Research In Action: Issue 3
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Program Staff in Youth Mentoring Programs: Qualifications, Training and Retention with Tom Keller, Ph.D. - April 1, 2009
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3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
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Frances Raines In the past, I have worked with a pr
Frances Raines
In the past, I have worked with a professional team, and our dynamic was dysfunctional. This was due to a lack of support from leadership and an actual hierarchy organization. We, as team members, felt less than because of how we were treated and talked to. Our voices that spoke and asked for change, support, and new ideas and suggestions to help better us individually and collectively as a team was not listened to or implemented. When going through our annual reviews with the manager, it was not a conversation. It was a meeting where we were expected to listen. I used my MPP to list my concerns within the organization, leadership, and team, which was not well received. This caused a stressful work environment because I was then concerned that my honesty would cause me to be terminated. Eventually, three months later, I did quit.
In research from Hughes et al. (2018), the Rocket Model is an effective method that leaders use because it is "straightforward and a practical approach to team building." We lacked buy-in, morale, mission/purpose, and goals. We could not buy into what the leadership wanted us to do because there was no instruction, trust, or appreciation for our input to accomplish the tasks. We were all unmotivated and only came to work because we had to pay our bills. We lacked a team structure, each person was self-serving, and we could never align or relate. There was always judgment and complaints. I never found a way to express my concerns without fear after that. Had we effectively been able to, it would have helped our team be successful.
Plan Learner Assessments
Akita Roberson
ID-5000 v4: Fundamentals of Instructional Design
Northcentral University
May 9, 2021
Informative techniques, diagnostic and evaluative measures are more prevalent. They provide
feedback on teacher performance, encouraging educators to develop and alter their training techniques.
They monitor students' success and provide continuing support those educators and teachers can use to
enhance their teaching and students can use to improve their learning. The overarching goal of
formative evaluation is to gather comprehensive data that can be employed to enhance education and
training as it happens. The application of the assessments, such as the essence of a metric, technique, or
self-evaluation, is what distinguishes it as "formative." Summative measures are provided towards the
conclusion of a specific educational period (Arabi, 2020). Besides, they are generally evaluative rather
than diagnostic. They are ideally adapted for evaluating student performance and achievement,
measuring the quality of training strategies, and monitoring progress against development goals.
Assessment is a cyclical method, and it is a never-ending evaluating process. It is constantly
revising and renewing the standard of education it provides. It is a form of evaluation that allows for
continuous improvement in the learni ...
Quality Is A Verb: Improving Practice In Youth Programs
Presentation to Workforce Investment Network for Maryland "Raising the Bar" conference, November 2009
Mentoring 387
This document provides an overview of school-based mentoring (SBM) programs and compares them to traditional community-based mentoring programs. Some key points:
- SBM is now the most common form of formal youth mentoring in the US, surpassing community-based programs. However, research on SBM's effectiveness is still developing.
- SBM and community-based programs have different strengths and limitations due to operating in school versus community settings. SBM allows for peer interactions but limits meeting time and activities.
- Research shows SBM benefits youth's peer relationships and school outcomes. Program practices like meeting frequency may impact benefits.
- Costs are similar at around $1,000
Mentoring 387
The document summarizes research on school-based mentoring programs. Some key findings:
1) School-based mentoring is growing rapidly but research has not kept pace to determine best practices. Recent studies show benefits, primarily in school performance, attitudes, and behaviors as well as peer relationships.
2) School-based mentoring differs from community-based mentoring in that matches occur in school and have less time together due to class schedules. However, it can reach more at-risk youth.
3) Two major studies found modest improvements in school outcomes like performance and behavior, but effects were small and not sustained after mentoring ended. Benefits were primarily for elementary boys and high school girls.
Mentoring 387
COMMUNITY LEADERS -
KEY LEADERS in GWINNETT
THE DREAM
DELIVERING
RACIAL
EMPOWERMENT
ABOVE
MYSELF
MAKING DREAMS COME TRUE
NO ONE MAY USE THE NAME FROMJESUSNETWORK OR ACT ON THE BEHALF OF
FROMJESUS NETWORK WITH OUT WRITTEN CONSENT OF OWNER ALBERT FOWLER
COMMUNITY WATCH FOUNDATION
MISSION STATEMENT
TO MENTOR help to our young people to become leaders in our
community.
We are group of community watch leaders dedicated to the safety of
our
communites. By investing in the leadership skills of our future
generation.
By mentoring them to be safe and responsible leaders in our
community
by training them with other positive role models. sports, politics,
teachers hospitalty, even with safe internet E-menting program(our
safety patrol)
we will work with local police on crime prevention, drug and alcohol
prevention,stay in school with community in school program.
we will not let race, religion,economics stop us from building a
solid
foundation for the future
.
making dreams come true. seeing the future from heart of a mentee
OUR VISION
team leader for project
AL FOWLER
CC
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Maximize Your Impact - Thomson Reuters
The document provides guidance for mentors to maximize their impact when mentoring youth. It emphasizes taking a strengths-based approach rather than focusing on deficits. Mentors should pay attention to what mentees want for themselves and teach skills to help them overcome challenges, rather than trying to fix problems. When issues arise with mentees, mentors should focus on listening without judgment and empowering youth to find their own solutions.
Mentoring for Youth Involved in Juvenile Justice
This document provides guidance for mentors working with youth in the juvenile justice system. It emphasizes the importance of building strong relationships through effective communication, trust, interpersonal skills, commitment and a positive attitude. Mentors are advised to understand adolescent development and ask questions to learn about a youth's goals, relationships and behavior. Program policies should support mentor-mentee bonding and provide inoculation to prevent mentor burnout. Monitoring progress and collecting evidence of outcomes is important to evaluate a program's effectiveness.
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Growing the Evidence Based for Mentoring: Research & Impact of PPV
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This document summarizes a webinar on mentoring research held on October 18, 2012. The webinar looked back at the legacy of research from Public/Private Ventures, including the first study showing mentoring's impact in 1995. Panelists discussed evaluating mentoring programs and common mistakes. They also highlighted P/PV's development of innovative mentoring models like Amachi. The webinar examined future research needs and upcoming webinar topics on disconnected youth and National Mentoring Month. Attendees were provided resources and encouraged to continue the discussion online.Â
Training Quality Mentors - handouts
The document provides an agenda and materials for a workshop on training quality mentors. The agenda includes sessions on quality mentor training elements, minimizing risk, awareness and skills, and training design for adult learners. The materials define key concepts for mentor training such as organizational values, risk minimization, and developing mentor awareness, skills, and knowledge. Guidance is given on training structure with a beginning, middle, and end, as well as strategies like lectures, activities, and storytelling. Considerations for room set-up are also outlined.
Training Quality Mentors - Slides
The document summarizes key aspects of training mentors for quality mentoring programs. It discusses that mentor training is vital and should include topics like program rules, building relationships, ethics and closure. Training should focus on developing relationship skills and last a minimum of two hours. Effective training enforces program values, minimizes risk, and raises awareness of the skills and knowledge needed for successful mentoring through strategies like lecture, role play and interactive activities.
EEP Trainer's Manual: Operations
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
EEP Trainer's Manual Handouts: Evaluation Section
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
EEP Trainer's Manual - Management Section
The document discusses the results of a study on the effects of exercise on memory and thinking abilities in older adults. The study found that regular exercise can help reduce the decline in thinking abilities that often occurs with age. Older adults who exercised regularly performed better on cognitive tests and brain scans showed they had greater activity in important areas for memory and learning compared to less active peers.
EEP Trainer's Manual - Design & Planning Section
Handouts from the Elements of Effective Practice Trainer's Manual.
Elements of Effective Practice - Program Operations
The most important skill required of mentors in my program is the ability to build a strong, supportive relationship with their mentee through effective communication and active listening.
Elements of Effective Practice - Design, Management & Evaluation
The document provides guidance on building a successful mentoring program using the Elements of Effective Practice. It discusses defining the program's mission, goals and parameters; establishing an effective management team; implementing policies and procedures; and evaluating the program's process and outcomes to ensure quality and effectiveness. Key aspects include program design and planning, management, operations, and evaluation.
Cropping the Big Picture: What the New Meta-Analysis Means for Your Mentoring...
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The document summarizes the key findings from a new meta-analysis on youth mentoring programs and a webinar discussing its implications. The meta-analysis found that mentoring has modest positive effects on youth outcomes, especially when targeting at-risk youth and matching mentors and youth based on shared interests. The webinar highlighted that mentoring works best when mentors adopt teaching and advocacy roles and receive support to work with high-risk youth.Â
Free Arts Content Strategy
The document discusses strategies for promoting an upcoming "Art Heals Breakfast" event through social media. It recommends sharing a unified story about the event to help all supporters understand its purpose. The content plan divides posts among themes like the breakfast, entertainment, questions, and stories highlighting how art heals. It aims to help people experience the impact of the event before attending. The next steps are to outline a posting calendar and gather/create relevant images, videos, and stories to share leading up to the breakfast.
Social Media + National Mentoring Month = Opportunity
Social Media + National Mentoring Month = Opportunity; part of monthly webinar series hosted by Mentoring Partnership of Minnesota.
Evidence-Based Practice & Mentoring
Part of Quality in Action monthly webinar series hosted by Mentoring Partnership of Minnesota. November 2, 2011.
Navigating the Criminal Background Check System
This document provides information about navigating criminal background checks for mentors. It discusses conducting comprehensive background checks including searching national criminal records databases and child abuse registries. It also discusses using fingerprint-based FBI criminal background checks, which found criminal records of concern for 6.1% of potential volunteers. The document outlines the process for programs to request an FBI background check including obtaining consent, fingerprinting the mentor, submitting paperwork and fees to the Bureau of Criminal Apprehension (BCA), and receiving a report back after 2-6 weeks. Program experiences with background checks from two Minnesota organizations are also mentioned.
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August QIA Resource: Mentoring Journal-Multiple Identities
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Research In Action: Issue 3
- 1. RESEARCH IN ACTION ISSUE 3 Program Staff in Youth Mentoring Programs: Qualifications, Training and Retention
- 2. Research In Action: Overview of Series Last year, MENTOR released the National Agenda for Action: How to Close America’s Mentoring Gap . Representing the collective wisdom of the mentoring field, the Agenda articulates five key strategies and action items necessary to move the field forward and truly close the mentoring gap. In an effort to address one of these critical strategies—elevating the role of research—MENTOR created the Research and Policy Council , an advisory group composed of the nation’s leading mentoring researchers, policymakers, and practitioners. In September 2006, MENTOR convened the first meeting of the Research and Policy Council with the goal of increasing the connection and exchange of ideas among practitioners, policymakers, and researchers to strengthen the practice of youth mentoring. The Research in Action series is the first product to evolve from the work of the Council—taking current mentoring research and translating it into useful, user-friendly materials for mentoring practitioners.
- 3. Research In Action Issues: Issue 1: Mentoring: A Key Resource for Promoting PYD Issue 2: Effectiveness of Mentoring Program Practices Issue 3: Program Staff in Youth Mentoring Programs Issue 4: Fostering Close and Effective Relationships Issue 5: Why Youth Mentoring Relationships End Issue 6: School-Based Mentoring Issue 7: Cross-Age Peer Mentoring Issue 8: Mentoring Across Generations: Engaging Age 50+ Adults Issue 9: Youth Mentoring: Do Race and Ethnicity Really Matter? Issue 10: Mentoring: A Promising Intervention for Children of Prisoners
- 11. Many Hats - Mentor Program Staff Direct practice Volunteer managers Case managers
- 12. Parallel Fields Youth Development Nature of Workforce Child Welfare Workers Nature of Work
- 16. National Institute on Out-of-School Time Study Positive Indicators of Program Quality Higher educational attainment Higher percentage of staff certified as teachers Higher staff wages
- 33. Program Staff: Keys to Successful Mentoring Mentoring Program Success Staff Qualifications Staff Retention Staff Training