data mentoring

Digital Arts Technology Academy

www.DigitalArtsTechAcademy.us

2013-‐14 Mentor Program ObjecBves of Mentor Program

•  Role Models for our students To make a difference in the life of a young person and therefore the world

•  Build self-‐esteem & moBvaBon To help students redirect their lives

•  Career preparaBon To create meaningful partnerships between school and community

•  Community ConnecBons To invest in the future of our community by inves:ng in its youth

ObjecBves for the Student:

• Develop awareness of business and career opportuni:es

• Improve self-‐esteem

• Prac:ce effec:ve goal -‐ se?ng

• Increase knowledge of rela:onship between school and work

• Establish professional rela:onship with a successful, working adult

• Increase ability to contribute to society

ObjecBves for the Mentor:

• Make a difference in a student’s life and the school system

• Share interests and hard-‐won wisdom

• Contribute to higher percentage of successful graduates

• Increase the number of successful ci:zens and employees in California

• Help develop responsible future employees

• Feel personal sa:sfac:on

2013-‐14 Mentor Program •  Once per month at least •  LocaBon on site/local field trip •  One -‐ two hours •  Supervised by cerBficated staff •  Structured agendas •  Group mentoring, 3:1

•  Focus on skills for success, good habits, academics •  Group dynamic at meeBngs •  Some meeBngs longer

•  Correspond with 3 students •  Experience with youth helpful

1.   Contact Info 2.   Overview and ObjecBves 3.   Defining the Mentor Experience 4.   EffecBve Mentoring RelaBonships 5.   RelaBonship Developmental Process 6.   Helpful Mentor Guidelines & Tips 7.   Mentor Contract 2013-‐14

Mentor OrientaBon

Tuesday, September 10 or Thursday, September 12 4:00 P.M. – 5:30 P.M.

Welcome & IntroducBons Deborah Applebaum

Sign-‐In & Forms Welcome Principal or Vice Principal Mentor Introduc:ons Mentors Mentor Program PresentaBon Deborah Applebaum OrientaBon to Mentoring Overview and Objec:ves Defining the Mentor Experience Effec:ve Mentoring Rela:onships Rela:onship Developmental Process Helpful Mentor Guidelines & Tips Mentor-‐Student MeeBngs Deborah Applebaum Overview of Scheduled Mee:ngs 11th Grade Mentor Program Mee:ng Agendas (Group Mentoring) Mentor Contract Mentors Review Sign and collect First Kick-‐Off MeeBng Agenda Deborah Applebaum Match up & Ac:vi:es for ini:al mentor-‐student(s) mee:ng Student SelecBons (OpBonal) Mentors Review Student Profiles

Sample Agenda

Sample Mentor Handbook Table of Contents MENTOR ORIENTATION MATERIALS Mentor Program Orienta:on Agenda 7

Contact Info & Reference Sheet for Mentors 8

Campus Map 9

I. Overview & Objec:ves of Mentoring Program 10

II. Defining the Mentor Experience 11-‐12

III. Effec:ve Mentoring Rela:onships 13

IV. Rela:onship Developmental Process 14

V. Helpful Mentor Guidelines & Tips 15-‐17

Copy of Mentor Contract 2013-‐14 18

MENTOR MEETING MATERIALS At-‐A-‐Glance Scheduled Mentor Program MeeBng Dates 2013-‐14 20

MeeBng # 1 Agenda (IntroducBons, Self-‐Esteem, & Goals -‐ September) 21

Self-‐Esteem Mentor-‐Student Ac:vity 22

Values Clarifica:on Sheet 23

MeeBng # 2 Agenda (Academic Review & Goals -‐ October) 24

Student Academic Progress Sheet 25

Goal Se?ng Tips Sheet 26

Student Goal Work Sheet 1 -‐-‐ Personal Goals 27

Student Goal Work Sheet 2 – Academic Goals 28

Sample Mentor Handbook ConBnued

MeeBng # 3 Agenda (Job Shadow Field Trip Day -‐ November) 29

Mentor Volunteer Use of Vehicle Form 30

Job Shadow Career Interview Sheet MeeBng # 4 Agenda (Roadmap Interview -‐ December) 33

Roadtrip Na:on Interview Sample Ques:ons 34

MeeBng # 5 Agenda (Academic ReflecBon -‐ January) 35

MeeBng # 6 Agenda (Resume Review & Interview Techniques -‐ February) 36

Resume Checklist 37

Great Ac:on Words for Resumes 38

Commonly Asked Interview Ques:ons 39

Mock Interview Assessment Rubric 40

MeeBng # 7 Agenda (Future Plans – March) 41

Future Planning Worksheet 42-‐43

Mentor Reference Lefer Example Format Template 44

MeeBng # 8 Agenda (Community Service Project Field Trip – April) 45

MeeBng # 9 Agenda (Closing & Luncheon – May) 46

Mentorship Program Feedback Form 47

Sample Student Cer:ficate of Comple:on 49

Sample Helpful Mentor Guidelines & Tips V.2 -‐ DEALING WITH COMMUNICATION BARRIERS

Students Who Are Reluctant To Talk: During the mentor mee:ngs, you may find that your student is shy or reluctant to talk at first. Please keep in mind that students will be naturally in:midated to speak face-‐to-‐face to an adult for one whole hour! Having a whole conversa:on with a business professional will definitely be a new (and important) experience for many of our students. Also, several of our students speak English as a second language, so they may be embarrassed about their verbal communica:on skills. We ask that you bear these things in mind during your mee:ngs. Some:mes, it may be frustra:ng if a student doesn’t appear to want to talk, but we urge mentors to remember that students have to be taught how to be effec:ve communicators. The best way to encourage students to speak up is to ease the tension by speaking a lot about yourself, not showing irrita:on or impa:ence at their shyness, and asking them many ques:ons about their lives. Aier some :me, we guarantee your student will open up. Also, keep in mind that even if a student is not very talka:ve, it does not mean they are not benefi:ng from the mentorship. Some of our quietest students have been the ones who expressed the greatest benefit from their mentorship.

V.3 – MENTORING THROUGH E-‐MAIL Another component of the Mentoring Program is “E-‐mentoring:” extending the mentor-‐student rela:onship to conversa:on via E-‐mail. We encourage mentors and students to use E-‐mail in between mee:ngs. This can be a very valuable opportunity for our students. In this day and age, kids are skilled at electronic communica:on; however, they have very lifle experience with professional E-‐mailing. Students need to learn the difference between casual messaging (abbrevia:ons, acronyms, improper grammar, etc.) and formal, workplace messaging. Mentors should encourage their students to prac:ce the lafer.

Sample Helpful Mentor Guidelines & Tips Typically, the mentor-‐student rela5onship goes through three stages: (1) developing trust, (2) reaching goals and (3) ending the rela5onship. STAGE 1: THE BEGINNING -‐-‐ BUILDING TRUST. “Mentoring kids is like a big puzzle. You have to keep trying things un:l you find something that works.” Building trust can take weeks. One of the best ways to build trust is to model how to open up by trus:ng your student and sharing things about your own life with them. Another great method is to help your mentee accomplish something that is important to him/her. But at the beginning of any rela:onship, there is always a trial period. In this ini:al phase, you may experience some of the following: Tes:ng: Ini:ally, and par:cularly if the mentee is from an unstable background where they have been repeatedly disappointed by adults, mentees may go through a tes:ng period. They may be slow to give their trust because they expect the inconsistency and lack of commitment they have received in the past. The mentor's trustworthiness and commitment may be tested for the first few mee:ngs. Once the mentor “passes” the test, the real rela:onship can begin. Though this difficult state will not occur in all rela:onships, it is important for you to be prepared, understand, and refrain from personalizing this "test" as much as possible. During the tes:ng phase you may expect mentees to: • Be shy or quiet • Fail to return E-‐mails promptly • Look uncomfortable during mee:ngs • Display sullen, unresponsive, or inconsistent behavior Remember the issue is not whether the mentee likes the mentor, they are protec:ng themselves from disappointment. From their perspec:ve not having a rela:onship at all seems befer than trus:ng, and losing someone. Your mentee may come from a family where nothing can be taken for granted: • People living in the household may come and go • Frequent moves may occur during the course of a year • Finances may be a constant struggle Predictability can build trust. You can help by being consistent. Be on :me for mee:ngs, bring promised informa:on and materials, and follow through on all agreements that you make with your mentee. One misstep at this state, though it may seem trivial to you as a responsible adult, can have great importance in a nega:ve sense to your mentee.

A mentor is: •  a responsible adult •  a trusted guide •  a good listener •  a reliable role model •  a professional advisor •  an ac:ve sponsor •  a “real-‐world” trainer •  a teacher of life •  an advocate for students •  an opener of doors •  a friend

DEFINING THE MENTOR EXPERIENCE WHAT IS A MENTOR?

A mentor is not: •  an evaluator •  a disciplinarian •  a savior •  a therapist •  a counselor •  a social worker •  a parent •  a peer

You should have no problem making the commitment to mentor if: •  You can easily priori:ze the monthly Thursday mentor mee:ng without conflicts.

•  You can make a commitment to be on :me at every single scheduled mee:ng.

•  Follow-‐through is one of your strengths; you can go above and beyond the required mee:ngs.

•  You have the dedica:on and pa:ence to help your student open up in conversa:on.

•  You will be available to communicate regularly with your mentee(s) (once per week) via E-‐mail.

•  You are able to see the program through to comple:on.

WHO SHOULD BE A MENTOR?

You might think twice before making the commitment to mentor if: • You are in the process of switching careers.

• You foresee a major life change this year that restricts :me (wedding, baby, extended vaca:on, etc.)

• You plan to move out of the Coachella Valley in the next 9 months.

• Your work requires you to travel unexpectedly for long periods of :me.

• Your schedule is very unpredictable and/or inflexible.

• You can already see a conflict with two or more of the scheduled mee:ngs days/:mes.

•  IN ORDER TO PARTICIPATE IN THE DATA MENTORSHIP PROGRAM, ALL MENTORS MUST AGREE TO THE GUIDELINES OUTLINED BELOW. PLEASE READ THIS MENTORING CONTRACT CAREFULLY AND INITIAL NEXT TO EACH LINE ITEM. AT THE BOTTOM, PLEASE SIGN AND DATE.

•  Mentor Name:________________________________Company:________________________________

•  I. Mentor Code of Ethics: •  ______ I agree to foster a professional mentoring relaBonship with my student by encouraging

the student to pursue higher learning and vocaBonal goals while providing access to varying points of view. I agree to present informaBon carefully, without distorBon, and give every point of view a fair hearing.

•  ______ I agree to foster a professional mentoring relaBonship by respecBng the uniqueness of my student’s background. I agree to honor the integrity of the student and influence them through encouragement, construcBve criBcism, and posiBve feedback. I agree to empower my student to make “right” decisions without actually deciding for him or her.

•  ______ I agree to foster a professional mentoring relaBonship with my student by protecBng the health and safety of my student at all Bmes. I will seek advice from the program coordinator if ever in doubt about the appropriateness of an event or acBvity. I will inform the program coordinator immediately about any persons, acBviBes, or situaBons which could affect the safety or health of the student.

•  ______ I agree to foster a professional mentoring relaBonship with my student which shall not be used for private advantage or involve the student in schemes for commercial gain.

Sample Mentor Contract 2013-‐2014

•  ______ I commit to mentoring my student for the full duraBon of this academic school year. I also commit to apending all nine mentor meeBngs (see Mentor MeeBng Schedule). In the event that a schedule conflict arises which cannot by rearranged, I agree to do my utmost to noBfy the program coordinator and my student at least five days prior to the scheduled meeBng. I further agree to take full responsibility in rescheduling the missed meeBng with my student during school hours either on a day before the original meeBng date or no later than one week aqer the original meeBng date.

•  ______ I commit to arriving prepared and on Bme for every meeBng. I agree to contact the program coordinator by phone if a situaBon arises which may cause me to arrive later than the scheduled meet Bme.

•  ______ I commit to communicaBng with my student via E-‐mail to confirm meeBngs and follow up on meeBngs. I agree to reply to E-‐mails from my student in a Bmely manner, and encourage my student to reply using professional E-‐mail eBquepe. I further agree to noBfy the program coordinator if my student does not respond to my E-‐mails in a Bmely manner.

•  Mentor Signature:_________________________________ Date:____________________

Sample Mentor Contract 2013-‐2014

MONTH MEETING TOPIC (UNDER REVIEW) SCHEDULED DATE/TIME"Sept. Mentor-‐Orienta3on

Pick one date Tues. Sept 10, 2013 or Thurs, Sept, 12, 2013 4:00 – 5:30 pm

Sept Mentor-‐Student Group Mee:ng 1: IntroducBons & Ice Breakers

Thurs, Sept, 19 , 2013 11:15-‐12:45

Oct.

Mentor-‐Student Group Mee3ng 2: Academic Review & Goals

Thurs, OCT. 17, 2013 11:15-‐12:45

Nov. Mentor-‐Student Group Mee3ng 3: EducaBonal Group Fieldtrip Day

To be determined between: Mon. Nov. 4 -‐ Thurs. Nov. 14

Dec. Mentor-‐Student Group Mee3ng 4: A Good Habit: Time Management

Thurs, Dec. 19, 2013 11:15-‐12:45

Jan. Mentor-‐Student Group Mee3ng 5: Roadtrip NaBon

Thurs, Jan. 16, 2014 11:15-‐12:45

Feb. Mentor-‐Student Group Mee3ng 6: Resume & Interview Techniques

Thurs, Feb. 20, 2014 11:15-‐12:45

Mar. Mentor-‐Student Group Mee3ng 7: Mentor Team Building Olympics

Thurs, Mar. 20, 2014 11:15-‐12:45

Apr. Mentor-‐Student Group Mee3ng 8: College Forum & Debrief

Thurs, Apr. 17, 2014 11:15-‐12:45

May Mentor-‐Student Group Mee3ng 9: Final Closing & Luncheon

Thurs, May. 15, 2014 11:15-‐12:45

Sample Student Mentor meeBng #1 Breaking the Ice, Introduc:ons, & Self-‐Esteem Purpose: To meet your student, break the ice, and build the founda:ons of the mentoring rela:onship on posi:ve affirma:on and fun ac:vi:es. PreparaBon/Materials: Before mee:ng: Be sure to preview all the forms and direc:ons (included in this handbook) for today’s session including the Ice Breaker Ac3vity Direc3ons Sheet, Self-‐Esteem Ac3vity, and Values Clarifica3on Sheet. To bring to mee:ng: Be sure to bring your Mentor Handbook, business cards, and a pen. Everything else will be provided for you. *Please note: You will be taking a photo with your student at this mee:ng! 1. Mentor–Student Mingle Match Up AcBvity (10 minutes) Mentor Direc:ons: In order to find the student mentee we’ve paired you with, you will be asked to mingle with all the students and shake hands with each new student you encounter. You will not reveal your name – only greet and shake hands! Your assigned student mentee will have a notecard that contains the unique fact you gave us in your Mentor Registra:on Profile, but it will not have your name on it. Students have been instructed to locate their mentors by introducing themselves to you, shaking your hand, giving their name, and then asking if you are the “author” of the unusual fact they hold in their hand. Once you finally cross paths with the student who has your personal unique fact, you will have successfully found and matched up with your mentee. At this point, you can reveal your name and formally introduce yourself as his or her mentor.

Sample Student Mentor meeBng #1 2. IntroducBons of Mentors – All Group AcBvity (15 minutes) Before si?ng down one-‐on-‐one with your mentee, you will be formally introduced to the whole group by your student. This ac:vity is intended to break the ice, teach students to do a formal business introduc:on, and give everyone an opportunity to meet all the volunteers who will be mentoring for this school year. Students and mentors will all form a large circle, and, in turn, each student will step forward to introduce his or her mentor by sta:ng your name, job :tle, company/organiza:on, how you heard about the AOBT mentor program, and your unique fact. You can help prepare your student for this ac:vity by wri:ng in the info on the card they will be holding. 3. Get to Know Each Other (10 minutes) Mentor Direc:ons: Now, you will sit down for the remainder of the hour and spend some :me ge?ng to know your student. Spend 3-‐5 minutes introducing yourself to your student. Feel free to use your Mentor Profile Form. Discussion items can include, but are not limited to: contact info, current career, other careers or job posi:ons you are familiar with, educa:on, where you grew up, hobbies, family, etc. When you are done, give your Mentor Profile Form to your student. Now, ask your student to spend 3-‐5 minutes introducing himself or herself. Feel free to prompt with ques:ons. Tell student he or she may refer to the Student Profile Form. Discussion items can include, but are not limited to: family, elementary and middle school, what the AOBT is and why he/she joined, classes currently taking in high school, extra-‐curricular ac:vi:es, work, interests, goals aier high school, etc. Ask your mentee for his other contact informa:on to write in your handbook. Give them your contact info and ask him or her to write it in the Student Handbook

Self-‐Esteem mentor – Student AcBvity Direc:ons: Use this ac3vity during Mee3ng 1; the goal is to help mentor and student get to know each other, develop trust, and build each other up as individuals. Both mentor and student should take a few minutes to individually read over and fill out their own answers to the ques3ons below. When each has had enough 3me to complete, take turns sharing out loud with one another. Be sure to give each other feedback and encouragement while sharing. 1. What do you think is your greatest accomplishment/ personal achievement to date? Why? __________________________________________________________________________________________________________________________________________________________________ 2. List at least three things you are good at: __________________________________________________________________________________________________________________________________________________________________ 3. What do your friends like most about you? Do you agree with them? Why or why not? __________________________________________________________________________________________________________________________________________________________________ 4. What do you like most about your family? Why? _________________________________________________________________________________ _________________________________________________________________________________ 5. Who do you most admire? Why? _________________________________________________________________________________

Sample Student Mentor meeBng #3 Mentors and students will schedule and take an

educa:onal fieldtrip to a college or workplace (or combina:on) of the group’s choosing. •  CSU San Bernardino Palm Desert Campus

•  Tour Graphic Design and Market Program •  COD

•  Tour Digital Design & Art Departments •  The Desert Sun •  KESQ Channel 2 •  KPTR AM 1450 •  Palm Springs Art Museum •  Time Warner Studios

Road Trip NaBon Interview QuesBons Students will ask these quesBons while interviewing their mentor. Students will use their notes on the answers to these quesBons to write up a “Roadmap” ArBcle. 1. Where were you when you were our age? How did you get from there to where you are today? 2. When you were growing up did you have any interests that you have built into your work? 3. Were you ever lost? 4. When did the light bulb go on? When did you realize this is what you wanted to do? 5. Were there ever pressures from society telling you to be something or do something else? If so, how did you shut out the noise? 6. What obstacles have you overcome to get where you are today? 7. What have been the keys to achieving the level of excellence that you’ve reached in your life? 8. How do you balance your personal and professional life? 9. As you look back on your first ten years aier college, what would you do differently? 10. Describe a typical day in the life of your job. 11. What skills must someone absolutely have to succeed in your field? 12. How did you acquire the necessary skills and knowledge? 13. If someone wants to be you, do you suggest that they follow your footsteps? 14. If you had one piece of advice to give young people ge?ng ready to jump into the real world, what would it be?

Sample Student Mentor meeBng #5

RoadMap Model:

Major life event/ choice right out of high school

Next major life event /choice




Current

Digital Arts Technology Academy

www.DigitalArtsTechAcademy.us

Link to DATA Professional Survey

Please fill out this survey if you are interested in volunteering as a

mentor.

https://docs.google.com/forms/d/113o_HLmJW0XG-yi9_XBV7_vFdLx2Z-gv5KiDI2DfjPA/viewform

data mentoring

Education