How Can Personalised Small Group Mentoring, With...

How Can Personalised Small Group Mentoring, With...
How can personalised small group mentoring, with underachieving students, improve their learning
and attainment in mathematics?
Professional autobiography
I am currently the deputy head of mathematics, having recently been promoted from being deputy
head of year. In my previous role I had pastoral responsibility for students ensuring their well–being
and trying to give them a positive experience of their school live. In addition to this I was an active
mathematics teacher, teaching key stages 3 to 5. In my current role, I have responsibility to ensure
every student achieves the best they can in maths through leading a team of 15 teachers.
I believe that 'every child matters ' and should get a fair chance to achieve the very best they ...
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EXPAND A BIT MORE. The mathematics department achieved 84% pass rate at A* to C grade.
Next years cohort is predicted to achieve....
The concept of how to encourage all students to gain fully from the education system has always
been a personal philosophy of mine and since gaining at least a C grade in maths has become a
given, for most employment and further education, I wanted to research how mentoring intervention
could assist in this goal.
Mentoring
Mentoring is an initiative that has been found effective and transferable from business to education
(Wallace, Montgomery and Pomerantz, 2010), indeed Linney (1999) suggested that mentoring is a
very popular tool in various contexts and fields. In the field of education, Daloz (1987) felt that
teachers and mentors played a vital role in allowing students to gain confidence, insight and passion
to progress in their academic lives.
In the United Kingdom mentoring for young people in education has increased significantly since
the early 1990 's (Rose and Doveston, 2008) this in turn has possibly led policy makers to adopt this
educational tool as an intervention with socially excluded young people in schools (Colley, 2003).
The term 'mentor ' has Greek origins where Odysseus left a trusted friend, Mentor, to give advice
and support to his son, Telemachus, whilst he went

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Evaluation Of Mentoring Programs For The United States
Jordan Woltjer
11/16/2016
Course Project Part 2
Matz shows that mentoring programs were first instituted in the U.S. in the late 19th century as an
alternative to incarceration to be used in Juvenile Courts under the supervision of probation officers
(2014). According to Matz, these sentencing policies were inspired by the progressive era's focus on
alleviating the mass poverty that was caused by industrialization, immigration, and urbanization
(2014). Blakeslee and Keller state that "The highly renowned Big Brothers Big Sisters of America
(BBBS) mentoring program, for example, began in 1904 in New York City and today consists of
over 375 agencies serving more than 210,000 youth across the United States" (2012). Matz (2014)
argues that though mentoring programs are compatible with a large range of sociological and
criminological theories, that their creation was motivated by a theoretically undeveloped
humanitarian instinct that pervaded the Progressive Era. Despite this, we can still use the empirical
evidence of BBBS programs to test theoretical perspectives such as Differential Association.
The BBBS program matches at–risk youth between the ages of 6 and 18 with a volunteer mentor
whose prior screening demonstrated that they are capable of providing socialization to curb
delinquency and anti–social behavior (Limber, 2001). Susan Jekielek says that "The Big
Brothers/Big Sisters program takes applications from volunteers in the community and subjects each
Mentor to an

Mentoring
Mentorship Module
In this essay I aim to reflect and critically analyse my completion of the learning development plan
and to identify how the skills and knowledge that I have gained as a mentor will enable me to lead
learning in my area of practice. I will be using the What model of reflection (Driscoll 2000)
throughout this essay.
What? – As part of the mentorship module I was required to complete a Learning Development Plan
(LDP). Part of the LDP involved writing a lesson plan which was then taught to a student under the
supervision of my mentor. A copy of the lesson plan can be found within the LDP. An assessment
plan was then used to evaluate the learning that had taken place and to assess the competency of the
student. I am ... Show more content on Helpwriting.net ...
It makes sense, therefore, that before we explore how we teach, we understand how people learn'.
From discussion with my student prior to the lesson I learnt that she too had a more activist learning
style and I felt that this match would provide a more harmonious learning environment between
myself and the student. Whilst there is validity in attempting to match teaching styles with learning
styles (Quinn & Hughes 2007) there is also research to show that by moving the student
outside of their dominant learning style will stimulate learning and the challenge will promote more
creative learning (Tennant 1997 and Partridge 1983).
I was aware of my student's dominant learning style and my lesson on Intubation was a practical one
which would be more suited to her, however, I felt that in order to teach the subject effectively, the
lesson in part would have to have a theoretical approach in order to cover the aspects of airway
anatomy and physiology, rationale for intubation and the hazards, precautions and complications of
the procedure. Once I had completed my lesson plan, I was concerned that it was weighted far more
to a reflector or theorist style of learning and that my student would become bored and de–
motivated. This is also argued by Gopee (2008) who states that 'the mentor should endeavour to
develop awareness of their mentee's learning style to see if they can adapt to them to make their
teaching more effective'. Gopee

Essay about Mentoring
Managing People Individual Assessment
Managing Mentoring
With the development of the more organic and less formal organisational structures the role of
mentors has shifted with these changes. Unlike previously where mentors where seen as formal
trainers who taught newcomers the processes and got them acquainted with the cultures and the
systems within the organisation. Which required good interpersonal skills and a good knowledge of
the activity or tasks the mentee would have to undertake, and be able to effectively relay or
demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor
would have to be more of an emotional counselor and demonstrate more skills than were
traditionally required from ... Show more content on Helpwriting.net ...
Accompanied with the current shift towards more organic organisation structures and more
emphasis on the learning organisation, mentoring provides a more all round experience to the
mentees by getting them confident with their role with the organisation. It also improves
communication throughout the organisation by allowing mentees to give feedback and learn in a not
so formal fashion which helps people feel more relaxed and develops the formal and informal
culture of the organisation.
From the organisations standpoint mentoring is a cost effective way of training and developing new
staff, and it helps retain existing staff by giving them more responsibility. It is argued that with the
underlying causes behind facilitated mentoring lying in cost effectiveness, does this underlying tenet
prevent a real chemistry existing between the mentor and the mentee.
This is not necessarily the case in all organisations, the Metropolitan police force (a non–profit
organisation) have recognised the need for mentoring and have incorporated it both internally and
externally to assist them in their day to day work. The Metropolitan Police have started a mentoring
scheme for young ethnic officers by pairing them with a mentor from the same background, to help
them get prepared for the job and also to act as counselors and to deal with any reservations they
may have about joining the force. This type of mentoring scheme is based more around relationship
forming and

Proposal For Implementing A Formal Mentoring Program Essay
MEMORANDUM
TO: Donald Lower, Partner; Barry Anderson, Partner; John Huber, Partner; Todd Whitlow, Partner
FROM: Brooke Vondal, Administrative Officer
DATE:
September 18, 2016
SUBJECT: Proposal to Implement a Formal Mentoring Program
Attached is the proposal to implement a mentoring program at Anderson, Lower, Whitlow P.C. In
early summer, ALW hired fifteen recently graduated individuals and 12 have already taken positions
at other firms. There needs to be a system in place to develop and foster relationships for these
individuals within the firm. This firm has a high turnover rate of new hires; currently, the turnover
rate is 85%. Firms that are considered the Big Four are offering mentoring programs that make their
employees invested in the company's future. Unfortunately, if ALW does not start to compete with
this issue, more employees will be lost to the Big Four Firms.
Implementing a strong mentoring program that fosters individual and personal growth within the
company is vital for the future of this firm. This includes setting up and maintaining a mentoring
program. The mentoring program will be set up with individuals from all levels of achievement, that
are willing to devote a portion of their time to the firm's prosperity.
Investing in the future of this firm, through a formal mentoring program is a vital step. I look
forward to working with you throughout this process. I can be reached at bvondal@alwpc.com or
456–789–0123 ext.123.
Thank you for your time.

Mentoring : A Integrated Mentoring Program
INTRODUCTION The goal of mentoring in military organizations is to help junior personnel reach
their full potential by having senior personnel help develop them, and pass on their practical
expertise and professional knowledge to personnel who are committed to advancement and success
(United States, 1995). A thriving mentoring program will enhance our overall professionalism and
help meet the future needs of our organization. In my current job, I am charged with implementing a
mentoring program where officers, enlisted personnel, and civilian employees can pass on not only
career development guidance to junior personnel, but also the principles, traditions, shared values,
and lessons of our profession. Mentoring covers a wide range ... Show more content on
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Additionally, the PM conducts an exit interview with mentors and participants when leaving the
program, to assess progress made, and improvements needed to the program (United States, 1995).
Mentors serve as a confidant, counselor, guide and advisor to a participant. They share an
understanding of the organization, its mission, and the formal and informal operating processes, and
share experiences which contributed to their own success, setting an example for the participant to
follow. They assist the participant in career development ideas or for pursuing career opportunities.
Mentors encourage participants to become more efficient and productive in their career field
through self–development and other activities, and suggest appropriate training and developmental
opportunities to further the progress of the participant toward leadership positions. The Mentor will
provide input to the participant 's supervisor in developing their Individual Development Plan (IDP),
helping the participant to set clear, realistic career goals and periodically reviews progress, making
constructive suggestions on career development. Vitally important, the Mentor must ensure the
mentoring relationship remains visibly and consistently professional. Mentors must ensure that their
meetings are for clear purposes related to mentoring, that there is visible progress by the participant
toward legitimate mentoring goals, and that office relationships between the mentor and participant

Mentoring in Workplace
1.0 Introduction 1.1 Aim/purpose The aim of this report is to convey and clarify the findings of
"why we agree that mentoring is one of the possible ways to enhance the development and retention
of young professionals that are important to the growth and success of any organization". In this
report, a comprehensive research of mentoring will be highlighted and analyzed. The main
discussion will be focused on the functions, benefits, stages and challenges of mentoring, limitation
associated with mentoring and also a few recommendations that the society can use to inform its
members of the proposed benefits of mentoring in retaining young professional staffs. 1.2 Scope
This report is done based on various readings ... Show more content on Helpwriting.net ...
It allows mentoring to be focused on those who will benefit the most from it (Klasen & Cultterbuck,
2001). 2.0 Functions of Mentoring 2.1 Career Functions 2.1.1 Sponsorship Sponsorship means
nominating junior employees for promotions. Through this the mentees can build positive reputation
and also create new job opportunities. As for the mentors they will be able to develop new talents
however their reputation depends on the mentees performance. 2.1.2 Exposure Exposure means
junior colleague are given responsibilities and they are allowed to develop with the guidance of their
seniors. Mentees are given a chance to increase their personal visibility, gain knowledge and also
learn more about the organization. On the other hand, the mentor's reputation can be damaged if the
mentee does not perform well. 2.1.3. Coaching Coaching is an outline for accomplishing work
objectives and achieving career aspirations and it creates an understanding of important issues. This
allows the mentees to widen their perspectives and also enhance their ability to manage their tasks.
For the mentors they will be able to pass on their knowledge and views. 2.1.4. Challenging
assignments Challenging assignments will be given to the mentees and they will also be given
training and

The Pros And Cons Of Mentoring
Introduction
Merriam–Webster defines mentoring as process where a more knowledgeable individual imparts
knowledge and experience to a less experienced individual (Mentoring (n.d). In Merriam–Webster).
Mentoring is an effective way to assist and encourage teachers to direct their own learning so that
they are able to realize their potential, enhance their skills, and become the teacher that they desire
to be (Hudson 2013). There are a few differences that occur between mentoring and coaching.
Firstly coaching is short–term and usually lasts for a brief period of time or for a few sessions
(Stowers & Barker 2010). Mentoring is long term and can span over a longer period of time, usually
for a year (Stowers & Barker 2010). Another difference that occurs when refereeing to mentoring
and coaching is that coaching is driven by performance, and the purpose for this is to improve the
individual's job performance (Clutterbuck 2008). Mentoring is focused on development the reason
for implementing it, is to improve the individual for the current job as well for the future
(Clutterbuck 2008). This paper will examine ... Show more content on Helpwriting.net ...
The lack of time allocated to the mentoring process is an issue of concern. This often may occur
because too much of the time has been spent on other tasks such as paperwork, rather than reflecting
or discussing about the progress, areas of concern or issues that have arisen (Lofthouse & Thomas,
2014). Another issue that often arises is the various roles that the mentor may hold. According to
Lofthouse and Thomas, (2014), the various roles that a mentor has and the expectations of each role
that they are expected to perform in, may affect the amount of mentoring time available to the
mentee. This will often leave the mentee feeling frustrated as they will need to wait, or may not get
the opportunity to discuss issues that may be experiencing (Lofthouse & Thomas,

A Research Study On Mentoring Program
Summary Mentoring program have become common place in the social service community, their
general effectiveness has been well evaluated. This research will provide foundation for the
following review of Deep blue lines, focusing on mentor/mentee relationships, family involvement,
their camp element and program evaluation (DBL). DBL is a mentoring program for at risk youths,
run by Police–Citizens Youth Club (PCYC) is a aimed at 13–17 year olds who are at risk of entering
into criminal activities or disengaging from community, education and family. DBL involves small
group mentoring sessions ran by police officers, focusing on communication, goal setting, making
good choices, and positive self–image. Another element to the program is ... Show more content on
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The program connects at risk teens with positive mentors, in order to learn to communicate, set
goals, make positive choices and create healthy relationships, in addition, they participate in a camp
where they are challenged to apply the skills they have acquired (2016). DBL has no official
documentation of how it is evaluation thus it will be evaluated through the framework of
comparative literature based on similar mentoring programs.
There is no statistically information based on DBL to infer if the program is successful or otherwise.
Evaluation of such a program is valuable to assess not only the success of your program but also,
your demographic so you can further tailor your program to your participants, gain access to
funding through suppling evidence of your results, gain community support by showing the
community your results (Parker and Lamont, 2010). Karcher et al. found that evaluation contributed
to program improvments inclding increased training for mentors, and improved plasticity to allow
for individual needs (2006). This aspect is lacking in DBL and needs to be introduced to gain
valuable information that will assist in the improvement and success of the program however, there
have been other effective elements of DBL identified.
A factor that has been identified as effective in mentoring programs of at risk teens is an engaging
relationship between mentor and mentee, this is often

School Based Mentoring Programs ( Sbmp )
School–based mentoring programs (SBMP) have become widely used due to their presumptuously
simple implementation and effective results; however, they remain to be scientifically under–
developed and require integrity during implementation (Miller et al., 2013; Smith & Stormont,
2011). Undoubtedly, SBMP have been shown to improve students: attitudes, confidence, school
engagement, school performance, behaviour, vocational skills, and emotional and social skills
(Converse & Lignugaris/Kraft, 2009; Miller et al., 2013; Schwartz, Rhodes, & Herrera, 2012).
Contrarily, these promising outcomes are equally met with many studies that show: no, or only little,
improvements; only short–lived results; or only effectiveness with certain types of students
(Converse & Lignugaris/Kraft, 2009; McQuillin, Smith, & Strait, 2011; Miller et al., 2013).
A major understanding that many program designers seemingly fail to comprehend is that SBMP are
not 'general–purpose' programs. Thus, many SBMP are not designed and implemented strategically.
Particularly problematic for these poorly designed programs are: the lack of defined success
outcomes, measurements of success being open to biases, the ambiguous and faulty evaluations of
such programs, and the individual program's diversity of standards, budgets, objectives, and
implementation (Converse & Lignugaris/Kraft, 2009; Gusic et al., 2010; Schwartz, Rhodes, &
Herrera, 2012; Smith & Stormont, 2011). Evidently, the difficulty of replicating the

Mentoring Youth Programs : A Part Of Human Services
Mentoring Youth Programs: A Part of Human Services
Introduction
There is a broad range of factors that might make the youth of any ethnicity to participate in
antisocial behaviors. Notably, these factors include young people's own feelings, family
relationships and being brought up in communities with widespread alcohol and violence. In
addition to this, young people engage in antisocial behaviors if they have been exposed to poor
health, substance abuse, poor–quality housing as well as poor health. These risk factors place youths
at risk of dropping out of schools, disengaging from employment and community (Ware, 2013).
Further, indigenous youth faces challenges of dislocation arising from colonization coupled with the
impacts of the stolen generations. The impact of the forced displacement of homeland and
socioeconomic dispossession associated with the colonization period left a legacy of parents raised
in abusive settings who are not abusing their own children. In addition, it left a legacy of dislocated
kinship networks that reduced family support. Overall, the indigenous young people encounter extra
challenges of cultural discontinuity, dispossession, and inter–generational trauma (Ware, 2013). This
paper seeks to discuss some of the mentoring programs that can bar young people from engaging in
anti–social behaviors that can greatly affect their future.
Strong link to culture
Apparently, a strong link to culture blended with high–esteem, functioning societies

Benefits Of Peer Mentoring
Juvenile mentoring programs have shown to be extremely successful for both mentor and mentee.
Mentoring programs builds connections and within those connections there is guidance, support,
and knowledge being shared on both ends. Mentoring at risk youth is essentially to improve
academic achievement, improve interpersonal skills and for personal development. Choosing
between cross age mentoring and peer mentoring has to be intentional and should be based off of
what the youth needs.
Peer mentoring is defined as: "two youths of different ages that reflects a greater degree of
hierarchical power imbalance than is typical of a friendship and in which the goal is for the older
youth to promote one or more aspects of the younger youth's development" (The Handbook of
Youth Mentoring by David Dubois). Because of the small age difference, mentees feel comfortable
and compelled to share any thoughts, ideas, and ask more questions. Being close in age allows the
mentor to be able to understand and relate to what their mentee is expressing. From this, the mentor
can present solutions or advice.
Cross–age mentoring is essentially adult to youth mentoring. A lot of the at–risk youth do not have
solid adult figures in their lives; having an older mentor can fill this void. Cross age tutoring is
argued to be more effective than other techniques because adults are seen as role models since they
have more life experience. "Mentoring has emerged as a promising approach for enriching

Advantages Of One To-One Mentoring
1) One –to – One Mentoring This is used when a mentor interacts with all his mentees on one–to–
one basis. The model works well when the mentor wants to seek personal information of his
mentees, their knowledge background ,their skills ,abilities and competencies present, so that he can
work upon their development by defining each mentee's career path. Also the mentor can go with
the SWOT Analysis of all the students and then work upon their weaknesses converting them into
their strengths to be successful. Availability of mentors is the only real limitation in one–on–one
mentoring. 2) Group Mentoring Group Mentoring provides for a greater number of students to
benefit from mentoring as opposed to the limitations of a 1–on–1 mentoring program. It also
provides for greater exposure to multiple levels of expertise and knowledge as each participant
brings his /her own competencies to the group that can be shared. Group mentoring is basically done
when the mentor has common instruction for a project assigned, some specific study related
guidance, discussing basics of an interview , developing hobbies ,giving examination related tips,
etc. Scheduling a large number of mentees to meet regularly and addressing each member's different
needs against the overall group needs may pose a ... Show more content on Helpwriting.net ...
As corporate struggle to harness the power of new, cutting–edge technologies to carry out regular
functions faster and more effectively, a traditional notion about mentors and mentees has been
upturned. In other words, this struggle has led to reverse mentoring. A tech–savvy twenty–
something assigned as a mentor to a 40–something, tech–challenged but otherwise efficient
employee, with many years of service in the organisation, is a classic case of reverse mentoring. It
challenges the traditional view of the mentor as someone advanced in age and knowledge. The
question is: Does this work without bad bruises to the older employee's

Why Mentoring Matters So Much Essay
Introduction "Iron Sharpens Iron": Why Mentoring Matters So Much The Closing Bell Speaker
Series "Iron Sharpens Iron": Why Mentoring Matters So Much was presented by Forest Harper.
Forest Harper is the current Chief Executive Officer and President of INROADS Inc. Harper grew
up in a poor neighborhood in Fort Pierce, Florida. In high school, Harper was a star athlete in his
high school's Army ROTC program. He attended Morgan State University on a football scholarship.
His plan was to become a professional football player. He suffered two knee injuries that ended his
football career. He graduated from Morgan State University with a Bachelors of Arts in Social
Work. After graduation, he joined the Army and served as a Lieutenant. He spent six years in the
Army and rose up to the position of Captain. After the Army, Harper participated in the Executive
Leadership Training program at Harvard University. Before becoming the president of INROADS,
Harper worked at Pfizer for twenty–eight years. He started as a pharmaceutical sales representative
and later became the Vice President of Capability Development in Worldwide Public Affairs and
Policy. He was the only African American in his division. This fact inspired him to join INROADS
and become a mentor to minority college student. His goal is to help get as many minority college
students into the industry they choose. Harper's own mentor is his uncle Walter Crenshaw, the oldest
documented Tuskegee Airman. In "Iron Sharpens Iron":

Mentoring : Mentoring And Leadership
PGE #1: Mentoring and Leadership Reflecting back over the years since receiving my initial
National Board Certification, I clearly see that the mentoring roles I have been a part of have been
the most rewarding. Mentoring has enabled me to collaborate with others new to the profession as
well as with veteran teachers in the classroom. Through this collaboration in a variety of settings, I
have been able to improve the effectiveness of my teaching practices which in turn has had a
positive impact on my students. A study from Teacher Collaboration in Instructional Teams and
Student Achievement by the American Educational Research Journal (2015) states that the quality
of teacher collaboration positively influences teacher performance ... Show more content on
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The opportunities given to me to work with beginning teachers have been rewarding. Building
stronger learning communities will always be a passion of mine because it ultimately enables our
students to be better served in the classroom which leads to higher student achievement. I have also
served in Leadership positions since my National Board Certification that have enabled me to work
closely with my peers and other colleagues. My principal nominated me to be part of an Emerging
Leader cohort initiated by our superintendent because of my commitment to my profession and
willingness to take on a leadership role. I had the opportunity to spend the day shadowing a
principal from another elementary school and then meeting back at the district office to collaborate
with other chosen "Emerging Leaders" throughout the district. We spent time discussing issues and
topics currently facing education with the district leadership team. Research shows that interaction
between teachers and administrators focused on student learning affects student achievement. A
similar cohort I have been involved with is the Teacher Forum for Teachers of the Year in our
district. Again, it is this camaraderie that takes place when teachers sit down and share ideas and
thoughts on education and how to

The Benefits Of Tailored Mentoring
Introduction
Mentoring is an excellent way to teach students about any subject. Whether it's math, science, social
studies, art, or literature, being a mentor is a satisfying feeling. For a mentee who struggles with
particular subjects, they might want to consider getting a mentor. The biggest challenge is having a
student that is gifted can be a frustrating and counterproductive use of time. Science and
psychologists have studied effective ways to teach gifted students through tailored mentoring
programs. They have shown to be successful, but there are a lot of questions why it is so successful.
Finding the answers is beneficial to both the mentor and the mentee, so they're on the same page.
What is Tailored Peer Mentoring?
Tailored peer mentoring is a program that is designed to help a gifted student learn, based on their
needs. Depending on what the student needs, the mentorship should teach in a certain manner so the
gifted student understands. While it is not a common form of mentorship, tailoring a program based
on the student has started to gain traction. It's well known that not everyone learns at the same rate,
but by forming a program that will help them learn at their own pace. It's important that a mentor
shows patience and knows how to work with different gifted ... Show more content on
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It could be that the mentor is explaining things in a way that a gifted student understands the
material. Perhaps the mentor makes the gifted student feel more comfortable and asking more
insightful questions about the material. Considering there are four effective learning processes,
perhaps a mentor is better at teaching those "Big Four" learning processes. Students who do receive
tailored peer mentoring have a chance to learn subjects at their own pace, instead of trying to keep
up with the rest of the class, which can also be a factor in the success

Essay about Mentoring and Coaching
| Mentoring and Coaching | Essay | | | |
Identify and evaluate the key factors which influence the effectiveness and strength of a mentoring
relationship. |
This essay will start by defining mentoring, and giving a brief understanding of mentoring. This
essay will then go on to identify and evaluate a number of key factors that may influence the
effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within
schools and a learning mentor to be more specific.
Firstly this essay will look at the difference between coaching and mentoring. Both coaching and
mentoring are processes that allow both individual and schools to achieve their full potential.
Coaching and mentoring share many ... Show more content on Helpwriting.net ...
A Learning Mentor is a relatively new concept in the field of education and is used within schools to
support them in raising standards.
Specifically Learning mentors are placed in schools to raise pupils' attainment, improve attendance
and to reduce permanent and fixed term exclusions. Many schools have successfully implemented
the Learning Mentor programme and assessed that the impact is evident on individuals and groups
of pupils (George, 2010)
Learning mentors tend to work on a one to one level or in small numbered groups, a learning mentor
must be a good listener, be able to encourage and motivate and act as a role model and encourage
the build up of a mutually respectful relationship (Hayward, 2001).
According to Hayward (2001), Learning Mentors have had an incredible impact on individual
pupils' lives, in some cases transforming low achieving and unfocused students with minimal self–
esteem and a lack of commitment into more confident pupils with higher grades, improved
motivation and a sense of direction. What all Learning Mentors have in common is their aim to
break down barriers to learning , unlocking education opportunities for school students and
releasing hitherto untapped potential (Hayward,

Stop The Violence Mentoring Program
Introduction Mentoring refers to a relationship whereby, an experienced person gives guidance,
advice, and support to the less experienced. The Stop the Violence Mentoring Program is one that
seeks help young people and to show them a more excellent way. Mission Statement: Stop The
Violence Mentoring Program was established in June 2013. It was designed to help at risk youth to
give them an alternative place to come and receive services in school and pair them mentors that
will aid them in life to become successful young men and women. Vision: To create critical thinkers
and successful navigators in all situations. Based in Fairfax, Virginia, Stop the Violence Mentoring
Program intends to provide a Christ–based mentoring program to youth ages 13–20. The mentoring
program will be delivered to youth primarily living in nearby cities in Fairfax, Virginia. Since the
organization launch on June, 2013, its core audience makeup has been primarily Black, Hispanic,
and White, with 61 percent women and 38 percent men that review its content. Organizational
Background: "Stop the Violence Mentoring Program" On May 2011 Nathan Long had a discussion
with his Christian specialist about the media and society 's vigorously dangerous impact on this era,
planted the seed for Stop the Violence Mentoring Program. Eventually, Nathan and his specialist
sought to see a stage made to individuals encounter genuine flexibility through Christ Jesus and
effectively explore society 's fake

Evaluation Of Mentoring New Teachers
[Teach Movie]. (May 12, 2014). Mentoring New Teachers. [Video File]. Retrieved from
https://www.youtube.com/watch?v=tVoyzliq7Ro
Oftentimes, new teachers are provided with little to no professional guidance, and because of that,
nearly fifty percent of teachers leave the classroom within the first five years. This turnover rate not
only has an impact on kids, since they lose the person they were connected with, but it also costs the
nation roughly 7.4 billion dollars a year. This video, which focuses on the Hillsborough County
Public School System, in Tampa, Florida, brings to light the importance of mentor teachers for first
and second year teachers. Through the gathering of evidence and classroom observations, these
mentor teachers provide the passion for new teachers and help to unlock their potential. Since the
implementation of the mentor program their retention of new teachers has gone from 72% to 94%.
[PBS Newshour]. (July 4, 2013). Mentorship for New Educators Helps Combat Teacher Burnout.
[Video File]. Retrieved from https://www.youtube.com/watch?v=7P5uSQ9E–NU
First year teachers many times face some of the toughest assignments in the nation's toughest
schools, and since they are left to sink or swim, they tend to be the most vulnerable because they
buckle under the pressure and frustrations they are ill prepared to face once in the classroom. To
confront this issue head on, The New Teacher Center, a non–profit educational organization founded
by Ellen

Mentoring In The Classroom
III. Mentoring Life is a continuous learning experience, so even those who are knowledgeable still
need someone to act as their mentors. As we continue to seek for knowledge, we become more
efficient in our chosen field or career path. Just like being a teacher, it is like a rollercoaster ride of a
colorful experience. In times when a teacher is on top, he feels like he doesn't need anyone but when
he's at the bottom, he will seek for an experienced teacher to motivate him and bring back the
momentum to him. However, no matter if you are on top or the bottom, a teacher should always
look up to someone for professional learning. Mentoring is a teacher to motivational teacher
scenario that is an effective technique for obtaining professional development. The objectives of this
strategy are to assist new teachers most especially as they begin their career as educators and to
hone the leadership ability of mentors. By using this strategy, the expected results would be the
enhancement of quality learning while developing teachers' knowledge; establishing professional
learning communities and honing leadership ability within the school. The key elements mentioned
in the book were concrete and clear. First, mentors possess ... Show more content on
Helpwriting.net ...
He is not just and evaluator but also a confidant, a confidence builder, and an observer. As a
confidant, mentors should know how to let a teacher open up without hesitation or fear. If a teacher
freely expresses himself to his mentor, he will be an effective teacher producing successful students.
Trust is an essential factor in mentoring. The mentor and the teacher should relentlessly cultivate
trust in their relationship. By doing so, the mentor can give great advice and guidance every time,
and the teacher would always take note of the wisdom he acquires from his mentor. They should
always be attentive to each other's needs for a better professional learning (Cutler,

Personal Narrative : The Peer Mentoring Teacher
Tell us about an experience, in school or out, that taught you something about yourself and/or the
world around you.
"...no man can sincerely try to help another without helping himself." This quote by Ralph W.
Emerson echoed by our Ms. Marino, the Peer Mentoring teacher, inspired me to regularly volunteer
as a tutor and to try to embody this in my actions and my words. At first, I did not truly believe that
helping myself would help others. After all, how could I help myself when I guide others on simple
homework that I have done before? This mindset changed 180 degrees when I was encouraged to
become a peer mentor by this teacher. I was given the opportunity to be a mentor to several students
struggling academically and socially in the ... Show more content on Helpwriting.net ...
Compared to the coding I had learnt before, this was an entirely new world for me.
Through the internet I managed to learn new concepts such as JavaScript, how to use the bash
command line, and find a template for the script I planned to use on the Raspberry Pi. We managed
to complete our project on time in the end. Ultimately through this project I obtained valuable
experience and the realization of my passion for engineering.
Explain how you responded to a problem and/or an unfamiliar situation. What did you do, what was
the outcome, and what did you learn from the experience?
In my spare time, I enjoy baking. When I first embarked on the journey of baking, my parents
wanted me to bake a cake for a dinner party. Eager to please my parents and relatives, I immediately
agreed. After all, baking a cake wouldn't be too hard, right? Following a detailed recipe from a
cookbook, I learned the basics of how to mix the ingredients and how to decorate a cake. The
instructions were simple to follow. Nonetheless, my effort turned to waste. I felt shocked and
disappointed. The expected soft cake came out hard and stuck to the pan. I was frustrated, but that
wasn't enough to make me give up. After another failed attempt, I decided to search the internet and
watch some videos on cake–baking. After I noted the steps used, I baked again, this time using some
of their techniques. Finally, a spongy cake came out. Throughout the process of baking a cake, I
learned that

The Impact Of Mentoring On Counseling Programs
The Impact of Mentoring on Counselors
There are many different facets to counseling training programs. One of the most interesting parts of
this program is mentoring. This overview of mentorship will incorporate what mentorship is, the
function of the relationship during mentorship, and different roles of mentee and mentors.
Additionally to that, this overview will examine how mentorship is handle in counseling programs,
and when proper mentorship is given to mentee, it can lead further future endeavors which are
mentee becoming mentors or find success in careers. When mentoring relationships are impactful
and successful, it can create this domino or ripple effect of change not only for the student and
mentor, but it can affect his or her future performance as counselors. By applying more ideals from
mentoring into counseling programs, students get a more enriched experience and education while
working towards their goals of becoming counselors.
Looking at Mentorship
What is Mentorship? A mentor is a person whom has greater professional authority. It is a person
whom is several years old than the person that he or she is mentoring. He or she also needs to have
more experience in organization or field. This person acts as guided into the aspiring occupation.
Throughout the process, the mentor provides direction and support. At the same time, a mentor must
find a balance between being a parental figure and peer in the relationship. Unfortunately, If there is
too

The Importance Of Mentoring
Criminologist James Fox of Northeastern University predicts that murders committed by teens will
skyrocket as the population of kids 10 and under is higher than population of 21st century teens by
20%. (Stephens) Mentoring is the act of helping out someone that isn't as knowledgeable or
experienced in different areas. The goal is to make them leaders. (Patterson)
To be a good mentor you have to have great qualities like being helpful and being really good at
giving good constructive criticism. Whomever you're mentoring should receive information that is
both positive and negative. You want to makes sure you give pros and cons so that your mentee can
learn from them. (Patterson) Some social activities that you can do in mentoring programs include
talking about life experiences, having lunch together, and visiting the mentor's home for a bonding
experience. (Wexler) Although most mentoring programs usually have short durations and are
claimed to be a "waste of money," they are beneficial to girls because they prevent peer pressure,
diseases, and pregnancies; encourage girls to be more mannerable, respectful, and ladylike; and
results in kids being more likely to graduate high school and attend college. Mentoring is necessary
to a healthy society because it prevents pregnancies, peer pressure, & diseases. Sixth graders are in a
transitioning stage from elementary to middle schools. A lot of them are experiencing peer pressure.
They see friends do things and they're not sure

Reflection Paper About Mentoring
Mentoring: Perspectives from the Protégés
My life, admittedly, has been one of grace and privilege. I was born into a loving home and grew up
attending church with my mother and two sisters. My father, while unsaved, was exemplary in his
provision for our family. To date, I have attended three excellent institutions of higher education and
currently am serving full–time within a ministry of consequence – one that actively seeks to make
disciples both locally and internationally. Throughout my life I have had men and women mentor
me. I thank God for my parents, for my coaches, for multiple Sunday school teachers, employers,
professors, and pastors who shared their life with me. I am indebted to them.
Today, my desire, like that of my ... Show more content on Helpwriting.net ...
But most of all, I long for the affections of my heart and mind to reflect and resemble an authentic
and growing love for my Lord and Savior Jesus Christ."
Protégés also verbalized that they simply "want to know what is true." Their desire is to be led from
the text of Scripture and "not only talk about truths but to understand the process of discovering the
truths for themselves." They do not want to "just carry a denominational line, but to own the point
...to defend the Truth to their friends...to know the strength of our positions." They want to know the
truth, but they also want to own it.
This is both a challenge and a blessing to the mentor. The challenge is in being willing to hear the
protégé's questions without offense and to answer them with wisdom, grace, and transparency. The
blessing is in seeing another life grow in a genuine love for Christ.
Authentic
Mentoring is effective when the mentor's words match their life choices. This is a necessary trait.
These non–bifurcated mentors "are the same inside the classroom as they are outside the
classroom;" their lives are "genuine," "authentic," "true," and "consistent". The truth that is taught in
church is also the truth that is in their hearts.
Often the protégé will watch for this trait during isolated moments of life... moments when life is
most uneventful. They watch how the way a mentor speaks to his/her children or their

Coaching and Mentoring
Foundation Design: Coaching and Mentoring
Introduction
Organisations are increasingly evolving quicker due to globalisation and advances in industries and
technology. These events have made market environments progressively more competitive and have
changed the economic climate in which organisations operate. Unfortunately some organisations
have had to implement restructures and reductions in workforce to ensure survival. Foundation
Design are one of these organisations whose company size has gone from 1,513 employees to 780
employees. During the restructure of the organisation the Chief Executive Officer (CEO) identified
that changes were required to its leadership profile and coaching and mentoring programmes. These
changes ... Show more content on Helpwriting.net ...
Foundation Design must also ensure that they set clear targets that will ensure the achievement of
organisational objectives. By setting targets and objectives it will also allow measurement of the
effectiveness to take place, which again will protect investments made. By providing coaches to its
executives and senior leaders organisations are showing them the benefits of coaching in the hope
that this will transfer down into the organisation. This has been seen in Kellogg's Europe, who
developed their coaching practices to senior level from middle and junior management. Kellogg's
experienced a renewed investment in coaching as senior managers were enthused by the coaching
they had received and the benefits of having a coach themselves. This new enthusiasm towards
coaching has spread throughout the organisation and it could be suggested will have a positive
impact on performance and organisational effectiveness (Clutterbuck and Megginson, 2005). Often
there is reluctance from managers 'who has no time or inclination for coaching others having an
epiphany as a result of being on the receiving end of effective coaching' (Clutterbuck and
Megginson, 2005, pp. 50). It could be suggested that Foundation Design may experience some
negativity towards the refocus on coaching due to the bad experience they have previously
experienced with external coaches, it could be suggested that Foundation Design are displaying

Mentoring For Mentoring Development Program
Get M.A.D. Global is exactly how we at Get M.A.D. intend to be, global. As we are intending to be
established outside of South Carolina as the leader in mentoring solutions for all, we will be
planning to extend our services globally. Our overall focus is mentoring! What is mentoring and
why is it important? By understanding mentoring and why it's important we will be able to
formulate a mentoring methodology for our mentoring development program. This is important
because, not only is mentoring important here in the United States, it's equally important in other
parts of the world. Organization Description Get M.A.D. Global is a 501c3 non–profit organization
whose goal is to build positive relationships with individuals to motivate and empower them to
achieve their dreams through a professionally trained network of volunteer mentors. Get M.A.D.
Global seeks to serve as a motivational movement by recruiting and deploying trained professional
mentors to create environments of success within communities globally to help individuals build
self–reliance academically, socially, physically, spiritually and economically (Greene Street
Designs, 2015). Mission Statement/Goals & Objectives The mission of Get M.A.D. Global is to
empower youth in communities across the world to achieve their dreams and understand their value
through advocating, education, career readiness, outreach and mentoring support groups. Our
mission is to also motivate and empower other individuals to

Mentoring In The Mentorship Summary
Text Purpose Dr. Lois Zachary provides a well–organized, hands–on approach to research–based
mentoring in The Mentor's Guide: Facilitating Effective Learning Relationships (2012). This book
serves as an excellent introduction for an individual new to the mentoring role; it is also a resource
for current mentors. Zachary (2012) provides solid examples, concrete exercises, and a roadmap for
building an effective mentoring relationship. Mentors in the business world, nonprofit organizations,
and educational settings would benefit from reading this book.
Author's Background and Credentials
Dr. Lois Zachary is president of Leadership Development Services, a Phoenix–based consulting
firm that specializes in leadership and mentoring. Zachary earned ... Show more content on
Helpwriting.net ...
Zachary presents the mentorship as a learning partnership between mentor and mentee. This
reinforces my understanding of the nature of adult learning and the notion that the mentor is less an
authority figure and more of a facilitator. In my work as a mentor for special education directors, I
will utilize Zachary's four–stage approach for encouraging learning and promoting change. This
reading has helped me to see mentorship as a process with distinctive components, as defined by
Zachary (2012). During the preparation phase, I will focus on ensuring I fully understand the
reasoning behind the mentoring relationship (Zachary 2012). I will accomplish this through personal
reflection and a collaborative discussion with the mentee. I will remember that this phase sets the
tone for the relationship. The next step, negotiating, is the business stage and the time when
mentoring partners come to an agreement on the learning goals and define the content and process
of the relationship (Zachary 2012). It is essential that during this phase I facilitate the conversation
to enable a productive meeting and set measurable goals with aligned activities that will ensure they
attain their goals. Part of the stage that I need to work on is creating a shared understanding of
boundaries and limits. I will accomplish this through communicating the delineation between the
mentor and mentee's role and responsibilities. The third stage, the enabling phase, takes the longest
amount of time because it is when the implementation of the learning occurs (Zachary 2012).
During this period, I will support the mentee's learning by communicating the goals and providing
thoughtful and timely feedback and encouragement. I will ensure that additional time is dedicated to
supporting the mentee's work. Before reading this book, I was less confident during this phase and

Process Of Mentoring
1. In your own words, describe what a mentor does.
Mentoring is a process where a more experience person creates a supportive relationship with an
inexperienced, mostly younger person with the aim of providing information and advice. The
process of mentoring must benefit both parties.
2. What legislation, regulations, code of conduct or policy or your organisation would impact upon
your mentoring programs? List all that apply.
State/Territory and Commonwealth legislation and regulations such as:
Public sector management acts
Privacy legislation
Equal employment opportunity, anti–discrimination and harassment legislation
Occupational health and safety legislation
Ethics and accountability standards
PSPGOV414A Provide workplace ... Show more content on Helpwriting.net ...
There will be an end to mentoring. Set an end date and review it regularly. Agree on the end date
together.
6. List three methods you would employ to support your mentee
1. Be a positive role model
2. Educate
3. Acknowledge achievements.
7. When changes occur in the relationship, who may we need to discuss this with?
If there are changes that occur in the relationship such as attraction, the first person that issue needs
to be discussed with is the mentee. If the issue persists then the mentor should talk to their mentor or
someone they respect to seek advice.
8. Describe how you would identify lack of confidence in your mentee, and three methods you
could employ to help build self–esteem and confidence.
Mentees that are struggling with confident are those who find it hard to open up. The might shrug
off questions or give closed ended responses to questions.
1. Model what a health self–esteem looks like.
2. Listen and acknowledge how the mentee feel
3. Treat mentee as an individual.

9. Give an example of how you could use your professional network to assist your mentee.
If there was an area that my mentee was struggling in and requested help with such as addiction, I
would use my professional network contacts to find a program that would help my

Mentoring Programs For A Mentoring Program
In today's volatile business world, it is vital for organizations to engage employees both
intellectually and emotionally. Through mentoring, employees identify themselves as a vital part of
the organization while creating a heightened level of ownership. Mentoring programs are of great
value to any organization. In most cases, these programs are considered essential. By developing
and implementing a mentoring program, the learning process for employees is accelerated. It is said
that mentoring can "can accomplish things that training cannot" (Johnson). Though, developing a
mentoring program is not an easy task, the benefits outweigh the challenges. A mentoring program
will help alleviate high employee turnover and assist in building a pipeline of diverse employees.
The development of a mentoring program begins by deciding on whether it should be a formal or
informal program. On one hand, a formal mentoring program includes 1. Connection to a strategic
business objective of the organization 2. Established goals 3. Measurable outcomes 4. Expert
training and support 4. Direct organizational benefits and 5. Mentoring engagements lasting 9–12
months ("Business mentoring matters", 2012). On the other hand, an informal mentoring program
includes: 1. Unspecified goals 2. Unknown outcomes 3. Self–selection of mentors and mentees 4.
No expert training or support 5. Long–term mentorship and 6. Indirect organizational benefits
("Business mentoring matters", 2012). Therefore, based

522 mentoring
Alisha Wall
Unit 522 – Facilitate coaching and mentoring of practitioners in health and social care or children
and young people's settings
2.4 – Explain the different types of information advice and guidance that can support learning in the
work setting & 4.3 – Explain the support needs of those who are working with peers as coaches or
mentors
There are 8 key communication skills for effective coaching that would also apply to mentoring:
listening, questioning, constructively challenging, seeing different perspectives, encouraging and
supporting, trusting and using intuition as well as keeping the focus on the coachee.
(www.goalsandachievements.com).
Listening is not just about hearing words expressed. It involves a non–judgemental ... Show more
content on Helpwriting.net ...
A coach or mentor can help to give guidance and support as challenges are faced, assisting staff in
negotiating challenging situations with increased confidence.
I would work to enable staff to define their priority issues, set clear goals and identify actions. They
will do this by using techniques such as careful listening and skilful questioning. An example of this
would be how I would coach/mentor a new member of staff who has never worked in the care sector
before. I am always conscious of 'asking' and not 'telling'. Although I am competent in my role, I am
not there to prove this. There will always be things for me to learn too. I think creatively not
systematically. I will ask questions effectively in order for me to feel I am fulfilling my role as a
mentor/coach. I feel I am not there to give them advice but I will challenge their thinking, asking
questions that deepen their own perceptions and create the space them to 'advise themselves'. I have
undertaken this role on numerous occasions with new staff members and am confident that they are
becoming competent in their roles.
Experiencing a coaching management style will ease some staff into this method of communicating
without the need for all of the planned coaching and mentoring programme. The session about using
the GROW model or different coaching styles could be combined depending on the needs of the
staff. Flexibility will be required with the implementation.
Staff

How Mentoring Is Beneficial For The Workplace As Well As A...
Mentoring is a strategy that is beneficial to increased productivity in the workplace as well as a
fulfilling love for one's career. Mentoring can take place at many levels. It can occur at an education
level or as we enter into prospective careers. Those who miss out on the opportunity to be mentored,
have a lower chance to perform at high levels or receive positions that are more successful. Mentors
and protégé's work on challenging tasks and activities together, in an effort to enhance the skills of
the protégé. The earlier a protégé is taken under the wing of a mentor proves extremely beneficial.
As we have learned white males are the majority opposed to women, ethnic women, and minorities.
The means that the chances of the mentor being a white male is extremely high, whereas the
protégés are likely to be any form of minority. It is often challenging to minorities (especially
women). Although, mentoring relationships are thought to be best between those who have
similarities (educational background, gender, race), it is beneficial for diverse teams to come
together sharing cultural differences, views and mindsets. Diversity actually brings forth a great deal
of benefits for shaping and building the relationships in mentoring teams. The bible shares with us
in the bible that "one generation shall commend your works to another, and shall declare your
mighty acts" (Psalms 145:4, English Standard Version). We are destined to lead others and teach
them the things that will

The Four Roles Of Mentoring And Mentoring In The Odyssey
The origin of the term mentor dates back to the near end of 18th century BC, when the Greek epic
poem Odyssey, written by Homer, is believed to have been composed. As the main character,
Odysseus, embarks in a 20 year long journey, he asks his friend, Mentor, to guide his son during his
absence. Mentor accepts it, and acts as a father figure, teacher, role model, leader, and friend to
Telemachus (Online Etymology Dictionary).
Modern interpretations of mentoring pinpoint four distinct roles which mentors are expected to play:
role modeling, sponsorship, coaching, and counseling the mentee. These many roles are played by
the mentor so the mentee is able to accomplish personal and professional growth. These mentoring
roles are focused on end ... Show more content on Helpwriting.net ...
Thus they search for different ways of carrying out their activities successfully. Also organizations
must consider a range of factors that meet stakeholder's expectations since no organization exists
without their cooperation.
Meyer and Herscovitch (2001) argue that commitment is an energy that attracts an individual to
behave in accordance to the importance of a given task. Additionally, they claim that varying levels
of dedication result in different behaviors. Thus, it can be said that commitment also has the
potential to affect employees' performance and loyalty to the organizations (Schminke 2011).
Although there are many different concepts of the connection between personal and organizational
values, Kristof (as cited in Finegan 2010) has defined it as:
The compatibility between people and organizations that occurs when: (a) at least one entity
provides what the other needs, or (b) they share similar fundamental characteristics, or (c) both (p.
5).
Therefore, the nature and extent of the relationship between organization and stakeholder, and also
its dynamics must be considered in mentoring programs (Pettinger

Development Of A Mentoring Program
Hybrid Assignment 3
In today's volatile business world, it is vital for organizations to engage employees both
intellectually and emotionally. Through mentoring, employees identify themselves as a vital part of
the organization while creating a heightened level of ownership. Mentoring programs are of great
value to any company. In most cases, these programs are considered essential. By developing and
implementing a mentoring program, the learning process for employees is accelerated. It is said that
mentoring "can accomplish things that training cannot" (Johnson). Even though, developing a
mentoring program is not an easy task, the benefits outweigh the challenges. A mentoring program
will help alleviate high employee turnover and assist in building a pipeline of diverse employees.
The development of a mentoring program begins by deciding on whether it should be a formal or
informal program. On one hand, a formal mentoring program includes 1. Connection to a strategic
business objective of the organization 2. Established goals 3. Measurable outcomes 4. Expert
training and support 4. Direct organizational benefits and 5. Mentoring engagements lasting 9–12
months ("Business mentoring matters", 2012). On the other hand, an informal mentoring program
includes: 1. Unspecified goals 2. Unknown outcomes 3. Self–selection of mentors and mentees 4.
No expert training or support 5. Long–term mentorship and 6. Indirect organizational benefits
("Business mentoring matters", 2012).

The Mentoring Program At Huntsville
RAYBEN Mentoring Blueprint Introduction
The RAYBEN Mentoring Program at Huntsville, AL is a tailored program that extends the ability to
inspire career development and facilitate academic growth. The key objective is to enrich both the
mentor and mentee through the exchange of personal experiences, wisdom, guidance, and
understanding. The immediate expansion of knowledge, skill sets, networking opportunities, and
personal growth are key components to be obtained by mentees. The achievement of networking
opportunities, feedback and scholarship are fundamental aspects that RAYBEN recognizes as a key
benefit to the prospective mentors. The overall mentor–mentee relationship will allow perspective
and vision to be recognized ... Show more content on Helpwriting.net ...
Each mentor will receive a reference check from the selection committee. The reference check will
include a referral and application review, which will be the responsibility of the mentor to present to
the selection committee prior to the mentee matching processes. All mentors will be required to
attend periodic mentor group meetings for collaborative feedback. Initial contact with a mentee
must be made by a mentor within 1 week of the assigned pairing notification.
Mentor training will be completed by all new mentors and maintained for all current mentors.
Training documentation and instruction will be provided electronically or manually through the
support of the program selection committee.
The Roles and Responsibilities of a Mentee
The mentee is the absorber of the knowledge provided by the mentor and should demonstrate the
desire to receive and utilize what has been provided. The mentee will be the lead in determining
what type of guidance is needed. He or she will maintain the active responsibility of their learning
and development through the management of expectations and communication.
Mentees of the program will include second semester Freshmen and above that attend a 4–year
College or University. The student will be required to submit all program criteria and must be
selected by the RAYBEN selection committee. The selection committee will base selection on the
thoroughness, legibleness, and overall content of the

New Teacher Orientation And Mentoring
New Teacher Orientation & Mentoring
What practices are currently in place? At the MCIU, Dr. Donna Gaffney, Director of Professional
Learning is charged with designing and implementing a teacher induction program for all staff
including both teaching and non–teaching professionals. During an employee 's first year of service,
he or she must attend five orientation meetings, three of which are with the whole organization and
two of which are department specific. This allows trainings to target the direct needs of the new
employee. The is allotted for these meets cannot extend over 7.5 hours due to the current union
contract (D. Gaffney, personal communication, January 28, 2016).
In additional to induction meetings, a well established mentorship program is at work for MCIU
employees. Each newly hired candidate is linked with a "VIP" or Volunteer Induction Profession
(This name is somewhat ironic as mentors do receive a stipend for their participation.). After
receiving training and being approved by Dr. Gaffney, mentors are linked new employees by
department. In addition to meetings with a mentor, a new candidate must take two observation days
during the course of his or her first year. One, observing the mentor and another which selected by
the mentee. Both mentee and mentor progress is surveyed twice throughout the year to ensure goals
are being meet and proper support is being provided.
In addition to their own induction program. the IU is sometime contracted to hold

Mentoring in the Workplace
Executive Summary Some major business executives may say that earlier in their career they
established a mentor relationship that helped them to get to where they are in their career. Research
has shown that this statement can be true for some executives but not for all. Some experts believe
that just having mentor relationships can or cannot affect someone's career path and development.
The purpose of this paper is to explain exactly what mentoring is and how it successful works
within the workplace environment. Using support from various scholarly articles, I was able to
discuss define the concept of mentoring and how it relates within the workplace setting. Using this
concept, I establish the role of the mentor and mentee in regards ... Show more content on
Helpwriting.net ...
Communication is key at the beginning of the relationship, mentees have to express to their mentors
their "needs, future goals, and the kind of help they want from the mentoring relationship" (Moore,
Miller, Pitchford & Jeng 2008, p.78). Mentees should not be consumed with having the perfect
mentor, but should use their energy to invest in the mentoring relationship, and give it time to grow
and develop where trust and respect are one in the same (Janasz, Sullivan, & Whiting, 2003, p. 84).
Mentors and mentees should establish a structure to their relationship in order for both parties to
achieve something out of it.
Establishment of Mentoring Relationships When a company establishes a corporate mentoring
program there are some factors that have to be considered. There has to be an understanding of the
"organizational dynamics," and use these dynamics to create strategy, process, and programs for the
mentoring relationships (Friday & Friday, 2002, p.154) The purpose of having a strategy for
corporate mentoring is to have it align with the objectives and long term goals of the organization.
Without an efficient strategy in place there cannot be a process or programs established. Once a
mentoring program is established, the organization should decide what type of mentoring
relationship they want to institute. There are two types of mentoring relationships, informal and
formal. An informal mentoring relationship is one that is not created

Importance Of Mentoring In Nursing
No one enjoys going to the ER when they are ill or having to spend the night in the hospital for
observation, but we never consider what type of mentoring was given to the nurse assisting us. We
arrive at the hospital assured that the people giving service has been given the opportunity to have
the support and training they need. Yet we know healthcare, healthcare leadership, and healthcare
training is constantly evolving. Nursing education is a field where protocols and procedures are
taught pretty much the same yet there are no true protocols for mentors that help encourage and
support new nurses in developing the confidence they will need to control and conquer challenges.
Research shows nurses need to be developed in two key areas "facilitating students and
strengthening students in clinical placement". (Jokelainen, p. 2860) Facilitating students create a
community where nurses are nurtured and supported. Clinical placement ensures nurses are
educated and groomed into professionals in their clinical environment. Each area deals with creating
an environment where a new nurse is given structure and support throughout their new career. The
review of "A Systematic Review of Mentoring Nursing Students in Clinical Placement" aims to
focus attention on the relevance of mentorship for veteran nurses to train and assist new nurses
during their clinical studies. These studies were performed in European Union countries during the
years of 2009–2011. (Jokelainen, p. 2855)

Essay On Mentoring
These last two weeks of mentoring have been going very smoothly for me. I feel as if my peer
mentoring gears are finally revving up as I'm starting to understand how to be a successful peer
mentor. The reason, I think, for my recent success as a peer mentor and the collaboration with the
peer mentoring team is due to the weekly articles. With the weekly articles, I'm able to realize what
made previous collaborations in my life so successful and what made the more unfavorable groups
unsuccessful. This has allowed me to focus more on the successful traits by having the knowledge
of it in my mind and steer away from the bad traits. These successful traits would be the three
ingredients for collaboration which is the willingness to grant authority, ... Show more content on
Helpwriting.net ...
In all of my past successful collaborations, each member had a mutual respect for each other,
enjoyed each other presence, and worked together in an appropriate manner. To contrast this: in a
previous group that performed not successfully, it was due to internal conflict between my partner
and me. There was an obvious tension between us that made me want to disprove or reject any idea
they would suggest, even if it was good. Although we managed to put aside our differences to finish
the project, not many positive memories remained from that collaboration other than the negativity
and awkwardness between us. I understand how tension in a group could harm the collaboration as
it may lead to the rejection of positive ideas or worse case scenario, sabotaging the project. Working
in an atmosphere of stress definitely does not promote insightful and efficient learning. To
summarize my second reflection, I have learned the importance of the three ingredients for a
successful collaboration. Through elaborating on how each ingredient relates to an event in my life,
I believe it further strengthened my appreciation for both the article and collaborating in general. I
plan to enforce these ingredients in future group projects as it'll allow me to truly collaborate and

The Relationship Of Jesus And Christian Mentoring In The...
Mentor is characterized as a wise and trusted advocate or instructor. Although tutoring/mentoring is
not in the Bible, it gives us various cases of coaching. Moses was a great example of a mentoring
relationship. The mentoring relationship among Eli and Samuel allowed Samuel to take on tasks and
obligations that were his after Eli's demise. Jesus mentor His disciples, while Barnabas and Paul
exceeded expectations in mentoring. Jesus made His style of mentoring clear. He led so we may
follow. He stated if anybody will come after him, let them take up his cross and follow him. Since
He is our leader and we are to follow Him, Christian mentoring is a procedure subordinate upon
accommodation to Christ. Neither the mentor or mentee controls the relationship. The way toward
mentoring is portrayed by sharing, trust, and enrichment as the life and work of the two members is
changed. The mentor fills in as a model and a confided in audience. The guide depends on the Holy
Spirit to give understanding, change lives, and educate through demonstration.
Jesus and the apostles, as well as elders in the church do their work by mentoring. Peter states to be
the example of the flock, and Paul discloses to the elders at Ephesus. Paul demonstrates to the
elders, so that they may show others. If a Christian leader is not mentoring to that degree, he or she
is not satisfying their calling. God has filled the group of Christ with potential mentors other than
the individuals who are elders.

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