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Mentor compentencies
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Did you know, according to The National Mentoring Partnership, that vulnerable young people that have a mentor are: 55% more likely to enroll in college 78% more likely to volunteer regularly 130% more likely to hold leadership positions However, despite the powerful positive impact that quality mentoring relationships can have, one in three young people grow up without this critical asset. Understanding that intentional mentorship can result in connecting youth with social and economic opportunities, Columbus City Schools (CCS) Superintendent/CEO, Dr. Dan Good, established the Office of Student Mentoring Initiatives (OSMI) in November 2015; with the ultimate goal of ensuring that each CCS student has an opportunity to be matched with an effective mentor. To that end, the district is pleased to announce that it is seeking …show more content…
All mentors must complete a BCI background check, commit to meeting with their mentee at the designated school time for the duration of the 2016-17 school year, and attend a 3-hour training session. To learn more about the mentoring opportunities at each school site and to sign-up, visit the CCS homepage at www.ccsoh.us and click on the orange “Mentor” icon in the center of the page. Once on the mentoring page, select the “Click Here To Be A Mentor!” banner which will take you to a form to collect your contact information lock-in the mentor days, times, and locations from a list more than 40 mentoring opportunities. It is our hope you will find an opportunity to mentor that will accommodate your schedule as your time is the most valuable asset that we can bestow upon our young people. If you are an organization that would like to provide a group of mentors to a particular site, please contact Keisha Hunley-Jenkins at khunleyjenkins@columbus.k12.oh.us or 614.365.5000 ext. 2175 so that we can streamline the
Flaxman, E. Evaluating Mentoring Programs. New York: Institute for Urban and Minority Education, Teachers College, Columbia University, 1992.
Spencer, R., Collins, M. E., Ward, R., & Smashnaya, S. (2010). Mentoring for young people
Middle school marks a very exciting, yet challenging time for many students, parents, and teachers. During this time period students are exploring their interests, moving deeply into their studies, taking on more responsibilities, and trying to find their personal identities. Most importantly, this is a time where students turn from their parents and seek advice and approval from their peers. Because many adolescents are emotionally sensitive and vulnerable during this stage of development, their heavy reliance on peers for acceptance and approval makes them more susceptible to emotional damage. For that reason, school counselors plays an essential role in the lives of their students. Gonkawon Strother and Sheree Leonard, middle school counselors at Thurgood Marshall Middle School in Temple Hills, Maryland understands the importance of their role. Gonkawon Strother, the primary counselor for sixth and seventh grade students, has been a counselor for five years. His colleague, Sheree Leonard, has been a professional school counselor for three years. Leonard primarily
Tuesday at 10:00a.m., I interviewed with Dr. Ann Griffith about becoming my research mentor and working in her lab. As a potential mentor, Dr. Griffith seems to be prefect in compatibility. She has a great personality and seems to really understand my concerns and schedule. I may bond better with her because she is a woman and she understands a lot of the struggles women endure every day, especially working mothers. She has several publications, one for instance: “Metabolic Damage and Premature Thymus Aging Causes by Stromal Catalase Deficiency”. This paper really gives good insight into understanding the lab’s interest and where I may possible fit into the balance. In the course of our meeting, I was better able to assess Dr. Griffith as my potential mentor based on these aspects and other informative topics from our discussion that would personally affect me the most.
After interviewing my school counselor who has an advance degree in School Counseling/Death and Dying (Thanatology), I’ve learned how she address issues of grief as well as promoting healthy grieving for students as a School Guidance Counselor. As a School Counselor it is part of her duty to educate students in grief interventions using theories in preparation for the educational settings. I am aware now that most grief counseling training occurs through continuing education rather than in graduate programs.
Mentoring can be that hand that reaches down and pulls you out of the pit. Mentoring can change lives forever and create permanent relationships. Mentoring can help a child get on the right track if they do not have someone else to help them. Whether they have grown up without active parents, have gotten into trouble from time to time, or even if they are a straight A student, the youth needs mentoring. It will build a country that has a solid foundation in which the current youth of America will one day lead. Mentoring proves that “regardless of background, [all children] are equipped to achieve their dreams” (Bruce and
I have been a mentee in three mentoring programs and I understand from firsthand experience how important mentors have been in my life. Each relationship was very different; one of my mentors was about two generations older than me, while my two more recent mentors have been only a few years older than me.
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
Mentorship can be broken down into peer and professional associations. A peer mentoring study was done by Bulut et al. (2010) which had first year nursing students paired with fourth year nursing students, this relationship increased the students’ perceptions and potentials of the university. Other outcomes included decreasing first year students stress levels, increasing self-confidence, autonomy and problem solving skills. Benefits for the senior students were developing a sense of responsibility, enhancing communication skills, critical thinking skills and leadership skills. Some negative factors mentioned in this study that hindered mentorship was intimidating attitudes and poor communication from the mentors (Bulut
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.
Mentoring program becomes instrumental and breakdown barriers as employees are interacting and carrying out the organization’s vision. This allows employees to interact with employees of different cultures and backgrounds with the goal that one will learn more about the individual.
I have demonstrated leadership skills by being involved at UALR and in my community. I am currently am the secretary of Phi Beta Lambda, an ambassador for Chancellor's Leadership Corps (CLC), and a member of the Student Marketing club. The motto of CLC is Learn, Lead, and Serve and because I demonstrated these abilities, I was chosen as a scholarship recipient. I am currently applying for the junior mentor position for CLC.
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
What you do is awesome and what you do makes a huge difference.” Now, we will take a short break before moving on to the next topic. “For the Heroes: A Pep Talk From Kid President” https://www.youtube.com/watch?v=tgF1Enrgo2g 10 minutes IV. Break minutes V. Effective Mentoring Skills and Strategies The term “mentor” is more than 3,000 years old and has its origin in Greek mythology.
Many young people just need to be motivated and given a fair chance at success. Young people need mentors to help them find their way and to help them stay focused. Mentors play an intricate roll in your lives and are sort of liaisons between your parents or guardians and your educators.