Mentor Survey Results 2011


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Moore Public Schools Mentor Survey

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Mentor Survey Results 2011

  1. 1. Spring 2011 Mentor Survey Results The information here is data collected from the survey MPS administered in Spring 2011 to teachers serving as “informal mentors” at our secondary sites. The survey was distributed through the Dropout Committee Representative for each school. Its purpose was to determine1) how mentors perceived their role/impact this year as “informal mentors,” and2) what training and/or support is needed to help the “informal mentoring” program be more efficient and effective.
  2. 2. Your Comments Are InvitedPlease take a few minutes to review the data chartsshared here. For each chart, you can comment withyour insights or questions. The final slide allows foran overall discussion of how we can better define therole/task of “informal mentors” and what training weneed to provide for them during the next school year.Thanks.Call or email me if you have questions.Jeni
  3. 3. 10 15 20 30 35 40 25 0 5 Excessive 35 Absences/Tardies Course Failure-Previous Semester 39 Course Failure- 31 Current SemesterPoor Standardized 11Test Performance Severe Behavior 10 (Office Referrals) Teacher 7 Request/Referral identified as "at risk." Parent Risk Indicators 4 Request/Referral Student 3 Request/Referral I Dont Know 2 Please check the indicators by which your mentored students were
  4. 4. Mentor Identification How did you become a mentor? 232520 111510 2 5 0 My administrator I identified a student(s) The student(s) asked me to work with and began to work requested assistance a specific student. with him/her on my with school-related own. challenges.
  5. 5. Duties of Mentor:How would you describe your most important duty in your mentor role? 19 20 18 16 13 14 12 10 8 5 6 4 1 2 0 My primary My primary My primary My primary task was to task was to get task was to task was to encourage my my mentored help my advocate on mentored student(s) the mentored behalf of my student(s) to resources they student(s) build mentored stay in school. need. the skills they student(s). need.
  6. 6. Mentor Preparation/Comfort How prepared and/or comfortable were you in addressing these risk factors with your mentored student(s): Social Skills 1 12 29 4 1-Not Prepared/Career Awareness 3 14 25 4 Comfortable At All Goal-Setting 1 11 32 2 2-Somewhat Prepared/ Engagement 1 10 33 2 Comfortable 3-Extrememly Academic Skills 0 9 35 2 Prepared/ Comfortable Tardiness 0 8 36 2 Not Applicable Attendance 0 9 35 2 0 5 10 15 20 25 30 35 40 45 50
  7. 7. Time Spent with MenteeOutside your job-required interactions (class time, etc), how much time did you spend with your mentored student(s) each week?14 12 1212108 76 4 4420 significantly less less than one around one hour more than one significantly than one hour hour hour more than one hour
  8. 8. Mentor Open Response/Overall Comments Mentor Open Response/CommentsMy student passed all of his classesI am unsure of the role of a mentor vs. that of a teacher. I talked to my student in class,but had very little other interaction. I tried to make some kind of contact in hallwayswhen I saw her. She did not finish the year.I had good cooperation from my students other classroom teachers. His organizationskills were next to none. Other teachers allowed him to turn in assignments late thatwe would work on after school. Often, we used our time to complete assignments butmostly we just talked.I think anything extra we can do for this segment of our student body is helpful. Themore people they have making individual contact the better, if nothing else they willknow we care.
  9. 9. Mentor Open Response/Overall CommentsI wish I had been able to help this student more than I feel I did. He was absent much ofthe time, and I dont feel that I had an impact on his attendance (which is one of thegreatest factors in his academic issues). Upon reflection, I will become more involvedwith the students teachers in the future and keep myself aware of his progress withweekly emails. I would like to set up a weekly or bi-monthly meeting with the studentto go over his grades/assignments that are missing.I would love to do this again, however, I would want to have my student from the verybeginning of the year and work with them for the entire year. I would also love to seesome way to schedule even a short time per week when we could meet that wouldnttake away from class time for the student.Its a great program/idea. My effectiveness, or lack of it, was only because of me. I havetoo many other irons in the fire. My student passed and graduated but it had very littleto do with me. Teachers just need to be aware that if they have lots of otherresponsibilities, great consideration needs to be given to extra time given to mentoring.
  10. 10. Mentor Open Response/Overall CommentsMy student ended up dropping out... Im glad that an at-risk program is in the works...itshows out district cares. I did lose a student due to being bullied. I do feel we needsome kind of bully program in the high schools.My student was bright, very capable, but a self-confessed slacker, except where mathwas concerned. He had a great deal of trouble with that subject and needed to bereassigned to an alternative math course in order to earn his last math credit. Otherthan that, my primary role was to help him understand that his lax approach to schoolwas becoming self-destructive. Once he realized that he became more engaged.My student was very polite, courteous ans [sic] mannerly with me but I felt like I wasjust getting lip service.Some kind of training in this particular field of mentoring would be beneficial.
  11. 11. Mentor Open Response/Overall CommentsThe difficulty I faced in working with my at risk student was simply logistical. I dont havethe student in class and my teaching schedule and the students class schedule keep usbuildings apart. Just keeping in contact daily was a challenge. I feel that if each teacherwas able to choose an at risk student that they already have in class(best case), or atleast a student they already know (worst case), the outcome would be much morebeneficial. Its easier to get time with that student, check in with them daily, and reallyunderstand the needs they have and challenges they face.Unfortunately, my student was removed from school in March due to poor choices onher part. She has remained motivated to get her GED and professional training as abeautician.We desperately need required training for ALL teachers about how to work with at-riskstudents; this needs to be a professional development requirement in my opinion.
  12. 12. Mentor Open Response/Overall CommentsWe have not started the program at Brink so it would be difficult to answer thequestions but I have dealt with them failing and trying to get to do their work and get apassing grade and maintain it; talk with parents have meetings with student and if at allpossible all the teachers.we havent actually started the program yet.We probably could use training on how to identify those students who are at risk so thatwe can mentor them.I think this a great program. I would like more training. We not only have graduationissues but we have social and family issues that effect the students progress.It would be nice to have some time allotted to spend with the student, perhaps on TAAday.
  13. 13. Spring 2011 Mentor Survey Results Please share any ideas, insights, or comments you have regarding the overall survey data:1) How can we better clarify the role/task of “informal mentors” next year?2) What training and/or support is needed to help “informal mentors” be more efficient and effective?