ESTABLISHING SUSTAINABLE

COMMUNITY-BASED

EDUCATIONAL MENTORING ALLIANCES

INTRODUCTION

College, university, school district and community can merge their educational resources and renew the individuallearner focus with individual and small-group mentoring programs. New alliances can involve children and youth in diverse communities around New Mexico. By stimulating creative alliances in urban, small town, and rural areas, throughout the 89 school districts, higher education centers, educational organizations, business, religious and governmentinstitutions can shape conditions that strengthen all participants. Through strong alliances, MATCH New Mexico and our partnerscontribute to a healthier society.

MATCH New Mexico's effective mentoring practices and educational research are available to all partners seeking evidence-based strategies to improve mentoring at all levels of education.

TASKS AND PROGRAM SEQUENCING

1. Developing Working Connections with Educational Institutions and Communities

MATCH New Mexico develops a close working relationship with one or more representatives of each educational institution while entering into a mentoring agreement. Memos of understanding with school districts are developed and letters of agreement with colleges and universities are written. MATCH New Mexico does not require any participants to change any policies or standards; excellence through the mentoring program may be accomplished by the participants and the students in any manner that best serves their interests. MATCH New Mexico assists the partnerships forming an Educational Mentoring Alliance that belongs to the community.

2. Appointment of a Community-based Coordinator

Each community-based coordinator is the spokesperson for MATCH New Mexico and is the representative of all the facets of the educational program at the local level. The community-based coordinator works on the ground as the liaison between the college/university program, the elementary school and the local neighborhood. The community-based coordinator is an integral member of the core program staff and consultants. This individual is the professional link between the administrative staff of the statewide program and the vital people at the community level bringing life to the program. Connecting all the elements and personnel is designed to ensure smooth operations, well-coordinated and efficient programming, with a steady attitude of inquiry whilst following the best practices and elements of mentoring. MATCH New Mexico also provides interactive training and continuing education programs including a discussion platform for community-based coordinators to support and problem solve together.

3. Selection of a College Mentor Coordinator

MATCH New Mexico seeks a graduate student from a participating college or university to develop, monitor and supervise the mentoring process of college mentors from the same higher education program. Though we may advertise openly for such people, we prefer referrals of respected students that hopefully will work with us for more than one year in this capacity and who may come from any professional pathway. The college mentor coordinator maintains a close working relationship with the community-based coordinator.

4. Timelines and Tasks in Recruitment, Selection and Initial Training of Mentors

A) A college/university-wide announcement is made through an email blast about the MATCH New Mexico mentoring program, including the website address, and an invitation to attend an information session.

B) One or more information sessions are held at the college or university each year in February, generally one hour in duration, with introductory comment, video, programmatic and research materials being presented. Questions about any aspect of the program from potential applicants are answered during an informal exchange.

C) Any interested applicant can go online and complete a well-designed application form.

D) If the application is well regarded within a selection committee, comprised of the community-based coordinator, the college mentor coordinator and the academic representative, then all potential mentors are contacted; this is done by a division of labor within the selection committee.

E) If references are positive or have suggestions for the selection committee, a decision will be made about moving to a face-to-face interview. A favorable interview advances the applicant to our online advance study. A computer code is given to the applicant and a 4 – 6 hour training program reviews issues about reading challenges in grade three, information about the elementary school to be connected with the potential mentor, and other general educational matters. There is a brief evaluation questionnaire reviewed by a member of the selection committee, and a positive response leads to the next step.

F) A security/ background check will be initiated by the applicant and paid for by a third party in the alliance.

G) Assuming there is no inconsistency between the student’s application and the completed security check, the college student is notified of his or her acceptance and signs a contract with the Educational Mentoring Alliance in the community. In return for their mentoring work of four hours per week and participation in the training, supervisory and academic program, their payment schedule is summarized. As part of the contract, a confidentiality agreement is signed. The college student agrees to serve in the program for a minimum of two continuous semesters. We encourage employment in a summer program and other educational activities of MATCH New Mexico or our partners.

5. Recruitment of Third Graders

H) Second-grade students at all participating elementary schools will be considered potential candidates for the mentoring program of MATCH New Mexico. The results of reading tests, behavioral reporting, and attendance records will form one part of the second-grade teachers’ review.

The TOCA (Teacher Observation of Classroom Adjustment) instrument samples these reasons for referral by asking teachers to rate the students they consider to be candidates for mentoring on 39 different questions. Rating scores are then combined to yield 8 scales measuring different problem domains: Concentration, Pro-social Behavior, Behavioral acting-out, Connectedness, Character Development, Academic Performance, Self-esteem and Stress. In a 2015 study of 54 second grade students at one participating elementary school in Santa Fe, an iterative statistical analysis called “hierarchical cluster analysis” identified five subgroups with differing needs requiring special mentoring approaches to increase the effectiveness of the program. The TOCA results are reviewed by the third grade teachers and considered when placing mentees in the program.

6. Selecting the Space and On-Site Supervisor

I) The principal of the elementary school selects an on-site coordinator, often a third grade teacher, and assigns a space in which the mentoring will occur. The best site for all students is the library with space and tables, amidst books and computers, in a stimulating intellectual setting unlike the all-day classroom, and often with access to an outdoor space, allowing a fresh air break while still in the immediate area.

7. Starting Parental and Family Involvement

J) The principal of the elementary school invites all family members, including the responsible adult, to a meeting describing the MATCH New Mexico mentoring program in detail. All questions are answered and translation is always available when needed.

During the Meeting: An informed consent agreement is presented and after discussion, the responsible adult is asked to sign a release to obtain confidential information from school records.

  • The signed parental release allows the mentor to discuss academic performance with the teaching staff.
  • The release additionally allows images of the students to be used towards their self-evaluation, especially valuable for reading.
  • Images may also be utilized to display the activities of MATCH New Mexico to the public and to share aspects of the mentoring program.

8. Randomization to Study and Comparison Group

K)Because the need is so great with every concerned parent wanting their child to have the advantage of the mentoring program and the resources may be limited, some educators want an objective selection mechanism. A computer program devised by the research director of MATCH New Mexico is used to obtain an unbiased assignment to a group of mentees who will be participating in the program, and a second group who may choose to complete pre-and post-evaluation without participating in the program study.

9. Matching Mentor and Mentee in the Study Group

L) The community-based coordinator, college mentor, and a representative of the elementary school review the mentor and mentee listing. Factors used by the small committee in each geographic setting start with gender: boys and young men, girls and young women are appropriate role models. Certain mentor skills can also be indicators of a good match. Interest checklists can be useful as well. We prefer those mentors of college age to be closer in age to the mentee. Wearing the same clothes, knowing the same music, and being versed in similar technological tools such as texting creates an atmosphere of easier connection and association. If there is a serious problem with English as a second language, we attempt to match the mentee with a mentor who speaks their language for a familiar entry point to lead into the initial connection, then a movement towards English use only is made. Race and ethnicity enter into matching as well. To date we do not use personality traits/ types though a future research project could include assessment of psychological type.

We are aware of the complexities in making good matches. Participant observations by the college mentor, community-based coordinator, and the on-site supervisor from the elementary schooloccur during the initial 4-6 sessions. Self-reflection logs monitoring the early work in the mentoring relationship will be tracked carefully. One of the first research priorities is a systematic study of the mentoring relationship using the Mentoring Characteristics Questionnaire to improve the matching process described below.

10. Mentor Training: Orientation and Making a Good Start

M) All mentors start training with an in-person workshop of 6 – 8 hours in duration, which

blends social interaction, play, lecture, small group discussion, demonstrations that include

videotape material, and a meal together.

  • After introductions, we start Bal A-Vis-X and Brain Gym activities hereafter called Brain Integration exercises designed to enhance full body coordination, focused attention, and ease in learning.
  • Interactive discussions describe the research base on meeting and greeting people, the elements of interaction, the setting of goals, and the foundations of mentoring.
  • A hands-on workshop (2-4 hours) with a simple reading test and reading strategies
  • Practical discussion about rules, policies of schools, logistics, confidentiality, scheduling, and the college credit seminar

11. Structure/ Schedule of the Mentoring Session

N) One of the great strengths of the mentoring program is the ability to tailor activities to the needs of the learner. We work within a structured framework that allows for spontaneity and individualization.

  • Meeting/coming together again
  • Fluids and nutrition
  • Free play for 2 – 3 minutes
  • Start Brain Integration exercises with the individuals, then the match, then the larger group with coordinated activities
  • Reading with mentor listening, questioning and correcting, if needed
  • Reviewing homework assignment to ensure third grader understands assignments
  • Quite often, there is a math problem to be worked through.
  • Developing inquiry skills
  • Periodic breaks for brain integration exercises as needed to refresh
  • Writing
  • Developing materials from expeditionary learning
  • Reading games
  • Adding to a personal Journal/scrapbook on theme of “My Story”
  • Starting to wrap up mentoring session, cleaning up, putting the place in order
  • Joint summary of learning experience
  • Planning what happens next
  • Agreeing on the time and day of next meeting
  • Parting/taking leave of each other
  • Leaving the mentee in the care of the On Site Coordinator.

12. Mentoring and Leadership Seminar

0) All college mentors are required to register and participate in an interactive two-credit seminar course transmitted via satellite during the fall and spring semesters for a total of four credit hours. Academic representatives of all participating colleges and universities participate in the planning discussion as an ad hoc Curriculum Advisory Committee. Though the course number may vary from one academic setting to another, the academic structure of the seminar remains the same for all mentors. The depth of study expected to be done by the mentor varies according to the college mentor’s program level.

Thefirst interactive hour of each seminar follows a standardized syllabus with designated lecturers, readings and assignments. An example follows:

  • The Fall semester develops the understanding, skills and accurate identification of problems to optimize the individual mentoring relationship. The semester ends with an in-depth case study.
  • The Spring semester opens with discussion of the individual cases portraying the breadth of neighborhood strengths and challenges identified by the array of issues within the mentored group. Then the focus shifts to assessing community assets, how connections are made between resource groups, shifts in neighborhood power, and increasing social awareness. The semester ends with a description of personal values, skills and ethics that may lead to cohesion, renewal and growth within society. An extended report of one case study is required from each mentor to provide an in depth report to the teacher and the school system to increase the gains of the student.

The second interactive houris focused within the college mentor group at each participating site, limited to mentoring in the local elementary school and discussion of the community.

The community-based coordinator, college mentor and academic representative use all local individuals and programs as resources to address mentoring and community issues in the home area.

Videotaped libraries are available for study review or if there is an excused absence due to illness or family emergency.

The course and class participation becomes a professional socialization learning experience with class interaction providing support, stimulating new insights, and allowing for experimentation with new approaches to problem solving.

13. Individual and Group Supervision

P) The college mentor coordinator will meet with the mentor for a minimum of thirty minutes or longer twice monthly and as needed.

  • If and when necessary, the college mentor coordinator will hold special group meetings of the college student mentors to solve problems.
  • The college mentor coordinator will advocate for the mentors’ needs, requesting MATCH New Mexico consultants and staff to address special program needs when necessary.

14. Monitoring the Mentoring

Q) In addition to the observations of the on-site supervisor, mentor coordinator, community-based coordinator, and other program participants, MATCH New Mexico uses a computer monitoring program called America Learns, the largest monitoring program in the USA. At the end of each week of the mentoring, the mentor completes a questionnaire online. There are default questions about educational goals, educational methods, and questions geared toward identifying and stating problems. One of the most interesting issues hasto do with tailoring questions each week, following issues that evolve from a lecture, required reading, a consultation, or group supervision. The community-based coordinator, mentor coordinator, consultants and lecturers in the program can submit questions when appropriate. One skilled staff member collects,structures, and integrates the survey questions. If questionnaires are completed on Friday, the program director and those in line for the report, such as a mentor coordinator, receive a summary on Monday. This allows for preventive actions, as well as identifying the need for materials to do with continuing education or intervention. The mentor coordinator summarizes any action items or other observations each week and relays that to administrative and academic staff in our program. The America Learns format has a rich database of educational materials on differing topics. Thus references are available to be given to the individual mentor when the program recognizes an issue. Additionally, continuing participation by all mentors and all programs continue to shape the development of a research-based library of instructional materials.

The America Learns survey has one additional feature that allows for immediate response in emergency situations. For example, if the mentor identifies an urgent situation or new problem, there is a red button to push. On two occasions when used by our mentors, MATCH New Mexico received a call within 20 minutes alerting us to the issue.

15. Everyone has a Mentor

R) MATCH New Mexico practices our mentoring model as part of a commitment to make this a better place, not just in schools, colleges or the community, but within our own organization. From the founder and chair of the board, each person in turn, is a mentor to another person in the organization. All of the program participants are both mentors and mentees. On the ground at the elementary school, the college student mentor, is supervised and mentored by the graduate student who is a mentor coordinator, while the community-based coordinator in turn is working with other members of our staff while seeking to improve communications and educational experiences. Performance evaluation is conducted on a regular basis with the Board overseeing the executive director, the executive director overseeing the administrative staff, and our various consultants providing support to all appropriate mentors and program professionals.

Continuing education programs for members of our educational research organization are vital and occur at intervals. On occasion we have visiting consultants such as Amos Carmeli, the Director of PERACH International. We invite everyone in our organization, from board members, to our staff, consultants, and partners in the community to participate in enhancing our program by attending such meetings.

16. Family Involvement