|
|
Based on school needs assessments, volunteers are recruitment, interviewed and screened. Job performance, personal references, criminal checks and other evidence of character and reliability are required.
Mentors attend a training session led by experts. They learn about liability issues, confidentiality, how to instill self-esteem, goal setting and the role of the family in the program. At a school orientation meeting, they hear about a typical day in the life of a student, scheduling procedures, check-in requirements, and also meet teachers and support staff who will be working with them. Mentors receive tips, strategies, and activities for their weekly sessions.
A profile is completed stating mentor preferences for meeting times, grade level, gender, and race of mentee. School staff uses a specific set of criteria to recommend students for the program. Students selected are potential dropouts. Special interests of volunteers are matched with those of mentees. Mentors sign a release agreement and parental permission is obtained.
Mentors spend a minimum of one hour each week during school time with their mentee. They build self-esteem in elementary school by reading, talking, playing games, walking outside, working out in the gymnasium, practicing musical instruments together, reinforcing values and being there as a friend. In middle and high school, mentors assist with career options, school-to-career transition, interviewing skills, community service, college plans, and academic performance.
Personal growth of students is evaluated by attendance records, anecdotal information from teachers about work habits, academic performance, and a pre-post self-esteem inventory. Teachers, mentors, and parents evaluate the program and its impact on mentees.
Communication with teachers and parents is on-going. At year-end, mentors attend celebrations at school and system wide where they are honored and thanked. Summer activities are suggested. Renewal for another year is pledged.