An Evaluation Of A Teacher Mentoring Program

The aim of this assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. As the student was on a four week placement the assessment process will be discussed incorporating the qualities of the mentor and the effect it can have on the mentor/student relationship. In turn evaluating the learning environment and teaching strategies used including learning styles, reflecting on how they were applied to help the student. Finally, the evaluation of overall performance as a mentor. For the purpose of this work a pseudonym will be used to maintain confidentiality hence the student will be known as ’A’. ( NMC Code of Conduct 2007)

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)

Woullard, R., & Coats, L.T. (2004). The community college role in preparing future teaches: The impact of mentoring program for preservice teachers. Community College Journal of Research and Practice, 28, 609-624.

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).

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.

The issues I have decided to address are the lack of formal in group mentors and mentorship opportunities available for female students, faculty, and staff of color. The University has been intentional about recruiting students, faculty and staff of color. Despite these efforts our women of color who work as faculty or staff are the few available mentors available for students. Unfortunately, they are burdened with few professional growth opportunities while juggling work, mentorship requests, as well as providing the minority voice on committees throughout the campus. Subsequently, these women do not have in group mentors to support their growth. While some research shows, professionals who have been mentored are more likely to engage in mentoring, this does not seem hold true for women in general, it is especially untrue for women of color (Wright and Wright 1987). Increased professional expectations, distress and demands are likely the reasons for this difference. With all this, it is clear that women of color are at a significant disadvantage for finding mentors on this campus, and in most male dominated fields.

While the number of at-risk students attending public schools have continuously increased in recent years, school based mentoring programs have been identified as successful interventions to improve the academic, social, attendance, and behavioral performance of at-risk students. At-risk students generally possess certain characteristics that usually include but are not limited to, being from the lowest socioeconomic quartile, living in single parent households, having a sibling that failed to graduate from high school, changing schools more than two times prior to completing 8th grade, being poor readers, receiving low test scores, and lacking academic motivation (Horn & Chen, 1998; Eggen & Kauchak, 2004). If the schools fail to intervene and change the mindset of at-risk youth, the probability of the student dropping out of school increases.

Over the course of my semester of mentoring at Davis Emerson Middle School six lessons were taught and a final jeopardy review was completed during the final session. The topics included: respect, caring, cooperation, citizenship, punctuality, and compromise. These topics proved to be a challenge for the students, since they have never been exposed to many of these terms. Punctuality seemed to be the word that was known the least whereas caring was common knowledge. My favorite lesson was the one on caring. The game, “I love my neighbor”, incorporated in the lesson was relevant and engaged the students. Students were able to make connections they had in common through the game, which ultimately gave them a reason to care about each other. This game allowed us to even pull in the shy kids and established relationships for the weeks to come. Since the students already had knowledge of the topic, conversation flowed during the discussion time. They were able to sight attainable goals to incorporate caring in their daily lives. My mentee, Kaitlin, sighted goals such as opening doors or helping around the house to show she cares. My least favorite lesson was the one on citizenship. The game, “The line game”, involved the students organizing themselves in order according to certain criteria, such as birth month or name. This game had no connection to citizenship, which was hindering since the students already had no prior understanding of the topic. When we moved to our discussion

For both mentors and protégés, mentor commitment and program understanding had direct effects on perceived program effectiveness.

Over the past century, Americans have seen a number of educational reforms designed to promote academic equality for all students. However, minority students today continues to struggle to “do right.” Minority students can at times be referred to as “at risk” students, identifying them as students who are at a greater risk for lower levels of success in school, have higher dropout rates, engaged in violence, sex, drugs. The public education measures are taken to erase these inequalities in student achievement so that every member has the opportunity to achieve.

My experience on being coach may differ from most but the concept is the same as other. It just done in different ways. In the military the term mentoring is in line with the term coach. Confusion in use of the terms mentoring and coaching often arises due to the fact that “one of the functions of a mentor is to coach the protégé or mentee. From the first time I raised my hand and took the oath to serve and defend I was being coached. My experience deal with how to lead in combat, medical training and the belief in one other as a band of brothers. For example when being trained on how to handle a tackle road march we are given scenarios like a land mine goes off how do you react? How do you treat a causality with a chest wound? If the person

For the first day of team discussion, the topic 'Why Mentoring' was discussed. The points that my team raised resonated with the rest of the teams. Some of the points that were brought up during the discussion included mentoring as an opportunity to inspire, reflect and learn, as a form of exchanging of new ideas (innovation), succession planning for the organization, grooming people and tapping on resources to raise competencies, bridging the generational gap (experience vs new hires), as career development and psychosocial for both Mentors and Mentees.

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

This book is a comprehensive review of coaching and mentoring and how it can be implemented in a variety of settings and for multiple purposes. It is evidenced based and requires the reader to think differently about coaching and mentoring. The authors go beyond the research in challenging the reader to pay attention to the wider implications of coaching and mentoring. In the second part of the book, there are strategies to overcome and embrace influences that can affect the coaching and mentoring process. This book is ideal for anyone wanting the research behind coaching and mentoring.

The focus of Mentoring Teachers Towards Excellence, our project is to lead through instructional improvement. We want to concentrate on the development of high-quality instruction for beginning teachers. I have learned a lot through the development and ongoing process of the project.