their own skills were Title 1 program(s), you can help We do have the right notions in developed, refined, and polished them explore the potential of using our head." In addition, Bonnie (both as mentors and in their work family literacy as a service delivery came away with a renewed at their own programs). model. appreciation for the difficult job of "I found out I had a lot more being an Even Start coordinator. to share than I really thought I "It's hard, trying to pull all those did," said Diane Givens. "I saw pieces together," she said. that coordinators have the same CONTINUED ON NEXT PAGE 5 The give and take of mentoring Five steps to CONTINUED FROM PREVIOUS PAGE productive small ways: frequent phone calls "You need to be a to work out problems, quiet one- mentoring on-one conversations, the open friend before anything sharing of experiences. else." ,w0,01's One mentor compared the process to developing a The long term effects of the The findings from the evaluation of the relationship with an Even Start mentoring pilot, in terms of real mentoring program suggest five basic family. "Once the expectation effects on retention and steps in successful mentoring and trust are established, recruitment, will take place over programs. commitment and growth follow." time. But the immediate effects And, as another said, a mentor of the building of new and Be ready. relationship has many parts supportive relationships are Mentors and partners should be ready friend, peer, teacher, student. already clear. Lori Kersey jokes to participate. Do the mentors have "But you need to have friend that she gave her mentors "lots the talent to raise the experience before the others. You need to of headaches" but acknowledges beyond "show and tell?" Are the have trust, support, and that everybody benefited. partner sites developmentally ready for understanding" before the hard Participants reported that this kind of experience? work of self-assessment, relationships were built in many reflection, and problem-solving Build ownership and commitment. can begin. Plan carefully and set goals and RESOURCES expectations. Mentors need to establish trust with their partners from the beginning to build ownership in, Fenichel, Emily., editor through supervision and and shared commitment to, the ( 1992) Learning through mentorship. For ordering process. Supervision and Mentorship: a information, call ZERO TO source book. Arlington, THREE/KCMS 1-800-544-0155. Develop a framework. Virginia: ZERO TO Establish a focus and direction for the THREE/National Center for Samuels Bryan, Nilofer process that everyone buys into. Clinical Infant Programs. Ahsoun, and Jill Garcia. Commit the resources and support you (1996). Know your need to develop the common message This source book summarizes Community: A Step by Step and the materials to carry it out. the results of a work group Guide to Community Needs and who set out to explore Resource Assessment. Chicago: Commit time and resources. supervision and mentorship Family Resource Coalition. Relationships take time and energy. for staff development in the Mentors and mentees need freedom infant/family field. It offers This guide, drawn from the from some current responsibilities to concrete examples of how experiences of North take part in interactive, reflective these features can be Lawndale, Illinois, presents experiences. integrated into diverse practical tools that program settings as seen from communities and/or program Evaluate. the perspectives of students, directors can employ in Mentoring is research in action: teachers, front-line conducting assessments for learning from experience and applying practitioner, and family support services. It is the learning in new ways. administrators. The authors anecdotal, asset-oriented, and identify obstacles and suggest ways to overcome them to CONTINUED ON NEXT PAGE improve the training of infant/family practitioners 6 Resources encouraging the involvement Levine, James A with Edward of all fathers with their W. Pitt. (1995). New CONTINUED FROM PREVIOUS PAGE children. The book focuses on Expectations: Community what can be done in the field, Strategies for Responsible community-driven. The guide not waiting for governmental Fatherhood. New York: embodies the essential family reforms. It gives examples of Families and Work Institute. support principles which existing programs and builds a community's capacity suggests practical strategies This book offers a new way of to design its services for at the local level. Also from thinking and acting to promote families. It includes numerous responsible fatherhood. It the same organization: Getting surveys, questionnaires, and Men Involved: Strategies for discusses two broad themes: focus group questions which Early Childhood Programs promoting the economic can be helpful to community (1993). viability of families and and program planners. QUESTIONS? Benjamin, L. Ann and Jerane Lord (ed. ). ( 1996) Family Also, project staff had to have What were the criteria Literacy: Directions in received training in basic family for being a partnering Research and Implications for site in the pilot literacy. Practice, Washington, DC: US mentoring program? Department of Education Will the Even Start Staff Mentoring Project This compilation of ten papers Even Start sites had to be continued? was commissioned by the US meet several criteria to Department of Education as be a partnering site in The Department plans background reading for its the first round of the to continue the Even symposium Research Design mentoring program. Projects Start staff mentoring Symposium on Family Literacy. had to: project, probably with The papers feature the a shift to a state or regional be funded for at least six perspectives of leading focus. A new topic will be months but no more than 24 research scholars on diverse chosen and the project will months, but relevant themes in family take place over the next literacy. The publication contract year. Your state be nominated by state serves as a "road map" for coordinator will be informed as coordiriator, and practioners and researchers in plan are finalized over the topics such as service next few months. identify specific integration; designing recruitment and retention programs for families with concerns. disabilities and with racial, ethnic, and cultural differences; recognizing RMC Research Corporation parenting and 1000 Market Street intergenerational issues; and Portsmouth, NH 03801 lessons learned from high intensity family literacy programs. The book can be purchased from the US Government Printing Office, Mail Stop: SSOP, Washington, DC 20402-9328. ISBN 0 -16- 048460-X. 7 U.S. DEPARTMENT OF EDUCATION ERIC Of /ice of Educational Research and Improvement (OERI) Educational Resources Information Center (ERIC) NOTICE REPRODUCTION BASIS This document is covered by a signed "Reproduction Release (Blanket)" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket"). (9/92) FSocD--L